Do the right(s) thing!

Education Course 2016/2017

I / ACCESS TO THE DIGITAL ERA:

A] A TOOL TO PROMOTE HUMAN RIGHTS, DEMOCRACY AND ACTIVE CITIZENSHIP

1) Introduction : “Draw the web” Objectives: The activity is an introduction to the digital era and aims at

- Sharing information about the events of the day;

- illustrating the Web and the links that digital tools create among citizens (using a ball of wool);

-Introducing different media which citizens can use in order to communicate and share information.

Time: 20-30 minutes

Materials: ball of string

Target group: suitable both for Lower and Upper Secondary

Activity :

Teacher/educator asks sts to form a circle and explain to them that this circle represents the Earth. This activity starts with a short brainstorming on the media that exists:

- The teacher/educator asks sts to say which media and digital tools exist/they know in the digital era (Facebook, Twitter, online newspapers, blogs, Deezer, Wikipedia, Google+, outlook, etc.)

- Follow up question: why do citizens use these media? (share pictures, forward information, talk to their friends from all over the world, find information, etc)

Teacher/educator explains to the sts that the aim of the activity is to share information/ news/ a thought/ a message with someone else in the group, using a digital tool of their choice. A ball of wall will be used.

The first st is invited to throw the ball of wool to the participant of his/her choice. While throwing the ball, he/she will tell his/her sentence and the digital tool she/he is using. Everyone will have his turn to send the ball of wool to someone in the circle.

Examples:

“Here is a private message on Facebook : Today at 5, there is a student meeting”

“Here is a tweet: I am glad to hear that the music festival in Berlin has not been canceled.”

“Here is a new song I heard on YouTube! I love it!”

When everyone has sent the ball, all the sts are linked by the wool, illustrating the Web and the links among them.

Debriefing and evaluation:

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

- Did you like this activity?

- Was it difficult to share information? Was it difficult to choose the digital tool? Was it difficult to choose only one person?

- Do you know any other media on the net/in the digital space?

- Did you learn something new from the other’s messages?

- What does the wool represent according to you?

- Would it be difficult to be out of the web you created together during the activity? Why/why not?

2) Online “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 1. There is a Lower and Upper Secondary Version

Target: suitable both for Lower and Upper Secondary

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 Arabic 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?

Extra activity: “virtual action”Activity from Manual Bookmarks (Council of Europe - No hate speech movement)

Objectives:

- To understand the role of the Internet as a space for young people to act for respect and freedom;

- To be aware of the limits of the Internet and its link with offline spaces in the mobilisation of young people for human rights values and principles.

Time: 60 minutes

Materials: Handout Annex 2, pens and paper, Internet (optional)

Target: Upper Secondary

Activity:

The teacher/educator asks sts if they know of any initiatives or actions where people have taken action against racism and other forms of discrimination. Brief group discussion of their examples.

Teacher/educator explains to sts that what they will be looking at some examples of anti-racist actions and will think about how these actions could be translated into online activities.

The sts are divided into small groups (up to 5 participants per group) and each group is given one of the case studies on the handouts in Annex 2. Sts are asked to read their case study and discuss the following questions:

What is the problem the project is tackling?

What is the aim of the project?

What methods does the project use to achieve their aim?

The teacher/educator gives the groups about 10 minutes to discuss the questions. After 10 minutes, they are given and a new task: to discuss how they could address a similar issue using the Internet rather than working offline. Ask them to think of the kind of actions, which could be taken online which would mirror the offline activities described in the case studies. They need to address the following questions:

What online methods could they use to achieve their aim?

What are the limits of using the Internet to achieve their results?

Sts are given approx 20 minutes for the task and are then invited to share their ideas with other groups in plenary.

Debriefing

The teacher/educator discusses the results of the working groups with the sts to reflect on the advantages and the disadvantages of using the internet to address racism and discrimination.

You can use the following questions:

- Do you think the suggestions of the groups could be implemented successfully?

- Do you think they would help in achieving the aim?

- What are the advantages of using the Internet as a campaigning tool?

- What are the disadvantages or limits of online campaigning?

- Are you aware of other online tools or initiatives which could support campaigns like the ones in the case studies?

- Are you aware of any online campaigns against racism and discrimination?

- How could you use the Internet to campaign against racism and discrimination?

Tips:

-If participants have a very basic understanding of hate speech and Racism and Discrimination, you could begin the activity by brainstorming these concepts.

