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

General Propostion This study plan consisting of five individual lessons was developed within the interdisciplinary seminar Human Rights in School, which was held from July to December at the niversity of !uenos "ires and was created especially for the needs of an "ustrian school, as it plans for lessons that are #$ minutes long, and is directed to students aged %& and more'

Pedagogical Goals and Method The general goal of this se(uence of five lessen is to sensiti)e students for Human Rights issues and at the same time to introduce them to the actual inventory of Human Rights' Doing so, the issue of discrimination should be the central red thread through all lessons, and should be discussed and further developed throughout this whole teaching se(uence' *n the light of local topics in "ustria a final lesson should tac+le the problem of xenophobia and so conclude this short introduction to Human rights'

"ll in all this study plan see+s to 1.) clarify 2.) discuss and 3.) to apply the claim of human rights

To achieve this goals this lesson se(uence starts with the e,perience of human right abuse as a victim and develops the topic out of this perspective through all lessons to finally apply the ethical claim of Human rights to a topic that is very e,plosive in "ustria today'

Lesson Se uence! %' !ringing Human rights abuse to the classroom"he experiment! Psychology of #iscrimination

.'

/rom Human right abuse to human rightsGetting to $no% the uni&ersal declaration of 'uman (ights

0'

Human Rights History)xploring the #e&elopment of 'uman rights o&er time

&'

The root of human right abuse#ifferent or the Same* #iscrimination is ne&er good

#'

" special Human Rights topic "he issue %ith migrants in +ustria

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 Discrimination should 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 acti ity !"#$%# min& "n lesson before the actual lesson the teacher #at this point un!nown$ to the students has to introduce 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.

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 po er 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 and about their possible test results. %o hite paper hat they think about this experiment

the allegedly analy#ed questioners are handed

back to the students. (In reality the results are completely random) The students are no results Type $'( asked to sho ith hands up their test results. &tudents ith the

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 ill not like to make their results

students of type * as it is believed to be something bad

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 should stand up and follo ere the the teacher+s

from the rest of the class, and that they no helper,

ho sho s a this point a grim face, to another class

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 hat they are asked to do,

that it is part of the experiment and that they should !ust do

namely to sit do n, excluded from the others, and rite on a sheet of paper, ho they feel no about their situation and about the experiment. Mean hile in the other classroom the other students have to do the same.

'ftermath !1#$ (# min&: )hen the students ith type * return into the classroom, after they have ritten do n as fake,

their thoughts on the experiment. The teacher announces finally that everything

that the typology is purely invented and that this hole lesson served to sho students ho an authoritative regime orks and ho easily it is to abuse human rights ithout any

resistance. The teacher should also apologi#e to the students because he has actually crossed some ethical borders (This should lead to a discussion) %o the teacher can break his mask, and the remaining minutes of the lesson should be

used to discuss hat has actually happened.

Discussion points: The regime of the teacher, Ideology, $uthority, $nalog to other regimes, (%a#i, Military -unta $rgentina) .xclusion of one group on the grounds of ideology, etc. &imilar experiments, The Milgram .xperiment. *ie )elle. /o have the students felt. &hare Impression.

0inally the teacher should ask students to bring the notes, the made throughout the experiment to the next class because they ill keep on orking ith it

)aterial Session 1: Po*er Point Presentation

2nd Session: From Human right abuse to human rights

Getting to know the universal declaration of Human Rights

Pedagogical goal: The overall goal of the 3th session is to familiarize students with the actual system and extent of human right. Therefore at the beginning of this lesson, the teacher should distribute copies of the declaration of human rights to every student. Preferably those copies should be well designed so that students are more likely to keep them and that they also understand physically the value of this fundamentally important document. Thus the lesson starts with the teacher handing out the copies and explaining a little bit about the declaration of independence (genesis, !, etc" . #fter that the lesson will in all following activities continuously revolve around the declaration and the 3$ articles in it.

%st #ctivity& Remembering Human rights abuse (5 min 'tudents are asked to remember what has happened last session (The psychology of (iscrimination" and should identify in pairs or little groups, which articles of )* were violated by the teacher in the progress of last session. #fter + min of work the whole class discusses together the results.

