edu.oxfam.itedu.oxfam.it/.../default/files/short_edu_course_4_hours_a… · Web viewTo get familiar with the vocabulary linked to the digital ... pens, scissors, cards and booklet

DTRT Year 3 – Educational materials

Activities to do in 2*2hours session

1. If your guess, you’re the best

Objectives:

- To get familiar with the vocabulary linked to the digital era, especially regarding the threats

- Ice breaker and team building

Time : 40 minutes

Materials: Hand out of Annex 1, paper, pens, scissors, cards and booklet with the definitions, a timer (30 seconds), sufficient space in the room.

Target: suitable both for Lower and Upper Secondary

Activity:

The teacher/educator asks students to form 3 groups and explains that the aim of the activity will be to guess words relating to the theme during 2 rounds.

FIRST ROUND: 1. Choose the first two representatives on a voluntary basis. Give the full set of cards to

the group 1’s representative. During this round, he/she will have 30 seconds to make his/her group –and only this group- guess the maximum of words. The teacher/educator should specify that during this first round, the representative can use as many words as he/she wants in order to define the word. Nevertheless, it is not allowed to switch the card! The teacher/educator then gives the set of cards to the second representative in order to make his/her group guess the maximum of words in 30 seconds.

2. If some words remain, chose another representative of each group and reproduce the 30 second rule until there are no more cards.

3. The teacher/educator writes the number of card each group managed to guess during the first round.

4. The teacher/educator asks all sts if they did not understand some words. If it is the case, the teacher/educator can provide definitions.

5. Before starting the second round, the teacher/educator reads again all the cards to the sts.


SECOND ROUND:1. During this round, the same words will be used. The teacher/educator shuffles the

cards and gives the card pack to a new representative of the second group (group 1 started the first round). The teacher/educator explains to the sts that the rules are almost the same as during the first round. The variations are:

- During this round, the representative is allowed to use only ONE word in order to make his/her team guess the card.

- It is possible to skip the card and take the next one. 2. The teacher/educator writes the score of each team

THIRD ROUND (if enough time):

1. The last round is similar to the second:-The representatives don’t have the right to talk.- The only way for them to make their groups guess the word is to mime. - It is still possible to skip the card.

The team with the best score wins!

Debriefing:

The teacher/educator carries out a debriefing, asking the class the following questions:

- Did you like the activity? - Did it help to create links between you? If yes, why?- Did you know all the words? Did the definitions, which the teacher/educator gave,

help you? - Did some words surprise you? - Do some words’ meanings remain unclear for you?

2. Human rights fighters Objectives:

- To get familiar with “human rights’ fighters” in the digital era;- To make students understand that they themselves can be human rights’ fighters;- To facilitate team building.

Time: 30 minutes


Materials: Handout Annex 2. There is a Lower and Upper Secondary Version


Activity:

The teacher/educator explains that the activity will explore how the Digital era can offer tools to promote human rights. The teacher/educator begins by asking sts if they have ever heard of human rights fighters (Mandela? Rosa Parks?) and human rights fighters in the digital era? (bloggers? journalists? citizens during the Arab spring?).

The teacher/educator asks sts to form small groups of 3 or 4. Each group receives a set of cards. The cards describe events in the life of six online human rights activists. The aim for each group is to match the events with the correct character and thereby to build up a brief description of each person. Each of the characters is made up of a “set of five” (i.e. one “A”, one “B”, one “C”, one “D” and one “E” card) and that the goal is to gather a card of each letter.

Characters:

- Wikileaks- Edward Snowden - Malala Youssafzai- Wikipedia- No hate speech movement

Debriefing:

The teacher/educator carries out a debriefing to conclude this activity, asking the class the following questions:

- How easy was the matching activity and which strategies did you use?- Which of the characters have you already heard of? Were you surprised by any of the

information?- Which human rights are the different people “fighting” for?- How do the people use digital tools in their “fight”?- Do you consider yourself as a “human rights fighter” considering the way you use

digital tools?


3. Expert of Art for a day!

Objective: - to make the students aware of the great potential of the web as a tool to access

culture and increase knowledge.

