Recommended Level of Instruction
U.S. upper elementary social studies/civics (roughly grades 3–5).
Works well as an introductory activity on fairness, distribution, and the basic idea of the welfare state.

Learning Objectives
Students will be able to:

• Discuss what fairness and justice can mean in everyday situations.
• Compare equal distribution with need-based distribution.
• Explain, in simple terms, what a welfare state is meant to do.
• Practice perspective-taking, group discussion, and shared decision-making.
• Reflect on examples of fairness and unfairness in society.

Readings / Materials

• Teacher-read scenario about a family sharing one pizza.
• Paper and pens/pencils.
• Large sheet of paper for group results.
• Optional role-play version of the activity.

Synopsis of Material
Across two class periods, students explore fairness through a family dinner scenario in which one pizza must be divided among four family members with different needs and situations. In small groups, students take on family roles, argue for what a fair share would be, and try to agree on a distribution. The activity then expands from the pizza example to a broader discussion of justice, distribution, and the role of the welfare state in supporting people’s different needs.

Credit / Source
Adapted from polis aktuell, 6/2017: Sozialstaat Österreich. Link: https://www.politik-lernen.at/pizzafrage

Recommended Level of Instruction
U.S. elementary school physical education, social-emotional learning, or introductory civics/human rights (roughly grades 1–4).
Works well as an active group exercise on solidarity, protection, and standing up for others.

Learning Objectives / Competencies
Students will be able to:

• Practice cooperation and group responsibility in a playful setting.
• Reflect on what it means to protect someone more vulnerable.
• Recognize the importance of standing up for others as a group.
• Discuss strategies, fairness, and shared success in team-based situations.

Readings / Materials

• String or tape to mark a line.
• Open space for movement.
• Optional short follow-up discussion questions.

Synopsis of Material
In this movement-based activity, one child plays the cat and the others are mice trying to cross a safety line. Before the game begins, the group secretly chooses one “weakest mouse” who must be protected by the others. The mice can only win together if that child reaches safety. After the game, students reflect on feelings, group strategies, protection, and how cooperation can help support someone more vulnerable.

Credit / Source
Suntinger / Weber: Alle Menschenrechte für alle, Ludwig Boltzmann Institute of Human Rights & BMUK, Vienna, 1997.

Link: https://www.politik-lernen.at/site/praxis/unterrichtsideen/article/103871.html

Recommended Level of Instruction
U.S. middle to high school social studies, civics, environmental studies, ethics, or geography (roughly grades 6–12).
Works well as a discussion-based activity on how political, social, and environmental developments may affect everyday life.

Learning Objectives / Competencies
Students will be able to:

• Identify possible political, social, or environmental developments in the near future.
• Explain how larger public events may affect their own lives, families, schools, and communities.
• Recognize connections between personal experience and broader societal, political, and environmental change.
• Discuss how young people can respond to or help shape future developments.

Readings / Materials

• Copies of the worksheet.
• Optional news excerpts or teacher-provided scenario prompts.
• Optional connection to the Sustainable Development Goals (SDGs).

Synopsis of Material
In this one-hour activity, students work in pairs to think about political or environmental developments they believe may happen within the next year at the local, national, or international level. They select several possible scenarios, consider their likely effects on different areas of life, and record their ideas on a worksheet. The class then compares results and discusses what students themselves can do to support the most beneficial outcomes.

Credit / Source
Adapted from a teaching activity on future scenarios. Link: https://www.politik-lernen.at/zukunftsszenarien

Recommended Level of Instruction
U.S. high school civics/social studies (grades 9–12), intro to human rights.
Works best early–mid semester; adaptable to Global Studies or ELA.

Learning Objectives / Competencies
Students will be able to:

• Define and explain human rights using the UDHR.
• Interpret key UDHR articles.
• Analyze real cases of rights protected or violated.
• Create a product on why human rights matter and how youth can promote them.

Readings / Materials

• Selected UDHR articles (e.g., 1–2, 3, 5, 18, 19, 21, 25).
• Short human rights case studies.
• Optional: news examples; basic poster or digital tools.

Synopsis of Material
Across three class periods, students define human rights, explore and paraphrase key UDHR articles, and apply them to case studies. They then connect human rights to their own community and produce a short visual or written piece (poster, infographic, op-ed, or social media draft) on what human rights are, why they matter, and how young people can support them.

