Published in September 2019
This module is a resource for lecturers
Students should choose one of the species from the list below and find out if and where they are listed within CITES' Appendices and, if so, when they were listed and if States Parties have entered any reservations. Students should also check whether the species is included on IUCN's Red List. Insofar as possible, students should try to locate other information about how these species are affected by trafficking and what other factors threaten their survival.
- Grey Parrot (Psittacus erithacus).
- Snow Leopard (Panthera uncia).
- Ruddy mongoose (Herpestes smithii).
- Grizzled tree-kangaroo (Dendrolagus inustus).
- Venus flytrap (Dionaea muscipula).
The purpose of this exercise is for students to critically reflect on the class content and the international framework.
Working in groups, students should identify gaps across and within the areas of international law examined in class in respect of wildlife trafficking.
After identifying these gaps, students should explore the potential for a new treaty addressing wildlife trafficking, noting how it would fit in with current instruments and highlighting which deficiencies in existing treaties it would address.
This activity could take the form of a debate, with students defending a 'for or against' such a new treaty.
Working in groups, students should prepare and discuss arguments in support of/against the need for an additional Protocol to the UNTOC focusing specifically on wildlife trafficking.
This activity could take the form of a debate, with students defending a 'for or against' such an additional Protocol.
Next: Possible class structure