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.
ðod:
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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