Recommended Level of Instruction
Upper-level high school / Gymnasium (ages 15–19), ethics, politics, or social studies.
Works well mid-semester; no prior human rights background required.
Can also be used as an introduction to SDGs or global education.

Learning Objectives / Competencies
Students will be able to:

• Identify and prioritize key human rights.
• Explain and justify choices using clear reasoning.
• Compare how different rights shape societies.
• Collaborate to design a vision for a fictional country.

Readings / Materials

• List of selected human rights (UDHR)
• Optional: SDG overview (link or poster)
• Number cards (1–7)
• Paper or digital workspace

Synopsis of Material
Students work in groups and receive a number card (1–7). The number tells them how many human rights they may select for their fictional country. Groups choose their rights, justify why these are essential, and reflect on the type of society they want to build.

Credit:

Prof. Manuela Wagner (UConn)

Recommended Level of Instruction:
Secondary / upper middle school to high school; civics, social studies, history, ethics, language arts, and interdisciplinary human rights education.

Learning Objectives / Competencies:
Students will be able to:

• explain the basic meaning and purpose of human rights;
• identify key articles of the Universal Declaration of Human Rights;
• connect human rights principles to real-life examples, current events, and local communities;
• analyze whether specific rights are being protected or violated in different scenarios;
• express their understanding of human rights through discussion, writing, or visual work.

Readings / Materials:
Selected articles from the Universal Declaration of Human Rights; short human rights case studies or scenarios; writing materials; poster paper or digital design tools for a mini-poster, infographic, short op-ed, or social media campaign draft.

Synopsis of Material:
Students are introduced to the concept of human rights through personal reflection, discussion, and selected readings from the Universal Declaration of Human Rights. They paraphrase key UDHR articles and connect them to everyday life. In the second part of the activity, students examine real-life scenarios involving issues such as child labor, freedom of speech, gender discrimination, or refugee rights. Finally, students reflect on how human rights appear in their own communities and create a short visual or written response that explains why human rights matter and how young people can help promote them.

Recommended Level of Instruction:

Elementary school to adult groups, best early-mid semester as introductory or review exercise; some prior basic knowledge of human rights may be required for a more effective activity however the wording and content can be adapted as a review of an initial introductory lesson for beginners.

Learning Objectives / Competencies:

Students will be able to:

• Increase their awareness of human rights issues and the groups that may be in danger of facing violations of their rights worldwide

• Become more knowledgeable of the Universal Declaration of Human Rights and its Articles

• Become more familiar and acquainted with their classmates

• Critically consider and think about how human rights are upheld or violated dependent upon the country, sociocultural or ethnic group.

• Explore and discuss creative ways to improve the game and human rights discussions by attempting to create new discursive squares

Readings / Materials:

Sufficient copies of Handout 1, a copy or poster of the Universal Declaration of Human Rights as a reference source, pens / pencils, a free classroom that allows for movement

Synopsis of Material:

Movement and discussion activity that stimulates critical discussion on human rights entitlements and infringements worldwide through meeting and speaking with fellow classmates. Students find partners and initial each other’s squares on their Handouts when an answer has been found. Once complete, a review and debrief is conducted and then a creative discussion on new squares can conclude the activity in a reflexive manner.

Recommended Level of Instruction:
Elementary school / Volksschule, Grades 3–4.
Best for lessons on sustainability, consumer choices, packaging, waste reduction, and basic environmental education.

Learning Objectives / Competencies:
Students will be able to:

• Recognize that packaging choices affect the amount of waste we produce.
• Explain why waste is sorted and what can happen to different types of trash after collection.
• Reflect on their own family’s habits around waste avoidance.
• Develop practical ideas for preparing a celebration with less waste.
• Write simple advice for making a party more environmentally friendly.

Readings / Materials:
Copies of the worksheet/template; short story about Robert’s party; pens.
Optional: examples or pictures of different types of packaging, recycling bins, or reusable party materials.

Synopsis of Material:
Students watch a short birthday-party scene from an American family comedy “Problem Child” or another teacher-selected clip and discuss what happens when a lot of waste is created. They think about waste disposal, recycling, and ways to avoid unnecessary packaging when buying food, drinks, and decorations. As a final task, students write a short letter to the movie birthday girl, Lucy, with tips for planning a nice summer party without creating a large pile of trash.

Credit / Source:

Adapted from the activity “Wir feiern ein Fest” in Ich kauf mir was: Wirtschafts- und VerbraucherInnenbildung, by Ingrid Ausserer, Patricia Hladschik, and Elisabeth Turek, Zentrum polis – Politik Lernen in der Schule / Edition polis, 2020. Original material available at https://www.politik-lernen.at/wirfeierneinfest.