,nd #ctivity& Human rights are ever!where ("5 min 'tudents get divided into small groups. -ach group gets a lot of different current newspapers. Their .ob is it now to cut out headlines, and statements that are concerned with human rights and identify them with one article of the declaration. They have %$ minutes. The group that could find for most articles a fitting passage from the newspaper wins. Than #fter discussion point& )uman rights issues are everywhere

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.

3rd Session: Human Right History

Ex !oring the "eve!o ment 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 e tensive 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

$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 e(plains 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

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 (i)erator 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 remarka)le /uotes. 1urther discussion points2 3he wording is very similar4 *imilar ideas, and copywriting 5i)le /uote Cicero /uote (ocke religious foundation of HR, tradition of e/uality, only in Christianity% Human right thoughts reach way )ack , tradition of rights from anti/ue

Natural (aw tradition from cicero

-67 +eclaration, tries to sum up.

8. Human rights development .nd prognosis Now 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 responsi)le people things are likely to change for the )etter. 3his thought should )e the end note of the class.

Material Session 2
-10 Dezember 1948-

Allgemeine Erklrung der Menschenrechte vor der UN Vollversammlung

!uman rights histor"

Fixe Karten D"ese 1arten soll der 2e$rer begle"tet m"t e"ner (urzen &r(l3rung au d"e 4e"tle"ste legen. )"e sollen den )#$.ler+nnen als 5r"ent"erung d"enen6 um d"e s"e $erum d"e 0es#$"#$te der -ens#$enre#$te ent7"#(len sollen.

-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 nat.rl"#$en /e#$ten bee"n lussten d"e 0es#$"#$te der -ens#$enre#$te star(.

Au$lsung6
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. ________________________ !ine neue *elt entdeckt. +en einen ,and und ,eben genommen, den anderen die -reiheit. !iner der $olgenreichsten .rozesse der Menschheitsgeschichte

1914 - 1945 7. und 2. *eltkrieg

Ende 15 Jh. 1945 (?) Kolonialsimus

*irklich schon vorbei8 9ndios Menschenrechte8 Noch heute nach wirkende 5ngerechtigkeit

)))))))))))))))))))))))
Nicht so wie du und ich sondern nur ein +ing. Verschi$$t. Verkau$t. Ver/.. !in unmenschliches 0chicksaal )))))))))))))))))))))))))

? -? Sklaverei
Kann man das so leicht einordnen8 %eute noch aktuell8

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

1618 -1648 :; <(hriger Krieg

!in =eligionskrieg mit desastrsen -olgen

!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. )))))))))))))) 3-'rchte dich nicht deinen Verstand zu benutzen4 +ie .hiloso"hen dieser !"oche der *ende wollen durch Vernun$t aus der 5nm'ndigkeit heraus _____________________________

1789-1799

-ranz. =evolution

1650-1800 Au$kl(rung

Nach dem schlimmsten Krieg der Menschheitsgeschichte wurde diese *elt ums"annende 2rganisation gebildet um den 0taaten zu hel$en den -rieden zu wahren ______________________

26 Juni 1945 #r'ndung der 5N

In einer *eit wo sich alle fr den +rieg Heil wnschten, sagte sie mit ,lug ettel Nein, und wurde am -nde deshalb hingerichtet

.ufl$sung2 Helden: 1921 1943 !o&hie !choll

3( 'elt"rieg

_______________________

1929- 1968 1artin /uther +ing

!egregation !"la#erei

Hat den Namen des ersten Reformers und einen weltberhmten Traum Gilt es Inbegriff der Brgerbewegung ___________________

Nicht nur eine Person allein, sondern gemeinsam, er"m&ften sie sich ihre Rechte die ihre -he&artner schon lange hatten ___________________

1903-1928 !uffragette ,rauenrechte

Geboren wo der Pfeffer wchst, half er einen gan en !ub"ontinent sich #om gr$%ten Im&erium der 'elt u befreien( )nd das gan ohne 'affengewalt Gilt es Inbegriff der Brgerbewegung ___________________

1869 -1948 Gandhi

+olonialismus )nabhngig"eit Indiens 4567

8888888888888888888888888888888 .ls Rebellen General befreit er sein /and #om +$nig 0bersee, und wird so um ersten Prsidenten der neuen Nation _________________ 1732 -1799

George 'ashington
Held 9 :erbrecher ;
<eclaration of inde&endence !"la#erei +olonialismus )nabhngig"eits"rieg2 477= 8 47>? 888888888888888888888888888888888888888888888

