teaching plan for an ethic Modul: Human Rights Topic: Human right abuse

8/12/2019 teaching plan for an ethic Modul: Human Rights Topic: Human right abuse

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Overcoming Exclusion:

Pathways to the spirit of Human Rights

A teachers lesson plan for an introductory unit

that tries to open up the topic in a playful way

developed by

Ingo Maierbrugger

Universidad de Buenos Aires, Enero 2014


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1st

Session: Bringing Human rights abuse to the classroom

The experiment: Psychology of Discrimination

In this first session students should experience human rights abuse in their own classroom

setting. The activity the Psychology of Discriminationshould serve to do so, and in this way

should impressively open up the whole topic.

Pedagogical goals and general information

This activity demands from the teacher, or the conductor of the experiment, to be a

convincing actor, so that students really participate and believe in the experiment. They

more they are convinced, they more they will learn about the mechanism of discrimination

and will furthermore understand that human right abuse is not a topic,just restricted to

Africa or the third world, whatever this might be. ut can easily happen right in your own

classroom. In this way the prime goal of this activity is to sha!e students a little bit up, and to

raise their awareness of the profundity and

The staging of the actiity !"#$%# min&

"n lesson before the actual lesson the teacher #at this point un!nown$ to the students has tointroduce his alleged project to the class. The teacher should give them the general

impression that whole project is very professional. %or example, it should seem as the

teacher has done the experiment many times. At this point it would be good to briefly

explain that it is from an university etc., anything in order to gain more authority.

Then the teacher hands out the &uestionnaire, and the student should fill it out. At this point

it is very important that students do this trustworthy, and believe in the objectivity and thus

authority of the test.


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In the next session, the experiment actually starts. The teacher needs in this session another

person to help him and to give him more authority. Therefore the teacher and his helper in

conducting the experiment both should have a professional appearance. The conductor

should make it clear that it is very important that the students do as they are told

throughout this experiment, and that there should be no questions asked, or any talking in

the progress of the experiment. (The teacher should be very strict in enforcing this rules).

Moreover, ith the help of the poer point presentation (see materials) the teacher

presents the fake pro!ect as believable as possible, by inserting the names of the

universities, fake professors, and a lot of technical terms.

In this ay, hen the teacher presents the " types of personality students should really

believe in this categori#ation. (This all should form the ideology that underlies the human

right abuse that ill happen in the next step).

$t this point students should note on a hite paper hat they think about this experiment

and about their possible test results. %o the allegedly analy#ed questioners are handed

back to the students. (In reality the results are completely random)

The students are no asked to sho ith hands up their test results. &tudents ith the

results Type $' ill not have problems to do so, as their personality categories are

associated ith good people. hen the teacher ask the students ith the personality result

* to sho their hands, things ill get no clearly in direction of discrimination, because

students of type * as it is believed to be something bad ill not like to make their results

public. %one the less the teacher makes them to sho their hands.

%o he tells the hole class that this type of personalities have to be treated differently

from the rest of the class, and that they no should stand up and follo the teacher+s

helper, ho shos a this point a grim face, to another class ere the ill receive special

treatment. If at this point there is some sort of protest, the teacher has to dismiss it by

saying it is necessary for the experiment.

The students type *, ho have to leave the class no, ill be led by the helper to another

classroom. If they ask the helper about hat is going on, the helper should only tell them

that it is part of the experiment and that they should !ust do hat they are asked to do,


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3rd

activity: Ordering human rights (10 min)

Students are asked to discuss which are the most important article, and if they have to decide on

only 5 articles, which one they would choose.

Later compare in class and at this point the teacher should explain the indivisibility of the human

Rights. On blackboard !"#$%RS&L. %'!&L. #"(#$#S#)L%

All human rights are universal, indivisible and interdependent and related. The international

community must treat human rights globally in a fair and equal manner, on the same footing,

and with the same emphasis

Vienna Declaration and rogramme of Action, !orld "onference on #uman $ights, %&&'

*th

activity human rights quiz (remaining time)

Students are divided into groups. +he teachers shows different spots that each illustrate a different

article of the human rights. http://www.youtube.com/watch?v=DM1XNac--3w) . &fter each

spots the students are asked to decide in their groups, what article could be meant by it. +he have to

write the number on a paper. &fter - minutes of discussion the groups show their answer. +he group

with the most right answers wins.