Recommended Level of Instruction:
Upper-level high school / Gymnasiale Oberstufe (Grades 10–12), civics/ethics/social studies.
Best early–mid semester; no prior knowledge required. Also works as an SDG/global citizenship intro.

Learning Objectives / Competencies:
Students will be able to:

• Link SDGs to specific human rights and justify connections.
• Consider intercultural differences in implementing rights.
• Propose and present one practical action idea.
• Reflect on personal responsibility in daily life.

Readings / Materials:
SDG icons/poster; projector; group worksheet (SDG–right–reason); reflection sheet; post-its; pens.
Optional: short human-rights handout (UDHR-based).

Synopsis of Material:
Quick brainstorm and SDG overview. Groups match SDGs to rights, discuss intercultural aspects, and present a short UN-youth role play with a concrete measure. Students end with a short individual reflection (one SDG + personal action).

Recommended Level of Instruction:

• Upper secondary level, from grade 10 onward.
• Suitable for German, Civic/Political Education, Religion, or Ethics classes.

Learning Objectives / Competencies:

• Students examine to what extent the human rights of people with disabilities are realized in their own environment.
• Students strengthen subject knowledge, judgment skills, and action-oriented competence.
• Through independent research and engagement with relevant stakeholders, students practise democratic participation.

Reading(s) / Material(s):

• Copies of the group task sheets (see download).
• Additional research materials collected by students during the project.

Synopsis of Material:

• In four groups, students explore the lives of people with disabilities, focusing on their surroundings, everyday experiences, and rights.
• This project-based activity is designed for 2–3 days and encourages students to investigate real-life conditions and reflect on inclusion and human rights in practice.

Credit / Source:
Gerald Kador Folkvord, in polis aktuell 7/2021: Ich bin nicht behindert, ich werde behindert.

Recommended Level of Instruction:

• Suitable for grades 5–13.
• Appropriate for English, History, Civic/Political Education, and Geography classes.

Learning Objectives / Competencies:

• Students gain an introductory understanding of the women’s suffrage movement.
• Students explore broader social and political movements through the example of voting rights for women.
• The activity supports subject knowledge and discussion skills.

Reading(s) / Material(s):

• Copies of the English gap-fill text “Women’s Suffrage” (see downloads).
• To find additional source materials in English & German, please refer to this link: https://www.politik-lernen.at/womenssuffragemovement

Synopsis of Material:

• This lesson offers a general introduction to the history of women’s suffrage through an English-language gap-fill exercise.
• It can be completed in 1–2 hours and is complemented by sources that highlight the specific Austrian context.

Credit / Source:
Based on material from Gender – Gleichstellung – Geschlechtergerechtigkeit, by Philipp Leeb, Renate Tanzberger, and Bärbel Traunsteiner (Edition polis, Vienna, 2014; updated 5 March 2022).

Recommended Level of Instruction:

• Can be adapted for different grade levels.
• Especially suitable for Physical Education, Civic/Political Education, and social studies or human rights-related classes.

Learning Objectives / Competencies:

• Students experience some of the challenges of inclusion in sports through short physical tasks and develop empathy.
• Students create practical and imaginative ways to make sports activities accessible for people with different abilities and needs.
• Students reflect on accessibility, adapted rules, and participation in sports as a human rights issue.

Reading(s) / Material(s):

• Simple sports materials such as small balls, ropes, cones, or other equipment depending on the activity.
• Temporary “restrictions” for the challenge, such as blindfolds, using only one hand or one leg, speaking quietly, or completing a task while seated.
• A worksheet or short prompts for reflection.

Synopsis of Material:

• This activity introduces students to inclusion in sports through a short group challenge in which one participant completes a task with a specific limitation.
• Working together, students adapt rules, space, or tools so that everyone can participate, and then reflect on fairness, accessibility, and equal participation in connection with SDG 10.

Recommended Level of Instruction:
Applicable to all grade levels; especially useful for civics, political education, social studies, ethics, and interdisciplinary lessons using digital tools.

Learning Objectives / Competencies:
Students will be able to:

• review and apply political or civic knowledge in playful formats;
• use AI tools consciously and critically for learning tasks;
• practice explaining concepts, asking questions, checking information, and identifying false statements;
• strengthen political knowledge and methodological skills through quizzes, discussion prompts, glossary work, and text-based activities.

