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Together for Democracy. Israel and Bavaria. Manual.
Due to translation and copyright issues additional material and work sheets can be separately ordered only be email, please contact: cap.office@lrz.uni-muenchen.de Together for Democracy. Israel and Bavaria. Eva Feldmann-Wojtachnia (Hrsg.): Democracy matters. How to learn and teach tolerance in a migration society in Israel and Bavaria Manual Munich 2018 ISBN 3-933456-51-7
Manual
Table of Contents
Preface – 5 Methods – 10
Together for Democracy. Israel Learning tolerance
and Bavaria.
People matter! An intercultural theatre – 10
Introduction – 6 Sensibility and similarity of languages – 12
Democracy matters. How to Prejudices that matter to us – 16
learn and teach tolerance in a “Fare-dodger” - Being brave against racism – 18
migration society. What is the meaning behind a word? – 24
Simulation game: The student newspaper – 26
A picture says more than a thousand words – 32
Mutual holidays – 33
Autophotography – 35
Think-hats – 36
Shake hands! – Greeting rituals – 37
Cultural glasses – a visit on the albatross island – 38
The tolerance barometer – 40
Relative movement – relative clauses and sports movement – 46
Practicing participation and active citizenship
Little Town – adults stay out! – 48
Am I supposed to do anything? Moral courage at school – 50
Democracy at school – 53
Sustainability unites – environmental awareness in a migrant society – 54
No participation at schools! – 61
The right to vote and to be elected – 62
Appreciating freedom and security
Can mass surveillance protect us from terrorism? – 70
The limits of obedience – 76
The string game – liberty and membership – 77
The magic broomstick – 78
The trust run – 79
The trust pendulum – 80
Reflecting on majorities and minorities
Game with secret signals – multicultural democracy – 82
Ball bearing – 83
Informal football? – 84
Appreciative inquiry – 86
When is the majority allowed to decide? – 87
What I do not know, I assume – 88
Bibliography – 91
3
Together for Democracy. Israel and Bavaria. 4
Manual
Preface
Together for democracy.
Israel and Bavaria.
T he project “Together for democracy.
Israel and Bavaria.“ by “Wertebündnis
Bayern” wants to strengthen democratic
and pluralistic values among students in
Israel and in Bavaria. Both countries have
Democracy matters intends to clean up with
prejudices, to learn to see things through diffe-
rent points of view and to teach students how
to integrate those values into their democratic
everyday lives. Self-determination within a de-
multiple, yet specific experiences in the field of mocratic society is experienced in the thematic
integrating migrants. So it stood to reason to fields of “tolerance and diversity”, “partici-
exchange experiences and to potentially enrich pation and active citizenship”, “freedom and
one’s own repertoire of methods by new security” and “majorities and minorities”.
approaches. Thus, experts in education had a
look at methods and ideas in the other country With these concrete methods we would like
and thought about which of the approaches to encourage people working in education to
could be transferred into their own educati- take up the essential topic of living together
onal system. A concrete result of this work is according to democratic rules and values in a
this collection of methods entitled democracy pluralistic society.
matters with contributions from Israel and
from Bavaria.
Jürgen Böhm Sandra Simovich Max Schmidt
Consortium of Consul General CEO
Bavarian Teachers’ of Israel for Southern Foundation Wertebündnis
Associations Germany
5Gemeinsam für Demokratie. Israel und Bayern.
Introduction
Democracy matters. How to learn and teach
tolerance in a migration society
T olerance is the basis for a pea-
ceful living in a democracy. For
seventy years Israel and Germany
have been maintaining their special,
yet complex relationship, which is
dence and the – up to now – 12 basic
laws. This is an act of balance, which
has to be experienced and can be
learned in a safe educational context.
influenced until today by its past. The methods in this manual for
This relationship is built on shared tolerance and democracy education
values - also an important sector for are the result of a reflection process
civic education. The background of of the participants of the project. The
this manual is the project “Together approaches are multilateral and deal
for democracy. Israel and Bavaria.” by with tolerance in the private space
“Wertebündnis Bayern”. The project on the one hand. On the other hand
goal is to strengthen democratic the material should also encourage
values like tolerance and pluralism of to think about living together with a
the young generation in Israel and Ba- lot of different people in a democratic
varia. Especially schools are important society. Tolerance affects in this case
places where young people experience not only people with different religions
what it means to live together in a and immigrants, but also people from
democratic way. a different age group, different social
class or also disabled people.
Germany and Israel have got a big
share of population with a migration This collection of methods aims to
background. On the one hand migra- clean up with prejudices, to learn to
tion means a growth of the cultural see things through different points of
richness in the countries, on the other view and to teach students how they
hand it can also mean a big challenge can integrate those values in their
for the policy making process, the democratic everyday lives. A special
economy and also the society. Diver- goal is to depict discrimination in daily
sity makes tolerance an indispensable language and in daily routine and for
value, because inevitably you will it to be replaced by tolerance and
meet people with different habits, dialogue. The children should learn
opinions or ideas. Different beliefs and which options they have to be heard
orientations, different religions should in a democracy and how important
find their space in a democracy – and their participation in the democratic
by doing so, strengthen it. system is. It is also an aim of the
manual to engage young people for
A democratic system also implies that self-determination within a society, in
the people have to deal with a lot of which everyone likes to live safely and
different opinions. The framework for in peace. Depending on the focus of
all of this is the German Basic Law and education for democracy, the chapters
in Israel the declaration of indepen- in this book are divided in the sections
6Manual
“Learning tolerance”, “Practicing teaches the students that there exist a
participation and active citizenship”, lot of different ways to communicate
“Appreciating freedom and security” with each other. “The tolerance ba-
and “Reflecting on majorities and rometer” wants to show the students
minorities”. the cultural and historical connection
of each definition of tolerance.
