Freedom Of Expression (Learning Scenario)
We know we have certain freedoms and liberties as citizens of the free world. However, do we know what the span of those freedoms is, which documents define them, or even how different or similar those freedoms are from one country to another?
This learning scenario aims to offer answers to those questions and to inspire students to do additional research and become citizens who are more responsible.
Keywords: freedom, expression, citizenship, democracy, constitution, diversity, equality
Citizenship: A set of rights (e.g. voting and access to welfare) and responsibilities (e. g. participation).
Democracy: A system of government where the people have final authority, which they exercise directly or indirectly through their elected agents chosen in a free electoral system.
Diversity: Genuine respect for and appreciation of difference, central to the idea of pluralism.
Freedom of expression: A fundamental human right. It is used to indicate not only the freedom of verbal speech but any act of seeking, receiving, and imparting information.
Freedom of information: The right of citizens to access information held by public bodies.
Freedom of speech: It emerged as a legal principle in 17th-century England among parliamentarians who wanted to preserve their ability to speak freely in parliament without fear of punishment from the crown.
Freedom of the press: The media being free from direct censorship or control by governments.
Hate speech: Any communication that causes hatred of a defined group of people because of their collective characteristics (ethnicity, gender, sexuality, etc.).
Human rights: A set of rights and protections regarded as necessary to protect the dignity and self-worth of a human being.
Subject: English as a Foreign Language, Civics, History
Age of students: 16–19
Class size: 15–30 students
Preparation time: 60 min
Teaching time: 90 min
Online teaching material:
· Powerpoint presentation (needs to be downloaded and perhaps edited beforehand)
· Universal Declaration of Human Rights; United Nations, 1948
· Media and information literate citizens: Think Critically, Click Wisely!; UNESCO, 2021 (a handbook for teachers)
· Constitute Project: constitutions (a collection of the world’s constitutions)
· Wakelet (collection needs to be prepared beforehand by the teacher)
· Padlet — example — (needs to be prepared beforehand by the teacher)
· Unsplash (photo material)
Offline teaching material:
· puzzle cutouts — one set for each group
· students’ mobile phones or other devices
· a TV screen
This license enables reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator.
Integration into the curriculum
The lesson can be integrated into any national curriculum, and it especially fits under the umbrella of civic education. As the Eurydice Report on Citizenship Education in Europe (2012) suggests: “Citizenship education refers to the aspects of education at school level intended to prepare students to become active citizens, by ensuring that they have the necessary knowledge, skills, and attitudes to contribute to the development and wellbeing of the society in which they live.” (Eurydice, 2012: 8)
Aim of the lesson: Students will learn about the span of freedom of expression, and about constitutions as documents with a common idea. Students will also be provided with material for additional research, all with the main aim of students becoming more responsible, inclusive, and tolerant citizens.
Outcomes of the lesson
At the end of the lesson:
· students will be able to define the following terms: citizenship, freedom of expression, freedom of information, freedom of speech, democracy, diversity, equality, hate speech, freedom of the press, and human rights;
· students will be familiar with the Universal Declaration of Human Rights, especially with Article 19;
· students will be able to differ freedom of expression from freedom of speech, and become aware of their respective limitations;
· students will be able to understand the importance of a constitution for a citizen and to become aware of their national constitution in the European and the world context;
· students will be able to create a collection of their work.
KEY SUBJECTS & 21ST CENTURY THEMES
Literacy Competence: Students will read different types of texts during research: UN Universal Declaration of Human Rights and selected constitutions. When doing research, they will need to extract key data (critical thinking) and appropriately present them.
Multilingual competence: When researching and creating digital materials, students will use English and their native language and expand their vocabulary in the field of human rights.
Civic competence: Through research, students will observe the values of other cultures as well as their own, and through cooperation with other students, they will have the opportunity to practice and acquire the skills of responsible work, communication, and cooperation.
INFORMATION, MEDIA & TECHNOLOGY SKILLS
Information literacy: Students are encouraged to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational, and educational goals.
Media literacy: Students learn that media messages are constructed, and learn how to decode media messages.
