Justice and Fairness Module 4 Part 2

These education resources have been produced by the British Red Cross, in partnership with Allen & Overy
Justice and Fairness > Module 4 > Part 2
Part 2:
The mock trial
Justice and Fairness | Exploring justice and fairness as part of international humanitarian law
Justice and Fairness > Module 4 > Part 2 > Teacher briefing
Mock Trial
2
Guidance
Learning Outcomes and Objectives

The Prosecutor v. Alex Azzurro
The trial of Alex Azzurro, introduced in Part 1 of this module, is examined
in greater detail here. Alex Azzurro is a rebel militia leader accused of
conscripting child soldiers during an internal conflict in 2002 and 2003. If the
charge is proved, this constitutes one of the most serious of war crimes.
The purpose of Part 2 of this module is to allow students to explore the
process of preparing for and executing a war crimes trial. It will help students
to understand some of the complexities of the trial process for war criminals
due to the nature of the crimes committed and the parties involved.
Timings: 2 hours
Objectives
To understand how a trial is conducted, and the different roles, planning
techniques and decisions the prosecution and defence teams must
consider
To develop skills in choosing, analysing and using evidence effectively
in order to argue and prove points
To build empathy skills and develop insights into the experiences
of child soldiers
To develop questioning and reasoning skills though participation
in a mock trial
To understand subtleties in evidence and the importance of proving
a point
To reflect on the role of international tribunals in achieving justice
for war crimes.
Background information
3
Guidance
The International Criminal Court trial process
Note for teachers

Most of the material in Part 2 is fictional or adapted, but it has been
broadly based on the real-life trial of Thomas Lubanga Dyilo, which
began at the International Criminal Court on 26 January 2009.
Visit www.lubangatrial.org for more information. Please note that
the witness statements do not accurately represent the trial and
some additional fictional statements have been added for the
purposes of the activity.
Background
This past century has seen some of the worst atrocities in the history
of humanity. As a result, states representing the international
community met to negotiate and agree on the establishment of an
international criminal court to punish gross violations of international
humanitarian law (IHL).
The International Criminal Court (ICC) is the first ever permanent and
independent court responsible for trying the most serious international
crimes. It came into existence in July 2002 under the Rome Statute
a treaty that was signed by 111 countries, which are now subject to
the jurisdiction of the ICC (including the UK). This means that crimes
that are committed by nationals of these 111 countries, or that occur
on their territory, may be investigated by the ICC, subject to the rule
of complementarity (see following page). Those crimes of most interest
to the ICC are: war crimes, crimes against humanity and genocide.
Ultimately, the ICC is responsible for trying individuals who bear the
most responsibility for war crimes, crimes against humanity and
genocide. This includes not only those who are directly responsible
for committing the crimes but also those who may have helped
someone else commit a crime, or aided or abetted them for example,
commanders and superiors who have issued orders.
The ICC seeks to uphold the highest standards of fairness and due
process in its attempts to provide justice to thousands of victims,
who have suffered from unimaginable crimes. The ICC is currently
investigating crimes in countries such as Uganda, the Democratic
Republic of the Congo and in the Darfur region of Sudan.
Guidance
The functions of the ICC

The ICC has jurisdiction over the most serious crimes of concern to
the international community - genocide, crimes against humanity and
war crimes. Other crimes would normally be tried through national
judicial systems.
It can only prosecute against crimes committed after 1 July 2002,
when it was set up.
The ICC may exercise jurisdiction (i.e. power) over international
crimes only if they were committed on the territory of, or by a citizen
of, one of the countries that have signed up to the Rome Statute
the treaty that set up the ICC.
It is a court of last resort, and is intended to complement, rather
than replace, national criminal justice systems. The principle of
complementarity allows national courts the first opportunity to
investigate or prosecute a crime. This ensures that national systems
retain jurisdiction, or the power, to try genocide, crimes against
humanity and war crimes. However, the ICC can prosecute if:
> a country is unwilling e.g. it is clearly shielding someone from
responsibility for ICC crimes
> a country is genuinely unable to carry out judicial proceedings
e.g. its legal system has collapsed.
Lesson Flowchart
Students use supporting materials to help them construct

the main lines of argument for either the prosecution or the
defence legal teams.
Exercise 2. Witness Statements
Students are given a number of witness statements and can
decide which ones they will use to best support their case.
Exercise 3. Enlistment and conscription (optional)
Students use information provided by the UN Special
Representative for Children and Armed Conflict to explore
issues around conscription and enlistment.
Preparatory Activities
Exercise 1. Main lines of argument
Exercise 4. Mock Trial

Students can use their preparatory work to participate in a mock trial
where they take on the roles of judges, prosecution lawyers, defence
lawyers and witnesses.
Justice and Fairness > Module 4 > Part 2 > Exercise 1
Exercise 1
5
Exercises
Introduction
Resources
Timings: 5 minutes
In 2009, the International Criminal Court (ICC) opened up a trial in the
case of The Prosecutor v. Alex Azzurro. Alex Azzurro is the alleged
leader of the Union of Blueland Patriots (UBP) and the commander-inchief of its military wing, the Patriotic Forces for the Liberation of Blueland
(PFLB). He is accused of enlisting and conscripting children under
the age of 15, and using them to actively participate in hostilities, from
September 2002 to August 2003.
For group use

1A. Background information
1B. Profile of Alex Azzurro
1C. The prosecution
1D. The defence
Words marked in bold
are resources available to the
teacher in this lesson pack.
Divide the class into two groups.

Appoint one group to be the legal team for the prosecution and the
other to be the legal team for the defence. Give each group copies
of 1A Background information. Allow the students to read the
information to set the context for the trial. 1B Profile of Alex Azzurro
also gives more information about Alex Azzurro. You may wish to re-visit
previous exercises to remind students of what constitutes a war crime.
Main lines of argument
Timings: 15 minutes
This activity will allow the two legal teams to become familiar
with and construct their main lines of argument. Give copies of
1C The prosecution, and 1D The defence to each of the legal teams.
Ask both teams to read over their main lines of argument and discuss
the questions that follow within their group.
Exercise 2
6
Exercises
Witness statements
Resources
Timings: 15 minutes
For group use

2A. Witness statements
In the previous activity (Main lines of argument), students began

to consider the role witnesses would play in the trial. 2A Witness
statements gives a selection of witness statements from the trial.
Ask the students to read the statements and decide which ones will
best support their case.

