Académique Documents
Professionnel Documents
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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 official position of the European Union and/or the Council of Europe.
Contents
Acknowledgements 07
Forewords 09
Introduction 13
Note to teachers 15
Glossary of Terms
Pg. 50-51
Appendixes
Pg. 52-53
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)
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 significant 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 firstly 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, finally,
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.
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 flexible 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 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.
and appreciate their own culture and those of the Preservation and promotion of cultural diversity
other communities. are among the founding principles of the European
This is why one of the main objectives of the Union, and a guiding principle for our cooperation
“European Union/Council of Europe Joint Action with Kosovo. By promoting a better understanding of
- Support to the Promotion of Cultural Diversity in the role and importance of cultural heritage, I hope
Kosovo (PCDK)” is to increase the awareness of pu- that the “A Handbook for Teachers” will contribute to
pils, students, and the general population with regard strengthening the dialogue between different com-
to the importance of cultural heritage as a com- munities and fostering reconciliation in the longer-
mon good, independent from any ethnic or religious term.
considerations. The pupils of today are the grown-up
population of Kosovo tomorrow, and we want this Samuel Žbogar
population to value cultural diversity as an opportu- Head of the EU Office/EU Special Representative
nity for dialogue, to perceive cultural heritage as a
common patrimony which requires protection, and as
a vehicle to reconcile and prevent conflict rather than
cause it.
From the first day of the EU/CoE Joint Project- Kosovo and a study tour to Switzerland. A draft
Support to the Promotion of Cultural Diversity in version of the handbook was tested with teachers
Kosovo (PCDK), developing a ‘culture of community across Kosovo at a workshop in Pristina in late 2011.
practice’, has been one of the main principles of At PCDK we believe this handbook could
the methodology. Through this approach, active have a considerable impact on the development
community involvement in PCDK activities was of educational practice both with the product and
encouraged and supported. The Education and the process itself. Our approach and insistence on
Awareness raising component has been a positive situating educational activity in the lived experience
example of implementing this principle where of participants opens up a series of possibilities for
involvement of students, parents and teachers from the way formal and informal educators can approach
fourteen schools across Kosovo was a crucial part of practice. The possibility of creating new ways of
the production of “a Handbook for Teachers”. approaching education with active involvement of
Based on an assessment conducted in 2010, students, which as practiced in this case has not been
a lack of resources for heritage and diversity was done in Kosovo before, generated great interest and
identified as a need in the civic education curriculum. enthusiasm by teachers, parents and students.
A comprehensive approach was developed with a We believe that the formation of critical
bottom up approach to education where students consciousness, encouraged through active
would gain first-hand experience and have a say involvement of students based on experiential
in their own education. While the topic focuses learning, allows people to question set ideas and
on cultural heritage and cultural diversity, the perspectives as well as their relationship to their
methodology is worth examination, which could surroundings to better read their world. Active
potentially provide a model for other subjects in the exchange between teachers and students, where both
curriculum. learn, question and reflect is essential as subjects in
“A Handbook for Teachers” was produced as the creation of a democratic society.
supplementary course design on Heritage and The handbook, comprised of 8 units, provides
Diversity for elementary schools (3rd to 9th grade), teachers with practical tools and a dynamic platform
aimed at providing resources for teachers in this field. for active engagement of students in a 40 minute
The lengthy process of producing the handbook was class period, specifically designed according to
essential for the involvement of over 250 individuals current education pace in Kosovo.
that included students, parents, teachers, school We hope that this handbook plays a constructive
administrators, municipal authorities, Civil Society role in this process and fills the gap in the civic
Organisations and central institutions from the education curriculum while inspiring further
Ministry of Culture Youth and Sports and the Ministry developments of similar course designs in the near
of Education, Science and Technology. Led by the future.
PCDK staff as well as local and international experts,
a number of activities took place in preparation Hakan Shearer Demir
of this handbook including site visits, follow up PCDK Team Leader
dialogue sessions, working groups, workshops in
The units on cultural heritage and cultural diversity, provides the teacher with an activity to introduce the
presented in this handbook, have been designed for learning topic, and then the teacher and students
the purpose of providing an introduction to gen- explore the ideas/themes in more depth during the
eral topics related to cultural heritage and cultural main activity. Finally, students have the opportu-
diversity. It is meant to be used as supplemental nity to share what they learned and felt during the
material within the civic education course to provide a debriefing stage. Follow-up activities and variation of
basic understanding of some of the issues and begin activities are provided in case the teacher would like
conversations and thinking about the topic of culture. to further investigate the concepts or adapt activities
The themes and learning objectives are meant to for each lesson.