Learning tolerance
“People matter! An intercultural thea- Practicing participation
tre” wants the young people to reflect and active citizenship
on how civil society can cope with im- “Little Town – adults stay out!”, here
migration. “Sensibility and similarity of the students should take on roles
languages” teaches the students with and build their own town, which
the help of a text in a foreign language will support the development of
something about diversity and its their democratic awareness. “Am I
importance in a democracy. "Relative supposed to do anything? Courage
movement - relative clauses and sport at school” should show the students
movement" shows the students in what moral courage is and that with-
an active game how they can express out it a democratic society can’t work.
themselves correctly. "Prejudices that “Sustainability unites – environmental
matter to us” wants to show to the awareness in a migration society” –
students how important it is to talk the goal of this method is to educate
to each other, especially to enable the students to a more sustainable life
a peaceful and tolerant life in the style, which is enormously important
globalized world. “Fare dodger - being for today’s democracy. “Democracy at
brave against racism” - this exercise school” shows the students the issue
confronts the students with a short of communication in democracies and
film about racism and so they learn at the same time they learn the con-
how to act against it in a democratic scious use of modern media in today’s
society. “What is the meaning behind society. “The right to vote and to be
a word?” shows the students eventual elected” – here the students are re-
subliminal meanings of words and by quested to think about the democratic
doing so they learn how to put them principle of the right to vote. In this
into a democratic context. The simu- process they deal with it in an intense
lation game “The student newspaper” way. “No participation at schools!” –
wants the students to learn how to act the aim is to show the students what
in a democratic and diplomatic way in their life would be like if democracy
a well-known surrounding. “A picture did not exist and in this way work
says more than a thousand words” against them seeing democracy and
deals with the limits of tolerance of democratic values as a given.
each student and how this can be inte-
grated into democratic structures. Appreciating freedom
and security
“Mutual holidays” teaches the stu- “Can mass surveillance protect us
dents something about the different from terrorism?” wants to make the
holidays in the different cultures and students aware of the extreme ten-
by that shows them their significance sions between freedom and security
for diversity in democracy. in modern democracies and at the
same time allow the students to get
“Autophotography” lets the students to know the various positions on this
create their own democratic reality. topic. “The limits of obedience” puts
“Think-hats” – the students have to students in fictitious situations in
put themselves into different positions which they have to take an important
and points of view and by doing so decision for the future but have to
eventually change also their perspec- cooperate with others, which shows
tive on a topic. “Cultural glasses – a them the principle of civil (dis-)obe-
visit on the albatross island” – the goal dience. The goal of “The string game
of this method is to show the students – liberty and membership” is that the
a different culture and social structure. students learn that individual liberty
“Shake Hands! – Greeting rituals” sometimes may be restricted, so that
7Together for Democracy. Israel and Bavaria.
one can be a part of something in so- Especially in times when democracies
ciety. “The magic broomstick” makes are challenged citizens who know the
clear for the students how important basic values and norms of democracy
teamwork and communication are in a and stand up for democratic values
democratic society. “The trust run and are extremely important. This man-
the trust pendulum” – these methods ual wants to contribute to learning
build up on each other and want to democracy in a multicultural society
support the trust in communities. from a very young age. Thanks to all
participants of the project who made a
Reflecting on majorities contribution!
and minorities
“When is the majority allowed to
decide?” Here the question is asked in
which cases a majority decision can be
taken in a democracy. In this way the
students get in touch with an impor-
tant mechanism of democracy. “Game
with secret signals – multicultural
democracy” – the goal of this method
is to learn how minorities can be inte-
grated into a democracy and a dem-
ocratic process. “What I don’t know, I
assume”, by this method the students
should question prejudices and clichés
that exist in different groups of society
and learn how to counteract them in a
democracy. “Informal football” – here
the class is to play football but first
determines its own democratic rules
for the game. Thus, they learn about
the importance of common rules
for democratic states. "Ball bearing"
shows opportunities to learn more
about multi-perspectives and different
opinions. "Appreciative Inquiry" deals
with the individual person and his or
her potential in society.
This manual has the goal to let young
people be in different roles and
support them to deal with different
opinions in a constructive way. By
doing so, the students should learn in
a reflected way what tolerance means
in a democracy and how they can play
their own part in protecting those val-
ues. There are no rules of conduct or
principles forced on the students, they
rather should uncover problems by
themselves and broaden their minds
through a diversity of opinions and
thoughts. The exercises strengthen
the team spirit by encouraging the
exchange of opinions within the class.
Also, there are a lot of vivid examples Eva Feldmann-Wojtachnia
of the real world young people live Centrum für angewandte Politik-
in so that a transfer to reality can be forschung der Ludwig Maximilians
easily done. Universität Munich
8Manual
Learning tolerance
People matter! An intercultural theatre – 10
Sensibility and similarity of languages – 12
Prejudices that matter to us – 16
“Fare-dodger” - Being brave against racism – 18
What is the meaning behind a word? – 24
Simulation game: The student newspaper – 26
A picture says more than a thousand words – 32
Mutual holidays – 33
Autophotography – 35
Think-hats – 36
Shake Hands! – Greeting Rituals – 37
Cultural glasses – a visit on the albatross island – 38
The Tolerance barometer – 40
Relative movement – relative clauses and sports movement – 46
9Together for Democracy. Israel and Bavaria.