Digital competence: Students will create publicly available entries in the selected digital tools.
LIFE & CAREER SKILLS
Cultural awareness and competence of expression: As students learn about different constitutions, they will have the opportunity to become aware of the importance of human rights, both in their country and the world. They will need to present their discoveries appropriately so that other students can learn from their digital materials.
Entrepreneurship: Students will create their content and think critically.
Personal, social competence, and competence to learn how to learn: As students cooperate in groups, they will practice communication skills and teamwork.
ACTIVITIES
PART 1: FREEDOM OF EXPRESSION
- Introduction (10')
The teacher shows the students the title slide of the presentation saying “Freedom of Expression” and then asks them to open the prepared Padlet (via its QR code) and write what they consider freedom of expression.
The teacher needs to open the padlet on the TV or the projector: as the students write their thoughts, they can be seen on the screen.
2. Definitions (15')
The teacher shows the students slide 3 and divides the students into groups (each group needs one set of cutouts from slides 4–9) and explains that they need to match definitions with the words/phrases in groups (the teacher can prepare a reward for the winning group).
After the students have matched the cutouts successfully, the teacher goes through slides 4–9 and comments with students:
Did something surprise/confuse you? What is the difference between…? What is a broader term, freedom of expression or freedom of speech? etc.
3. Research in groups (10')
The teacher shows slide 10 and asks students in groups to research on the Internet, using their mobile phones or other devices: the task is to find the UN Universal Declaration of Human Rights and then to find the article that mentions freedom of expression.
Students share their findings out loud and then the teacher shows slide 11, with Article 19. A short discussion follows with students’ comments.
PART 2: FREEDOM OF EXPRESSION IN MY EVERYDAY LIFE
- Research in groups (25')
The teacher proceeds to slides 12–14 and asks students:
Do you think that you have freedom of expression?
When was the last time you exercised your right to freedom of expression?
Where do you see examples of freedom of expression in your daily life?
A short class discussion develops before the teacher gives students the task: to find visual examples (images) of freedom of expression in our everyday lives and upload them to a prepared Wakelet collection (the teacher prepares a public collection before the class and shares the link with students). For research, students use their mobile phones or other devices.
Slides 15–21 are examples of what students might find — they range from fashion statements, and religious freedoms to activism and political cartoons.
The teacher shows the students’ collection on the screen and a short discussion follows about their findings. For a recap, the teacher shows slides 15–21.
2. Discussion (10')
The teacher shows slide 22 and asks the students “Should freedom of expression have limitations?” after which a short class discussion follows when students read slides 23–24.
3. Research in groups (15')
The teacher shows the question on slide 25 and waits until students come up with the answer: constitution. If students need help, the teacher asks additional questions or gives hints.
Next, the students start the new research task shown on slide 27: choose a country and copy and paste those parts of constitutions in the Wakelet collection from the previous task (they need to provide the link to the constitution and copy the text of the articles. (On slides 28–29 are examples from the constitutions of some countries).
PART 3: FREEDOM OF EXPRESSION & THE PRESS
- Discussion (10')
The teacher shows slides 31–32 and discusses the statements with the students.
2. Conclusion (5')
To conclude the topic, the students need to go back to that Padlet from the beginning and edit their entries — this also serves as a self-evaluation of their participation and comprehension.
Assessment: The Padlet used in the lesson serves as a self-evaluation of students’ participation and comprehension (entries at the beginning and the end of the lesson). The task can also be used for peer-assessment and as such assigned for homework.
Sources of information
Constitute project, a collection of world’s constitutions. Accessed on January 3rd, 2024, at https://www.constituteproject.org/countries
Media and information literate citizens: think critically, click wisely!, media & information literacy curriculum for educators & learners (2021). UNESCO; Accessed on January 3rd, 2024, at https://unesdoc.unesco.org/ark:/48223/pf0000377068
Universal Declaration of Human Rights (1948). United Nations; Accessed on January 3rd, 2024, at https://www.un.org/en/about-us/universal-declaration-of-human-rights
