Section 7: Teacher's Notes
Introduction
This section divides into two parts. Whilst you may wish to cover both, it is more likely that you will cover just one section. The opening page – highlighting the central position of debates within a democracy – is important to both parts.
This section divides into two parts. Whilst you may wish to cover both, it is more likely that you will cover just one section. The opening page – highlighting the central position of debates within a democracy – is important to both parts.
Activity 1 – Freedom of Speech and Expression: Human Rights Act 1998
This text is quite a difficult one. You may wish to photocopy it onto an OHT if you are working off line so you can talk through the subordinate clauses. It is suggested that each part of this article is broken down into smaller parts. The questions that follow are designed to help students break this down. For students with low literacy levels, they will need support with this task.
Activity 2 – Book Burnings
These two picture stimulus tasks are fairly straightforward. You may wish to copy the images onto an OHP to stimulate whole class discussion using the focus questions. This task introduces the concept of ‘censorship’. You may wish to develop discussion based activities about censorship today before moving on to the rest of the activities in this section.
These two picture stimulus tasks are fairly straightforward. You may wish to copy the images onto an OHP to stimulate whole class discussion using the focus questions. This task introduces the concept of ‘censorship’. You may wish to develop discussion based activities about censorship today before moving on to the rest of the activities in this section.
Activity 3 – No Freedom of Expression in Nazi Germany : Muncher Neueste Nachrichten
The extract from this newspaper would best be read as a whole class followed by a brief class discussion of the question relating to it. This should set the scene for the work that follows on.
The extract from this newspaper would best be read as a whole class followed by a brief class discussion of the question relating to it. This should set the scene for the work that follows on.
Activity 4 – No Freedom of Expression in Nazi Germany : Some Facts
Again, setting the scene, this information is probably best presented to the whole class.
Again, setting the scene, this information is probably best presented to the whole class.
Activity 5 – No Freedom of Expression in Nazi Germany: Extracts & Discussion
This is a group task. If working off line, cut up each extract to be disseminated amongst all members of the group then answer the questions that follow (‘For Discussion’).
This is a group task. If working off line, cut up each extract to be disseminated amongst all members of the group then answer the questions that follow (‘For Discussion’).
Activity 6 – Freedom of Expression – The Debate
The first page of this part introduces the debate. All students should hear this part. The class should then be divided into two halves. One half should read the Jeevan Vasagar article: Don’t Gag Challenge; the other half should read the Randeep Ramesh article: This voice should not be heard. The questions that follow the articles are designed to stimulate the debate. The format for these debates is informal. If you wish to conduct this as a formal debate, there are a number of websites available on the Internet that will direct you. The main purpose of the debates here is to stimulate thought and enquiry rather than teaching about formal debating criteria.
The first page of this part introduces the debate. All students should hear this part. The class should then be divided into two halves. One half should read the Jeevan Vasagar article: Don’t Gag Challenge; the other half should read the Randeep Ramesh article: This voice should not be heard. The questions that follow the articles are designed to stimulate the debate. The format for these debates is informal. If you wish to conduct this as a formal debate, there are a number of websites available on the Internet that will direct you. The main purpose of the debates here is to stimulate thought and enquiry rather than teaching about formal debating criteria.
Activity 7 – Euthanasia
It is suggested this activity be led from the front. The discussion points at the beginning require some knowledge of the background to the Holocaust. The most significant point to emphasise when covering this topic, is that the Nazi euthanasia programme was simply organised murder by another name. It was not voluntary and it fitted with their racial ideology. There are links to websites where further information can be gathered to inform this debate. As with the debate on freedom of expression, the purpose of this activity is to stimulate thought and discussion about ethics and values. The purpose is not to adhere strictly to the structure of a formal debate although this may be an aim you wish to incorporate into the lesson.
It is suggested this activity be led from the front. The discussion points at the beginning require some knowledge of the background to the Holocaust. The most significant point to emphasise when covering this topic, is that the Nazi euthanasia programme was simply organised murder by another name. It was not voluntary and it fitted with their racial ideology. There are links to websites where further information can be gathered to inform this debate. As with the debate on freedom of expression, the purpose of this activity is to stimulate thought and discussion about ethics and values. The purpose is not to adhere strictly to the structure of a formal debate although this may be an aim you wish to incorporate into the lesson.