People matter! An intercultural theatre
Brief overview: Implementation:
On the basis of an excerpt of 1. The lesson starts with two exer- 5. The class is divided into groups of
Hans Magnus Enzensberger’s cises from theatre rehearsals. Two six. They read the given excerpt of
essay “The great migration”, students face each other and are Enzenberger’s essay and summarize
students are supposed to asked to look at each other. After the content. Based on the excerpt,
reflect on how a society can about 30 seconds they are asked to they are supposed to develop and
deal with migration and then confuse their counterpart by pulling try out a scene with two versions:
turn their findings into scenic faces or gesticulating wildly. The in version A, they act out the given
performances. task takes about one minute. content of the excerpt, In version B,
two fellow travellers openly defend
At a glance: 2. Students form two rows (A and B) the train compartment as their
so that each student faces another territory by using body postures,
Time frame 90 minutes
student. The teacher then asks the objects and language. Students
Group size 6 – 30 partici- students in row A to look at their are allowed to speak but should
pants counterparts in row B in different minimize speech. This exercise lasts
Target group ages 15 – 18 ways: arrogantly, self-confidently, about 40 minutes.
madly, shyly, etc. The students in
Material worksheet / text Evaluation / Reflection:
row B are supposed to not react
Room requirements one to their opposites. By clapping, Students should be encouraged to
classroom, chairs and the teacher indicates that the stu- reflect on the following questions:
desks on the side dents should swap their roles. The
Keywords intercultural exercise can be repeated several Which strategies were used by
learning, intercultural thea- times (at least two times are en- the two travellers to prevent new
tre, essay on migration couraged). Afterwards, students are travellers from entering the train
encouraged to talk about how they compartment?
perceived the exercise.
Aims: How did the new travellers react to
To experience the encoun- 3. Now the students are introduced that?
ter with different cultures to the main objective of the lesson.
in scenic performances The students play different roles of In his essay, Enzensberger describes
people waiting at a bus stop: a tired a model of exclusion which can
To reflect on migration, employee, a bored student, a fragile be experienced by foreigners/
integration and tolerance grandma, etc. There are no specific refugees. The train compartment
happenings, students should not is a metaphor for our society. How
move too much. are refugees integrated into that
society? Are they seen as intruders
4. New people arrive at the bus stop, or as enrichment?
behaving either friendly or aggres-
sively: a noisy group of students,
football hooligans, elderly persons,
etc. The social framework of the
group changes as people move
away or form new groups. Students
should only use their body and
play with gestures, speaking is not
allowed. The exercise takes about
10 minutes, afterwards students
should switch so that every student
can participate while the others are
observers.
10 Authors: Daniela Arnold (LMU Munich), Jan Franz (Staffelsee-Gymnasium Murnau)Together for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
People matter! An intercultural theatre
Ecercise
Hans Magnus Enzensberger:
Read in your group the excerpt The train compartment
from Enzensberger’s essay and
summarise it. (…) Two passengers in a train compartment. We
don’t know anything about them, about where
On this basis, develop two versions they come from or where they are bound to. They
of the scene and try them out.
Version A = Representation of the have put their things everywhere – table, coat
content of the essay hooks, luggage racks are theirs. On the free seats
Version B = two passengers defend there are newspapers, coats and bags. The door
the train compartment openly opens and two new passengers enter. Their arrival
as their own territory by using
positions, gestures and language. is not welcome. An obvious aversion becomes
Talking is permitted, but only very noticeable, moving closer together, giving up the
little. free seats, sharing the luggage racks. Doing all this,
the original passengers act in a strangely solidary
way although they don’t know each other. They
act as a group towards the new passengers. It is
their territory that is in danger. They consider every
new passenger as an intruder. They see themselves
as natives who occupy the whole space. There
is no rational justification for this attitude, but it
seems to be deeply ingrained. Nevertheless there
are almost never open conflicts. That is because
the passengers are subject to a system of rules
that does not depend on them. Their territoriasl
instinct is tamed on the one hand side by unwritten
bahavioural norms like politeness. So only glances
are exchanged and apologies are mumbled. The
new passengers are put up with. One accustoms
oneself to them. Yet they stay stigmatized, albeit
at a decreasing degree. This harmless model is not
free from absurd traits. The train compartment is a
transitory stay, a place that only serves to change
places. Fluctuation is its nature. The passenger is
the negation of the sedentary. He has exchanged
a real territory against a virtual one. Nevertheless
he defends his temporary home not without silent
exasperation. (…)
from: Hans Magnus Enzensberger:
Die große Wanderung, Frankfurt/Main 1992, S. 11-13
[translated by Stiftung Wertebündnis Bayern]
11Together for Democracy. Israel and Bavaria.
Sensibility and similarity of languages
Brief overview: Implementation: Variations:
The students read a text in Turkish 1. at the beginning of the lesson You could compare similarities
language and reflect on whether the students introduce each to any language (other than
there are similarities and what their other by asking questions about Turkish).
own language has in common with the background of the other
the one they read. During this lesson students (for example where The cards could be expanded by
the students learn that different lan- the parents come from and any other language.
guages do have similarities. They also which languages are spoken at
discover language families and lan- home)
guage features. Finally, the students
create a “family tree” of the world’s 2. on the world map the place of
languages. birth of every student is marked
to show the class their hetero-
At a glance: geneity
Time frame 90 minutes
3. now a Turkish text will be
Group size 3 – 30 participants shown
Target group age 13+
4. first the students read it and
Material DIN A5 cards (one lan-
then discuss if they understand
guage on the front side and the de-
some words or even nothing
scription and roots of the language
on the back), magnets / crepe tape,
5. the aim is that they get the
Turkish text on foil or beamer, pen
feeling for people who move
for notes beside the cards
to a foreign country without
Room requirements blackboard or knowing the language
anything to project the family tree,
beamer / overhead projector to 6. they also reflect the problems
demonstrate the texts on the wall, the people are confronted with
tables for the different groups because of not speaking the
Keywords similarities and relation- language
ships
7. now the students try to find
similarities between the Turkish
Aims: language and their mother
To learn the history of one`s own tongue (similarities like foreign
language words, technical words, roots of
language, structure etc.)