:erbrecher 1enschenrechte gan egal, fr den ,hrer muss ein deutsches Reich her _________________ ________________ 1enschenrechte gan egal, fr den +aiser muss ein fran $sisches Im&erium her 1889-1945

Hitler <i"tator seit 45?> 1769-1821 Na&oleon

<i"tator seit 4755

Geboren als absoluter Herrscher, und als Nachfolger des !onnen"$nigs( Gestorben an der Guillotine( ________________

88888888888888888888888888888 1754-1793 Ludwig XVI

@&fer9 :erbrecher; ,ran ( Re#olution

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:

Auflsung: Helden: 1921 1943 Magna Charta

> Einschrnkung Absolutismus > ABER Rechte nur fr adlige

,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

1776 Declaration of nde!endence >Anspruch gerecht ? Sklaven / Frauen

Augsburger Religionsfriede

!v" #hr"

Cicero

9Es ist sicher klar, dass die

Gesetze erfunden wurden zum Wohl der !rger, der "icherheit der "taaten und den ruhigen und seligen #eben der $enschen%
;er hat<s geschrieben= 88888888

De legibus book 2, 11 > "aturrecht

9Vor Gott sind alle gleich#:

;o steht<s geschrieben= 8888888

! n" #hr# Bibel

$aulus% Rm &:''

169!: (ohn )ocke

*econd +reatise of ,o-ernment% Ch# % sec# . "aturrecht /0ernunft Aufklrung

9)reiheit* Gleichheit*

9Die Vernunft, als Gesetz der &atur, lehrt

der ganzen $enschheit, als wir alle gleich und unabh'ngig sind, dass niemand einen anderen (erletzen soll in seinem #eben, in seiner Gesundheit und in seiner )reiheit*%
;er hat<s geschrieben= 8888888888

r!derlichkeit#:
;oher stammt der Auss!ruch= 8888888

1 179!: )osung der 2ran3 Re-#

1776: Declaration of nde!endence

+We hold these truths to be self.e(ident, that all men are

created e/ual, that the0 are endowed b0 their Creator with certain unalienable -ights, that among these are #ife, #ibert0 and the 1ursuit of 2a11iness**%
;o steht<s geschrieben= 888888888888888

194$:
Erklrung der allgemeinen Menschenrechte -or 4"

+,lle $enschen sind frei und gleich an W!rde und -echten geboren* "ie sind mit Vernunft und Gewissen begabt und sollen einander im Geiste der r!derlichkeit begegnen*%
;o steht<s geschrieben= 888888888888888

4th Session: The root of human right abuse

Different or the Same, Discrimination is never good

1st activity Where am I standing: Are we the same or are we all different 1! min"
+he first acti-it> needs a lot of s!ace% because the teacher should !ut t5o sheets of !a!er on o!!osing sides of the room# ?see material @#'% @#&A Moderation: :Concerning statements about all humanit># ;e ha-e -er> different things that 5e !ut for5ard in our cuture and e-en in our children books# *ometimes 5e teach our children that 5e at all the same# +he -ersion for gro5nu!s 5ould be this image b> Benetton ?BeartsA# And on the other hand 5e sometimes tell them that e-er>one is different#C ;hat do >ou feel right no5 in the moment% is the better ans5er= Are 5e all the same= Dr all different= $lease stand neEt to the sign% that >ou belie-e to be more true# "o5 students 5ill di-ide into t5o grou!s# +he teacher asks ?if !ossible e-er>oneA no5% 5h> the> are standing% 5here the> are standing# "o5 the teacher asks the students to stand neEt to the statement that the thinks embodies most the s!irit of Buman rights# *tudents can change their !lace if the> 5ant to# +eacher asks them again about their decision# "o5 the teacher ask the one on the side ?5e are all the sameA to 5rite on the blackboard those things% that make us all the same# And at the same time he asks those on the ?5e are all differentA side to list those things that make us different# "o5 the teacher asks them to find categories for each list# ;hat do the> ha-e in common= +he> discuss the results a bit% and the teacher ends that acti-it> 5ith the statement that it is a!!arentl> -er> hard to decide% 5hether the human rights belie-e that 5e are all the same or that 5e are all different#