Reading(s) / Material(s):
Access to an AI tool; teacher-selected texts or topics from political education; prepared prompts; devices for students or teacher use; optional printed worksheets, quiz sheets, gap texts, matching tasks, or glossary templates.

Synopsis of Material:
This activity collection uses AI-supported learning formats to help students review and apply knowledge from political education. Students may play “Who am I?”, Taboo, “Two Truths and One Lie,” or hold structured debates with an AI tool. Teachers can also use AI to create gap-fill texts, matching exercises, quizzes, mini-glossaries, or short “false texts” in which students identify incorrect information. The activities encourage playful learning while also helping students reflect on how AI can be used responsibly as a learning tool.

Credit / Source:
Adapted from Mit der KI in der Politischen Bildung spielen. Spielen mit – durch – über KI, by Magdalena Steger. To refer to the original acitvity, refer to this link: https://www.politik-lernen.at/lernaufgaben-mit-ki-erstellen.

Recommended Level of Instruction:

• Upper secondary (14–19), any subject with a human rights / civics focus.
• Best mid-unit or as a stand-alone discussion lesson; also usable in project days.

Learning Objectives / Competencies:

• Students analyze real-life situations in terms of human rights.
• Students discuss and justify possible responses and responsibilities.

Reading(s) / Material(s):

• Printed or projected scenarios with guiding questions.
• Optional: short overview of the Universal Declaration of Human Rights / relevant articles.

Synopsis of Material:

• Four short everyday scenarios (education, protest, discrimination, asylum) are discussed in groups or plenary using guiding questions to explore rights, actors and options for action.

Recommended Level of Instruction:
Secondary / upper middle school to high school (grade 7+); civics, geography, ethics, social studies; also works well for interdisciplinary lessons.

Learning Objectives / Competencies:
Students will be able to:

• Explain “border” as a multi-meaning and socially constructed concept.
• Analyze border photographs and identify their two-sided functions/effects.
• Infer consequences of borders for different social groups.
• Discuss possible impacts of removing borders on those groups and justify their reasoning.

Readings / Materials:
Board/whiteboard; border photos (printed or digital); placemat template/paper; optional worksheet for consequences/impacts; pens.

Synopsis of Material:
Students start with a placemat brainstorm (“What are borders for you?”) and jointly build a board overview of border functions. In pairs (learning-speed duet), they analyze photos of different borders and derive consequences for affected groups using the class overview. Finally, they discuss a “what if” scenario, what changes if borders are removed and reflect on how their initial ideas about borders did (or didn’t) shift.

Credit / Source:
Adapted from the activity “Grenzen sind …” in polis aktuell 4/2025.

Recommended Level of Instruction:
Secondary / upper middle school to high school (approximately grade 7+); suitable for civics, ethics, technology, social studies, and interdisciplinary classes.

Learning Objectives / Competencies:
Students will be able to:

• explain the ethical dimension of designing and using technology;
• evaluate technical solutions from the perspective of affected users and stakeholders;
• reflect on digital inclusion and fairness as part of human rights;
• develop and defend balanced, rights-based design solutions in a role-play setting.

Readings / Materials:
Role cards with design challenges and stakeholder perspectives; pens; flipchart or whiteboard for collecting ideas.

Synopsis of Material:
Students work in small groups on a short role-play about fair and inclusive technology design. Each group represents different stakeholders, such as users, developers, and ethics or policy representatives, and negotiates a technical solution that is both practical and respectful of human rights, with links to SDGs such as reduced inequalities and just institutions.

Recommended Level of Instruction:
Primary level (from grade 4); suitable for social studies and interdisciplinary contexts with a focus on digital literacy.

Learning Objectives / Competencies:
Students will be able to:

• Explain what cyberbullying is and distinguish it from ordinary conflicts.
• Assess example situations and justify whether they constitute cyberbullying.
• Identify and apply concrete response strategies if they are affected by or witness cyberbullying.
• Reflect critically on digital communication and responsible online behavior.

Readings / Materials:
Worksheet (class set); optional short explainer video on cyberbullying; board/whiteboard; pens.

Synopsis of Material:
Students begin by discussing their experiences with digital communication and are introduced to the concept of cyberbullying. Through three case studies, they assess whether situations qualify as cyberbullying using a continuum scale, recognizing that some cases may be ambiguous. The class then discusses differences between conflict and cyberbullying and develops practical strategies for action, including the role of bystanders. The lesson concludes with a reflection on respectful online communication and setting boundaries.