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3rd

Session: Human Right History

Ex!oring the "eve!oment o# Human rights over time

$edagogica! %oa!:

This session has been designed to impart factual and also conceptual knowledge about the

historic formation process of human rights, and should serve as an introductory lesson to the

topic. Doing so, the aim of this lesson is to present and touch upon various important

subjects, concerned with Human Rights, and in this way to provide students with a general

picture of the interwoven history of the HR development, that accompanied the intellectual

history of Europe, like only few other ideas.

&ethod:

The whole lesson revolves about one etensive activity, in which students have on the one

hand to identify important historic conditions, that have chiefly influenced the formation of

Human Rights, and on the other hand students also have to put those conditions in a

timeline, in order to better understand how the presented historic facts collude in the

development of Human rights.

The activity features three different rounds, due to ! card sets "Events # $eople # Documents

and %uotes& that follow individual sub'goals of human right education. (ut the procedure in

each round is similar) *t first, in a group discussion, students identify and later place their

cards on the timeline. *nd secondly in a class discussion, led by the teacher, findings are

compared and discussed. *t this point it is up to the teacher to provide knowledge and to

demonstrate the links and connection within the different cards.

+tudents should be divided into groups of people.

Each group gets during the activity step by step the whole timeline pack, consisting of)

one big white flipchart paper, the timeline cards, grouped in different sets "see material of this lesson& a thick pen for the paper a thin pen "washable& for the cards


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$rocedure:

1' Preparation (8 min)The Groups are divided. The teacher gives a basic introduction on the subject and the

activity. Every group gets a whit flipchart paper. Together with the teacher students draw a

timeline in the middle of the paper.

(Possible Question: At which point should the timeline start? Birth of Christ? 1000 A.D?

Note: the human ri!hts are a rather recent de"elopment

Teacher directs students so that there is enough space for cards which are mainly after

!"## $.%. &ow the teacher puts together with the students the ' fi points of uman right

history on the timeline and briefly eplains them without telling too much.

*. uman +ight development (prognosis) (* minutes)Teacher tells the students to draw with a thin pencil a graph above the timeline that should

show the progress of human rights (low means overall bad + situation high means good

+ situation.) ,tudents will probably draw an ascending graph. %iscussion later.

'. istoric events. (!# -inutes),tudents get historic event cards. irst they have to find out which event is described and

write its name with the washable mar/er on the card and place the card on the timeline.

$fter " -inutes it is time to compare the results and to discuss them.

"iscussion oints: 0olonialism and ,lavery1 can you assign them that easily to a time period2

$re those topics really over or are they still going on2

3. People (!* min),tudents get historic people cards. irst they have to find out which person is described. $t this

point the image of the person is hidden under a stic/er. 4hen they have agreed on a name they


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can remove the sticker. Now they have to place the identified historic personalities in the

timeline and group the people into categories concerning Human Rights. (Hero, Criminal) /

(ictim/ criminal)

!fter " #inutes compare und discuss results.

"iscussion oints: $hat have the heroes in common%

$hat have the criminals in common%

&s it always is to tell who is hero, who is victim and who is a criminal%

'eorge $ashington ierator and *laveholder at the same time

". +ocuments and uotes (- min)!t this final step students have first to find out the name of the document, or identify the source

of the uote and after that put them into the right place of the timeline. !s any uotes are

directly linked to other cards, the teacher should e0plain in the comparing phase, how the cards

interlink, and how people, normally only after a lot of struggle finally did end up with this

remarkale uotes.

1urther discussion points2

3he wording is very similar4 *imilar ideas, and copywriting 5ile uotereligious foundation of HR, tradition of euality, only in Christianity% Cicero uoteHuman right thoughts reach way ack , tradition of rights from antiue ockeNatural aw tradition from cicero -67 +eclaration, tries to sum up.

8. Human rights development ndprognosisNow with this facts present on the timeline the teacher asks the students, to draw another graph

of the human rights development. 3his time this graph is likely to have more ups and down.