be used as a starting point and guide for educators. We realize that the issues surrounding cultural
Thus, teachers are encouraged to develop further heritage and cultural diversity are vast and complex
discussions and activities beyond what is mentioned. and these lessons are not meant to address all of
There are eight different lesson units that address the answers and concerns regarding these issues.
cultural heritage and cultural diversity. Each lesson Instead, the purpose of the handbook is to provide
unit has a thematic focus and contains learning teachers with interactive learning activities and
objectives, background information and activities reflective practices that ignite the student’s interest in
for grades 3-6 and 6-9. After evaluating the level of learning about these topics.
the students, the teacher can choose a lesson that is We sincerely hope that you find these lesson
grade appropriate. The lessons are designed for a for- units useful for developing citizenship competences
ty minute class period, yet activities can be adapted with your students!
or revised to be used over several class periods. The
activities for each of the lessons are detailed in the Best regards,
procedural instructions and there are basically three Jenny Otting
components for the lesson activity: Introduction Veton Sylhasi
activity, Main activity and Debriefing. This structure
LEARNING OUTCOMES
Students will be able to:
- Define cultural heritage;
MASK SHOP, SHKODËR, ALBANIA
- Describe touchable (tangible) and untouchable
(intangible) cultural heritage;
- Recognize how cultural heritage, by nature, is
complex and diverse and that all types of human Main Activity:
heritage demonstrate and celebrate this diversity; Touchable and untouchable culture
- Compare and contrast one’s own culture with - Begin by explaining that the idea of culture is
those of other children around the world. difficult to define. In fact, there is not any consensus
on a single definition of culture. However, cultural
MATERIALS/PRACTICAL ARRANGEMENTS heritage is clearly defined but interpreted in various
- The map of the world cut in pieces - puzzle of ways. Tell students that you are going to explore the
the world (Appendix 1.1); idea of culture and cultural heritage together.
- Photos – use pictures with touchable and - Ask students what the features of culture are
untouchable cultural heritage features (Appendix 1.2); and write their answers on the board. Help them
- Laptop and projector (not necessary). come up with some features, if needed. Explain
to students the idea of human characteristics or
BACKGROUND INFORMATION features that can be seen and touchable (tangible)
The goal of this lesson is to help students and those that cannot (intangible) as related to
understand the concept of culture by looking at culture and cultural heritage.
cultures throughout the world. Students will be - Analyze features of culture and cultural
introduced to pictures of other cultures so they can heritage through some photos that your project on
begin to identify the different features of culture and the wall (if you don’t have a projector, pass out
learn how cultures contribute to a rich and beautiful printed copies of the pictures. You can use photos
world heritage. from Appendix 1.2) After showing one photo, ask
students to identify touchable and if possible
PROCEDURAL INSTRUCTIONS untouchable features of culture. Then show another
Introduction Activity: Pieces of the world photo and do the same. Help students to come up
- Divide students into groups of four or five. with the following:
- Give each group the same picture of the map of - Touchable Cultural Elements: the arts
the world cut in pieces (Appendix 1.1). All groups (paintings, sculptures, objects and artifacts that
should have the picture in the same number of pieces. belong to the previous generations, rare books, etc.)
- Tell students that when you give the sign, they buildings/architecture/ fortifications, bridges,
have to start solving the puzzle. The group that - Untouchable Cultural Elements: beliefs; norms;
solves the puzzle first wins. rules; social standards; values.
Follow-up Activities:
- Students can write a letter to the people
from another culture explaining about their
culture.
- Students can do an art project that
displays the cultural diversity of the world. You
Debriefing can use an analogy of a kaleidoscope to talk
Open the discussion about culture. Ask students: and think about the diversity of world heritage.
