Presentation

 

TLU Human Rights, ARPOK, the Czech Republic

 

The teachers involved were Renata Pospiechová from School Olomouc – Nemilany. Petra Hedrichová from School Olomouc, Nedvědova. Hana Vacková from Gymnázium Olomouc – Hejčín. Veronika Marková from Masarykovo gymnázium, Příbor. Stanislav Šindler from School Mánesova, Otrokovice. Eva Tomanová from School Svatoplukova, Šternberk.

 

Marek Kryška quoted about the part History of Human rights:  "The students enjoyed the class - especially working with the texts and timeline, they put effort into their work. I recommend continuing with this lesson in the next week – you can for example have a more in-depth discussion about some of the events, etc. and leave some time for students’ questions."

 

Eva Tomanová quoted about the part Children´s Rights: “I shortened the teacher’s commentary and added a comparison of the advantages and disadvantages of our student’s childhoods in contrast with the children in the stories.  Because some children in my class are socially disadvantaged, I used this activity to build their confidence and I tried to point out that in comparison to some others, their lives are rich and happy. Their reaction was great and full of emotions. The students had a lively discussion and they presented their opinions and ideas. This topic can be further developed and is great to show the connection between local and global aspects of poverty, education etc.

 

Veronika Marková said about the part Slavery Then and Now: “We skipped the discussion because the first part, the brainstorming, took us longer than is recommended, because the students showed a lot of interest in this topic and they kept coming up with new ideas and terms connected to slavery. Work with text, on the other hand, took much less time; groups managed to read the text and answer the questions in a few minutes and then they did a presentation for the other groups. There wasn’t much time for the final conclusion, since the first part took too long, but we will come back to it in the next class and we will thoroughly summarize everything.

I appreciate that the students realized that slavery is not only an issue of the past. They also understood the term “modern slavery”, which is an issue in the Czech Republic too. They realized that it isn’t normal, that it’s undesirable and it’s something we should fight against.

I recommend dedicating more time to this lesson, the students are interested in this topic and they want to express their opinions and ask follow-up questions. To enhance the impact of the lesson, I recommend adding authentic photos to the text to illustrate the stories.

 

 

ABSTRACT 2: ARPOK (Czech Republic)

 

Title: Human rights

Subjects: Education towards citizenship History

Age: 12-15 years

Duration: 3 lessons per 90 min (or 6 lessons per 45 min)

 

Overview:

 

Unit consists of three 90 minutes lessons. First is rather general, focuses about evolution of human rights concept, second lesson deeper examines particular situations regarding children´s rights and third is focused on concrete example of human right´s violation – slavery and forced labour issue. It is possible to implement just one or two lessons, or to teach whole unit, depending on goals and amount of time teacher has.

1st lesson: History of Human Rights

How have human rights evolved? Are human rights only a European, western concept, or can we find mentions of them in the history of other, non-European cultures as well? Can we identify any milestones in the history of human rights? How were human rights upheld during different time periods? Back then, could all social groups apply them in the same way? What is the current situation?

2nd lesson: Children's Rights

What is childhood? How is childhood perceived in different cultures and how has it been perceived throughout history? What the Convention of the Rights of the Child contains? How have children's rights evolved, are they being upheld and how can we protect them?

3rd lesson: Slavery Then and Now

What is the history of slavery and the slave trade? What is so-called modern slavery? Does slavery still exist? Does it have any impact on us? How can we contribute to an improvement in the situation?

 

Link to Czech curriculum:

 

  • Education towards citizenship:
  • Man, the state and rights (the importance of protection of human rights and freedoms)
  • State and rights (the importance of protection of human rights and freedoms)
  • Society (mutual solidarity among people, help for the people in need; tolerance, respect)
  • International relations, global world (the context of global and local issues, examples and possible solutions)

 

History:

  • Man in history (orientation on a timeline)
  • The oldest civilizations, the roots of European culture (status of social groups in individual states)
  • Modernization of society (emancipation efforts of significant social groups, revolutions)
  • Divided and integrated world (contemporary world issues)

 

Learning objectives:

1st lesson:

  • the student explains the term human rights
  • the student states the basic features of human rights
  • the student identifies important milestones in the evolution of human rights and describes the development of the human rights concept
  • the student describes the upholding of human rights by various sections of the population over the course of history

 

2nd lesson:

  • the student analyzes childhood in different countries and time periods and compares it to his/her childhood
  • the student gives an example of  the violation of children’s rights
  • the student analyzes the legal bases for children’s rights in the course of history
  • the student suggests possible ways to tackle human (children’s) rights violations

 

3rd lesson:

  • the student explains the words slave, slavery and modern slavery in his/her own words
  • the student compares slavery and the forced labour situation nowadays and in the past
  • the student describes slavery as not only a global problem and an issue of history, but also as a current and local problem, including examples and suggestions for solutions

 

Competences:

 

Personal and Social:

Social development: Interpersonal relationships (empathy, respect, support, cooperation; human rights as a regulator of relationships)

Problem-solving and decision-making abilities; values, practical ethics; interpersonal relationships and communication

 

Democratic Citizen:

Citizenship, citizen’s obligations, civic society and the state (citizen’s rights and obligations)

 

Thinking in a European and Global Context:

We care about Europe and the World; we are Europeans and global citizens (crucial milestones in European and world history)

 

GLOBAL CITIZENSHIP EDUCATION IN THE HISTORICAL AND SOCIAL DISCIPLINES

 

EXAMPLES OF TEACHING AND LEARNING UNITS from AUSTRIA, CZECH REPUBLIC, IRELAND, ITALY, NETHERLANDS

“Critical review of the historical and social disciplines for a formal education suited to the global society”

ABSTRACT 2: ARPOK (Czech Republic)

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