Encourage the students to discuss ways in which they will use the
witness statement when presenting their case. Using these statements
and the other information they have, each legal team can build up a
picture of how they will present their case. They may also be able to
identify areas where they feel they need stronger evidence.
A legal team would also have the opportunity to cross-examine any
witness presented by the opposing legal team. The students should
therefore examine the statements they felt did not support their case,
and develop a set of questions and points they would use to crossexamine those statements, in order to question the validity of any
evidence presented by the defence.
Exercise 3
7
Exercises
Enlistment and conscription (optional)

Timings: 30 minutes
Resources
For group use
3A. UN Special Representative
During the trial, many different witnesses can be called forward to

give evidence. Six months into the trial, the trial judge invited the UN
Special Representative for Children and Armed Conflict to appear as an
expert witness. The UN Special Representatives brief, Resource 3A,
is important as this is the first case on the recruitment of child soldiers,
and it has noted the importance of recognising the reality of childrens
circumstances when they are recruited into armed forces.

The activity section of 3A UN Special Representative provides an

opportunity for students to consider the reality of the circumstances
children involved in armed conflict may find themselves in. Students can
work in groups to discuss how the factors listed (poverty, ethnic rivalry
etc.) may influence whether a child becomes involved in armed conflict.
The activity also asks students to write a brief imaginary account
of the experiences of a child who is involved in the conflict. They can
refer to the witness statements or exercises in previous modules of
Justice and fairness to give them an idea of writing style. Ask students
to share their writing and discuss whether the scenarios fall under
conscription or enlistment.
Finally, ask students to reflect on how the UN Special Representatives
brief influenced the ideas they had when developing their case.
Exercise 4
8
Exercises
Mock trial activity
Resources
Timings: 45 minutes
This activity allows students to consider how evidence, given by
witnesses and victims, is presented in the context of a trial. Through
developing a role play, based on a lawyer questioning a witness followed
by cross-examination, students will be able to use questioning to draw
out evidence and highlight specific points. It will also give them an
insight into the role questioning plays in this situation, as well as an
understanding of what it might feel like for witnesses to be in court.
4D Mock trial procedure provides an overview of the procedures
followed in a trial. This can be used to introduce the students to the role
play, and to help them understand the different roles and the preparation
they will undertake for each one. It can be referred to when necessary
throughout the activity. Students can choose to take the roles of the
judges and defendant as well as the lawyers and witnesses.
For group use

4A. A case for the ICC
4B. ICC trial
4C. The ICC courtroom
4D. Mock Trial procedure
4E. Prosecution witness
4F. Defence Witness
For use by the teacher
Exercise 4: teacher resource
4E Prosecution witness and 4F Defence witness are witness

statements, which will be used by the prosecution and defence teams
respectively. They will use the relevant witness statement to develop a role
play of how they might examine each witness. Remind the students that
the witness statements will not be read out during the role play. They are
a resource to help them prepare. During the role play, they will need to
capture as much information as they can through questions and answers.
In their respective legal teams, students should consider the main points
they will make, using the evidence given by the witness. They should
plan what questions to ask the witness in order to make certain points.
Remember that they will need to ensure the witness is at ease, and that
the witness will volunteer the information that is important to the points
they wish to make. Appoint two people from each legal team to take on
the respective roles of witness and lawyer.
Exercise 4
9
Exercises
A member of the opposing legal team will then have the opportunity
to cross-examine each witness. Appoint one person to do this. Ensure
each legal team has a copy of the oppositions witness statement. They
can use this to identify weaknesses and develop relevant questions.
In summary, each legal team needs to prepare:
an opening statement
questions for direct examination of their own witness
Resources
For group use
4G. Intervention statements
4H. Victims and Civilians
questions for cross-examination of the oppositions witness

a closing statement.
4G Intervention statements can be used to add complexity to the
role play. 4H Victims and civilians (teachers resource) provides a
range of statements from former child soldiers, observers and victims.
The statements can be given to the lawyers to help them develop
their arguments, or they can be given to other class members, and
new witnesses can be called forward. The teacher may also wish to
reintroduce statements from the introductory activities. By making these
interventions, the students will understand how lawyers need to be
responsive to emerging events, and see how a case relies on a body
of evidence, rather than one single piece, to form a clear argument.
Exercise 4
10
Exercises
De-brief
Timings: 10-15 minutes
Provide an opportunity for students to reflect on the role-play activity,
using the questions below. The activities in the role-play have focused on
helping students understand the processes involved in seeking justice
through international law, rather than proving a particular outcome.
Did you find it easy to argue your case?
There are many grey areas in the case e.g. the difference between
conscription and enlisting of children. How did this affect the way in
which you used the different evidence available to you?
Working with witnesses is an important part of the trial process.
From the insights the role-play activity gave you, what are the key
factors prosecution and defence teams need to keep in mind?
What difficulties can you see arising as the case continues?
The United Nations estimates that there are 30,000 children involved
in fighting in the Yellow Territories conflict. Trying to hold one person
accountable for the crime of using child soldiers will not, by itself, stop
children being recruited to fight. It has to be seen as one effort, among
many, to try to halt the practice.
Do you think that bringing individuals such as Azzurro to trial for his
alleged actions may help deter others from committing similar crimes?
How does justice through law support other actions to end the use of
child soldiers? Students may want to research other actions taken by
organisations working on behalf of child soldiers.
Exercise 4
11
Exercises
If students want to develop their learning further, the following

websites may be useful:
Up-to-date information on the Lubanga trial:
www.lubangatrial.org
Work with child soldiers:
Sierra Leone Red Cross Child Advocacy and Rehabilitation
(CAR) Programme
http://redcross.org.uk/standard.asp?id=86537
Coalition to Stop the Use of Child Soldiers
www.child-soldiers.org
War Child International
www.warchild.org
Allen & Overy LLP and the British Red Cross do not endorse the
content or views expressed in the third party websites mentioned above
or elsewhere in this resource and neither Allen & Overy LLP nor the British
Red Cross accept any responsibility or liability in relation to the accuracy
or completeness of the information provided in these sites. The website
addresses mentioned above are provided as suggestions only.
12
Exercise 4: teachers resource