-If participants have difficulties in imagining these initiatives online, provide them with a few examples about how the Internet can be used for taking action, eg. Change.org, Avaaz, Oxfam’s Campaign #StandAsOne

B] INEQUALITIES IN THE DIGITAL ERA

3) What are inequalities and their risks?Objectives:

- To understand what inequalities are, both generally and specifically in the digital era;

- To understand better the risks which digital inequalities pose.

Time: 90 minutes (this can be broken down into 2 45 min sessions)

Materials: interactive whiteboard, PC, tablet or smartphone with internet access; Annex 4; sufficient space to carry out the fishbowl methodology*

Target: suitable both for Lower and Upper Secondary

Activity:

Students are asked to define what the word “inequalities” means. The teacher/educator listens and notes down key words from sts answers. The teacher/educator then asks sts how they would look up the definition on the internet. Which search engine would they use and what would they write? Either the whole class, if an interactive whiteboard is available, or a couple of students are asked to use the internet (smartphone/tablet etc) to look up the definition of “inequalities”. The definitions and/or key words are added to the whiteboard.

The teacher/educator then shows the class a photo of a double decker bus (see Annex 3) and asks them what it has to do with inequality? The answer will be given later on. This bus should elicit some interesting ideas! The teacher/educator asks the sts to brainstorm different types of inequalities as a class. In pairs the sts are then asked to rank the top 3 inequalities before sharing (perhaps not all pairs) their inequalities in plenary. Debriefing questions: how did you decide which inequalities were the most important? Was it easy to rank the inequalities together? How did you feel having to choose which inequality was the most important?

The teacher/educator then explains to the class that they wil carry out a quiz about inequalities and asks the class to stand up if they think the following statement is true and to stay sitting down if they think the answer is false -see Annex 4. After reading each sentence, the teacher/educator pauses to give sts time to think and react and than asks a handful to explain why they think the statement is true or false. Before revealing the answer, sts are given the chance to change their minds and sit or stand accordingly. (This could be the end of the first 45 min session).

The teacher/educator then asks sts to give examples of how the digital age (Information and Communication Technology) has helped the world to progress, perhaps by suggesting different areas such as science, sports, computers, engineering, etc. Although the digital revolution has helped to improve the lives of many throughout the world, it can also create many inequalities amongst citizens. Sts are told that they will be asked to discuss some questions using the fishbowl technique*:

The students are placed in two concentric circles. The inner circle is smaller than the outer one. Students in the inner circle discuss the following questions, with sufficient time and stimulus being given. If the students in the outer circle would like to participate, they can put their hand on a student’s shoulder (in the inner circle) and when that sts ends his/her sentence, they move out into the outer circle, swapping places with the student who’d like to take part. The sts in the outer circle cannot comment. Here are the questions which the teacher/educator asks the sts:

- What inequalities are directly linked to the digital era? (in terms of access to and use of digital tools)?

- Who do you think is excluded from accessing the internet?

- For what reason would they be excluded?

- What consequences could this exclusion have?

Some ideas to help stimulate the sts: difficulties of online banking, paying bills, checking weather or news, staying in touch with families who live far away, filling tax forms or any compulsory documents online, subscribing to social or health care online, online complaints, the E-administration can also be source of exclusion.

- Would you answer differently to the questions if you were living in America? In Bangladesh? If so, how would the answers be different?

As the sts discuss, the teacher/educator takes notes on the board of the most significant comments which emerge regarding digital inequalities. A photo could be taken of the board at the end of the session and shared on the platform in the activity: Who does the internet exclude?

The teacher/educator continues with the following questions, which the students discuss in small groups:

-What could happen if certain groups could have access to and use of digital tools? The teacher/educator helps the sts to separate each target group, perhaps distributing the target groups between the sts (eg. very young children, poor families, students who live in remote areas such as islands and mountains, elderly people). Sts are invited to think about concrete changes that could affect their lives. In plenary, the teacher/educator asks the groups to report back what they have shared.

Debriefing:

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

- What happened during the fishbowl discussion and was it difficult to take take part in it?

- How did you feel in the inner circle and in the outer circle?

- What did you learn about digital inequalities?

- According to you, which group of people should be helped the most to overcome digital inequalities and why?

- Do you feel that you can do something to change these inequalities?

