• E4J University Module Series: Firearms

• Module 7: Firearms, Terrorism and Organized Crime

• Introduction and learning outcomes

• Key issues

  • Firearms trafficking as a cross cutting element present in many other crimes
  • Organized crime and organized criminal groups
  • Criminal gangs
  • Terrorist groups
  • Interconnections between organized criminal groups and terrorist groups in relation to firearms trafficking
  • Gangs – Organized crime and terrorism: An evolving continuum
  • International response
  • Conclusion
  • References

• Exercises

• Possible class structure

• Core reading

• Advanced reading

• Student assessment

• Additional teaching tools

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• First published in April 2020
  

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  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

Individually, students should research an attack by an OCG or terrorist group, which has happened in the past twelve months in their region and prepare to talk about what firearms/SALW were used. How central is the role of firearms in allowing OCGs or terrorist groups to flourish and increase their power, and what impact does this have on the wider society?

First session

• Lecture on the issues around the use of firearms by OCGs and gangs.
• Conduct Exercise 1

Second Session

• Lecture on the ways in which terrorist and organized criminal groups obtain firearms/SALW, and why they use them. Explore possible links between the terrorist groups and other criminal groups in this regard.
• Conduct Exercise 2

Third Session

• Brief lecture on the nexus between OCGs, gangs and terrorist groups, focusing on firearms/SALW, but drawing attention to wider links. Include strategies to counter the first through more focused action to prevent and counter firearms trafficking and vice versa.
• Conduct Exercises 3 & 4
• Conduct Student Assessment

Next: Core reading

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