In the learning module, the concept of “learning for Human Rights”, or in this case “Children’s Rights” is brought into focus. The students get to know the Geneva Declaration of the Rights of a Child and the UNCRC. As Eckmann states in her article, it is difficult to learn how to prevent the violation of human rights within Holocaust Education, but the author hopes this learning module will lead towards an attitude of taking actions against the violations of children’s rights. Therefore it is also necessary to teach “within Human Rights”, so the learning module combines the visit of a memorial, active methods and group work.

The Learning Module cosist of 3 interactive lessons about the history of DP camps and a guided tour to memorial place and exhibition of Museum in Bergen-Belsen conected to discussions on feelings after visit of memorial place and topics related to the question of history of DP camps which are prepared by the students in advance. 

History of childhood in Stalin’s times and history of children’s rights are equally important for this educational module and allow to see the process of recognition of children as an object of protection against abuse, as a historical subject. History of childhood is interesting and emotionally appealing for young people. It is a great framework for them to see a historical epoch through the eyes of his or her peers and understand that childhood is an inherently valued period of life – not just preparation for adulthood. 

Learning module has been reflected for implementation during social studies lessons (lessons in Russian schools that include basics of economy, political sciences, philosophy and law) after aforesaid historical topic was studied. Therefore there is an opportunity to provide students with one more view or tool of analysis of historical and political processes often being omitted at history classes – human rights and their abusement. Such a connection may be given according to Michael Mann’s concept of classification of political regimes linking human rights and citizenship. 

The connection to human rights is in regards to the development of children’s rights in general. School students learn about their own rights through the understanding of how these rights were evolved during the time. Facilitator should keep in mind that school students should first of all reflect upon their personal rights in contemporary times.

The book represents one of the outcomes of an international project that analysed the injustice committed by the Nazi regime towards certain groups of vulnerable people, and explored how to carry such experience into human rights education today. The project fits into the wider context of the promotion of human rights in Central Europe through critical examination of history, under the auspices of German foundation „Erinnerung, Verantwortung und Zukunft“ (Remembrance, Responsibility and Future).

Simulation games are an innovative educational tool linking human rights education with political and history education. Simulating human rights dilemmas provides a playful way of learning and understanding the complex political dynamics behind them. Participants assume the roles of different interest groups, explore the driving forces and the historical background of a conflict, explore codified rights related to the case, and strive for an acceptable compromise in negotiations.

Educating people about historical issues can be a daunting task since many feel that things which happened in the past do not possess a lot of meaning for their everyday lives. However, the Amadeu Antonio Foundation believes that history education is absolutely necessary to achieve meaningful social and political changes and to hinder atrocities such as the Holocaust from ever being carried out again. As Theodor W. Adorno has written, “the premier demand upon all education is that Auschwitz shall never happen again”.

The Learning Module (LM) was prepared during the Transnational Training Programme in Oświęcim, Bergen Belsen and Russian Perm. The author wanted to interlink the following in the Module: role of history, memorial sites and children rights. The LM should be implemented at the Auschwitz Birkenau Museum not only due to the fact that it is near the place of work of the MIFGASH Foundation (Cracow), but also on account of its uniqueness and educational possibilities. Auschwitz, as most memorial sites, focuses mainly at providing historical knowledge. Such a mission belongs to the tasks of qualified tour guides which are fulfilled by them professionally. The author of the LM had decided that the project would exploit their knowledge in combination with education within children rights. The final version of the LM can be downloaded here.