- Are cultures different from each other? How Students can cut pictures representing different
different are they? cultures and put them together in the shape
- Can you find similarities between different of a kaleidoscope. Tell students that they will
cultures? Try to come up with two or three elements create a piece of a kaleidoscope picture. Each
that these cultures share with the culture in Kosovo student will cut out the shape of an up-side
(In this moment you may want to project once again down triangle. Then have students paste or
photos from the slide show). draw pictures of different cultures on their
- Is one culture better than another? Why/why not? kaleidoscope triangle piece. After each student
- Do you agree that the diversity of cultures make has decorated their own kaleidoscope piece,
the world richer and that similar elements of culture have the students put their pieces together to
give us the sense of belonging to the entire human form the base picture of a kaleidoscope. (8-9
race? pieces complete a full picture). As a class, talk
Get back to the initial part of the discussion and about how a kaleidoscope can be an analogy
try to create a shared class definition of culture. to world heritage. Show students pictures from
Have students work in small groups to write one different cultures and point out the diversity
or two sentences or simple words describing that they see. Discuss why this diversityy is
culture. Afterwards, write each group’s definition important in our world.
or list of words on the board. As a class, create an
agreed-upon definition of culture using the words or
sentences chosen by the students. Examples may
include:
- the way a specific group of people live, how they
perceive situations, and their common behaviors;
- ways in which a group or society adapt to the Additional Resources:
environment; The National Geographic website provides
ovides
- the set of traditions (such as food, dances, and pictures and videos about different cultures:
music), knowledge, and beliefs shared and passed http://www.nationalgeographic.com/
from generation to generation among people.
Variation Activities:
- If you have access to the Internet and
projector in the class you can project new
natural wonders of the world on the wall. Also,
you can support presentations of the groups by
projecting the picture of their natural heritage
site.
- Instead of voting, you can open a class
debate to decide on which place should be
included in the list of natural wonders of the
world.
LEARNING OUTCOMES
Students will be able to:
- Define the meaning of intangible heritage;
- Recognize different types of elements of
intangible heritage;
- Describe the importance that intangible heritage
plays in defining/developing culture.
MATERIALS/PRACTICAL ARRANGEMENTS
- The anecdote (Appendix 4.1);
- Copies of the Kosovo puzzle for each group ARTISAN SHOP, GJAKOVË/ÐAKOVICA
(Appendix 4.2);
- Art supplies (markers, colors, glue, etc).
begin by reading an anecdote or singing a folk song
BACKGROUND INFORMATION (an example is included in Appendix 4.1)
The purpose of the lesson is to introduce - Next, help students brainstorm more intangible
students to the concept of intangible heritage. culture examples. Make a list of intangible aspects
Students will create a visual display for the (like the list above) on the board and help students
classroom to demonstrate different aspects of think of examples for each aspect.
intangible heritage. Some of the aspects a teacher
can cover are the following: Main Activity: Creating a cultural puzzle
- Telling stories Students will create intangible cultural puzzles
- Music to demonstrate the different elements of intangible
- Dance heritage. Each student will decorate a piece of a
- Food puzzle.
- Language (including expressions/idioms) - Divide the students into groups of six people.
- Clothing (There are six pieces in each puzzle).
- Handy crafts - Give each group the puzzle of Kosovo
- Rituals/special ceremonies and performances (Appendix 4.2) and have them cut out the puzzle
- Etc. pieces.
Students will put together cultural puzzles to - Have each group focus on one aspect of
display these aspects. The puzzle can be used as intangible culture. For example, group 1 would
an analogy to explain how intangible heritage fits only talk about food making and they would need
together to form a cultural identity of a community. to come up with a list of the different foods. Group
2 would focus on music and dance and they would
PROCEDURAL INSTRUCTIONS come up with a list of different types of music and
Introduction Activity: Identifying dance in Kosovo. Have the groups brainstorm all
intangible heritage the different ideas that represent their aspect of
- Bring in one or two concrete examples of intangible culture.
intangible culture to show students. For example, - Once the groups brainstorm a list of ideas, have
Variation of Activities:
- Divide the students into 4-6 groups. Give
each individual in the group 1 or 2 pieces to
each individual write/draw one idea from the list on complete. Assign each individual within each
one of the puzzle pieces. group a type of intangible cultural heritage to
- When each person in the group finishes focus on (one person does food and other one
decorating his/her puzzle piece, then all of the does art, etc). Give students time to design and
students will move around to form new groups. Tell write on their puzzle pieces. Then after each
students to form new groups based on six different person is finish have them put their puzzle
numbers on their puzzle pieces. For example, a together. The groups could glue their pieces
person from the music group, the food group, etc. on a large piece of paper so that it can be
will join together to form a new group, and each displayed.
person will have a piece of the Kosovo puzzle
to contribute. There should be 6 or 7 different Follow-up Activities:
completed puzzles (depending on the size of the - The Puzzle Piece Collage: Teachers can
class). At the end, the class should have a visual give students a copy of the handout of the
display of puzzle pictures that represent intangible puzzle pieces and the students decorate and
heritage in Kosovo. write different aspects of intangible heritage.