To learn about the relationship
between the languages 8. the students organize the cards
in groups by the details of the
To learn to accept non-native family tree to each language
speakers
9. now the students present
To be able to compare the similari- their results and explain all of
ties of language their decisions → differences
between the groups will be
worked out and there will be a
demonstration of all the similar-
ities to all the single tribes of
the family tree
Authors: Lise Brinkmann (LMU Munich), Latife Kara (LMU Munich)
Further reading: Tekin, Özlem (2012). Grundlagen der kontrastiven Linguistik
12 in Theorie und Praxis. Tübingen: Stauffenberg Verlag.Together for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
Sensibility and similarity of languages M1
Kaan bebe – cici bebe Türkiye Cumhuriyetinin kurulusu
Bir varmis bir yokmus evvel zaman icinde kalbur Birinci dünya savasindan sonra Almanyanin savasi
saman icinde Kaan diye bir bebek varmis. Ülke- kaybettikten istifa eden Emperyalisim ülkeler
lerin birinde mutlu mesut annesiyle ve babasiyle Osmanli topraklarindan isgal ettiler. Buna karsi ülk-
beraber yasarmis. Cok usluymus ve hic bir zaman enin bagimsizligi icin bir adam bagimsizlik savasi
onlarin sözünden cikmazmis. Öyle tatliymis ki, her ilan etti ve ilk defa 1923 yilinda Türkiye Cumhuri-
gören onu sevmeden veya hos söz birakmadan yetini kurdu. Ardindan yirmi üc nisan 1923 yilini
duramazmis. Görünüsünü merak ediyorsan: dünya cocuklar bayrami ilan etti.
pamuk yanakli – kiraz dudakli – ve yesil gözlü bir
ay parcasi. Buna ragmen de ondokuz mayisi genclere bayram
gününü hak görmüs. Sonra halk dilini ve Kuran
Gel zaman git zaman Kaanin ilk bayrami olmus ve yaziyi arapcadan türkceye cevirdi. 1934 yilinda
bütün ailesini ziyaretine gitmis. Hediyeler almis, ilk kadinlara secme ve secilme hakkini da verdi bu
tatlilarini yemis ve herkese gülücükler atmis. Insan adam.
gercekten bakmaya doyamiyormus ya … Bir de
tatile gitmez mi? Daha alti aylik olmadan ucakla ta Türkiye Cumhuriyetine ilk defa laikligi getirdi ve bu
uzaklara ucup ebeveynleriyle güzel vakit gecirmez durumda din ve devlet islerini birbinden ayirmayi
mi? Oralarda cok uslu durup, günesi görüp hep basardi. Söyledigi cok popüler bir söz: „Yurtta baris
keyfini cikarmis uslu bebek. Bir de babasinin ona ve dünyada baris.“
söyledigi bir sarki varmis: „Yakiskli bebek, yakisikli
bebek, benim kücük bir oglum var yakisikli bebek Bu adam Mustafa Kemal Atatürkdir.
[…]“ – bunu duyan Kaan her seferinde sevincle
ucarmis. Ama tabi her oldugu gibi Kaani kiskanan
ve onun kötülügünü isteyen var. Bunu gecebilirler,
cünkü kendisi ve ailesi gibi dürüst insan yoktur. Ve
dogruluk her zaman kazanir! Onlar ermis muradi-
na biz cikalim kerevetine…
13MATERIAL/WORK SHEET Together for Democracy. Israel and Bavaria. Manual.
Sensibility and similarity of languages M2
Kaan baby – sweet baby The Founding of the Turkish Republic
Once upon a time there was a baby named Kaan. The Republic of Turkey was founded on Oktober,
In any unknown country he lived happily together 23rd and Turkish and Turkish became official lan-
with his parents. He was very well-behaved and guage. This was preceeded by the collapse of the
listened always to his parents. He was so sweet, Ottoman Empire after World War I., the Turkish
that everyone who saw him should love him and War of Independence (1919-1923) and the remov-
say a lovely word. If you are curious how he looks al of Sultan Mehmed VI.
like: Cheeks like, lips like cherry and green eyes
baby. Also 19. May is the day for young people. Impor-
tant to see, that he also gave woman
And after a time Kaan had his first holiday and he
visited his whole family. He got presents, ate his the rights to vote and also be voted.
first sweets and laughed whole time. You really
don’t get fed up. Never get boring. And to all of Turkish Republic firstly saw the separation of
that he got to his first vacation! Before getting six religion and state and got secular. He had a very
months he flew long way and get very great time popular quote: “Freedom in you country and free-
with its parents. He was very kind and spent great dom for the whole world.”
time in the sunshine. There was a song sung by
his father: “Sweet baby, sweet baby, I have a little This man was Mustafa Kemal Atatürk.
baby sweet baby […]” – everytime Kaan hearing
this song is happy and confident. But of course
there are also bad people who are jealous or wish
bad things to Kaan. But that is not a problem for
Kaan or his family, because they are honest and
natural. Honesty wins always! And they all lived
happily everafter…
14Together for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
Sensibility and similarity of languages M3
Kaan – das süße Baby Die Gründung der Türkischen Republik
Es war einmal ein kleines Baby, das hieß Kaan. Die Republik Türkei wurde am 29. Oktober 1923
Es lebte glücklich mit seinen Eltern in einem gegründet und Türkisch wurde Amtsprache.
unbekannten Land. Kaan war wohlerzogen und Vorausgegangen waren der Zusammenbruch des
gehorchte immer seinen Eltern. Er war so süß, Osmanischen Reiches im Ersten Weltkrieg, der
dass jeder, der ihn sah, ihn lieben und nette Worte türkische Befreiungskrieg (1919-1923) und die
sagen musste. Wenn Du neugierig bist, wie er aus- Absetzung Sultan Mehmeds VI.
sieht: die Wangen und Lippen kirschrot und grüne
Babyaugen. Es gibt auch einen Tag, der der Jugend gewidmet
ist. Es ist der 19. Mai. Auch wichtig zu bemerken,
Nach einer Zeit besuchte Kaan zum ersten Mal in dass er den Frauen das Recht gab zu wählen und
den Ferien seine Familie. Er bekam Geschenke, gewählt zu werden.
