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A Handbook for Teachers A HANDBOOK FOR TEACHERS JP - EU/CoE Support to the Promotion of Cultural Diversity (PCDK) Project A HANDBOOK FOR TEACHERS Cultural Heritage and Cultural Diversity Lessons SEPTEMBER, 2012 JP - EU/CoE Support to the Promotion of Cultural Diversity (PCDK) This document was produced within the framework of the Joint Project “EU/CoE Support to the Promotion of Cultural Diversity in Kosovo”. The content does not necessarily represent the offi cial position of the European Union and/or the Council of Europe. Contents Acknowledgements 07 Forewords 09 Introduction 13 Note to teachers 15 Lesson Units Grade Theme Heritage and Diversity 3-6th grade What is Cultural Heritage Pg. 16-19 6th-9th grade The Features of Cultural Heritage Tangible Cultural Heritage 3rd-9th grade The Discovery Journey Pg. 20-21 Natural Heritage 3rd-6th grade Seven Natural Wonders in Kosovo Pg. 22-25 6th-9th grade Seven Natural Wonders in Kosovo Intangible Heritage 3rd-6th grade The Cultural Puzzle Pg. 26-29 6th-9th grade The Cultural Anthropologist’s Puzzle Protecting and 3rd grade Our Community Chest Preserving Cultural Heritage Pg. 30-33 6th-9th grade The Artifacts Diversity: Our Identity 3rd-6th grade Who Am I? Pg. 34-37 3rd-6th grade Our Self Frame Diversity: 3rd–6th grade Do I See The Whole Picture? Different Perceptions Pg. 38-41 6th-9th grade One Frame Doesn’t Fit All Pictures Diversity: Respecting 3rd–6th grade Community And Acceptance and Accepting Differences Pg. 42-49 6th-9th grade We All Belong Glossary of Terms Pg. 50-51 Appendixes Pg. 52-53 4—A HANDBOOK FOR TEACHERS CHURCH OF SAINT SAVA, MITROVICË/MITROVICA (DETAIL) Time Activities Materials Frame 40 minutes T-Chart; Creating Dialogues; Map of the world, Pictures (Handout 1.1), T-chart (handout 1.2) 40 minutes Iceberg Activity; Features of culture chart; Map of the world, Handout 1.3, Intercultural Conversation Pictures Handout 1.1 40 minutes Computer Game; In-class trivia game Map of Kosovo, Handout 2.1 40 minutes Create a photo album; Matching game Map of Kosovo, Handout 3.1, Handout 3.2 40 minutes Creating a list of natural wonders of Map of Kosovo, Handout 3.2 Kosovo; Class/group debates 40 minutes Create small cultural puzzles; Create a Handout 4.1, Art Materials (glue, class puzzle piece collage markers, etc) 40 minutes Analyzing artifacts/pictures; Solving Pictures of ancient artifacts cultural puzzles (optional), Handout 4.1 40 minutes Acting like an archeologist; Creating a Handout 5.1, community chest activity 40 minutes Acting like an archeologist; Planning an 5-7 examples of cultural educational project artifacts, Handout 5.2 40 minutes Kaleidoscope pictures Pictures –handout 1.1, Handout 6.1 40 minutes Analyzing Pictures for cultural Handout 1.1 connections 40 minutes Creating a self portrait; Creating the Handout 7.1 identity frame 40 minutes Creating the identity frame; Analyzing Handout 7.1, Pictures from pictures from the media (optional) magazines/movie clips 40 minutes Statue Activity; Looking Through My Students need their identity Frame Activity; Four Corners Activity frames from last lesson 40 minutes Complex Scene Activity; Building Frames Picture of a complex scene, Activity Handout 8.1 (sample pictures of people) CULTURAL HERITAGE AND CULTURAL DIVERSITY LESSONS—5 6—A HANDBOOK FOR TEACHERS Acknowledgements The PCDK project staff would like to take this List of participating elementary schools: opportunity to gratefully acknowledge a number of 1. Bedri Gjinaj, Mitrovicë/Mitrovica individuals for their great commitment, participation 2. Andon Zako Çajupi, Vushtrri/Vučitrn and signifi cant roles in the production of educational 3. Fazli Grajçevci, Obiliq/Obilić course units on cultural heritage and diversity. 4. Hysni Zajmi, Istog/Istok The PCDK project staff would fi rstly like to give 5. Ismet Rraci, Klinë/Klina special mention and thanks to the schoolteachers 6. Asdreni, Pejë/Peć and pupils from the 14 elementary schools, for their 7. Edmond Hoxha, Junik/Junik constructive and professional approach towards the 8. Isa Boletini, Deçan/Dečane project and their valuable contribution in drafting the 9. Zekeria Rexha, Gjakovë/Đakovica elementary school course on cultural heritage and 10. Abdyl Frashëri, Prizren/Prizren cultural diversity. 11. Gjon Serreçi, Kllokot/Klokot Alongside this, the PCDK project staff are grateful 12. Idriz Seferi, Kamenica/Kamenica to their experts, Ms. Jenny Otting and Mr. Veton 13. Abaz Ajeti, Gjilan/Gnjilane Sylhasi, for their invaluable instructions, careful 14. Selman Riza, Fushë Kosovë/Kosovo Polje guidance and supervision throughout the whole process; for their precious suggestions and, fi nally, for drafting the course units on heritage and diversity. We would also like to thank Ms. Besnike Rraci from the Ministry of Culture, Youth and Sports, and Mr. Arber Salihu from the Ministry of Education for their important input and support on the course units. Our great appreciation also goes to the parents of children from the 14 schools who participated in PCDK activities, and who brought along positivity and drive to the process. A thank you also goes to PCDK’s Educational