&nd acti-it>: #$clusion, Inclusion and the nature of discrimination?'F minA "o5 the teacher sa>s that no5 he 5ill ho5e-er% ask >ou something that should ha-e a rather clear ans5er# +he teacher !uts four different gra!hs ?see material @#@A on four different s!ot on the floor# Be asks the students: :;hich gra!h do >ou think eE!resses best the !rinci!les of human rights= $lease stand neEt to the !icture of it#C *tudent 5ill choose their !osition and the teacher can discuss again 5ith them 5h> the o!ted for this#

Now students are find names for the graphs. In the following short discussion the teacher contributes the names: exclusion, separation, integration and inclusion ( integration explain group rights After that student should stand next to the graph that symbolizes best the counter force of Human rights, students mo e. !ollowed by a discussion in which the teacher puts (material ".#$ next to the graphs segregation and exclusion, and as%s the students, what might be the things people discriminate others for. &tudents should write answers on the blac%board. And what are the things they are %ept out from' &tudents write it on other list. Now the teacher as%s the students to compare this list with the list of what ma%es as diffreente and where are we the same: (ogether the conclude that

%Discrimination means to e$clude %eo%le on the grounds of what ma&es them different from the things they are fundamentally e'ual.)
At this point teacher tal%: *iscrimination as worst counter force of human rights. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ &o bac% to the original ,uestion are we all the same or all different' -es there is I middle path: (eacher presents material ".. and explains the concept of indi iduality but at the same time same dignity. In this way in%lusion is the counterforce against discrimination, because it allows e en celebrates diffrence, but treats e ery one in their fundamental rights and dignity as the same.

(rd activity: Identfying #$clussion )* min + remaining time"

(he teacher spreads different images (see material ".#$ in the classroom, and as% students to wal% around and loo% at them, then they should stand next to the one that mo es them the most and there they should discuss with the students stand next to the same image.

a.$ b.$ c.$ d.$

/hat are the people in this image excluded for' /at are they excluded from' /hich Human rights are here at sta%e' And what could be done, to include this people instead of excluding them.

0ater on the whole class discusses their result

Material 4.1: The same

We are all the same !

Material 4.2: Different

We are all different !

Material 4.3: Different and the Same

Material 4.4 : Inklusion / E klusion

Separate Imagines and use wiithout heading

Material 4.!a E klusion

Material 4.!" E klusion

Material 4.!a E am#les

Material 4.!" E am#les

!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 di ides the students into pairs. (hen he explains: 12 ery pair represent a small family, man and wife, two siblings, father and son, etc. -ou are li ing 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% fi e 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 ha e to pac% now. -ou ha e to lea e the country. -ou ha e to lea e as fast as possible. (here is not much time, only time enough to pac% a small suitcase. (here is only room for se en items. Now together with your partner decide in # minutes what would be the most important se en things you would ha e 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 se en things they ha e 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 ha e thought of this things, so e eryone will be declined, and only after e eryone has be declined the teacher explains why, and that the Austrian Asylum 4rocess is ery strict explain but huge ariety of opinion as expressed in different newspaper

2nd a%ti*it+: De%idin( )hi%h %artoon .2/ min0 &tudents get into small groups, e ery group represent the editors of an Austrian newspaper. (he teacher distributes randomly the name of the newspaper and possibly one edition of the paper: 9. ;N3 <ity =ournal for human rights :. =ournal of the freedom party (right wing party$ .. =ournal of the green party (left wing party$ ". >rone ?eitung #. Heute ?eitung @. ?eitschrift der Aermieter ereiningung /ien B. =ournal of 8embers of the 4oliceforce C. *ie 6rDc%e >irchenzeitung (5eligios E. In /ien daheim ( Newspaper for young migrants$

Now the teacher hands out each group the set of comics (see material #.9$ . Now their Fob is first to discuss and later decide which comic they want to put in their newspaper and to find a short heading and three sentences that should accompany the chosen comic in their paper. 0ater compare in a group discussion.

.rd -a%k )ere +ou %ame from1 or more fu(iti*es2 .2/ min0 &ome 4eople say we ha e already to many migrants in Austria and the create all sort of problems. 3thers on the contrary claim that Austria is ta%ing to few migrants in. (he groups stay the same, only now students get newspaper articles, political pamphlet and ad ertisement about this issue. (he their Fob now is 9.$ to identify the main arguments for each position, and :.$ try to summarize in one word the main argument of each side. Group discussion

Material !.1 3omi%s