Credit / Source:
Lorenz Prager, Cybermobbing und was ich dagegen tun kann .

Recommended Level of Instruction
Upper secondary / high school English, social studies, civics, global studies, or human rights education (grades 9–12).
Works especially well in units on intercultural communication, global challenges, cultural identity, or the SDGs.

Learning Objectives / Competencies
Students will be able to:

• deepen their understanding of human rights issues in intercultural contexts,
• practice communication, empathy, and perspective-taking through role play,
• identify tensions between cultural norms and universal human rights,
• work toward fair and respectful solutions across different viewpoints.

Readings / Materials

• Role cards with intercultural human rights scenarios.
• Optional small props to support the role play.
• Optional brief references to selected SDGs and human rights principles.

Synopsis of Material
In this short role-play activity, students work in small groups to explore how human rights issues can become more complex across cultural contexts. Each group receives a scenario involving an intercultural conflict connected to one or two SDGs and takes on different roles, such as representatives of different perspectives and a mediator. Through dialogue, students try to understand each other’s viewpoints, identify the central human rights issue, and develop a possible compromise or solution that respects human rights while engaging cultural difference.

Subject / level
Ethics, middle or high school

What this prompt does
Generates three 15–20 minute intro lessons on Human Rights Education using the 17 SDGs as a basis.

Prompt (English)

You are a teacher in upper secondary education [add your school]. In line with the current curriculum, you design three teaching units of 15–20 minutes each on Human Rights Education, to be used as an introduction to the topic. Use the 17 United Nations Sustainable Development Goals (SDGs) as your basis. The aim is to give students an overview of human rights and their application in everyday life and to familiarise them with the topic. Make sure the tasks are communicative, creative and reflective, alternate between individual work and group work with role plays, and end each lesson with a short reflection. The tasks should be suitable for the subject Ethics.

Prompt (German)

Du bist Lehrender der Gymnasialen Oberstufe in Baden-Württemberg, Deutschland. Dem aktuellen Bildungsplan entsprechend entwickelst du drei jeweils 15–20-minütige Unterrichtseinheiten zum Thema Human Rights Education, die als Einstieg in das Thema verwendet werden sollen. Nutze dabei die 17 Sustainable Development Goals (SDGs) der UN als Grundlage. Ziel ist es, den Schüler:innen einen Überblick über Menschenrechte und deren Anwendung im Alltag zu geben und sie damit vertraut zu machen. Du achtest auf kommunikative, kreative und reflektierende Aufgaben, die zwischen Einzelarbeit und Gruppenarbeit mit Rollenspielen abwechseln und die Stunde mit einer Reflexion beenden. Die Aufgaben sollen für das Fach Ethik sein.

Subject / level
German class, middle or high school

What this prompt does
Generates three 15–20 minute intro lessons on Human Rights Education for German lessons, based on the 17 SDGs.

Prompt (English)

You are a teacher in upper secondary education [add your school]. In line with the current curriculum, you design three teaching units of 15–20 minutes each on Human Rights Education, to be used as an introduction to the topic. Use the 17 United Nations Sustainable Development Goals (SDGs) as your basis. The aim is to give students an overview of human rights and their application in everyday life and to familiarise them with the topic. Make sure the tasks are communicative, creative and reflective, alternate between individual work and group work with role plays, and end each lesson with a short reflection. The tasks should be suitable for the subject German.

Prompt (German)

Du bist Lehrender der Gymnasialen Oberstufe in Baden-Württemberg, Deutschland. Dem aktuellen Bildungsplan entsprechend entwickelst du drei jeweils 15–20-minütige Unterrichtseinheiten zum Thema Human Rights Education, die als Einstieg in das Thema verwendet werden sollen. Nutze dabei die 17 Sustainable Development Goals (SDGs) der UN als Grundlage. Ziel ist es, den Schüler:innen einen Überblick über Menschenrechte und deren Anwendung im Alltag zu geben und sie damit vertraut zu machen. Du achtest auf kommunikative, kreative und reflektierende Aufgaben, die zwischen Einzelarbeit und Gruppenarbeit mit Rollenspielen abwechseln und die Stunde mit einer Reflexion beenden. Die Aufgaben sollen für das Fach Deutsch sein.