*Fishbowl methodology description

The fishbowl methodology is used in group discussions and during debriefing. It’s very useful when monitoring participants’ ideas and opinions and to air their doubts and questions. To start with each student can write a question/s)/doubt(s)/opinion(s) on 1 or more post-its. An alternative is that the question/doubt/opinion is given by the facilitator. All the post-its are then put in the fish bowl (a hat, shoe boc, etc can be used). Two concentric circles are then made with chairs, the inner circle has three chairs, whereas the out circle the remaining number of students. Three students volunteer to sit in the middle and pick a question from the container. The students in the inner circle only can start discussing their ideas, answers etc regards what has been chosen on the post it. If a student from the outer circle would like to participate then they must stand up and put a hand on the shoulder of one of the students sitting in the middle. As soon as that student finishes their sentence, they must move to the outer circle allowing the other student to sit in the inner circle and speak. This continues for as long as is necessary and is monitored by the facilitator, who indicates when it’s time to choose another post it or to stop. The facilitator can also decide whether to change the students from the inner circle when they start a new discussion, giving more students the opportunity to

participate. The time necessary for this methodology depends on the number of participants, but usually varies between 40 min and an hour and a half. Debriefing is needed at the end.

4) Look how I have challenged digital inequalities! Online activity

Objectives:

- To encourage students to think of solutions for overcoming these risks and to stimulate positive actions for change.

Time: 20 minutes

Materials: internet access

Target: suitable both for Lower and Upper Secondary

Activity:

The teacher/educator asks students how digital technologies could solve some of the problems, which they have created? What could be done to improve this situation 1) by the government? 2) by local schools? 3) by you? For example: could digital natives assist those who are in need? Such as their grandparents or neighbours? Should youth be given the chance to teach adults, including their teachers on how to use and harness the potential of digital technologies?

http://www.edutopia.org/blog/digital-native-digitial-citizen-stereotype-mary-beth-hertz

Students are encouraged to brainstorm ideas in plenary, bouncing ideas off each other.

Online activity: Once students have discussed their ideas in plenary , they are then invited to write a text no longer than a tweet where they pledge what action they will do to help overcome inequalities in a digital era. This tweet text is shared with the rest of the class. Once they have carried out their pledge the students then take a photo of themselves carrying out their pledge and post the photo plus a modified version of their tweet explaining what they did. For example: Look at me helping my grandparents to learn how to use a smartphone. All students from all three countries, need to find an action which they like from another country and comment it. The action with the most comments will be shown during the event held in each country.

Extra activity: The Digital Access Index

The Digital Access Index is a list of countries, which have digital access. It is divided between High Access, Upper Access, Medium Access, Low Access and countries, which are not in the index. Teachers/educators can ask sts in which category would they place their country? If there is time, they could try to name a list of countries and in which category they are. Source: http://www.internetworldstats.com/list3.htm

Although the majority of countries with Low Digital Access are African, in Sub-Saharan Africa unique mobile subscriptions are predicted to rise from 311 million in 2013 to 504 million in 2020. This means more people connected, more possibilities. Here are some positive examples where digital technology has improved lives in the global South, which the teacher/educator can share. (As a variation, teachers/educators could omit the country when sharing these examples, asking sts to guess which country the statement refers to):

In Ethiopia farmers use mobile phones to check coffee prices.

In Saudi Arabia farmers use wireless technologies to carefully distribute scarce irrigated water for wheat cultivation.

In some villages in Bangladesh female entrepreneurs use their phones to provide paid services for neighbours. Many people sell phone cards or sell and repair mobile phones across developing countries. Source: p.87 Human Development Report 2015 http://hdr.undp.org/sites/default/files/2015_human_development_report.pdf

In India farmers and fishers who track weather conditions and compare wholesale prices through mobile phones increased their profits 8 percent, and better access to information resulted in a 4 percent drop in prices for consumers.

Similarly, in Niger the use of mobile phones reduced differences in grain prices across markets within the country by 10 percent.Source: Human Development Report 2015 p.88 http://hdr.undp.org/sites/default/files/2015_human_development_report.pdf

II / THE DIGITAL AREA AS A TOOL TO PROMOTE HUMAN RIGHTS

5) 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.

Target: suitable both for Lower and Upper Secondary

Activity: The teacher/educator begins this activity by illustrating 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.

6) SHARING RIGHTS Objective:

- to learn what a sharing economy is, how it works and in which way it can be a tool to enhance human rights

Time: 55 min

Materials: internet connection, interactive board and video projector with audio or pc/tablet with audio; Annex 6 with brief descriptions of examples of carsharing, timebanking and crowdfunding; 3 coloured A4 cards with SHARE written on one, PEER TO PEER written on the second and DIGITAL PLATFORM written on the third. Websites: carsharing : https://www.blablacar.it/ - crowdfunding: https://www.kickstarter.com/ - timebanking: http://www.timebanking.org/

Activity:

The teacher/educator writes the words SHARING ECONOMY in the middle of the board and then ask students to explain what they think the meaning of these words are.