Mock trial process
Exercises
Resources
In 2009, the International Criminal Court (ICC) opened a trial in the case
of the Prosecutor v. Alex Azzurro. Alex Azzurro is the alleged leader of
the Union of Blueland Patriots (UBP) and the commander-in-chief of its
military wing, the Patriotic Forces for the Liberation of Blueland (PFLB).
He is accused of enlisting and conscripting children under the age of 15
and using them to actively participate in hostilities, from September 2002
to August 2003.
The case has entered the Trials Chamber and you, as a class, will enact
the trial proceedings. If conducted in a real trial setting, you would need,
in addition to the main characters of judges, prosecution, defendant and
defence lawyers, ushers and court clerks as well. However this exercise is
designed to be conducted in a classroom and, therefore, the focus will be
on the main characters.
For group use

4B. ICC trial
4C. The ICC courtroom
4D. Mock Trial procedure
4F. Defence Witness
The main roles to be enacted are:

1. Panel of judges
there will be three-as you can see from the ICC trial flowchart.
2. One defendant (the accused)
Alex Azzurro.
3. At least two witnesses
one for the prosecution and one for the defence.
(You may wish to have two witnesses for each).
4. One lawyer for the prosecution
the ICC Prosecutor.
5. One defence lawyer
lawyer for the defendant.
Total = a minimum of eight roles.
Note:
Although this is a criminal trial, it is not conducted in the same
manner as a criminal trial in an English Crown Court i.e. as a trial
by jury. The Rome Treaty does not provide for the right to a trial
by jury and, therefore, ICC trials are conducted without one.
One witness statement has been prepared for the prosecution
and one for the defence. You may wish to ask the class to
prepare a second witness statement for each side using the
intervention statements in the resource section of this module
4H Victims and civilians.
13
Exercises
Procedure of the mock trial

1. The class should be arranged according to the ICC court room set-up provided as
4C The ICC courtroom. Everyone, except the panel of judges, should already be seated.
Note:
The defendant should be seated where everyone can see him. He will normally
sit through the trial quietly and watch the proceedings.
2. Judges enter the room. Everyone stands up. Then one of the judges asks everyone to be
seated. All sit down (including the judges).
3. One of the judges will ask both lawyers if they are ready to begin.
4. O
pening statement by the ICC Prosecutor, who presents an outline or summary
of their side of the case, and the main issues and arguments to be dealt with. This
statement is not meant to be argumentative but a general laying out of the facts. It is
always given in the future tense.
5. Opening statement by the Defence, who presents an outline or summary of the
defendants side of the case, and the main issues and arguments to be dealt with. This
statement is not meant to be argumentative but a general laying out of the facts. It is
always given in the future tense.
6. F
irst prosecution witness is called: the ICC Prosecutor carries out the first questioning
of the witness. It is called a direct examination. Questions are usually open-ended at this
stage allowing the witness to state everything he/she knows about the situation.
7. First prosecution witness: the defence lawyer carries out the cross-examination of the
witness. This usually involves the defence lawyer asking the witness leading questions
to draw out information that will help to make the defendants case stronger by casting
doubt on the witness testimony. Therefore, any inconsistencies in the facts or the
witness prejudices may be highlighted during the cross-examination. Leading questions
will usually require a YES/NO answer and are designed so that they dont allow the
witness to add anything more to their answer.
Continued on Page 14
14
Exercises

Note:
There can be another round of direct examination and cross-examination of the witness at
this stage, but for the purposes of this exercise, one round of questioning per witness is
enough. It is expected that all legal teams will have researched and prepared their cases
adequately in advance and will be able to ask sufficient questions of the witness.
Repeat steps 6-7 for the second prosecution witness if available.
8. F
irst defence witness is called: the defence lawyer carries out the first questioning of
the defence witness. It is called a direct examination. Questions are usually open-ended at
this stage, allowing the witness to state everything he/she knows about the situation.
9. First defence witness: the ICC Prosecutor carries out the cross-examination. This usually
involves the ICC Prosecutor asking the witness leading questions to draw out information that
will help to make the prosecution case stronger by casting doubt on the witness testimony.
Therefore, any inconsistencies in the facts or the witness prejudices may be highlighted
during the cross-examination. Leading questions will usually require a YES/NO answer and
are designed so that they dont allow the witness to add anything more to their answer.
Note:
There can be another round of direct examination and cross-examination of the witness
at this stage, but for the purposes of this exercise, one round of questioning per witness
is enough. It is expected that all legal teams will have researched and prepared their
cases adequately in advance and will be able to ask sufficient questions of the witness.
Repeat step 8-9 for the second defence witness if available.
10. Closing statement by the prosecution - the ICC Prosecutor presents a summary of
the case. This will usually cover the testimony heard, the facts drawn from the presented
evidence brought before the court that supports their case, and the supporting legal
arguments made. This statement is persuasive and argumentative in nature. In the
end, the ICC Prosecutor will plead to the judges for a favourable judgment for the
prosecution. It is always stated in the past tense.
Continued on Page 15
Exercise 4: teachers resource
15
Exercises

11. Closing statement by the defence the defence lawyer presents a summary of
the case. S/he will state how the evidence presented in court does not support the claim
against the defendant and should therefore be disregarded, as well as highlighting any facts
that are favourable to the defendants case. S/he will also plead in the end for a favourable
verdict for the defendant. It is presented in the past tense.
12. J UDGMENT - Decision of the judges at this stage, the judges can take some time to
consult each other and come to a decision. They will then announce their decision. The
accused is either convicted (proved guilty) or acquitted (proved innocent). If proved guilty,
sentences may be given for up to 30 years imprisonment to life imprisonment, depending on
the gravity of the crimes committed.
13. A
PPEAL The judges decision can be appealed by any of the parties involved
(the accused, the Prosecutor or the country involved), and is considered in the Appeals
Chamber. It is possible that a conviction or sentence may be revised by the Appeals Chamber
in certain circumstances, such as if new evidence is discovered or it is found that crucial
evidence used during the trial was, in fact, false.
Note:
For the purposes of this mock trial, you will not need to look into the appeal process.
The trial activity will end with the judgment being issued by the panel of judges.
Justice and Fairness > Module 4 > Part 2 > Extensions
Mock trial extension
16
Extensions
One of the major breakthroughs that the International Criminal Court