aß Süßigkeiten und lachte die ganze Zeit. Man
konnte nicht genug von ihm kriegen … es wurde Die Türkische Republik führte als erste die Tren-
nie langweilig. Darüber hinaus waren es seine nung von Religion und Staat ein und wurde säku-
ersten Ferien! Noch bevor er ein halbes Jahr alt lar. Er wird mit dem berühmten Ausspruch zitiert:
war, flog er das erste Mal eine lange Strecke und „Freiheit in Deinem Land bedeutet Freiheit in der
hatte eine wunderbare Zeit mit seinen Eltern. Er ganzen Welt“.
war sehr lieb und verbrachte eine großartige Zeit
in Sonnenschein. Sein Vater sang: „Süßes Baby, Dieser Mann war Mustafa Kemal Atatürk.
süßes Baby, ich habe ein süßes Baby (…)“ – immer,
wenn Kaan das Lied hörte, war er glücklich und zu-
frieden. Aber es gibt selbstverständlich auch böse
Menschen, die neidisch waren und Kaan Schlech-
tes wünschten. Aber das war kein Problem für
Kaan und seine Familie, weil sie aufrichtige und
wahre Menschen waren. Ehrlichkeit siegt immer!
Und wenn sie nicht gestorben sind, dann leben sie
noch heute glücklich …
15Together for Democracy. Israel and Bavaria.
Prejudices that matter to us
Brief overview: Implementation:
Some people are pointed at in their 1. Experience what being pointed at means (15 mins)
everyday life – some literally, some
by exclusion or segregation. Having xxAll students line up in a circle
prejudices is normal, but for a peace- xxTeacher calls for students with certain attributes like
ful and tolerant life in a globalized colour of hair or eyes, height, weight, hometown,
world it is necessary to recognize ethnicity, religion…
prejudices as such and reflect about xxThose students affected must go into the middle of
them. It is important to talk with the circle, all the others point at them
each other, not about each other. xxTo stress the meaning of this the teacher makes
This lesson wants teenagers to think comments like “too tall”, “too small”, “too poor”,
about their own prejudices and mo- “too blue-eyed”, “just different”, “not from here”.
tivates them to collect information xxDo this until everyone stood inside and outside the
by reading and talking instead of circle at least once
pointing at others because that’s just xxLet them sit down to mark a change of situation
‘what everyone else does’. xxThe teacher asks the students how they felt inside
and outside the circle and what made the difference
At a glance: xxThe students should realise that most of the clas-
sifications were random and that they were made
Time frame 90 minutes
to act like this by someone else, in this case an
Group size 10 – 40 participants authority
Target group ages 14 – 16
Material colourful presentation
Comment: Of course, some of these are very
cards, stopwatch, glue
sensitive points. It depends on the class and the
Room requirements enough room individual students, which attributes are sensible
to line up in a circle, Internet con- to use. Most of all those students, who already
nection for all students have problems, shouldn’t be the only one stand-
Keywords prejudices, culture, seg- ing inside the circle at one moment. If anyone
regation and exclusion refuses to point at the others, tell them to go
into the middle as well. These experiences can be
shocking, even for adults, so it’s important to talk
Aims: about it and also, to make clear that this was just
To get a feeling for what it means an experiment.
to be excluded or being treated as
someone abnormal
To understand that segregation
and prejudices have always mat-
tered and still matter
To learn that prejudices play a role
in their lives
To realize that removing prejudic-
es is difficult
To conclude that they can change
something by changing their own
behaviour
16Manual
Variations:
2. Real life connection (20 mins) If there is more time, the research part
can be done properly, i. e. working out
xxAll students think about who they have ever left a complete paper about the chosen
aside, excluded, pointed at or talked about negative- topic. The topics for research can also
ly without personally knowing them and why they be prepared by the teacher, so they
did that can collect reliable sources before.
xxThe answers are written down on presentation cards
and collected on the board Reflection:
xxDiscuss why people do something like this What differences did you notice
xxThink-pair-share: When and where has something about the sources you used? What
like that happened in history for a whole group of sources do you trust and why?
people? Where does it still happen today?
How did you get along with the
time?
Comment: The presentation cards give a chance
to ‘confess’ anonymously. Nobody has to explain Collect ideas how to avoid prejudic-
their answer, and nobody is to be judged. es in the students’ lives (presenta-
tion cards); important points should
be:
3. Prejudices in the present (35 mins)
• Be aware that your “knowledge”
xxBrainstorming (collected on the board): Which might just be a prejudice
groups of people are confronted with prejudices
in your world, which ones do you have prejudices • Collect information about the
against? topic in question
xxBuild groups of 3 to 5 students and let them choose
one of the collected topics • Talk to the people that are talked
xxThe students do research on the internet and collect about
the information for a small presentation
xxThe researching phase takes max. 15 minutes, the • Think about whether ‘different’
presentation mustn’t be longer than 1 minute means ‘wrong’ or ‘worse’
xxThe groups (or one student per group) present(s)
what they found out. Use a stopwatch to make sure All the presentation cards are fixed
nobody takes more than 60 seconds for it together to one big, colourful
poster, that can be installed in the
classroom.
Comment: Of course, 15 minutes can’t be enough
time for such a research. The students will notice
that and maybe even complain about it. This is
important to understand the complexity of such
a topic.
Author: Sophie Schuhmacher (LMU Munich) 17Together for Democracy. Israel and Bavaria.