The teacher/educator then explains the meaning in a more detailed way by hanging three A4 cardboards on the wall with the following words written on them: SHARE – PEER TO PEER – DIGITAL PLATFORM (a brief explanation of these words is stuck on the back) Three students volunteer to explain further what these words mean. If they need, they can read the explanation on the back. The teacher/educator will clarify that these 3 concept are the base of the SHARING ECONOMY.

Students are then divided in groups. Each group reflects upon one specific way of sharing (in the sharing economy):

1-car sharing

2-crowdfunding

3-timebanking

Each group is given the definition of the concept and the name of a website related to it. The students are asked to visit the website and then discuss the idea with the help of these questions which the teacher/educator says (and perhaps also writes to remind sts):

Have you ever heard of it? Do you think it’s a good idea? Why/Why not?

Who can use it? Who is excluded? Would you try one of these types of activities? Why?

What effects does this sharing economy activity have on people? The environment? The economy?

Students then discuss their main ideas in plenary and the teacher can ask the students whether they discovered something new, if they have other examples to share. To conclude, the teacher/educator could show the video of BABYLOAN https://www.youtube.com/watch?v=89bWwskpris which shows how a “crowdlending” online tool began, how it works and some of the project that are financed by it http://www.babyloan.org/en/the-microentrepreneurs . The students are asked to comment.

III/ DIGITAL ERA AS A THREAT FOR HUMAN RIGHTS:

7) “If you 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 7, 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, he/she cannot switch the card ! The teacher/educator then gives the set of card to the second representative in order to make his/her group guess the maximum of words in 30 seconds.

2. If some words remain, choose 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?

8) “Confronting online violations of Human rights Warning!!! 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 8)

- 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.

Target: suitable both for Lower and Upper Secondary

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).

Extra activity: Roots and branchesObjectives

- To understand the causes and effects of online hate speech- To consider the connections between hate speech online and offline behavior- To explore ways of addressing hate speech online by examining the roots of the problem

Time: 45 minutes

Materials: Flipchart paper and markers, Annex 9 ‘Hate speech tree’ which can be printed for sts, or draw onto a flipchart

Target: suitable both for Lower and Upper Secondary

Activity:

The teacher/educator provides a brief introduction to hate speech online. You can find some information on this link: http://nohate.ext.coe.int/Campaign-Tools-and-Materials/Bookmarks Explain that in order to understand and respond to hate speech online, we need to see it as a problem with numerous connections to other issues and to the ‘real’ world. In particular, when we are trying to combat hate speech, it can be useful to look at the underlying causes. Addressing these is often more effective than trying to address instances of hate speech itself.

The teacher/educator shows participants the ‘Hate speech tree’ and tells them that they will be working in groups to identify some of the things which lead to hate speech online (the ‘roots’ of the tree), and some of the effects of hate speech (the ‘branches’).

The teacher/educator explains how the tree works. Every box, which leads up the tree to another box is answering the question ‘why?’ This is true for the branches as well as the roots. You could take an example of hate speech to illustrate this in more detail. For the roots: when sts work down the tree, starting from the hate speech itself, they are exploring answers to the question ‘why does this happen?’ They should fill the ‘roots’ with as many reasons as possible. Give them an illustration of how one ‘cause’ will have its own causes. For

example, the teacher/educator asks them why ‘everyone says negative things’ about certain groups. Prompt with questions about where we ‘learn’ the negative things we believe about particular groups (examples might include the media, public figures, strong prejudices or ignorance in society as a whole). For the branches: here sts need to explore the possible consequences of items lower down the branch. Ask them what could happen to an individual or to a group, which is targeted by hate speech. Ask them what might happen as a result of that.

The teacher/educator divides the sts into groups and gives them a piece of flipchart paper to draw their tree on. Tell them to write the following text, or an example of your own, in the ‘trunk’ of the tree and then to complete as many branches and roots as they are able to. They should imagine the text has been posted on the Internet:

“[Group X] are dirty criminals. They steal and they don’t belong here. Make them leave!”

The sts have about 15 minutes to complete their trees. The teacher/educator then asks the groups to present their results, or display the trees around the room for sts to walk around and look at.