(ICC) has introduced into international criminal law is the participation of
victims in criminal trial proceedings. The Rome Statute (the treaty that
created the ICC) allows victims to participate in all stages of a criminal
trial in the ICC. It is thought that this will help the ICC uphold the highest
levels of fairness and justice in carrying out its duties.
However, it is important to realise that victims have a different role to
witnesses in ICC trial proceedings. To help you better understand
the role of victims in an ICC trial, this activity will provide you with an
additional layer of background information and facts (related to the mock
trial from the main activity in Part 2) so that you can incorporate this and
get a fuller picture of a real ICC trial.
Note:
This extension activity is optional. It is up to you to decide whether
this additional angle to the mock trial will prove beneficial to the class.
It will make it a step more challenging for students.
Role of victims in ICC trials
Participation by victims is voluntary during ICC trials. Victims usually apply
to participate so that they can communicate to the court their own interests
and concerns. These concerns may not be related to either the prosecution
or defence sides of the trial. As a result, it is up to the victims to decide
what they want to say. Victims can participate at any stage of the trial when
allowed by the judges. They have the right to appoint a lawyer to represent
them and do not have to appear in person.
According to the ICC, there can be two types of victims, who are eligible for
participation in ICC proceedings:
Individuals who have suffered harm directly as a result of one of the
crimes that the ICC has the power to act upon. Victims can be anyone,
including children, the elderly and the disabled. Victims can also be
people who have been harmed as a result of a crime committed against
someone else. This can include family members of people who have
been harmed.
Institutions, where they own property that is used for religious,
educational, cultural, historical or humanitarian purposes, which have
been harmed due to a crime that the ICC has power to act upon.
17
Extensions
Introduction of victim participation

in the Mock trial
Note:
For the purposes of this exercise, a victims statement will be used
instead of someone enacting the role of a victim.
What is required: One lawyer to represent the victim in the case.
How to introduce a victim into the mock trial:
1. After step 5 in the mock trial - Opening statement by victims

lawyer. Judges will, at this stage, allow the victims lawyer to step
in and represent the victim by summarising their case.
2. After step 7 in the mock trial Intervention by victims lawyer
for this exercise, the judges will allow the questioning of the witness
by the victims lawyer.
3. After step 9 in the mock trial - Intervention by victims lawyer

the judges will allow the questioning of the witness by the
victims lawyer.
4. After step 11 in the mock trial
Closing statement by victims lawyer
Judges will, at this stage, allow the victims lawyer to step in and
represent the victim by summarising their case, and highlighting
any evidence and facts heard during the trial that strengthens
the victims case. The victims lawyer will ask the judges to
consider favourably the case of the victim and grant them suitable
compensation for their losses that have been incurred directly as
a result of the case under trial.
18
Extensions
Reparations decision
Victims may then be awarded compensation at the final judgment stage
of the main trial. This is called the reparations decision. In the mock trial,
this decision by the judges, as to whether or not any compensation should
be given to the victims, and if so, how much, will be given out after the
main judgment for the trial.
Note:
Just like other parties, victims can appeal against the reparations
decision if they feel that the decision does not adequately reflect their
losses or situation.
Discussion questions
Why do you think victims are entitled to be represented by a lawyer?
Victims are free to choose their own legal representative but they
must have at least ten years experience as a criminal lawyer, judge
or prosecutor, and be fluent in English or French (the courts working
languages). Why do you think these criteria are important?
What challenges of victim participation were highlighted in the course
of the trial?
Did you think that the participation of victims changed the course
of the trial? Why or why not?
Justice and Fairness > Module 4 > Resources
Resources
19
Resources
Part 2 exercise 1
For group use
1C. The prosecution
1D. The defence
4B. ICC trial
4C. The ICC Courtroom
4D. Mock trial procedure
4F. Defence witness
4H. Victims and civilians
Justice and Fairness > Module 4 > Part 2 > Resources
Lesson flowchart
5 mins
Exercise 1. Main lines of argument
15 mins
Exercise 2. Witness Statements
30 mins
Exercise 3. Enlistment and conscription (optional)
45 mins
Exercise 4. Mock Trial
XX mins
20
Resources
21
Resources
The Alex Azzurro trial focuses on the conflict
in the Yellow Territories. Tensions and fighting
between Redland and Blueland have occurred
for many years because of competition for land.
In recent years, instability throughout the region
has intensified, particularly with the rise of a
number of militia groups on both sides. Militia
groups are military forces of armed citizens, who
are not part of the Governments armed forces.
As the Yellow Territories is rich in minerals,
especially gold, opposing militias have fought to
control mining. The conflict made commanders
rich and gave them a reason to keep fighting.
They rallied their forces and people with ethnic
hatred in order to continue the profitable war.
There were horrific massacres of civilians in
2002. UN peacekeepers intervened in 2003 and
increased their numbers in the Yellow Territories
at the beginning of 2004. Violence in the Yellow
Territories has continued, most recently in late
2008. The conflict is believed to have caused at
least 50,000 deaths and displaced hundreds of
thousands of civilians.
Alex Azzurro was allegedly the president of the
Union of Blueland Patriots (UBP) from 2000,
and from 2002, was alleged to have served
as commander-in-chief of its former military
wing, the Patriotic Forces for the Liberation
of Blueland (PFLB). The Union of Blueland
Patriots goal was to establish dominance in
the Yellow Territories through violence against
non-Blueland people especially militias and
civilians of Redland ethnic origin.
In March 2005, the UN arrested several militia

leaders, including Alex Azzurro. Azzurro is
accused of conscripting child soldiers to further
the conflict in the Yellow Territories during 2002
and 2003. If proved, this constitutes a war crime,
one of the most serious of international crimes.
Because he was suspected of committing
war crimes during the conflict, Azzurro was
transferred from Blueland to the ICC in The
Hague, in the Netherlands, in March 2006.
Azzurro is charged with committing three war
crimes between July 2002 and December 2003.
They are:
conscripting children under the age
of 15 into armed groups
enlisting children into armed groups
using children to actively participate
in armed conflict.
Azzurro is charged with responsibility for these
crimes because of his alleged position as leader
of both the political group, the UBP, and its
former military wing, the PFLB.
The prosecutor charges that Azzurro exercised
authority over these organisations, including the
adoption and implementation of their policies,
among which were the conscription, enlistment
and use of child soldiers. The defence will
contest these claims, arguing that Azzurro was
a political leader and played no active role in the
creation of the military wing.
22
Resources
Name: Alex Azzurro

