The website "Learning from History" is a publication platform
for educational projects (realized in schools
and in out-of-school, youth education)
dedicated to the history of Poland and its neighbors in the 20th century and human rights
Taking Away Children's Rights in National Socialism and Saving Children's Rights Today
Location / Region: Osnabrück
Institution: Anna Katharina Romund
Patron / Project supervision: Anna Katharina Romund
Project authors: Anna Katharina Romund
Age group: Mixed group
Udostępnij na Facebooku
Contact:

Anna Katharina Romund, Katharina.Romund@gmx.net

Introductory remarks
The learning module wants pupils to discuss what rights are and why children need rights. After looking back at disenfranchisement in history, it shows pupils the importance of saving rights today. It asks them how a declaration should look like and what the pupils can do for keeping children’s/human rights alive. By the historical example of Jewish children during National Socialism the learning module shows how disenfranchisement could have happened and therefore makes obvious, that it is important to save children’s rights.
Target group: 
Pupils at grammar school (BE) / high school (AE), grade 9 or 10, with previous knowledge about National Socialism


STRUCTURE:
The facilitator has to moderate the introduction, so that the following working part is understandable for the pupils. They are supposed to understand the connection between the picture/video in the introduction and the questions that are derived from that for the working part. The facilitator should moderate the reflection, mostly a discussion and sometimes after watching cruel pictures has to be sensitive for the pupil’s feelings, so that they won’t leave the lesson totally shocked, but have the chance to talk about their feelings.

The facilitator should be concerned about the chance to learn from the mistakes in the past and that we have to use this chance! The facilitator should be concerned about the fact, that only teaching about human rights is not enough, but that there has to follow some actions – and history is the reason, that shows us, why: It shows us, what happens, when e.g. a convention of children’s rights is ignored.

The timeframe is 6 times 45 minutes, but the facilitator can also do 3 times 90 minutes if possible. Both could be calculated too short, in case of very long discussions at the end or even very communicative pupils, that tell a lot of associations at the beginning while brainstorming or silent impulses. Therefore it would be better, if the facilitator could extend his lessons to 6 times 60 minutes, if possible. Maybe the pupils’ actions concerning children’s rights extend the assumed timeframe of the learning module – depends on the type of actions.

CONTENTS:
- Pupils are supposed to think themselves of the needs they have.
- Pupils are supposed to see what it means to have no rights.
- Pupils are supposed to have their own idea of a children’s rights declaration, because it is made for them.
- Children’s rights are significant to the pupils theirselves.
- It is important to activate the next generation to let human rights live.

METHODS:
- There are tasks for groups and partners, because pupils should practice their social skills and there is individual work, because they have to make their own thoughts in regard of the topic.
- I have chosen different kinds of methods, because changing methods are important for the motivation.
- I have chosen activating methods, because learning about human rights is not complete without becoming active.

MATERIALS:
1. How to make work with the offered materials/sources and the suggested time realistic?
- Every material has to be prepared very well, that means slides with pictures and work sheets with text sources have to be prepared before each lesson starts.

FURTHER COMMENTS/QUESTIONS, TIPPS FOR THE IMPLEMENTATION:
- A visit of a memorial on the ground of a former concentration camp can be added after the implementation of the learning module. What is important during the guided tour or in the tasks the pupils get for the visit there should be some emphasis on the fate of prosecuted children.

Photo: Unicef, Charity, Children'S Rights, Children. Quelle: http://pixabay.com/pl/unicef-charytatywna-prawa-dzieci-303925/.
Tags:
Didactic text
It is important that human rights are more than a sheet of paper known by the pupils. They should become active to prevent disenfranchisement. 

Aims: 
- Promotion of empathy.
- Getting an idea of how becoming active. 

The participants could take out of the LM practically:
- ...
Documents
Methodologhy
Silent impulse
Brainstorming
Talking in the plenum
Group work
Discussion
Subjects
Totalitarian regimes
Violence of children’s rights during NS
Imprisonment in concentration camps