The students could cut up the pieces and a
Debriefing class collage could be created with all the
Students will visually be able to see that puzzle pieces.
individual aspects of culture help complete a full
picture of intangible cultural heritage in Kosovo. Ask Additional Resources:
students follow-up questions about the pictures: For - Council of Europe, Intangible Heritage
example, Documentary, Kosovo
- What intangible heritage is represented in the - This following website provides different
completed pictures? information on intangible culture: http://www.
- Do they think it is accurate? unesco.org/culture/ich/doc/src/01857-EN.pdf
- What else could have been reflected in the
pictures?
LEARNING OUTCOMES
Students will be able to:
- Define the meaning of intangible cultural
heritage and identify different elements of intangible
heritage in Kosovo;
- Describe the importance that intangible heritage
plays in defining/developing culture;
- Understand the concept of being a cultural
anthropologist;
ARTISAN SHOP, GJAKOVË/ÐAKOVICA
- Analyze intangible heritage to draw conclusions
about the values and beliefs of a society.
LEARNING OUTCOMES
Students will be able to:
- Describe the role of an archaeologist, art BRIDGE OF ZALLÇ/ŽAČ, ISTOG/ISTOK
historian, architect or other professionals involved in
research, conservation and preservation of cultural
heritage; protection. They often look for what has been left
- Talk about the ways and reasons to protect behind in the form of artifacts and other evidence in
cultural heritage; order to make sense of the past.
- Give examples of how cultural heritage is - Next have students practice being professionals
protected or should be protected in Kosovo; by playing the guessing game. Tell students that the
- Recognize that all people have a responsibility following items were found and ask them to guess
to protect cultural heritage. the answer to the where they would have found these
items. It is simple, but it will demonstrate how you
MATERIALS/PRACTICAL ARRANGEMENTS analyze objects and make predictions. Ask them why
- Three examples have been provided for the they said the answer they did.
introductory activity, but you may want to create - Tell students they found the following items:
more guessing examples before class starts; party hat, horn, streamers, party invitation,
- Copies of the community chest for each group confetti. Where would they have been? Answer is
(Appendix 5.1). Party.
pencils, erasers, paper, ruler, crayons, books.
BACKGROUND INFORMATION Where could they have been? Answer is School.
The idea of this lesson is to look at preserving toothpaste, brush, mouthwash, toothbrush,
and promoting culture from the perspective of the shampoo. Where could they have been? Answer is
professionals in the field. They study the past by Bathroom.
recovering, analyzing and interpreting artifacts. - Explain to students that archaeologists do
Therefore, the activities are centered on having the same type of thinking exercise. Yet, they
students play the role of an archaeologist or art look for artifacts from the past and have to make
historian that has just discovered artifacts from their conclusions about what the artifacts tell about the
community. The students will then discuss ways to culture and the people.
protect and the reasons why they should preserve
the artifacts that they discover. Main Activity: Creating a community chest
This exercise is the opposite of the introduction
PROCEDURAL INSTRUCTIONS activity. The students know the place — the
Introduction Activity: Where am I? community they live. The objective is for students
- Begin by discussing the role of an to think about important artifacts (material objects)
archaeologist, art historian, architect or other that an archaeologist might discover two hundred
professionals in the field of cultural heritage years into the future.
LEARNING OUTCOMES
Students will be able to:
- Describe the role of an archaeologist, art
historian or other professionals involved in
investigation and protection of cultural heritage;
- State what it means to protect cultural heritage;
- Give examples of how cultural heritage is DEÇAN/DEĆANI MONASTERY (DETAIL)
protected or should be protected in Kosovo;
- Recognize that they are responsible for
protecting cultural heritage; evidence in order to make sense of the past. Then
- Explore ways to involve their community in they have to make conclusions about what the
protecting their cultural heritage. artifacts tell about the culture and the people.
- Tell the students to imagine that an
MATERIALS/PRACTICAL ARRANGEMENTS archaeological expedition at your school has
- Copies of the artifact chart for each student recently uncovered a number of artifacts that the
(Appendix 5.2); class must now examine and interpret. Stress that
- Bring in examples of cultural artifacts (old and the students were picked for this job because they
new) CD’s, clothing, pictures of artifacts, etc. were the foremost experts on the archaeological
sites (or experts on architectural monument/,
BACKGROUND INFORMATION historical site, cultural landscape, etc.) .