Nationality: Blueland
Date of Birth: 29 December 1960
Place of Birth: Jena,
Province of Turum, Blueland
Education: University of Jaune,
BA in Psychology
Biography:
Alex Azzurro was born on 29 December 1960
in Jena, in the Turum Province of north-west
Blueland. He studied at the University of Jaune
and has a degree in Psychology. Azzurro was
politically active during his undergraduate
degree. After serving in junior local government
positions, he joined the Blueland military, rising
up in the military ranks as the conflict in the
Yellow Territories intensified.
Azzurro was a military commander and
minister of defence in the Blueland Rally for
Democracy-Liberation Movement (BRD-LM). In
early 2001, he split from the group and founded
a rebel group, the Union of Blueland Patriots
(UBP), becoming its President later that year and
founding its military wing, the Patriotic Forces for
the Liberation of Blueland (PFLB).
Under Azzurros leadership, the UBP became
one of the main parties in the Yellow Territories
conflict. Over the last decade, UBP has
maintained a strong presence in north-west
Blueland, consolidating control of large areas
and preventing Redland acts of aggression

in the area. Alex Azzurro was arrested on 13
June 2002 while on a mission to Jaune but he
was released ten weeks later in exchange for a
kidnapped Redland government minister.
Between 18 February and 3 March 2003, the
UBP is reported to have destroyed 26 villages
in one area, forcing 60,000 people to flee their
homes. Human rights organisations claim that,
at one point, Azzurro had 3,000 child soldiers
between the ages of 8 and 15. He reportedly
ordered every family in the area under his control
to help the war effort by donating something:
money, a cow or a child to join his militia.
Alex Azzurro was arrested on 19 March 2005 in
connection with the killing of nine United Nations
peacekeepers.
1C. The prosecution
23
Resources
In this exercise, you will play the role of the prosecution in the trial of Alex Azzurro.
The information on your card will help you construct your arguments for the trial.
Read over the main lines of your argument and discuss the questions that follow.
The prosecution
The main lines of your argument will be:
Azzurro was the overall leader of the Union of Blueland Patriots (UBP) and the leader of the
Patriotic Forces for Liberation of Blueland (PFLB), which used child soldiers in inter-ethnic
fighting in the Yellow Territories conflict. He oversaw the conduct of military affairs and
appointed senior officers within the PFLB, secured financing for the UBP and PFLB, and
negotiated the provision of their weapons and other military equipment.
Azzurro personally took part in recruiting child soldiers, having them trained and using them
in armed conflict. He visited PFLB military training camps. The PFLB used hundreds of young
children, some as young as 11 years old, to kill, pillage and rape.
Presenting your case
To help you present your case, consider the following:
What do you see as the key points you will need to argue?
What do you think will be the difficulties in presenting your case?
What different types of evidence will you use to argue your case?
Witnesses
Witnesses will play an important part in this trial. Consider the following:
What challenges might you as a legal team, and the witnesses face in participating
in this trial?
What witnesses will you call forward? Do you want to represent a range of different people?
How will you ensure witness statements are accurate and consistent when giving testimony?
How will you prepare witnesses for their part in the trial?
1D. The defence
24
Resources
In this exercise, you will play the role of the prosecution in the trial of Alex Azzurro.
The information on your card will help you construct your arguments for the trial.
Read over the main lines of your argument and discuss the questions that follow.
The defence
The main lines of your argument will be:
Azzurro was not part of a common plan to recruit children to be part of the military wing
of his political party. The military wing was in fact controlled by others, and the Union of
Blueland Patriots (UBP) did not have a policy of recruiting child soldiers.
During the few months where he did have responsibilities for the military wing, Azzurro did
all he could to demobilise the children who were in the Patriotic Forces for the Liberation of
Blueland (PFLB).
Presenting your case
To help you present your case, consider the following:
What do you see as the key points you will need to argue?
What do you think will be the difficulties in presenting your case?
What different types of evidence will you use to argue your case?
Witnesses
Witnesses will play an important part in this trial. Consider the following:
What challenges might you as a legal team, and the witnesses face in participating
in this trial?
What witnesses will you call forward? Do you want to represent a range of different people?
How will you ensure witness statements are accurate and consistent when giving testimony?
How will you prepare witnesses for their part in the trial?
25
Resources
Choose which statements best support your case.

For the statements that you intend to use in presenting your case, outline the specific points
that you will make by using this statement. What does it prove? What points will you pick out as
being particularly important?
You will have the opportunity to cross-examine the statements that the opposing legal team
uses. For those statements, develop a set of questions and points that you will make during
cross-examination.
We had nothing to do,

so we went with the soldiers.
I was not enlisted by force,
and I wish to confirm that.
When my country was at

war, I just knew I had to do
something. I have always
been tall for my age and I was
known in my school as being
one of the strongest guys,
so I thought taking part in the
war would make me a hero
and it would be fun.
26
Resources
I was kidnapped on my way to school one morning. There

were many of us at the camp and we were told to run races
and practise using very heavy weapons. It was exhausting as
we werent given enough food and the guns were too heavy
for me to carry. But if any of us complained or cried or just
couldnt use those weapons properly, they would be thrown
in a deep hole in the ground. The top of the hole was then
covered with a metal sheet and they would feed the kid only
once per day. It was a terrible punishment as it was summer
and the hole would get very hot because of the metal.
My friends and I were asked

if we would like to join the
army and we accepted, so we
werent forced and I wish to
confirm that at Azzurros trial,
if I am able to participate.
27
The girls had to do all the

housework type of jobs and
at night the older officers
would do bad things with
them and they would cry
loudly. Some of the girls were
my cousins or friends from
school and we younger boys
were asked to stand guard at
the entrance of the tent so
that no one would come in.
I felt really sad that I could do
nothing for them.
Resources
I looked at my commander
as my superior, but also as
my family.
Because I was not good

with the guns, I had to act
as an armed bodyguard for
Azzurros house. I didnt
really get to sleep for more
than two hours a day because
the security team had to look
after his house all the time.
28
Resources
Enlistment and conscription