“Fare-dodger” - Being brave against racism
Brief overview: Implementation:
By talking about the main content 1. Project Material 1.
of the short movie “fare- dodger”
by Pepe Danquart, the students Ask the students to look at the images and then
become aware of the different ways collect the first impressions. Then ask them to con-
of racism in our daily lives and of its template the images again, but this time including
disintegrating effect. By focusing on details of the gestures and body language and to
the non-verbal reactions on the racist empathize with the presented persons. The possible
actions in the movie, the students thoughts of each person in the images are to be
become sensitized for body language written down in the “clouds” around the images.
and it allows them to see passive Collect the results together in class and then go on
behaviour as possible foundation of with the topic by asking the students in which place
racism. The way of learning playfully the persons may be at the moment. There should
how to react differently on the issue be enough time for the first sequence, especially
of racism, allows the students to find there should be enough time for the students to get
their own positions and suggestions an access to the persons in the pictures, to identify
for finding the courage to stand up with them, because only then you can teach them
against racism. the important values.
At a glance: 2. Play the video (https://www.youtube.com/
watch?v=XFQXcv1k9OM) up until minute 4:32.
Time frame 90 minutes
Group size 15 – 25 participants Tell the students to focus especially on the state-
Target group ages 16 – 17 ments of the old lady and the reactions of the other
people in the short film. Afterwards there is space
Material worksheets with the cop-
for the first reactions and impressions of the stu-
ied material, room with internet
dents. Now they should work on questions 1 – 5 on
access and beamer
the work sheet (Material 3) in partner work. Then
Room requirements enough space collect and control the results. In reference to the
for scenic play, possibility to prac- second part of the short film, ask them how they
tice in another room think the movie will continue.
Keywords racism, moral courage
Aims:
To sensitize for the different ap-
pearances of racism
To face up with the disintegrative
effects of racism
To encourage more moral courage
18Manual
Evaluation / Reflection:
3. Play the second part of the video from minute 4:32 Which are the characteristics of
till the end. racist behaviour?
This time the students should focus especially on What effects does racism have on
the old man and also still observe the reactions and affected persons and the whole
gestures of the other people. Again, there should society?
be space for spontaneous impulses of the students.
Then they should work on questions 6 – 8 on the Why should you commit yourself
work sheet and then again, the results should be against racism?
collected and controlled. Then the students do a
little group work in form of a scenic play. They are What possibilities exist to show
divided in groups of 5 – 6 persons. Each group goes moral courage?
to a different room to prepare. Then they present
their play in front of the class. The students watch- Notes and Advice:
ing should observe the alternative reactions and The short film might appear a little
gestures of the other passengers. Collect the results strange to the students at first, due to
under point 10 on the work sheet. the long-ago reality. But because of
the black and white optic, the focus is
4. The students sum up the important aspects of this on the acting of the people with each
unit. By asking the question: other, which can be situated also in to-
day’s reality. Draw the attention of the
“I can act differently, but also, should I?” the students on the old age of the short
students can also name reasons for acting against film by asking them not to get irritated
racism. The results can be summed up under point by the unknown optic.
11 on the work sheet.
Author: Daniela Matheis (Staatliches Berufliches Schulzentrum
Neusäß)
Sources: Danquart, Pepe (1992). Schwarzfahrer.
https://www.youtube.com/watch?v=il2wnw5CgLI (30.08.18).
https://www.youtube.com/watch?v=XFQXcv1k9OM
(English subtitles).
19MATERIAL/WORK SHEET Together for Democracy. Israel and Bavaria. Manual. “Fare-dodger” - Being brave against racism M1 Exercises: What do you notice about these people? Describe your impressions! What might they be think- ing of? Fill in the thought bubbles! What do you think where they are? 20
Together for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
“Fare-dodger” - Being brave against racism M2
LINK Kurzfilm „Schwarzfahrer“ on Youtube
https://www.youtube.com/watch?v=il2wnw5CgLI
(German version)
LINK Kurzfilm „Schwarzfahrer“ on Youtube
https://www.youtube.com/watch?v=XFQXcv1k9OM
(German version with English subtitles)
Grafik s. http://clipartstation.com/video-clipart-3-2 21MATERIAL/WORK SHEET Together for Democracy. Israel and Bavaria. Manual.
“Fare-dodger” - Being brave against racism M3
1. Which “arguments” does the elderly lady utter during the ride? Name three of them.
2. Which time is she referring to when she says: “This would not
have happened in former times that everyone is allowed in.“?
3. What is the mindset of the elderly woman called?
4. Explain the mindset from question 3 in your own words.
5. How would you describe the atmosphere in this tram?
6. What is the behaviour of the other passengers like? Note your impressions.
7. Why do they act like that? Name two reasons for their behaviour.
22Together for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
8. How does the young man feel given the behaviour of the other passengers?
9. Which solution does the young man find?
10. What does the elderly woman experience after what the young man did?
11. Group work:
Do a role play of the ride in the tram.
Play out different reactions of the passengers than those in the clip.
12. Which ideas for a different behaviour became clear in the different scenes?
13. It is important to show courage because...
Grafik s. http://clipartstation.com/
wp-content/uploads/2017/11/
rollenspiel-clipart-7.jpg 23Together for Democracy. Israel and Bavaria.
What is the meaning behind a word?
Brief overview: Implementation:
The students should realise 1. The teacher hands out the work- 6. The students reformulate an article
that language subliminally sheet on “secret messages”. The using the group material as well as
conveys further meanings. students are asked to determine some of the phrases they collected
They should develop the the pictures and clichés associated at home on paper or on the board,
skill to reflect on and edit with those words. They should then so that no more “secret messages”
one-sidedness by collecting change as many of the words and or pictures appear in them.
and rephrasing common phrases as possible.
words and phrases with 7. Some students are asked to read
further meanings. 2. After finishing the exercise, the stu- out their rephrased articles.
dents are divided into small groups.
At a glance: The answers are discussed as well 8. After that, the evaluation starts.
as five more examples of secret
Time frame 2 times 45
messages – words or phrases the Evaluation / Reflection:
minutes
students have heard or used. For the discussion the following ques-
Group size 20 – 30 partici- tions are suitable:
pants 3. The group discusses the answers
Target group ages 10 – 14 with the class. The following ques- To what extent did the initial mean-
tions are suitable for the discussion: ing or purpose of the text change
Material attached work-
after reformulation?
sheet, newspapers, maga-
a. How frequently are these words or
zines, books
phrases used in the media? How did your attitude change after
Room requirements none the editing, if at all?