The idea of this lesson is to look at preserving - Divide your class into four or five groups of
and promoting culture from the perspective of the equal size.
professionals in the field. Therefore, the activities - Give each student a copy of the Artifact Chart
are centered on having students play the role of (Appendix 5.2) and provide each group with an
a professional exploring their community. The artifact.
students will then discuss ways to protect and the - Have each group look at each of the artifacts
reasons why they should preserve the artifacts that that you brought so they can fill out their chart.
they discover. - Direct your students to examine each object
and fill out the chart about each object. Rotate the
PROCEDURAL INSTRUCTIONS objects around the room so that each group can look
Introduction Activity: The job of an at all of the objects.
archaeologist - Have students think of other artifacts/objects
- Begin by discussing the role of a professional from their culture and add them to their chart.
in the field (archaeologist, art historian, ethnologist,
etc). The professionals often look for what has
been left behind in the form of artifacts and other
Variation Activities:
- To make analyzing objects a little more
challenging, instead of using the Artifact Chart,
have students categorize objects according
to the following chart. In groups, have the
students create a list of cultural heritage
representations from Kosovo based on the
following three categories and ask them to
think about where these representation can be
found in their communities.
O l
Ora Ki esthetic
Kin
Visual representations
re
representations re resentations
rep
Fo stories/
Folk Dances/hand
Da
Pictures/ cr ts/rituals
craf
s/
tales/oral rituals/
ta
paintings/
drawings/writingg m ic
mus
LEARNING OUTCOMES
Students will be able to:
- Describe personal characteristics and abilities
that they have and how they acquired those abilities
and characteristics;
- Identify general aspects that influence the
shaping of identity;
- Understand how identity is shaped by our
environment.
MATERIALS/PRACTICAL ARRANGEMENTS
- An open space is needed to do the introduction
activity;
- Copies of the “Who am I” handout for each
CHILDREN PLAYING (CERAMIC ARTWORK), BY SEVCAN CERKEZ
students (Appendix 6.1).
BACKGROUND INFORMATION
In order to understand the idea of diversity and step to the other side.
interacting with other people, we must first begin - Begin to read statements one by one and give
to learn about ourselves and how we interpret students time to move if they feel so.
the world based on who we are and on our ideas - Once students have moved, you can ask
and beliefs. This lesson aims to help students the students follow-up questions related to the
understand who they are as individuals and where statement. For example, how many brothers and
their ideas and beliefs might come from. The lesson sisters do you have?
is focused on students’ reflection on themselves. - Ask statements about information that is both
known and unknown by others in the class. Some
PROCEDURAL INSTRUCTIONS examples can be:
Introduction Activity: All Those Who… - All those who like sports more than music;
- Ask students to stand on one side of the - All those who have read “X” novel;
classroom. - All those who have glasses;
- Explain to them that you are going to read some - All those who live in a family with more than 5
statements which begin with “All those who…” and members;
continue with some facts. After each statement, - Try to conclude with a statement that moves all
students who agree with the statement should walk students, for example “All those who are students
to the other side of the class. Example: if you say of the 6th grade”;
“All those who have brothers and sisters”, then - Show the idea of how diverse we are and how
those students that have brothers and sisters should many similarities we have with others by asking
Follow-up Activities:
- Find a book or video at your school library
or on-line to share with your class on self,
self-esteem, amazing children, children in
other countries, etc.
students to comment on the activity and the results - Who are the people important in your life? How
after statements. do they influence you?
- What events in your life will you never forget?
Main Activity: Who Am I? - What groups or organizations do you belong to?
- Prepare students to think more in depth about Why do you belong to these groups?
themselves - their abilities, characteristics, likes/ - What movies/TV shows/music do you like?
dislikes, etc. Tell them that even though they share - Can you think of some influences that do not
similar characteristics with each other, they also necessarily come from your immediate surrounding?
have a unique personality. You can conclude by saying that everybody
- Give each student a “Who am I?” questionnaire should be aware of their own identity and the way it
(Appendix 6.1). Ask them to work individually and is shaped. Our identity is shaped by our immediate
answer questions. (Be sure to tell them to write their environment (family, friends, school, etc.),
names in their worksheets. After they finish, collect important life events, groups we associate with,
the “Who Am I” worksheets and save them for the national/local history and popular culture, as well
next unit lesson). as global developments. These are all factors that
contribute to what we believe and value.
