- Drug trafficking
- Firearms trafficking
- Wildlife and forest crime
- Counterfeit products trafficking
- Manufacturing of and trafficking in falsified medical products
- Trafficking in cultural property
- Trafficking in persons and smuggling of migrants
Published in April 2018
Regional Perspectives: Pacific Islands Region - added in November 2019
This module is a resource for lecturers
Possible class structure
This section contains recommendations for a teaching sequence and timing intended to achieve learning outcomes through a three-hour class. The lecturer may wish to disregard or shorten some of the segments below in order to give more time to other elements, including introduction, icebreakers, conclusion or short breaks. The structure could also be adapted for shorter or longer classes, given that the class durations vary across countries.
- Pre-class activity or ice-breaker (10-15 minutes): Assign students to watch the interview with Hermann Parzinger at home or watch the video in class. Then ask students questions about the global factors that facilitate the illegal trade in antiquities. Are they similar to forms of trafficking? What are the common features between drug trafficking, human trafficking, the illegal trade in antiquities? What are the best ways to combat the international network of art dealers working with grave robbers and other illicit actors? How can the popular demand for stolen antiquities be dealt with? What is UNESCO's contribution to the fight against the illegal trade in antiquities and what are the remaining challenges in developing an effective response to this crime?
- Give a brief lecture about organized crime product markets based on the Module narrative and recommended readings (25-35 minutes).
- Use some discussion questions (provided in the Module) to generate a debate about the topics covered in the lecture (20-25 minutes).
- Break (10 minutes)
- Administer and evaluate Quiz 3 (45 minutes): Give students 15 minutes to take Quiz 3 (10 questions; sample questions are provided in the assessment section of this Module). Students can work in pairs to grade the quiz. They exchange quizzes and grade each other's results. Instructor asks individual students to read questions and discuss possible answers. This activity is expected to help students analyse the mistakes and learn from interaction with each other. For shorter class periods, quizzes may be assigned to students to be completed before class. In class, instructor can ask students questions from the quiz in a form of an icebreaker activity.
- Assign one of the research and independent study assignments (provided in the Module) as homework for the next class.