and+Announcements


 * __PHASE 2__**


 * ACTIVITY: TO GETTING TO KNOW INJUSTICE STORIES AND SHARE FEEDBACK WITH CONNECTED SCHOOL**


 * TIME ALLOCATED: 2 WEEKS**


 * EDUCATIONAL OBJECTIVE: To introduce the topic of justice and injustice by reading selected injustice stories allocated at the GTP virtual campus and provide their feedback to the partner classes**


 * HOW? It is recommended to use collaborative group work and divide all groups into sub-groups. Following steps: 1. to read the stories 2. Each student write about their own expressions and perception about the stories 3. Share this information to the partner school**


 * END RESULT: Feedback about justice-injustice stories discussed and sent by the students**

In general, it is a good idea before each session with the students to explain what will be done that day and how much progress has already been made.

The main theme of the project **//Confronting Injustice//** is to explore injustice perpetrated by young people on other young people: to look at incidences of this, how to prevent such injustices, and what to do with people who commit such injustices. **//At the end of the project your students will develop an actual strategy that they think will be effective to deal with a type of injustice mentioned in class//**. However, they will first have to become somewhat acquainted with this topic before they can start to think about interviewing ‘experts’ who can shed some more light on the issue and before they can work towards a concrete strategy.

The first actual work is rather traditional. This is the time where the students quietly read the materials that have been selected by you (local stories) and the organizers at the Anne Frank House (more general stories). These constitute the first set of readings. Students can read these stories either at home or in class. This decision might depend on how much time you have to work with the students. It is preferable to have the students read the material in class because you will know that they have actually read it before proceeding with group work.

A number of **injustice stories** have been selected for the students in advance that will help them understand the different kinds of injustice that young people can perpetrate upon other young people. You will most likely want to **select ONLY 2 or 3 stories** for your students to read, depending on time considerations. The Anne Frank House has brought together approximately a dozen stories. Reading all of them might take too much time, and you will hopefully have some of your own stories.
 * What material?**

As we stated earlier, students can read the material as homework or in class (or both). It will take about 1-4 hours to read all the stories (depending on the level of the students and language ability), depending on the language skills of your students and their familiarity with the topic, as well as the number of stories you have collected yourself. This is why we suggest you as the teacher select two stories. The material should be downloaded and printed (if possible) for each student beforehand. It helps if they can make notes in their journal while reading the material. By first studying the materials the students will know much better what kinds of experiences we will be talking about in the project.
 * When should they read it?**

The students are now ready to process the information they have read. Perhaps the least effective way of discussing the readings is to simply ask students if they have questions and then answer them. Students from lower status groups may be reluctant to ask questions or hesitate to speak up, even in a brainstorming situation. However, they might be the students with the most knowledge about the topic, sometimes due to their experiences. Do be aware that students with direct experiences with the kind of injustice we are talking about here might be reluctant to talk about these experiences if they do not feel totally safe to discuss such experiences with others. **They should be allowed to NOT talk about incidents that are too painful.**
 * How should we discuss it?**

**For an example of how group work can be done see APPENDIX 4**

Once the preliminary work with the materials has been done, the students are ready to contact the partner class again. Each of the group reports about the material read and their feedback is sent by email to the other school. It is good to ask them to confirm they received the email and that they could open any attachment your class has sent. Remember that the students in the other school might have read other stories. Therefore, your students will first need to //summarize// the stories they are commenting on.

Your students are now ready to explore the issues discussed in the injustice stories in a more in-depth way, by conducting their own research. But first you should see if you and your class have indeed done everything on the checklist below.