+iscuss with students that although generally nowadays HR situation is etter than ever, ut

that this comes not naturally, and can even e the other way round. 3herefore every generation

has to work towards a etter HR situation, only this way with responsile people things are likely

to change for the etter. 3his thought should e the end note of the class.


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-10 Dezember 1948-

Allgemeine Erklrung der

Menschenrechtevor der UN

Vollversammlung

-26. August 1789-

Erklrung der Menschen- und

Brgerrechte vor der

ranz!s"s#$en

Nat"onalversammlung

16%2 - 1704

John Locke

&"ner der '"#$t"gsten Vorden(er der

Neuze"t. )e"ne *ol"t"s#$en +deen von

der ,re"$e"t des ens#$en und se"nen

natrl"#$en /e#$ten bee"nlussten d"e

es#$"#$te der ens#$enre#$te star(.

Fixe Karten

D"ese arten soll der e$rer

begle"tet m"t e"ner (urzen

&r(l3rung au d"e e"tle"ste legen.

)"e sollen den )#$ler+nnen als

5r"ent"erung d"enen um d"e s"e

$erum d"e es#$"#$te der

ens#$enre#$te ent"#(len

sollen.

Material Session 2

!uman rights histor"


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2 Kriege, die man vielleicht doch als

einen sehen kann. Neue Kriegsmittel

und eines der grten Verbrechen

der Menschheit lieen weltweit zu

vielen Menschen den Atem stocken.

is dahin schlimmster Krieg in

!uro"a. Angestoen durch

#laubens$ragen lie er %and in

%and mit dem schwarzen &od

'ber die %(l$te der evlkerung

sterben

)))))))))))))))))))))))

!ine neue *elt entdeckt. +en einen and und

eben genommen, den anderen die -reiheit.

!iner der $olgenreichsten rozesse der

Menschheitsgeschichte

)))))))))))))))))))))))

Nicht so wie du und ich sondern nur ein +ing.

Verschi$$t. Verkau$t. Ver/..

!in unmenschliches 0chicksaal

)))))))))))))))))))))))))

!s begann mit einer gest'rmten

astille. Alles sollte neu werden. Also

mussten viele K"$e rollen. +och am

!nde bestieg doch nur ein kleiner

Kaiser sein weies $erd.

+ennoch gilt dieses #eschehen als

Anbruch eines neuen 1eitalters.

))))))))))))))

Nach dem schlimmsten Krieg der

Menschheitsgeschichte wurde

diese *elt ums"annende

rganisation gebildet um den

0taaten zu hel$en den -rieden zu

wahren

______________________

3-'rchte dich nicht deinen Verstand zu

benutzen4

+ie hiloso"hen dieser !"oche der

*ende wollen durch Vernun$t aus der

5nm'ndigkeit heraus

_____________________________

Au$lsung6

1914 - 1945

7. und 2. *eltkrieg

Ende 15 Jh. 1945 (?)

Kolonialsimus

*irklich schon vorbei8

9ndios Menschenrechte8

Noch heute nach wirkende 5ngerechtigkeit

? -? SklavereiKann man das so leicht einordnen8

%eute noch aktuell8

1618 -1648

:;


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Hat den Namen des ersten

Reformers und einen

weltberhmten Traum

Gilt es Inbegriff der

Brgerbewegung

___________________

Geboren wo der Pfeffer wchst, half er

einen ganen !ub"ontinent sich #om

gr$%ten Im&erium der 'elt u befreien(

)nd das gan ohne 'affengewalt

Gilt es Inbegriff der Brgerbewegung

___________________

In einer *eit wo sich alle fr den +rieg

Heil wnschten, sagte sie mit

lugettel Nein, und wurde am -nde

deshalb hingerichtet

_______________________

.ls Rebellen General befreit

er sein /and #om +$nig0bersee, und wird so um

ersten Prsidenten der

neuen Nation

_________________

1enschenrechte gan

egal, fr den hrer

muss ein deutsches

Reich her

_________________

1enschenrechte

gan egal, fr den

+aiser muss ein

fran$sischesIm&erium her

________________

Geboren als absoluter

Herrscher, und als

Nachfolger des

!onnen"$nigs( Gestorben

an der Guillotine(

________________

.ufl$sung2

Helden:

1921 1943

!o&hie !choll 3( 'elt"rieg

1929- 1968

1artin /uther +ing!egregation!"la#erei

1903-1928

!uffragette

rauenrechte

1869 -1948

Gandhi

+olonialismus)nabhngig"eit Indiens 4567

8888888888888888888888888888888

1732 -1799

George 'ashington

Held 9 :erbrecher ;

1769-1821

Na&oleon


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Auflsung:

Helden:

1921 1943

Magna Charta

> Einschrnkung Absolutismus

> ABER Rechte nur fr adlige

1776

Declaration of nde!endence

>Anspruch gerecht ? Sklaven / Frauen

Augsburger Religionsfriede

!v" #hr" Cicero

De legibus book 2, 11

> "aturrecht

! n" #hr# Bibel

$aulus% Rm &:''

169!: (ohn )ocke*econd +reatise of

,o-ernment% Ch# % sec# .

"aturrecht /0ernunft Aufklrung

1 179!:

)osung der 2ran3 Re-#

1776: Declaration ofnde!endence

19$:

Erklrung der allgemeinen

Menschenrechte -or 4"

Auf einer nsel 5urde es den 2rsten 3u

dumm# Der 6nig musste unterschreiben%

den gro7en Brief#

,ilt es eines der ersten Dokumente in

Richtung Demokratie

8888888888888888888

Mit diesen Dokument sagen sich Rebellen

-on ihre 6nig frei und machen ihre eigene

"ation:9+he land of the free

,ilt als ein *chlssel Dokument -on

Demokratie und Menschenrechten

88888888888888888888888

Mit der heiligen Maria oder auch ohne#

Beide haben in Euro!a $lat3 und sollen in

2rieden miteinander leben#

Diese Dokument ist ein Erster *chritt

Richtung Religionsfreiheit#

8888888888888888888

9Vor Gott sind alle gleich#

;o steht


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We are all the same !

Material 4.1: The same


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We are all different !

Material 4.2: Different


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Material 4.3: Different and the Same


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Material 4.4 : Inklusion / Eklusion

Separate Imagines and use wiithout

heading


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Material 4.a Eklusion


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Material 4." Eklusion


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Material 4.a Eam#les


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Material 4." Eam#les


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th

Session: $ s#e%ial &uman 'i(hts to#i%

The issue )ith mi(rants in $ustria

1st

a%ti*it+: ,a%k our -a(s 1 min0

he teacher diides the students into pairs. hen he explains:

12ery pair represent a small family, man and wife, two siblings, father and son, etc. -ou are

liing in a country in the mid+east not too far away from 2urope. 3ne or both of you are

members of group that publically critics the local regime. 0ast wee% fie of your friends from

this group were ta%en by the police. -esterday in the morning bodies were found in your

neighborhood. hey were your friends. 4eople say that their bodies showed mar%s of

torture. -ou open the door of your apartment: here is a letter. -ou are opening it. It reads:

15ebellious 6astard7 -ou are the next.)

-ou hae to pac% now. -ou hae to leae the country. -ou hae to leae as fast as possible.

here is not much time, only time enough to pac% a small suitcase. here is only room for

seen items. Now together with your partner decide in # minutes what would be the most

important seen things you would hae to ta%e with you on our flight.)

After # 8inutes the teacher as% the pairs to line up in front of his des%. He explains that he

%now represents the Austrian authorities. He as%ed each group to read out aloud the seen

things they hae brought with them. If they did not bring 9.$ the passport and .$ the letter

with the thread with them the teachers declares: 1 -ou are not allowed to stay here.)

Normally no one will hae thought of this things, so eeryone will be declined, and only after

eeryone has be declined the teacher explains why, and that the Austrian Asylum 4rocess is

ery strictexplainbut huge ariety of opinionas expressed in different newspaper


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Material .1 omi%s


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teaching plan for an ethic Modul: Human Rights Topic: Human right abuse

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