Debriefing

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

- Do you notice any interesting differences between the trees produced by groups? Do you have any questions for other groups?

- How easy did you find the ‘roots’ of hate speech? Explain any difficulties or differences in opinion within the groups.

- Did any of your roots or branches go into the ‘real’ world? What does this tell us about hate speech online?

- Did the activity give you a deeper understanding of the issue? How important do you think it is that we find ways to stop the spread of hate speech on the Internet?

- Does the activity help you to do that? How could you use your problem tree to make hate speech against [your target group] less likely?

To give the activity a more practical focus, you could take some of the roots and brainstorm ideas for addressing them. For example, if sts have identified ‘prejudice’ or ‘ignorance of Group X’ as an underlying cause, ask them how this problem could be tackled.

Extra activity: Sharing discrimination

Objectives:

- To be more aware of cyber bullying in our daily lives

- To promote empathy with those who are cyber bullied

- To help people learn to be assertive

Time : 45 minutes

Materials: flipchart and markers or a black/white board

Target: Upper Secondary

Activity:

The teacher/educator asks each student to think of one occasion when they felt cyber bullied or one situation when they heard of someone else being cyber bullied. Each student describes their situation very briefly to the group. Whilst the sts are talking the teacher/educator lists all the situations on the flip chart/board and then asks the group to choose one to discuss.

The teacher/educator asks the student whose situation was chosen to describe in greater detail what happened. The class is then asked to talk about:

- how the situation arose and what actually happened- how the person who was cyber bullied felt- how the person who did it felt- how they responded and what happened after the incident

At the end the teacher/educator asks the group to say what they could have done in the same situation and work out other possible ways of responding.

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

• What are the most common reasons people cyber bully? Because of your age, skin color or the clothes you wear?

• Why do people cyber bully others who are different?• Where do they learn this behavior?• How important is it to challenge cyber bullying?

AlternativeThis activity can be done in the same way on the topic of hate speech online

9) “wear and share “Objectives:

- To consider different online ‘relationships’

- To arrive at personal ‘benchmarks’ for online sharing and communication

- To raise awareness of privacy concerns online, and learn about precautions we can take to protect our privacy and human rights online

Time: 40 minutes

Materials: Copies of the diagram –annex 10 / Flipchart and marker pens

Target: suitable both for Lower and Upper Secondary

Activity:

The teacher/educator asks sts what precautions they take to protect their privacy with people they don’t know, for example, in a shopping centre. Prompt with questions, if necessary:

– Do you wear the same clothes as you wear on the beach?– Do you write your mobile phone number on your face?– Do you tell people your email or facebook account password?

The teacher/educator explains that these things can seem obvious in ‘real’ life, but we don’t always take the same precautions online. The sts are asked whether they believe they are as careful online as offline about protecting personal information. Explain that the activity will explore the kind of information we feel ready to share with different people online.

The teacher/educator put up a copy of the diagram (or draws it on the flipchart/board) and runs through a few examples with sts to indicate how they should approach the task. The teacher/educator explains that responses should be individual because different sts may have different things about themselves that they feel ready to share.

The sts are given about 15 minutes to complete the task and are then asked to share their diagram with two or three other sts. Students can either walk around, showing their diagram to others, or put into small groups, depending on time / space and the size of the group.

After the sts have compared their diagrams with a few others, the teacher/educator brings the group together for a general discussion.

DebriefingThe teacher/educator begins by asking sts a few general questions:

- Was there any information you weren’t prepared to share with anyone? Ask for reasons.- Was there any information you were prepared to share with everyone? Explore any

differences in opinion within the group.- Did you notice any differences when you compared your diagram with other students and

can you explain these differences?- Why do you think it might be important to be cautious about sharing information about

yourselves with strangers? What could some of the consequences be?- Why do you think it might be important to be careful about sharing information about

‘others’?- Has anyone ever shared information about you which you did not want them to share? Could

that be a violation of your human rights? Could that be used for hate speech online?

The teacher/educator ends the activity by asking sts whether the activity has made them more aware of the way they interact online. Does anyone intend to make any changes? What could sts identify as some of the things to always take into account before sharing personal information online?

Tips:There may not be a ‘correct’ answer for many of the connections in the diagram; this will partly depend on individual preferences. However, it is important to alert sts to some of the dangers of not taking precautions to protect privacy online. If they do not raise the issues themselves, you should warn them about the risks of cyberbullying and financial exploitation. A lack of attention to personal privacy and safety can greatly increase these risks.