Alex Azzurro has pleaded not guilty to war crimes charges of conscripting or enlisting children
under the age of fifteen years into the armed forces, or using them actively to participate in hostilities.
Six months into the trial, the UN Special Representative for Children and Armed Conflict appeared
at the trial judges request as an expert witness. Her brief focused on the definition of and distinction
between conscripting and enlisting children. She referred to another international criminal court,
the Special Court for Sierra Leone, to draw attention to what may be considered conscription and
enlistment in contemporary forms of warfare, such as the Yellow Territories conflict.
UN Special Representatives brief
Conscription
Conscription refers to compulsory entry into the armed forces.
It may include coercive acts such as abductions and forced recruitment by an armed
group against children.
Entitlement
Enlistment refers to the generally voluntary act of joining armed forces by enrolment, typically
on the list of a military body or by engagement, indicating membership of the forces
It may include accepting and enrolling individuals when they volunteer to join an armed force.
Children can be enlisted through more informal means which may not involve an actual list.
Activity A:
It is often hard to tell the difference between a child who is conscripted, and one who enlists.
The following factors may influence whether a child becomes involved in armed conflict:
poverty
ethnic rivalry
ideological motivation
peer pressure
survival e.g. if you have lost your family and there is no one left to care for you.
Can these factors lead neatly to either conscription or enlistment? Explore this by writing an
imaginary account or witness statement of the experience of a young person who has become
involved in armed conflict. Students can then share their writing with peers, and discuss whether
the scenarios fall under conscription or enlistment.
Activity B:
Reflect back to the Introductory Exercise when you thought about the main lines of your argument.
Imagine that it is six months into the trial and you must now consider the brief of the UN Special
Representative when presenting your case. Discuss the following with your group:
Does it impact the main lines of argument you will use?
Can you use the witness statements to as great effect as you had originally planned?
Can you use the perspectives of these participants to challenge the evidence given by the other
legal team?
29
Resources
How a case travels through the ICC
Office of the Prosecutor
Pre-Trial Chamber
Trial Chamber | Three judges
Appeals Chamber | Five judges
4B. ICC trial
30
Resources
Steps in an International Criminal Court trial
1. The Prosecutor
Situations involving serious crimes are reported to the Prosecutor at the ICC.
There are two main ways in which serious crimes can be referred to the ICC.
(a).
(b).
Via parties directly associated with the

ICC including:
By the Prosecutor of the ICC directly If the

Prosecutor feels he or she has received
sufficient information about a situation
involving one or more serious crimes,
they can start an investigation, subject to
permission from the Pre-Trial Chamber.
The Prosecutor can get information from
several reliable sources for this purpose.
These may include:
state parties (countries that are subject

to the jurisdiction of the ICC)
the United Nations Security Council.
Either of the above can refer a grave or
serious crime to the Prosecutor of the ICC.
The Prosecutor assesses the information
provided, and decides whether or not
there is sufficient evidence to proceed
further and begin an investigation into
the situation.
national or international militaries

or governments
private individuals
human rights organisations and nongovernmental organisations (NGOs)
media reports.
2. The Pre-Trial Chamber

The Pre-Trial Chamber grants permission to start an investigation. If the Prosecutor feels that
there is enough reason to proceed with a situation, they will refer it to the Pre-Trial Chamber for
permission to start an investigation.
3. Investigation phase
The Prosecutor will investigate all facts and evidence received in order to determine whether
criminal charges should be made. At this stage, all evidence for and against the accused is
considered in order to make a fair judgment. The rights of the accused are fully respected
throughout the investigation phase.
4. Arrest warrant is issued

The Pre-Trial Chamber may decide to issue an arrest warrant or summons if it feels that the
accused has committed a crime that the ICC can hear and make a judgment on.
Continued on Page XX
4B. ICC trial
31
Resources
5. Confirmation of charges
Once the accused appears before the ICC, the Pre-Trial Chamber holds a hearing to confirm to
the accused that the charges made against them will be heard in a trial.
6. Case is assigned to a Trial Chamber.

The Trial Chamber is made up of three judges and is where the main trial will be heard. It is the
responsibility of the Trial Chamber to ensure that the trial is conducted in a fair manner and that
the rights of the accused are fully respected, including that the accused is considered innocent
until proven guilty.
7. Trial proceedings in the Trial Chamber.

The prosecution and the defence sides both present their case and cross-examine witnesses.
The accused can either conduct their defence themselves or through lawyers they have chosen.
Uniquely, the ICC also allows victims to participate either directly or through legal representatives.
8. Decision of the Trial Chamber.

At the end of the trial, the accused is either convicted (proved guilty) or acquitted
(proved innocent). If proved guilty, sentences can be given of up to 30 years imprisonment,
or in very serious cases, life imprisonment. Victims may also be awarded compensation in the
final judgment.
9. Appealing the decision in the Appeals Chamber.