Keywords racism, sexism, b. Why do you think were these phras-
sensitive awareness of es initially used? How can the choice of words or
language phrases influence the way the
c. Which pictures emerge from these public looks at people, places or
phrases? events?
Aims:
To uncover the true mean- d. Is it even acceptable to send “secret
ing of racist and sexist messages”?
words and phrases
e. Which myths are manifested
To analyse the use of through these “secret messages”?
these words and phrases
in the media f. What does it mean when respected
authorities use these phrases?
To understand how
people are influenced by 4. As a homework, the students look
language for “secret messages” used in news-
papers, magazines, advertisements,
books, tv and radio channels or in
conversations with friends or family.
5. After the students presented their
results in small groups or the class,
prejudices and clichés, which ap-
pear in the material, are discussed.
Source: Mattenson, Pearl T. (1994). A World of Difference Institute: Elementary Study Guide.
24 New York: Anti-Defamation LeagueTogether for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
What is the meaning behind a word?
Secret messages
Choose a few expressions with your group from the collection below.
What are the “secret messages”?
Try to find neutral expressions.
Secret message Neutral expression Secret message Neutral expression
banana republic pen-pusher
the stronger sex the Dark Continent
old bird / squaw cripple
four-eyes underdeveloped
25Together for Democracy. Israel and Bavaria.
Simulation game: The student newspaper
Brief overview: Implementation: Reflection:
This is a simply structured 1. Explain the method and the sce- Reflecting the editorial simulation is an
simulation game, which nario to the students. Also, the integral part of the simulation game
was created especially for tasks and the goals of the game. and there should be spent enough
schools. The scenario de- Depending on the knowledge of the time on it. The function of this part is
scribes a fight over the lay- group, you should then explain the to get the students out of their roles,
out of some pages in the stu- rules of the editorial meeting. You to reflect on the experiences and to
dent newspaper in a foreign should also ask the students to give maximize the knowledge achieved.
language. The simulation is themselves different names, if not
about an editorial meeting, already given on the instructions. Variations / Remarks:
in which the problem should For the introduction it is important to
be solved. 2. Give the students 20 minutes to point out that the students are only
read their roles and to develop a playing roles and that there doesn’t
At a glance: strategy. The communication now exist any “wrong or right”. The roles
already takes place in their roles, don’t represent a complete position
Time frame 3 hours
which are not to be shown to their and should only be points of refer-
Group size 18 participants classmates. Then they should elect ence. It is important, that the teacher
Target group ages 15 – 18 an editor-in-chief who is going to only intervenes if necessary (if the
lead the meeting. The students integrity of a student gets attacked).
Material each one scenario
have the possibility to vote for a The teacher could for example take
/ role profile / nameplate
new editor-in-chief, if the majority over the part of the headmaster.
Room requirements bigger doesn’t feel treated in a fair way by
room for the editorial the old one. The teacher should ask
meeting, eventually small- the students to present themselves Casting:
er rooms for working in before they say anything, so that The roles are assigned by lot.
smaller groups the classmates get to know the The role cards provide some
Keywords majority, minor- characters. basic information for the nega-
ity, diversity of language ciation and can be developed by
and culture 3. The students gather in the meeting the students during the roleplay.
room and the teacher opens the
meeting. Everyone should present
Aims: their position before the discussion
To learn about the main starts. The students have to think
points in the integration about other positions and have to
debate, to get to know find some which match with their
their reasons and limits own, in order to find a majority
in negotiations. The meeting is
To deepen independently interrupted so that the students
the positions and argu- can meet in working groups and
ments formulate propositions. In a second
meeting the results should be
To practice political skills presented and discussed. Then the
like representing points students can present amendments.
of views and formulate At the end, the students vote, the
arguments result is presented and the meeting
is closed. For this part you should
plan 90 minutes.
Source: Ulrich, Susanne & Wenzel, Florian (2006).
26 Praxishandbuch. Sprache macht Demokratie. Schwalbach am Taunus: Wochenschau Verlag.MATERIAL/WORK SHEET
Simulation game:
The student newspaper
Scenario
Your school edits a 16-page school magazine which
is very popular. The editors have successfully raised
some financial backing and have even won an award.
The editorial team is very diverse. Now, some mem-
bers of the editorial team want foreign students to
play a bigger role.
Demand
At least four pages of the school magazine shoud be
written in the native tongues of the countries the
students come from.
Yet, not everyone agrees with this proposal. There is
a percentage of 15% of foreign students at the school.
Nine different languages are spoken. The atmosphere
is tense and nobody wants to give in.
At an editorial meeting a solution has to be found:
A solution that everyone agrees with is to be
found.
Everyone is supposed to participate in finding a
solution.
Rules for the editorial meeting:
Whoever has an idea has the right to speak.
People are not interrupted.
For each meeting an editor-in-chief is elected who
heads the meeting.
Decisions are taken in a democratic way, everyone
has one vote.
27MATERIAL/WORK SHEET Together for Democracy. Israel and Bavaria. Manual.
Simulation game: The student newspaper – role profiles
Role profile AGAINST Role profile AGAINST
You don’t like the proposal because you think that The proposal is completely inacceptable for you.
foreigners who mcome to your country have to adapt. You think that foreign students have to adapt to
Pages in foreign languages are only useful for very few this country and speak its language. There is no
people and cost valuable space in the paper that other- reason to have magazine pages in their mother
wise would have served more people. That’s why you tongue.
decidedly object the proposal.