Time: 45 min (plus 20 min online)

Materials: internet connection; a table, laptop, or pc for each group of 2-3 students; pc projector or interactive whiteboard.


Activity: The teacher/educator begins this activity by illustrating explaining the website

Google arts and culture https://www.google.com/culturalinstitute/beta/ so the sts can see the way they can virtually visit a museum, or the way they can admire the works of different artists (in a random modality and also in a “monographic ” way).

Students are asked to work in pairs and choose an artist they like on the website page of Google arts and culture and they admire his/her work, then choose one among them and write a post on it that will be subsequently uploaded on educational platform. They will have to choose a very brief sentence (3-4 words max) to describe this work to others (5 min)

Students then take it to show the others the work of art chosen and comment it in just a minute, using as very first words of the comment the 3 or 4 words chosen previously.

Tip : The website used doesn’t have to be focused on google. It could also be a national/international museum website, a national library online, sts could listen to an online lecture etc.

4. Confronting online violations of Human rights It should be noted here that the issue of bullying, both offline and online is a delicate issue and needs to be handled carefully by the teacher/educator. If the teacher/educator doesn’t know the class then he/she should be briefed by someone who does to understand whether there are any existing, previous or potential cases of bullying.


Objectives:

- To understand the different forms of human rights violations online and the connection between online and offline violations:

- To identify different ways of responding those violations;

- To raise awareness on the importance of responding

Time: 50 minutes

Materials:

- Scenarios (Annex 3)- 4 signs (A4 or A3)/ Stick each one in a different corner of the room. The signs should

read: Nothing / Respond / Report the behavior/ something else; sufficient space for participants to move around the room.


Activity:

The teacher/educator starts by asking students what they understand by Human rights violations online. Prompt them to think about different ways people might violate human rights online (cyber bullying, hate speech online, violation of privacy).

The teacher/educator points out the signs in the corners of the room and explains that he/she will read out a number of different scenarios. Each student should choose which of the following options best fits what they would do:

- do nothing

- respond to those violations (for example confront them, hit back at them or something else. It the bully is unknown, this option may not be relevant).

- report the behavior (for example to a teacher, parent, police, etc).

- something else (for example, bring others into the discussion, write a letter, etc. You could ask them for further ideas).

The teacher/educator explains that after each scenario has been read out, students should go to the corner which is closest to the way they would probably respond. Tell them to be honest about what they think they would do!

The teacher/educator reads out the first scenario and gives students time to select their corner. Once they have taken a position, ask a few in each group to explain why they chose that response. Then read out the next scenario, and continue until you feel enough cases have been discussed.


Debriefing

The teacher/educator can use some of the following questions to debrief the activity:

- How did you find the activity? Which scenarios did you find most difficult to respond to and why?

-Do you think all were examples of human rights violations online?

-Have you ever come across cyberbullying / hate speech online or violation of privacy online – either as a victim or a bystander? What can you say about the relationship between offline and online violations? Are there any important differences?

-Has the activity made you look at bullying / cyberbullying / hate speech / hate speech online / violations of privacy in a different way? Has it made you think you might respond differently in future?

-What can you do against cyberbullying / hate speech online / violation of privacy online?

-Who should take action to prevent those online human rights violations? What should the role of the media networks, service providers, the police, parents, the school authorities, and so on, be?

Tips

If the group is large, or unaccustomed to general discussion, it may be helpful to introduce a magic stick or imaginary microphone so that people wanting to speak must wait their turn.

Participants may want to choose more than one option, for example, responding and reporting the abuse. If this happens, tell them to take the corner, which seems most important, then give them the chance to explain their position.

Be aware that some participants may be experiencing bullying/hate speech/violations of privacy, perhaps from others in the group. You will need to be sensitive to the different personal needs or conflicts and should not press anyone to respond if they do not seem willing to.

If there are participants who are experiencing this, the activity may bring their concerns to the surface, leading them to recognise their need for further support. You should either make it clear that you can offer such support – in confidence – or should have alternative support systems you can point them to. Before the activity, you may wish to explore existing local or national services, for example, helplines or organisations offering support to the victims.