In the debriefing, you may want to point out that protecting our privacy online is important partly for safety reasons and partly for reasons to do with personal integrity / dignity. We may not endanger ourselves (if we are lucky) by walking around half-naked or making silly / unkind comments about others; however, we may come to regret it later on! Content we post on the Internet is much more ‘permanent’ than things we do in the non-virtual world and we often are not able to remove it.

Extra activity: Your turn to judge!Objectives:

- To confront participants to real case of human rights violation online

- To learn how to find a balance between freedom of expression and other human rights

- To create debate and argumentation

Time: 60 minutes

Materials : Annex 11 - Cases (to be found): 2/3 European cases and 1 national case, paper, pens. If you want you can adapt the class in order to make it look like a court of justice.

Target: Upper secondary

Activity:

All sts are gathered together in the middle of the room and are asked to designate the President of the Court. The President of the Court reads one of the cases.

The sts have 1 minute to think about this case and to decide whether there are in favour of the guilty judgment or a decision of acquittal (the teacher/educator probably needs to explain those notions if they are not familiar). The sts have to go to the right of the room if they are in favour of a guilty judgment and to the left if they are in favour of acquittal. They don’t have to explain their choice for now.

The sts are again gathered in the middle of the room and the teacher/educator divides them into 2 groups, without taking into consideration their previous choice. Group 1 represents the prosecution (in favor of a conviction) and Group 2 represents the defense (in favor of an acquittal).

Each group has 15-20 minutes to prepare their arguments before presenting them to the Court.

After that time the President of the Court gathers them to start the trial. The President is responsible for giving an equal speaking time to each group.

After all arguments have been discussed or after 20-30 minutes, the debates are closed.

The teacher/educator gives another minute to each of the sts and then asks them to decide once again whether they are in favor of a guilty judgment or of acquittal. This time the teacher/educator asks the sts to explain their choice.

Debriefing:

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

- Was it easy to decide what decision you wanted at the beginning of the activity? And after the trial?

- Where you able to expose your arguments during the activity?

- If you where in the Group in opposition with your personal opinion on the case, how did you react? Was it easy to have opposite opinions?

- Did you change your mind during the activity? Why?

- Did your understanding of privacy and freedom of expression have changed?

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.

Note for teachers/educators: The importance of DEBRIEFING

It is extremely important to give students enough time to complete an activity, to come out of character (if necessary) before discussing what happened and what they learnt. Debriefing happens at the end of each activity (energiser, role play, world cafè, etc.) in order to help the group reflect on the experience and understand the impact it has on them individually as well as the lessons learnt personally, as a group and in a wider context (for the world!) Debriefing and evaluation usually follows the following approach to facilitate progressive reflection:

o what happened during the activity and how did you feel;o what did you learn about yourself;o what did you learn about the (activity’s)focus/theme/issue;o how can you use what you have learnt and what can you do differently in the future

regarding the focus/theme/issue.

Annex 1

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

C

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

©Tous droits réservés ©Tous droits réservés

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

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

©Tous droits réservés

©Tous droits réservés

A

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

………………………………………………………..........

………………………………………………………………….

………………………………………………………………….

………………………………………………………………….

©Tous droits réservés

©Tous droits réservés

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

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.

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

©Tous droits réservés ©Tous droits réservés

For this reason, he/she fled to Russia.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

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 the necessary competences

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

©Tous droits réservés

©Tous droits réservés

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 which can be freely used.

Often criticized for its lack or reliability, she/he defends itself with a policy on

D

………………………………………………………..........

………………………………………………………………….

©Tous droits réservés

©Tous droits réservés

verifiable information and reliable sources for each contribution.

………………………………………………………………….

………………………………………………………………….

Annex 2

Example 1. Racism in sport

“It was nightmarish. Before I went, I couldn’t imagine that I would be that emotionally affected”A 22-year-old football fan

German football fans regularly chant antisemitic slogans and songs during football matches. The initiative Dem Ball Ist Egal Wer Ihn Tritt (The ball doesn’t care about who kicks it) aims to address this, and takes fans from various soccer clubs to visit to the former concentration camp of Auschwitz.Why Auschwitz? The initiative was triggered by fans singing the song ‘We’re going to build an underground train from Mönchengladbach to Auschwitz’. The ‘Auschwitz Song’ has now established itself nationwide and can be heard in all soccer stadiums and in clubs across the country.