Debriefing
Open the discussion by asking students about
the process of how identity is shaped and what
influenced this process. Ask them:
LEARNING OUTCOMES
Students will be able to:
- Identify general aspects that influence the
shaping of identity;
- Describe personal characteristics and abilities
that they have and how they acquired those abilities
and characteristics; SULTAN MEHMET FATIH MOSQUE DOME, PRISHTINË/PRIŠTINA
- Understand how identity is formed/shaped from
both immediate influences and global influences;
- Realize that identity is not static and is always - They need to write their name in the inside of
changing. the frame (better option would be to put their photo
if it is feasible);
MATERIALS/PRACTICAL ARRANGEMENTS - Have students fill in the strip pieces of their
- A big area for students to move around during frame. Guide them by asking them to express their
the first activity; personal characteristics and aspects of life that are
- Copies of the frame template for each students important for them. For example, their preferences,
(Appendix 6.2); values, beliefs, social facts (family, school,
- A4 or A5 sized papers, markers, glue; membership to any group), etc. You can provide an
- Don’t forget to collect filled self frames and example from yourself “I used to play table tennis”,
save them for the next unit. or “I am married and I have a son”;
- After students have finished filling their self
BACKGROUND INFORMATION frames, collect them and save them for the next
In order to understand the idea of diversity and unit.
interacting with other people, we must first begin
to learn about ourselves and how we interpret Main Activity: What influences my
the world based on who we are and on our ideas identity?
and beliefs. This lesson aims to help students - Use different areas of the classroom to display
understand who they are as individuals and what A4 papers with the different factors that influence
has helped to form their ideas and beliefs. Students people. Factors:
will fill their self frames and reflect on themselves. - Family
The class discussion will facilitate the process of - Friends
analyzing the influences from our environment. - Sports
- Arts/Literature
PROCEDURAL INSTRUCTIONS - School
Introduction Activity: Creating a self - Media
frame - Famous people
- Give each student a frame template (Appendix - Government
6.2). Ask them to work individually; - Other
LEARNING OUTCOMES
Students will be able to:
- Understand the meaning of assumptions and
stereotypes;
- Recognize how people have different
perceptions about what they see; OTTOMAN STYLE HOUSE, GJAKOVË/ÐAKOVICA
Variation Activities:
Agree or disagree?
- On four pieces of chart paper write one of
the following: Strongly Agree, Agree, Disagree,
and Strongly Disagree. Tape each paper on the
wall in a different corner of the room.
- State the issue: My way of doing things is
the best way of doing things. Have students
move to their desired corner. Ask students
to form pairs and explain to each other the
reasons behind their opinions (using active
listening). Then ask spokespersons from each
corner to state the reasons behind their pairs’
positions.
How many eyes do you see on the statue? How - Next, tell students that they will have
many feet? How many fingers do you see in right a chance to see the issue from another point
hands? etc. of view. Ask the “Strongly Agree” group to
- Now, ask some participants to guess what is on move to the “Disagree” group’s corner and
the sides of the statue that they do not see. the “Disagree” group to move to the “Strongly
- Invite participants to switch places so they have Agree” corner. Then ask the “Strongly Disagree”
to sit in the opposite side of where they were sitting. group to move to the “Agree” group’s corner,
Ask them to analyze their answers. Or you may want as the “Agree” group moves to the “Strongly
to ask them the same questions again. Disagree” group’s corner.
- After students have moved to their newly
Debriefing designated corners, ask them to put their first
- Ask students to talk about the activity with opinion aside for a moment, to keep an open
their partners. Did they give all the information right mind, and to try to think of all the reasons
about their partner in the first activity? Did they they might take the different position on the
make assumptions that were incorrect? same statement: My way of doing things is the
- Ask students why they may have seen different best way of doing things. After students have
things in the second activity. Ask students whether discussed the reasons for their new position
they have ever had the experience of going to a with a partner (again, using active listening),
movie or watching a video with a friend and, at the ask spokespersons from each corner to state
end of the movie, each person thought different the reasons behind their pairs’ new positions.
things in the movie were important, funny, sad,
boring, or interesting. Ask students how that can be. Follow-up Activities:
How can two people watch the same movie and see - Have students write about an experience
different things? where they think that someone has judged
- Ask students why we make assumptions? them incorrectly and an experience where
Where do our assumptions come from? they may have made wrong judgments about
- Ask students to reflect on the question: How someone else.
might our perceptions influence our understanding
of other people and cultures?