Role profile AGAINST Role profile AGAINST
You are a migrant / foreigner. The proposal is not ac- For you the proposal is not acceptable. You think
ceptable for you. In general you are not against giving it is unfair for the majority of the students that
your fellow migrants the opportunity to create pages all of them have to carry the burden that a few
in their mother tongue. But this should not be at the pages are in a foreign language, but that only a
expense of the official language of the country and of few can profit.
the majority. For you it is important to speak the lan-
guage of the contry you live in. And this is also what you
expect of the others. You are not interested in writing
in your mother tongue – and you are not even good
enough in it.
Role profile AGAINST
For you the proposal is completely off the mark. Why
should language of all things be a criterion for any
claims? There are no special girls’ or boys’ pages either.
Or extra pages for “young, rich, male Catholics with bad
school marks that like hiphop and collect stamps.” If
each group got its own pages, each one could only write
one page. This is absurd!Together for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
Simulation game: The student newspaper – role profiles
Role profile MODERATELY AGAINST Role profile MODERATELY AGAINST
You think the proposal is not ok. Why should You think the proposal is exaggerated. It is enough to
one quarter of the magazine (= four pages) be guarantee foreign students a certain number of pages,
written in foreign languages while only 15% of but they are to write in English so that everyone can
the students are foreigners? This percentage understand. Most people cannot understand articles in
justifies only a maximum of two pages – which foreign languages. This would be unfair for the major-
is very little space for many different languages. ity. That’s why a maximum of one page for articles in
So a just and fair solution for all has to be found. foreign languages would be fair.
Maybe some articles could be written in foreign
languages and be translated into English so that
there can be a genuin exchange. Then those ideas
would make sense.
Role profile MODERATELY AGAINST Role profile MODERATELY AGAINST
You are a migrant and you don’t think it is a good You are against articles in foreign languages that
idea to guarantee someone pages in the school can only be read by few people. Yet, one should be
magazine. Until now the editing team has always informed about other cultures and perspectives. You
decided democratically which articles, photos are in favour of giving foreign students the space to
and reports are published and which are not. You write about certain cultural and religious topics, i.e.
find it ok to publish articles in migrants’ mother Islam or important events in their home countries. But
tongues from time to time. But this should be you want them to write in English so that everyone can
decided democratically in each single case. understand.
Otherwise people could say the articles appear
only because the authors are foreigners and not
because of their quality.
29MATERIAL/WORK SHEET Together for Democracy. Israel and Bavaria. Manual.
Simulation game: The student newspaper – role profiles
Role profile PRO Role profile PRO
You think it would be appropriate for the school maga- You find the proposal interesting and reasonable. You
zine to also print articles in a foreign language. In that are aware that the demanded space of 25% of the
way you can demonstrate that it is possible for people whole magazine exceeds the percentage of foreign
from different nationalities and cultural backgrounds students. But due to the amount of different mother
to live together in a peaceful, constructive way. Why tongues, a reduction of the space would not lead any
shouldn’t you allow the same rights to foreign students more to the desired result of a good mutual under-
as to English ones? That’s why it is self-evident for you standing, as there would only be left very little space
to support the proposal. for each single contribution in a foreign language.
Role profile PRO Role profile PRO
You are a migrant and you are in favour of the proposal. You are in favour of giving students with foreign
It is important for you that everyone gets the chance backgrounds their own pages. That is the only chan-
to participate in creating the school magazine in the ce for them to use their mother tongue in a school
way he/she finds most suitable. If there is the wish to context and to exchange ideas about their interests
write in one’s mother tongue, then this is ok. It is only and issues. You think that everyone should have the
fair to grant a legitimate wish. Four pages in a foreign right to live their language and culture in public.
language are not too much for you. After all, everybody What is self-evident for English students should also
can participate in creating those pages. It is not always be self-evident for foreign students. .The proposal
necessary to understand the text in order to convey the is absolutely ok for you. You are not British yourself
message. And for the school this message could be that and you would like to introduce your mother tongue
all students try to get along well and treat each other into the school. Foreign students are also part of
fairly. It could also be a chance to intensify contacts the school community. That’s why they should have
between English and foreign students and to exchange the same rights. One of those rights is the right to
ideas. communicate in your mother tongue. If you are not
allowed to do that during the lessons, at least in the
school magazine it must be possible.
Role profile PRO
You think the proposal is great. In this way you can fi-
nally interest students with foreign backgrounds for the
school magazine. And it is a welcoming gesture towards
their families. Many of them have shown no interest in
the school magazine so far if they had difficulties with
the English language. This is a special opportunity now
to integrate them into public school life and to address
them directly.Together for Democracy. Israel and Bavaria. Manual. MATERIAL/WORK SHEET
Simulation game: The student newspaper – role profiles
Role profile MODERATELY PRO Role profile MODERATELY PRO
You are of the opinion that the proposal should You think that by all means everyone is allowed to
be considered. Foreign students should have write in their mother tongue. But this is not to lead to
pages they can create in their own way, but four a restriction of the existing programme. 16 pages are
pages are too much. Four pages are 25% of the not a lot anyway and it is hardly possible to place all
whole magazine, but only 15% of the students the articles. Thus, a further reduction of space doesn’t
have foreign backgrounds. That’s why they should seem reasonable to you. It would be better to find
only have two pages. more sponsors to be able to print more pages.
Role profile MODERATELY PRO Role profile MODERATELY PRO
You think the idea exciting to integrate different Being a migrant yourself, you find the proposal good,
languages. But it is not realistic for you that on principle. It is important to make clear that you and
every language is considered. This would mean your foreign fellow students have your own or – to
only very limited space for each language and be precise – an additional culture and language.This
this would not make sense. That’s why in your should also be mirrored in the school magazine. But
view only the three most widespread languages this has to be done in a way that all students can profit
Turkish, Serbo-Croatian and Arabic should be from. An idea could be that some articles are trans-
considered. lated into other languages. Articles purely in foreign
languages are excluded by most of the students. You
would like to share your ideas with all students, so you
offer to translate your mother tongue into English and
vice versa.
31You can also read
