Week number

Lesson number (45 minutes)

Homework for the lesson

Content

Focal Points

Subject/Teacher

1

None

Introduction to the aims of the project

A, a B, b C, c (D, E, F)

National Co-ordinator

2

None

Students answer the initial questionnaire

Mathematics

3

None

2 Brainstorms (student’s thoughts and ideas on Human Rights/Responsibilities)

?

Arts

4

? The Declaration of Independence/ The Declaration of Human Rights August 1789

1776 & 1789

D

E

F

History

5

Comparison & Matching right and responsibility

Group work, collage

A, a, B, b, C, c

Arts

6

Finishing the collage and searching for further material

Presentations and Feedback

A, a, B, b, C, c

Arts

7

Student’s Research

Introduction to time before divine religions:

Ancient Greek Period

Roman Period

Ancient Turks

India (Buddhism-Hinduism)

China

Egypt

Iran (Persia)

Atheism

B

b

Religion

8

Students’ research

Divine Religion

Judaism

B

b

Religion

9

Students’ research

Divine Religion

Christianity

B

b

Religion

10

Farewell-Declaration at Mecca

Divine Religion

Islam

B

A

a

b

Religion

11

10 Commandments

Common aspects of divine religions

B b

A a

C c

Religion

12

Evaluation: Students’ chose one of the following:

a)      Write an essay on different religions view on human rights and responsibilities

b)      Express yourself artistically on  different religions view on human rights and responsibilities

Religion

13

?

1948 & post-1989

D

E

F

History

14

?

Dissention between artist expression and human rights

Watching and analyzing videos, art pieces (visit exhibition, museum if it possible)

A, B

Arts

15

?

Discussion

Artist’s free expression and social responsibility. Community’s expectations to artist

A, a, B, b

Arts

16

Sustainable development – introduction

C, c

Science

17

Consumerism

-          Overshoot Day - the day when humanity begins living beyond its ecological means

C, c

Science

18

Consumerism

-          S.O.W. – Save Our Woods

C, c

Science

19

Consumerism

An Inconvenient Truth

C, c

Science

20

Evaluation: Group discussion followed by students’ presentations

a)      Why do you think we have combined different subjects/perspectives to deal with Human Rights and Responsibilities in this optional course?

b)      Which teaching methods have you met in the teachings of this optional course? Which ones did you like the most? Explain why you chose as you did.

Science

21

HR development/process at Turkey, Romania, Estonia, Denmark in terms of religions.

A

B

a

b

Religion

22

HR development/process at countries

A

B

a

b

Religion

23

The Kyoto Protocol – aimed to achieve ‘stabilization of greenhouse gas concentrations in the atmosphere

C, c

Science

24

Natural disasters

C, c

Science

25

Case studies

C, c

Science

26

The students’ will find interesting persons and situations (photographies or videotaping)

Analysis of the material

Interesting persons, situations

Photographing, videotaping

A, a, B, b, C, c

Arts

27

New story, my message

Group work. Creating new art piece: photo point, collage etc.

A, a, B, b, C, c

Arts

28

Conclusions

Presentation, analyzing, discussion

A, a, B, b, C, c

Arts

29

General evaluation

(Mindmap)

?

National Co-ordinator

30

?

Questionnaire

Math

31

?

Statistics: Charts in Excel

Math

32

?

Statitics: Chi-test

Math

33

?

Statistics: Chi-test

Math

34

?

Interpretation of the results of the survey

Math

35

None

Evaluation:

The students are given 5 minutes to write their individual opinion on the following 2 questions (the students are not allowed to stop writing during the 5 minutes) :

a)      What did you learn through your participation in this optional course?

b)      Did you change your views on Human Rights and Responsibilities in any way?

The teacher writes the students’ answers on the blackboard

Math