LEARNING OUTCOMES
Students will be able to:
- Understand the meaning of perceptions/
SCHOOL PUPILS DRAWING DURING A WORKSHOP IN PRIZREN
assumptions/stereotypes;
- Interpret behaviors, customs, actions, and
practices from more than one point of view; After students think for a few seconds, ask them in
- Explain how various people may interpret the turn to mention their person.
same reality in different ways. - Once everyone finishes mentioning their famous
- Recognize that when people learn about different person, begin a second round. In this round, ask
people and cultures they interpret it through their them to mention the person chosen from their peer
cultural/personal frame; on their left. You can expect that some of them will
- Understand that their thinking is influenced by not remember what the personality of their peer on
social forces like the media, history, and egocentric the left was. In these cases, students can re-mention
ideas. their person.
- After everyone speaks, the teacher should have
MATERIALS/PRACTICAL ARRANGEMENTS students reflect on the diversity of people mentioned
- Pictures of people that are not familiar to the and the diverse opinions in the class. Why are there
students (Examples are included in Appendix 7.1); such different preferences in the famous people that
- Chart paper, markers, glue. the class mentioned? Is this good or bad? Why?
LEARNING OUTCOMES
Students will be able to:
- Identify the various communities (groups) to
which they belong;
- Realize that people are connected through
shared experiences and interests;
- Recognize that there are differences in every ARTWORK BY SCHOOL PUPILS, PRIZREN
community and that creates a diverse and healthy
community;
- Discuss what it is like to be excluded from a focus on the different groups/communities people
group; belong to. It helps us understand how we might
- Find ways to be more inclusive. share similarities with people who are in different
communities and build a greater acceptance for
MATERIALS/PRACTICAL ARRANGEMENTS communities different from us.
- Group activity cards will need to be made in
advance for the introduction activity; PROCEDURAL INSTRUCTIONS
- An open space where students can move Introduction Activity: Where do I belong?
around; Pre-activity preparation:
- A ball of yarn; - Stickers/tags for this activity will need to be
- Copies of the “The Groups I Belong to” made in advance. You need to think of different
worksheet for each student (Appendix 8.1). categories and things that represent each category.
Here are some examples that you can use:
BACKGROUND INFORMATION - Colors: Blue, Red, Yellow, Brown
This lesson can be divided into two different - Food: Bread, Meat, Vegetables, Fruit, Oil
sessions where students can take a break after the - Animals: Tiger, Bear, Dog, Horse
debriefing to the introduction activity. - You should write one thing on each tag. For
The first activity looks at what happens when example: one tag has the word “dog”.
people feel excluded from groups and provides - IMPORTANT: On three or four tags, there
students with an opportunity to discuss how should be a random thing that doesn’t belong to any
everyone can feel excluded. The main activities group, or write a question mark on one tag, leave
LEARNING OUTCOMES
Students will be able to:
SCHOOL PUPILS DRAWING DURING A WORKSHOP, PRIZREN
- Develop an understanding of the various
communities (groups) of which they belong;
- Realize that people are connected through
shared experiences and interests; understanding in respecting and accepting groups
- Recognize that there are differences in every different from us.
community and that creates a diverse and healthy
community; PROCEDURAL INSTRUCTIONS
- Discuss what it is like to be excluded from a Introduction Activity: Feeling Excluded
group and find ways to be more inclusive. - Determine the number of groups you can form
with six or seven students in a group.
MATERIALS/PRACTICAL ARRANGEMENTS - Begin by telling the group that you will need
- A large space is needed for the activities; some volunteers. Select enough volunteers to equal
- Colored paper - a sheet of blue paper for each the number of groups you determined earlier (If you
student and three yellow papers for each student; have seven groups, you need 7 volunteers).
- Yarn; - Ask the class to wait just a minute while
- Art supplies (scissors and markers, glue). you take the volunteers out into the hall. Tell
the volunteers that you will be back to give them
BACKGROUND INFORMATION instructions.
This lesson can be divided into two sessions. An - Return to the large group and ask them to get
appropriate place for a break is after the debriefing into groups of five or six participants and form a
of the introduction activity. circle. (It is no problem if a few groups are larger or
The first session looks at what happens when smaller than five).
people feel excluded from groups and provides - Give each group a sheet of paper with a number
students with an opportunity to discuss how it on it.
feels to be excluded. The second part of the lesson - Tell students that the goal of each circle is to
focuses on defining communities and looks at the keep the volunteers from becoming a part of their
different groups/communities that people belong group. They should pick a subject to talk about (like
to. The idea is to understand the connections people planning a party or a school event). Each group
from different communities have with each other. should appear to be having a good time. They can
By exploring relationships, we can build greater use any means possible (except violence) to keep
CULTURE: A system of beliefs, HERITAGE: Something that is DIVERSITY: The condition of hav-
values, and assumptions about passed down from preceding gen- ing or being composed of differing
life that guide behavior and are erations elements; variety.