The organisation started a pilot project where fans from 18 to 28 from various clubs took part in a three-day trip to the death camps in order to trigger a deep discussion about antisemitism and racism in soccer. Fans were strongly affected by the experience and many went on to share their impressions with larger audiences. Flyers were produced to go on club websites and the initiative was accompanied by a broad media campaign.

(Inspired by the initiative of the Amadeu Antonio Organisation) www.amadeu-antonio-stiftung.de/eng/we-are-active/topics/against-anti-semitism/football

Example 2. Painting out racist graffiti

The anti-racist organization ‘Never Again’, based in Krakow, has organized local actions against hate graffiti under the campaign motto, Let’s Paint The Walls Of Krakow! Over the course of a year, Never Again worked with local partner organizations to involve as many activists and citizens as possible:

-Young people gathered to remove and paint over racist stickers and graffiti.

-Home owners were invited to engage in white washing actions.

-Anti-racist graffiti was sprayed inside schools with the help of teachers and pupils.

-Journalists were invited to report on the campaign and published articles in local newspapers and magazines.

In this way, many single activities became one big action and managed to spread a powerful message: “Make Krakow free of hate graffiti”.

www.unitedagainstracism.org/pages/thema05.htm, www.nigdywiecej.org

Example 3. Living library

The Living Library is an idea developed by the Council of Europe which seeks to challenge prejudice and discrimination. A living library works just like a normal library: visitors can browse the catalogue for the available titles, choose the Book they want to read, and borrow it for a limited period of time. After reading, they return the Book to the library so other people can read it. If they want, they can then borrow another. The only difference is that in the Living Library, ‘books’ are people, and reading consists of a conversation with a ‘book’.

The Living Library attempts to challenge prejudice by facilitating a conversation between two people: Books and Readers. Books are volunteers who have either been subjected to discrimination themselves or they represent groups or individuals within society who are at risk of suffering from abuse, stigma, prejudice or discrimination. ‘Books’ often have personal experiences of discrimination or social exclusion that they are willing to share with Readers. Most importantly, Books give Readers permission to enter into dialogue with them, in the hope that their perspectives and experiences will challenge commonly held perceptions and stereotypes and therefore affect the attitudes and behaviours of wider society.

Don’t Judge a Book by its Cover, available at http://eycb.coe.int

Example 4. lovemusic hate racism

“Our music is living testimony to the fact that cultures can and do mix.”Love Music Hate Racism (LMHR) aims to create a national movement against racism and fascism through music. It was set up in 2002 in response to rising levels of racism and electoral successes for the extreme right wing party, the British National Party (BNP). The organisation uses the energy of the music scene to celebrate diversity and involve people in anti-racist and anti-fascist activity as well as to urge people to vote against fascist candidates in elections.

There have been many hundreds of LMHR events, from large outdoor festivals to local gigs and club nights. Top artists have performed at LMHR events, including Ms Dynamite, Hard-Fi, Babyshambles, Akala, Get Cape Wear Cape Fly, Estelle, The View, Lethal Bizzle, Roll Deep and Basement Jaxx.

Many up-and-coming bands, DJs and MCs have also performed or organised their own local LMHR nights.

http://lovemusichateracism.com/about

Annex 3

Annex 4

True False Inequalities Quiz

1) 3,000 individuals have the same wealth as the poorest 3.5 billion people in the world

False: 80 individualshave the same wealth as the poorest 3.5 billion people in the world. Source: Oxfam https://www.oxfam.org/en/pressroom/pressreleases/2015-01-19/richest-1-will-own-more-all-rest-2016That’s the same number of people who could fit on a double decker bus (see Annex C)

2) Large scale farms in Europe feed one third of the world’s population.

False: 500,000 small-scale farms around the world feed one in three people on earth - without causing pain to our planet. These same farmers make up most of the people who go to bed hungry every night. Source:

False: Oxfam https://www.oxfam.org/en/campaigns/about-grow

3) Today there are more than 7 billion mobile subscriptions, the same number as the world’s total population.

True: 2.3 billion people on smart phones and about 3.2 billion people connected to the Internet. Source: Human Development Report 2015 p.87 http://hdr.undp.org/sites/default/files/2015_human_development_report.pdf

4) In 2015, 3.2 billion people were using the Internet, of which two billion live in developing countries.

True: Even if access to the Internet has improved, more than half of the planet remains out of this technology revolution.