Assistant, Arif Muharremi, for the coordination of this whole process and Julija Trichkovska for the technical support on cultural heritage. Last but not least, we would like to thank all the individuals who provided support, shared their knowledge, offered their insights, instructions and perspectives, and who have contributed to a successful culmination of the project. CULTURAL HERITAGE AND CULTURAL DIVERSITY LESSONS—7 8—A HANDBOOK FOR TEACHERS Foreword It is often said that young children learn the quick- heritage must be protected. How can communities est. Their inquisitive minds explore and question the resist threats to cultural heritage being caused by world around them; they are fl exible and eager to rapid changes in social, cultural and demographic be engaged. As they grow they bring with them the trends, and by increasing urbanisation that often does skills, knowledge and ideas that they absorbed at an not recognise the fragile – sometimes barely percep- early age. They transmit these to others they meet tible – value of heritage? Attuning communities to and, later, to their own children. Investing in early the presence of Kosovo’s rich, diverse heritage, and education is therefore one of the most powerful tools addressing how they can support it from within is an to make a positive change for the future. ongoing and continual process. The Joint Project of the European Union and The “Handbook for Teachers” can be used now Council of Europe “Support to the Promotion of with children in elementary schools. The 14 pilot Cultural Diversity in Kosovo* (PCDK)” has invested schools and participants who were involved in its time, skills and resources to support the education of creation have already welcomed our methodology school children in Kosovo linked to the broad themes and its outcomes with great energy and enthusiasm. of the importance of cultural heritage and diversity. The subject matter of the Handbook embraces We have introduced a highly participatory approach cultural heritage as a core part of a community’s when designing the project and ensuring its impact sense of identity and place in the world, and helps through the direct active involvement of students, convey the value of what may have not been read- parents and teachers. This has led to the publication ily acknowledged as being of critical importance to of this “Handbook for Teachers,” which is working society. set of lessons that introduces the topics of heritage The Council of Europe has long been committed and diversity and their importance to daily life into to the idea that education is a fundamental means to the classroom. Giving communities a stake in this help ensure positive social, cultural and economic process is a powerful tool to communicate ideas and development, and will continue to support PCDK in themes as widely as possible. The process of trans- monitoring and implementing this important, innova- mitting to teachers through hands-on, ‘live learning’, tive project on heritage and diversity. who will then transmit it in similar ways to students I encourage teachers to look carefully at these is a highly innovative approach to educational devel- materials, and to use and adapt them with ingenu- opment in the region. ity and creativity as an important contribution to the We hope that the impact of these teaching building of a cohesive understanding between all materials will be result in a growing awareness and members of society. appreciation for Kosovo’s cultural heritage. The same teaching methodology might also be used in a range Robert Palmer of subjects, where the active engagement of students Director of Democratic Governance, in the process of exploring, reasoning and question- Culture and Diversity ing ideas will enhance skills of critical thinking and Council of Europe personal development. One of the major challenges in Kosovo for the protection of heritage, in all its * This designation is without prejudice to positions on status, and forms, is the current relatively low awareness of is in line with UNSCR 1244 and the ICJ Opinion on the Kosovo what actually constitutes heritage and why cultural Declaration of Independence. CULTURAL HERITAGE AND CULTURAL DIVERSITY LESSONS—9 10—A HANDBOOK FOR TEACHERS Foreword Cultural heritage is widely recognised across Europe “A Handbook for Teachers” was developed in or- as a vehicle of cultural identity. The protection of der to give teachers a tool to increase this awareness our common heritage and the promotion of cultural and enhance civic education by encouraging active diversity are also very important instruments for involvement and critical thinking. During its devel- bringing different communities closer and enhancing opment and conceptualisation, students, parents, dialogue between different cultures. academics, and a variety of other relevant stakehold- How much people know about cultural heritage ers have been involved and have had the opportunity depends both on what is done to promote it and also to bring in their diverse cultural backgrounds and on the capacity of Europeans to become familiar with perspectives.
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