Institution / Organization

Misereor (Bischöfliches Hilfswerk Misereor), founded in 1958, is a German aid organization of the Catholic Church. Its headquarters are in Aachen, Germany and develops missions and aid projects in Asia, Oceania, Africa, Latin America and the Caribbean. Its projects focus on developing and supporting initiatives that improve issues such as broad range human rights issues, AIDS, global warming, poverty, gender issues, and safe water access.

Title

Toolbox Menschenrechte Material- und Methodensammlung für Unterricht, Projekttage und Aktionen

Authors / Contributors

Marcus Gaidetzka, Petra Gaidetzka, Dr. Bettina Reichmann

Language & Pages

German, 238 pages

Recommended Level of Instruction

Secondary school 1 & 2 (Ages 10 – 18)

Topics / Subjects Covered

Human rights, ethics, philosophy, politics, social science, and religion

Synopsis of Material

This comprehensive collection of instructional lessons, materials, and methods provides a guide for instructors to use or reference when developing lesson plans or projects for human rights education in secondary schools. The topics and their lessons are well-organized and feature traditional classroom activities as well as some online referential components.

Institution / Organization

Deutsches Institut für Menschenrechte, established in 2001, is a German human rights organization that researches and monitors human rights issues in Germany. Its headquarters are in Berlin, Germany and works with the United Nations, the Council of Europe, and the human rights committees of the European Union in order to prepare information, reports and statements for national and international courts. The institute also maintains a human right focused library and publishes material to further advance and promote human rights worldwide.

Title

Unterrichtsmaterialien für die Menschenrechtsbildung an Schulen

Authors / Contributors

Valentin Aichele, Heiner Bielefeldt, Wolfgang S. Heinz, Claudia Lohrenscheit (editor / Hrsg.), Oliver Trisch

Language & Pages

German, 83 pages

Recommended Level of Instruction

Secondary school, originally developed for Grade 8 / Jahrgangsstufe 8

Topics / Subjects Covered

Basic human rights, discrimination, women and children’s rights, terrorism, sociocultural and economic rights

Synopsis of Material

This comprehensive introductory educational collection of reading material, classroom activities / exercises, quizzes, and comics is a structured resource for educators to use when beginning a human right focused education for teaching these topics to new learners. The topics and thematic sections are well organized, and each include various materials and activities that may be used to help explain these concepts.

Institution / Organization

Council of Europe, founded in 1949, is an international intergovernmental organization that represents 46 members states of Europe. Its headquarters are in Strasbourg, France and focuses on upholding human rights, European law, and democracy across Europe. The European Court of Human Rights, which rules on alleged human rights violations and issues, is housed within the Council of Europe.

Title

Compasito Manual for Human Rights Education with Children Third Edition

Authors / Contributors

Annette Schneider, Ellie Keen, Laure De Witte, Rui Gomes, Zsuzsanna Rutai

Language & Pages

English, 360 pages

Recommended Level of Instruction

Primary to early secondary school, intended for ages 5 – 13 years old

Topics / Subjects Covered

Democratic citizenship, digital environment, discrimination, education and leisure, environment, family and alternative care, gender equality, health, migration, participation, peace, poverty, and violence

Synopsis of Material

This comprehensive reference manual for early human rights education provides a broad range of instructional information to “create awareness, understanding and respect for human rights”, for younger children to preteens. There are 42 practical activities for instructional use dependent upon various age / learning levels on the various human rights themes.

Institution / Organization

Das Demokratiezentrum Baden-Württemberg, is a center supported by the German federal social infrastructure program “Live Democracy!” which was launched in 2015 in order to consistently review and improve projects and goals that support a democratic values-based life and state within a wide range of social spaces, communities, and education systems within the country.

Title

Toleranz spielend lernen – Menschenrechtsbildung und Wertevermittlung für Kinder und Jugendliche in der Schule und Freizeitgestaltung

Authors / Contributors

Birgit Schiffers (editor / Hrsg.)

Language & Pages

German, 52 pages

Recommended Level of Instruction

Secondary school, originally intended for grades 7 – 9 (ages 12 – 14)

Topics / Subjects Covered

Basic human rights, democracy, racism, xenophobia, discrimination, terrorism, politics, religion, culture, globalization, tolerance, geocaching

Synopsis of Material

This comprehensive educational guide for teachers and social project leaders provides an introduction to human rights with a focus on democratic values intended for secondary school aged students. There are 13 various topics, activities and explanations through which democratic values and human rights may be taught. The goals, topics, structure, and materials for each lesson are clearly defined and organized.