shared by a group of people. It
includes customs, language, CULTURAL HERITAGE: The legacy CULTURAL DIVERSITY: A country
and material artifacts. These are of physical artifacts and intangible where there are a lot of cultures
transmitted from generation to attributes of a group or society living together in harmony; a
generation, rarely with explicit that are inherited from past gen- group or area containing people
instructions erations, maintained in the present from many different cultures and
and bestowed for the benefit of backgrounds
TRADITIONS: Beliefs or customs future generations.
shared among generations ANTHROPOLOGY: The scientific
TANGIBLE CULTURAL HERITAGE: study of the origin, the behavior,
COMMUNITY: A group of people Movable or immovable property and the physical, social, and cul-
who share common interests, be- of great importance to the cultural tural development of humans.
liefs, and/or cultural background heritage of every people, such
as buildings, monuments, land- ANTHROPOLOGIST: A social sci-
BELIEFS: Ideas and viewpoints scapes, books, works of art, and entist who specializes in anthro-
one perceives to be true artifacts pology.
53—A HANDBOOK FOR TEACHERS CULTURAL HERITAGE AND CULTURAL DIVERSITY LESSONS—53
COURSE DESIGN—63
Appendix 1.1 - MAP OF THE WORLD FOR THE “PIECES OF THE WORLD” ACTIVITY
Appendix 1.3 - ICEBERG
1. Styles of dress 10. Ways of greeting people
2. The Arts (paintings/literature) 11. Beliefs about responsibilities of
children and teens
3. Music & Dance 12. Holiday customs & celebrations
4. Importance of religion/religious 13. Foods
rituals
5. Architecture 14. Work ethic
6. The role of family 15. Attitudes toward age
Appendix 1.4 – FEATURES OF CULTURE
AN ANECDOTE
Nastradin went to a woman in the neighborhood and asked her to
loan him a tub:
- Can you give me your tub, - he said – I want to wash my clothes;
as soon as I finish, and I will bring it back to you.
And she gave him the tub.
When Nastradin returned the tub two days later, he put a little pot
inside the tub.
When the lady saw the pot, she asked Nastradin:
- What is this pot inside the tub, Nastradin?
- The tub gave birth to a pot, - said Nastradin.
She liked this fact very much and took both, the tub and the pot.
A few days later, Nastradin went to ask her for the tub again. She
didn’t think twice, and gave it, thinking that it will again give birth.
But, Nastradin didn’t return the tub. So, she went to ask him to
return her tub, as she needed it.
- The tub has passed away! – said Nastradin.
- How could a tub pass away?! – she said.
- Well, it just happened!
The case was brought to the court.
- Your honor, - said Nastradin, - does something that gives birth,
also dies?
- Yes, - answered the judge – this fact is evident!
- Then, ask this lady if her tub gave birth.
- Yes, - she said, - it gave birth to a small pot.
- OK then, - judge said, - if once it gave birth, it has passed away
this time!
Taken from:
Anekdota Shqiptare
Shtëpia botuese EUGEN, Tiranë 2001
Appendix 4.2 – PUZZLE OF KOSOVO
2 3
4
5
6
Appendix 4.3 – CULTURAL ARIFACTS FROM ANOTHER CULTURE
Appendix 5.1 - OUR COMMUNITY CHEST
Appendix 5.2 - THE ARTIFACT CHART
ARTIFACT CHART
Name of object What is the object What is the object’s What does the
made of? purpose? object say about the
culture?
Appendix 6.1 – WHO AM I?
WHO AM I?
WHAT WORDS DESCRIBE ME?
WHERE DO I LIVE?
1.
2.
4.
1. DILMA ROUSSEFF (The women on the 2. SARI AND FRESKU
left) - They met at a tennis court in Prishtina
- First female president of Brazil. last summer and have become friends.
- Her father was a Bulgarian emigrant and - The boy with short hair is Sari. He and his
her mother a Brazilian teacher. mother are Israeli of Albanian origin. Sari
- Economist by profession. speaks only few words in Albanian.
- Has a daughter from a marriage that - Fresku, the boy with long hair was born
Appendix 7.1 - PICTURES OF PEOPLE THAT ARE NOT FAMILIAR TO STUDENTS