If participants are unfamiliar with those violations, or do not seem to recognize its damaging nature, you could use some of the background information to raise their awareness both about the issue and about approaches other people have used. Where relevant, the links


between hate speech and bullying should be made (especially when bullying is combined with hate speech).

If you want to focus on one specific human rights violation, you can create new situations that focus more specifically on the topic you want to deepen.

You can add a fifth sign “share the publication” or replace one of the signs by it.

Online Activity:

- After the debriefing the students are asked to share one of the scenarios- tweets, images etc with another class from France, Italy or Croatia. In order to do this the students choose one of the scenarios or another situation they have witnessed or heard of which concerns cyberbullying/hate speech online or violation of privacy online. The sts are then invited (and guided if necessary) to go on Oxfam Edu (activity called Stop Violations Online!) and share their chosen situation on the platform, comment on it–either positively or negatively and invite students from another country to respond to it. Each class should monitor the online platform and then choose and comment on AT LEAST one of the posts from both other countries (two comments in total as a minimum).

5. Video contest

All the classes, which participate in the Do The Right(s) Thing project are invited to create a video which should address Human Rights in the ditigal era. Students are invited to work together as a class to create and produce the video.

The video should last up to one minute max.

At the end of the video, the credits should show the name of the class which made it.

All the videos MUST be uploaded onto Oxfam Edu (in the Video Contest part).

All classes must see at least 6 videos produced by the other two countries (3 and 3 per country) AND comment on them. These comments will influence the jury’s choice of selecting the winning video per country.

Representatives of the class which win the video contest in each country will be able to visit an event held in another country.


6. Questions for the Meeting’s guests

As in some of the previous editions of the Human Rights Meeting, we would like to ask students to think of and write questions, which they would like to ask the guests who will be present that day. A jury will select a question for each guest and these will be shared with all 10,000 students on the day. We ask students to think of a single question per class for each of the three topics. These questions can be posted in the platform in the section: Questions to challenge the guests! Please remember to specify the name of the class and school.

The three topics are:

1) A TOOL TO PROMOTE HUMAN RIGHTS, DEMOCRACY AND ACTIVE CITIZENSHIP2) INEQUALITIES IN THE DIGITAL ERA3) THE DIGITAL ERA AS A TOOL TO PROMOTE HUMAN RIGHTS


Annexes

Annex 1

Computer Internet Privacy

Right to information Censorship Spy

Pictures Injury Opinion

Tweet Forward Download

Smartphone Racism Democracy

Hate speech Debate Facebook

Celebrity Hacker Media

Cookie Mass surveillance Spam

e-mail Teen-marketing Personal data


Anonymity Pseudonym Website hosting

Comment Snapchat Pluralism

Annex 2

Human Rights Fighters - Upper Secondary version

A

“Privacy is the right to a free mind.”Edward Snowden

A

”we realize the importance of our voice when we are

silenced”

Malala Yousafzaï

B

He/she is born in 1983 and is a former computer professional at the Center Intelligence Agency (CIA).

He/she worked for the National Security Agency and revealed classified information on mass surveillance program to journalists.

While some

B

Born in july 1997 in Swot valley, Pakistan, he/she is an icon of the defense of the right to education.

In 2009, he/she started to write and is well known for his/her

©Tous droits réservés ©Tous droits réservés


C

citizens thanked him/her for his fight for the right to information and the protection of the right to privacy, the US Government sued him/her for violating the Espionage Act of 1917 and theft of government property.

For this reason, he/she fled to Russia.

C

Anonymous blog in which she wrote his/her everyday life in Pakistan under Talibans.

His/her identity was revealed and she was shot in the head in an assassination attempt by Talibans in 2012.

He/she struggled to

D

He/she was granted with asylum.

A documentary, Citizenfour, was made of this story. It has won an Academy Award for best documentary in 2015.

D

Survive and wanted to continue fighting for children’s rights. She received the biggest European human rights prize “Shakharov” in 2013 and the Peace Nobel Prize in 2014.