The Appeals Chamber consists of five judges. Following the final judgment on the case, the
decision made by the Trial Chamber can be appealed by either the accused or the Prosecutor.
The victims or other people affected can also appeal the compensation order made by the Trial
Chamber.
Note:
At all phases above, any decision made by the ICC can be appealed by any of the parties
involved (the accused, the Prosecutor or the country involved).
32
4C. The ICC Courtroom
Resources
The ICC Judges
Legal representatives
of the Victims
Representatives
of States
Witness giving evidence
The Accused and lawyers for the Accused
Lawyers for the Prosecution
The Public Gallery
4D. Mock trial procedure
33
Resources
1. Opening statement by the prosecution

Present an outline or summary of your side of the case, and the main issues and
arguments you will deal with. This statement is not meant to be argumentative but a
general laying out of the facts. The statement is always spoken in the future tense.
2. Opening statement by the defence
Present an outline or summary of your side of the case, and the main issues and arguments
you will deal with. This statement is not meant to be argumentative but a general laying out of
the facts. The statement is always spoken in the future tense.
3. First prosecution witness prosecution direct examination
The prosecutions first questioning of its witness. Questions are open-ended at this stage.
4. First prosecution witness defence cross-examination
The defences cross-examination of the witness. This usually involves the defence lawyer
asking leading questions of the witness to gain information.
Repeat steps 3-4 for all prosecution witnesses
5. First defence witness defence direct examination
The defences first questioning of the witness. Questions are usually open-ended at this stage.
6. First defence witness prosecution cross-examination
The prosecutions cross-examination of the witness. This usually involves the prosecution
lawyer asking leading questions of the witness to gain information.
Repeat steps 5-6 for all defence witnesses
7. Closing statement by the prosecution
The prosecution lawyer presents a summary of the case. This will usually cover the testimony
heard, facts from evidence brought before the court and the legal arguments made. This
statement is persuasive and argumentative in nature, and is always spoken in the past tense.
8. Closing statement by the defence
The defence lawyer presents a summary of the case. This will usually cover the testimony heard,
facts from evidence brought before the court and the legal arguments made. This statement is
persuasive and argumentative in nature, and is always spoken in the past tense.
34
Resources
Statement prosecution witness

A former child soldier today described a meeting that Alex Azzurro attended with the
top commanders of the military wing of the Union of Blueland Patriots (UBP).
Witness 247 told the court that he was grabbed from his school by soldiers led by Anthony
Ceka and forcefully conscripted into the Patriotic Forces for the Liberation of Blueland (PFLB), the
UBPs armed wing. He went on to serve as a bodyguard to Mr. Ceka, the man who, according to
prosecutors at the International Criminal Court (ICC), was the chief of staff of the group.
Testifying with voice and face distortion to protect his identity, Witness 247 told the trial that all
through his time with the UBP, he only saw Mr. Azzurro twice. The first time was at a meeting
Mr. Azzurro had with the groups military commanders. The second time was when the witness
was directed by Mr. Ceka to be part of Mr. Azzurros escort team to the town of Jaune.
The prosecuting attorney asked the witness to name some of the people who attended the
commanders meeting that he said took place at a UBP military camp. The witness said that
besides Mr. Ceka and Mr. Azzurro, other commanders at that meeting included Simon Lushi,
and others he identified as Commander Patrick and Commander Ruz . The ICC has an arrest
warrant out for Mr. Lushi, who was reportedly the deputy chief of staff of the PFLB. He remains at
large in Blueland.
The witness said he and other soldiers many of them also child soldiers stood guard outside a
big house in Jaune where the commanders were meeting. He stated that he did not know whose
house it was, and that he could not tell who had called the meeting.
Did you see Mr. Azzurro after the meeting? asked the prosecution.
The witness replied: After the meeting, I saw him when he came out of the house. Ceka said that
we had no ammunition left and we received authorisation to fetch ammunition from the house
where they were having their discussions.
The witness said he trained at three camps, was deployed and fought in many areas but he never
saw Mr. Azzurro in any of those places.
35
Resources
ACTIVITY
The prosecution team will use this witness statement to develop a role play of how they might
examine the witness, before taking part in a mock trial. Resource 7 gives you more information on the
procedure that a trial follows.
As a group, plan what questions you will ask the witness in order to make certain points. Remember
that you will need to ensure the witness is at ease, and that they will volunteer the information that is
important to the points you wish to make. You can do this through questioning them. Two people
from each legal team will take on the respective roles of witness and lawyer. A member of your legal
team will then have the opportunity to cross-examine the other teams witness. Appoint one person
to do this. In preparing for this, your team will need to identify weaknesses in the information in the
oppositions witness statement.
Remember that the witness statements will not be read out during the role play. They are a resource
to help you prepare. It will be your job to obtain the information and make it relevant to the points of the
case you are arguing.
You will have to prepare:
questions for direct examination of your own witness
questions for cross-examination of the opposition witness
4F. Defence witness
36
Resources
Statement defence witness

A defence witness today told court that the Union of Blueland Patriots (UBP) the
group Alex Azzurro is alleged to have led did not conscript any children. Instead,
children who had no parents, and others who saw that some soldiers regularly
extorted money from civilians, voluntarily joined the group.
Claude Django, the 20-year-old defence witness said that UBP recruits who did not cope with the
conditions in training camps were free to quit the group and return to their homes.
The prosecution asked him how he knew this and he responded that those who served in UBP
had told him. Django himself did not serve in UBP. But when he first appeared in court yesterday,
he said a man known as Dudu took him and other boys to a meeting in the Blueland town of
Jena, where it was claimed they were former child soldiers.
In court today, Django dismissed claims that UBP conscripted children, arguing that the children
in UBP were mainly former street children who enlisted although there were also some who
abandoned school to join the group when they saw soldiers of their age extorting money from
civilians.
No one was forced into becoming a child soldier. They were street children who, in view of their
situation, saw other children who were soldiers carrying weapons and as a result went to enlist,
he said. He added: I cannot say it was Alex [Azzurro] who went through town asking children to
become child soldiers. It was the children themselves who wanted of their own choice, to become
child soldiers.
The prosecution asked him whether he knew Azzurro, and he answered that he did. When asked
how he knew him, Django replied that during the war, Azzurro had become important because he
was the leader of the UBP.
Because of the war, Alex [Azzurro] became someone very important. Previously, he would sell
beans at the warehouse, as a tradesman. So I came to know him as a salesman, said Django.
4F. Defence witness
37
Resources
ACTIVITY
The defence team will use this witness statement to develop a role play of how they might examine
each witness, before taking part in a mock trial. Resource 7 gives information on the procedure that a
trial follows.
As a group, plan what questions you will ask the witness in order to make certain points. Remember
that you will need to ensure the witness is at ease, and that they will volunteer information that is
important to the points you wish to make. You can do this through questioning them. Two people
from each legal team will take on the respective roles of witness and lawyer. A member of your legal
team will then have the opportunity to cross-examine the other teams witness. Appoint one person
to do this. In preparing for this, your team will need to identify weaknesses in the information in the
oppositions witness statement.
Remember that the witness statements will not be read out during the role play. They are a resource
to help you prepare. It will be your job to obtain the information and make it relevant to the points of the
case you are arguing.
You will have to prepare:
questions for direct examination of their own witness
questions for cross-examination of the opposition witness
38
Resources
Witness statements
Some of the prosecution witnesses said in open session that they often saw
Alex Azzurro at training camps, or that there were child soldiers in his compound.
Nonetheless, a great number of witnesses who testified in public session did not
link Mr. Azzurro directly to the military command. Instead, most of them identified
Mr. Simon Lushi and Mr. Anthony Ceka as the men who were in charge of military issues.
A witness told court that UBP soldiers used to extort money from civilians at roadblocks.
Sometimes the soldiers were sent by their commanders to get money from civilians but they never
handed over all the collections to their superiors. Other times, the soldiers went out at night on
their own initiative and hassled money out of civilians, he added.
On his first day of testimony yesterday, the witness said he underwent training at three UBP
camps and fought in many areas but he never saw Mr. Azzurro in any of those places. He stated
that during his time with the group, he only saw Mr. Azzurro twice once when he was ordered
to be part of Mr. Azzurros escort team and on another occasion when Mr. Azzurro attended a
meeting with the top commanders of the armed militia of the UBP.
One former child soldier described how he was punished by being locked in a trench for over a
week, and was fed only once a day. Another witness told the court that child soldiers were forced
to kill and mutilate victims, and were beaten by multiple commanders at one time.
Other witnesses described being subjected to horrifying living conditions while with the UBP.
The emotional difficulties faced by former child soldiers in court were exemplified when a witness
retracted his testimony. Upon retaking the stand several days later, the witness said that, on the
first day, a lot of things went through my mind. I got angry and I wasnt able to testify.
39
Resources
Statements from victims and civilians
I was heading to work one

