Published in January 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.
NOTE: The class structure proposed is merely indicative. As students' prior knowledge and exposure to these issues varies widely, the lecturer should adapt contents as well as the time suggested for each component of the Module, according to the educational and social context, needs of the students and as otherwise appropriate.
Ice-breaker and attention-catcher
It is recommended to commence this Module with the projection of Migrant Smugglers: Italy Launches Investigation into Criminal Gangs , by CGTN Africa (2:35 minutes). The short video provides an insight of Italy's investigation into criminal groups and networks involved in smuggling migrants from North Africa to Europe.
Proposed questions for discussion:
- What do you believe are the main challenges in smuggling investigations?
- What kind of investigation techniques and or means of evidence might be of relevance in this context?
The moderation of the debate should reference the statement of Italian Prosecutor Mr. Lo Voi, which emphasizes monetary flows and the fact that investigations establish connections with other organized criminal groups. (15 minutes)
in line with the topics described under ' Introduction and learning outcomes' (app. 120 minutes)
Break (10 minutes)
Case study ' Box 13b' (35 minutes)
- Open debate with the entire class.
- To be carried out at the end of the class or following the subject on financial investigations.
- Initially, students should be given access only to the 'Facts' excerpt (5 minutes for individual reading). Following the initial discussion, the 'Decision and Reasoning' could be shared with students, opening the floor for a critical assessment of the previous debate.
Next: Core reading
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