A

“Information wants to be free”

Wikileaks

A

“Be part of the biggest chain against hate”No hate speech movement

©Tous droits réservés



B

Founded in 2006 by Julian Assange, he/she is a specializes in the analysis and publication of large datasets of censored or otherwise restricted official materials involving

B

He/she was created in 2013 by the Council of Europe to raise awareness about hate speech online

C

war, spying and corruption.

Its founder usually says that he/she “gives asylum to these documents, analyze them, promote them and obtain more”.

C

and to promote human rights online.

It gives young people and youth organizations with competences necessary

D

He / she has won many awards such as the Economist new media award (2008), the Voltaire award for free speech (2011) or the Yoko Ono Lennon courage awards for the arts (2013)

D

to recognize and act against such human rights violations.

Everyone can contribute to the campaign online by publishing picture, by watching, talking and sharing: www.nohatespeechmovement.org

http://www.nohatespeechmovement.org/


A

She / he was born in 2001 and its name is a portmanteau of an hawaiian word which means “quick”.

A

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….

B

and the word Encyclopedia. She / he offers the opportunity to every volunteer with Internet access to contribute by writing and sharing

B

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….

articles on every topic. To be a contributor, some rules must be respected such as having a neutral point of view and treat each other with respect and civility.

Today, she/he has 70 000 active contributors and

C

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….

38 millions articles in 292 languages D



which can be freely used.

Often criticized for its lack or reliability, she/he defends itself with a policy on verifiable information and reliable sources for each contribution.

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….


Human Rights Fighters - Lower Secondary version

A

“Privacy is the right to a free mind.”Edward Snowden

A

”we realize the importance of our voice when we are

silenced”

Malala Yousafzaï

B

He/she is born in 1983 and is a former computer professional at the Center Intelligence Agency (CIA).

He/she revealed classified information on mass surveillance program to journalists.

B

Born in july 1997 in Swot valley, Pakistan, he/she started to write an anonymous blog in which she wrote his/her everyday life in Pakistan under Talibans.

C

For this reason, he/she fled to Russia were he/she was granted asylum.

A documentary, Citizenfour, was made of this story.

C

His/her identity was revealed and she was shot in the head in an assassination attempt by Talibans in 2012.

He/she received the Peace Nobel Peace Prize in 2014.

©Tous droits réservés ©Tous droits réservés


A

“Information wants to be free”

Wikileaks

A

“Be part of the biggest chain against hate”No hate speech movement

B

Founded in 2006 by Julian Assange, he/she specializes in the publication of censored or restricted official information.

B

He/she was created in 2013 by the Council of Europe to raise awareness about hate speech online and to promote human rights online.

C

He/she says that he/she “gives asylum to these document” in order to inform citizens.

He / she has won many awards such the Voltaire award for free speech (2011).

C

Everyone can contribute to the campaign online by publishing picture, by watching, talking and sharing: www.nohatespeechmovement.org



http://www.nohatespeechmovement.org/


A

She / he was born in 2001 and its name is a mix of an hawaiian word which means “quick” and the work Encyclopedia.

A

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….

B

She / he offers the opportunity to every volunteer with Internet access to write and share articles on every topic.

B

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….

Today, she/he has 70 000 active contributors and 38 millions articles in 292 languages which can be freely used.

C

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….



Annex 3

1. You have received a number of abusive emails and/or text messages from addresses or numbers you don’t recognize. Some have been threatening: it seems that the bullies know you. What do you do?

2. Some people from your school have edited some photos of you and posted them online with nasty comments. You think you know who it is. What do you do?

3. A boy from a different country has just joined your class. Your friends make fun of him and have started posting racist jokes about him on their social networks. They keep telling you to re-tweet or re-post the jokes. What do you do?

4. A group of kids in your class have been spreading a hurtful rumors about you on social networks. Many kids now won’t talk to you. Even your friends are starting to think the rumor may be true. What do you do?

5. You received the following tweet. What do you do?


6. Your received this picture on one of your social network. What do you do?

Documents

edu.oxfam.itedu.oxfam.it/.../default/files/short_edu_course_4_hours_a… · Web viewTo get familiar with the vocabulary linked to the digital ... pens, scissors, cards and booklet