morning when I saw a group
of soldiers kidnap some local
village children. Some were
as young as 11 years old. I
really wanted to help them
but anyone who got in the
way was punished. I could
see mothers crying for their
children to come back. I wish
there was something I could
have done but the soldiers
were too powerful.
(Local Villager)
I have helped many children return to civilian life after

spending many months or years as a child soldier. Many of
them have been girls as well as boys. There are rehabilitation
camps set up to help children integrate back into normal
civilian life. However, this can be a very long process,
which is why the camps are miles away from any villages. It
prevents children from escaping and causing danger to other
civilians. Many of the girls have faced emotional trauma and
have clear memories of being forced to fight in battle in any
way possible. My concern is that the memories which have
scarred them for life will prevent them from living their life.
(Co-ordinator of reception centre for ex-child soldiers)
40
Resources
Statements from victims and civilians
I was looking for my son everywhere when I had seen children

were being taken from the village. I kept shouting his name.
I saw he was placed in a truck. I tried to run to him but I was
pushed to the floor. The truck had been loaded with about 20
children. The truck had driven off so fast that I had hardly any
time to think what this would do to my husband. My son was a
good boy, he always attended school and wanted to make the
most of life. A year later, I was reunited with my son. I could
see the sadness in his eyes. I wished I could take away the
pain he felt.
(Parent of child soldier)
When I became a soldier, I had

never felt such power. l was given
the opportunity to make decisions.
I was made chief soldier this gave
me responsibility for training other
soldiers in how to use weapons. I
had my own reasons and made my
own choices becoming a soldier.
(Child soldier)

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These education resources have been produced by the British Red Cross, in partnership with Allen & Overy

Justice and Fairness > Module 4 > Part 2

Learning Outcomes and Objectives

The International Criminal Court trial process

Note for teachers

The functions of the ICC

Students use supporting materials to help them construct

Exercise 1. Main lines of argument

Exercise 4. Mock Trial

Justice and Fairness > Module 4 > Part 2 > Exercise 1

For group use

Divide the class into two groups.

Justice and Fairness > Module 4 > Part 2 > Exercise 2

For group use

In the previous activity (Main lines of argument), students began

Words marked in bold

Justice and Fairness > Module 4 > Part 2 > Exercise 3

Enlistment and conscription (optional)

During the trial, many different witnesses can be called forward to

Words marked in bold

The activity section of 3A UN Special Representative provides an

Justice and Fairness > Module 4 > Part 2 > Exercise 4

Mock trial activity

For group use

4E Prosecution witness and 4F Defence witness are witness

Justice and Fairness > Module 4 > Part 2 > Exercise 4

questions for cross-examination of the oppositions witness

Justice and Fairness > Module 4 > Part 2 > Exercise 4

Justice and Fairness > Module 4 > Part 2 > Exercise 4

If students want to develop their learning further, the following

Justice and Fairness > Module 4 > Part 2 > Exercise 4

Exercise 4: teachers resource

For group use

The main roles to be enacted are:

Justice and Fairness > Module 4 > Part 2 > Exercise 4

Exercise 4: teacher resource

Procedure of the mock trial

Justice and Fairness > Module 4 > Part 2 > Exercise 4

Exercise 4: teacher resource

Procedure of the mock trial

Justice and Fairness > Module 4 > Part 2 > Exercise 4

Exercise 4: teachers resource

Procedure of the mock trial

Justice and Fairness > Module 4 > Part 2 > Extensions

Mock trial extension

One of the major breakthroughs that the International Criminal Court

Justice and Fairness > Module 4 > Part 2 > Extensions

Mock trial extension

Introduction of victim participation

1. After step 5 in the mock trial - Opening statement by victims

3. After step 9 in the mock trial - Intervention by victims lawyer

Justice and Fairness > Module 4 > Part 2 > Extensions

Mock trial extension

Justice and Fairness > Module 4 > Resources

Justice and Fairness > Module 4 > Part 2 > Resources

Exercise 1. Main lines of argument

Exercise 2. Witness Statements

Exercise 3. Enlistment and conscription (optional)

Exercise 4. Mock Trial

1. After step 5 in the mock trial - Opening statement by victims

3. After step 9 in the mock trial - Intervention by victims lawyer

state parties (countries that are subject

national or international militaries