5) Women have more time for leisure and social activities than men do in the majority of American countries, whereas it’s the other way around in the majority of African countries

False: Men have more time for leisure and social activities than women do across all human development groupings, most recent year available. Source: Human Development Report 2015 p.119http://hdr.undp.org/sites/default/files/2015_human_development_report.pdf

Annex 5

Annex 6

How time banking works

1. List the skills and experience that you can offer and those that you may need.2. From now on, all the hours you will donate to others helping them with your

skills and the hours you will be helped by others are registered.3. Remember that everyone’s skills are valued equally - one hour always equals

one time credit.4. A record is kept of all the time credits earned and spent, ideally on computer

using the ‘Time Online’ system.5. Everyone is encouraged to spend their time credits

How crowd funding works1. You have a good idea you would like to realize but you have no money and

no bank money is funding you ?

2. Explain the idea to other people via digital platform, and spread it to all of

your fb / twitter /social contacts

3. Open the subscription of the idea to everyone, so that people who like it will

start to fund it

4. When the needed amount is reached, just start to realize it!

How car sharing works (example) 1. Find a ride on the digital platform, that is good for you, when you want to move from a city

to another (ex. From Florence to Rome) find the date, check all the data with your friends for this ride

2. Book the ride, and do the online payment

3. Get in touch with the driver to define the last details about the ride, and go to the place of the departure. Be sharp!

NB: ( if you have the car, insert the data about the ride you want to do, the departure and estimated arrival time, the number of places you have in your car, etc, and just wait for people to ask for the places in your ride).

Definition of a SHARING ECONOMYIt is a new model of ECONOMY, that can respond to challenges of an economic crisis and promotes sustainable consuming practices, based on reusing instead of purchaising and on access instead of property.

The following three principles are fundamental to guarantee a sharing economy:

1- SHARING and common use of a resource

2- PEER TO PEER - sharing happens between people or organizations and everyone has the same power and consideration (no boss or hierarchy, AND everyone should benefit)

3- DIGITAL PLATFORM where people can interact and that allows people’s needs to match. Trust is managed by forms of digital reputations.

Annex 7

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

Anonymity: the situation in which someone's name is not given or known

Celebrity: the quality of being well-known

Censorship: the mechanism through which a State can decide whether or not a content can be published.

Comment: a comment is a message published in the digital space in order to react to an article or another content.

Computer: an electronic device designed for performing operations on data at high speed

Cookie: a piece of data downloaded to a computer by a website, containing details of the preferences of that computer's user which identify the user when revisiting that website

Debate: a discussion involving opposing viewpoints

Democracy: a form of government in which the supreme power rests with the people and is used directly by them or by their elected agents under a free electoral system

Download: a file transferred onto a computer from another computer or the internet

E-mail: an electronic message

Facebook: the most famous social network allowing people from all over the world to be in contact

Forward: to pass on information to another destination

Hacker: A computer user who illegally gains access to restricted computer systems. A hacker is sometimes designed as a cyber-pirate

Hate speech: Speech that attacks, expresses hate or encourages violence towards a person or group based on something such as race, religion, sex, or sexual orientation

Injury: To treat with gross insensitivity, insolence, or contemptuous rudeness in order to hurt someone. Injury is usually called insult

Internet: a worldwide computer network that provides information on very many subjects and enables users to exchange messages

Mass surveillance: The pervasive surveillance of an entire population, or a substantial fraction thereof. Mass surveillance has been widely criticized for violating privacy

Media: the means of communication, as radio and television, newspapers, and magazines, that reach or influence people widely

Opinion: A thought, a feeling, a judgment or a viewpoint a person think about someone or something

Personal data: information that enables to identify a person (name, address, phone number, age, date of birth, pictures…)

Pictures: a photo of someone

Pluralism: a system which recognizes and enables the existence of different types of people, who have different beliefs and opinions, within the same society

Privacy: someone's right to keep their personal matters and relationships secret

Pseudonym: a nickname used by the net surfer

Racism: abusive or aggressive behavior towards members of another origin

Right to information: the right to everyone to give, receive and share information

Smartphone: a mobile phone that can be used as a small computer and that connects to the Internet

Snapchat: a social network which enables people to share pictures with other users. The pictures can be seen during a limited time.

Spam: unwanted e-mail, usually advertisements.

Spy: a person who secretly collects and reports information about the activities of another one

Teen-marketing: advertisement process targeting teenagers according to their tastes and interests

Tweet: a short message published on the social network Twitter

Website hosting: a company that allows individuals and organizations to make their website accessible, providing space on a server.

Annex 8

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 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?

Annex 9

Annex 10

Annex 11

- Cases (to be found): 2/3 European cases and 1 national case