This Toolkit is released as an online beta version. Teachers are invited to share their experiences in using this Toolkit by emailing one of the project contacts.

Supporting Materials

The supporting materials want to assist teachers in every single step of the concrete teaching process.


Preparation Template                                          Download Preparation Template (pdf)

Program outline

Step-by-step-guidance for the Teacher              


Learning material

Suggestion for the teacher




















Post processing-guidance including key questions for discussion and reflection


Checklist Training Preparation                             Download Checklist Training Preparation (pdf)

  • What are the aims of the learning activity or of the teacher?
  • Which context the learning activity is taking place?
  • Who are the participants of the learning activity?
  • Program of learning activity?
  • List of participants?
  • Pre-learning activity instructions (10 days before the learning activity)?
  • Location?
  • Access to the location clear and free of barriers (physical and emotional)
    Technical equipment?
  • Beamer?
  • Pointer?
  • PC/Laptop?
  • Microphone?
  • Internet access?
  • DVD player?
  • Flipchart?
  • Learning materials?
  • Handouts?
  • Additional background materials?
  • Posters, ...?
  • Seating arrangements?
  • Time and space for breaks? 

Issues to Keep in Mind Ensuring learner-centered, practical (relating human rights to learners’ real-life ex-perience), participatory and inclusive learning processes and taking place in a human rights-respecting learning environment[1]

  • My methodologies are appropriate to the content and address the core competencies.
  • My teaching methods are appropriate to the age, developmental level, language, culture, capacities and needs of my students.
  • I have a clear understanding of the content.
  • I have a clear understanding of the content.The students respect me as their teacher and the need to study this subject matter.
  • The learning activity is interactive.
  • The learning activity is participatory.
  • All students are involved in the learning activity.
  • The learning activity includes some options for the students from which they can choose.
  • The learning activity facilitates the inclusion of all students, especially those who may have learning-challenges.
  • The contributions of all students have the same relevance.
  • Critical statements by students about me or the learning activity are heard and respected.
  • Offensive, racist or discriminatory language, statements or acts are noticed, explicitly discussed and I have taken a clear position against it.
  • The heterogeneity of my students is explicitly appreciated, not just tolerated or accepted.
  • The learning activity is benefiting from the heterogeneity of the students.
  • My choices and decisions during the learning activity are oriented on the “best interest” of the students (not of my teacher colleagues, the parents of the students, …).


Regarding the assessment of learning outcomes

  • My assessment of the learning outcomes is appropriate to the learning context and the age of learners.
  • My assessment is fair, credible and free of any threat or discrimination.
  • My assessment is carried out in relation to learner objectives, both before, during and following the end of instruc-tion to show the learning-progress.
  • The achievements of my students are recognized.
  • My assessment facilitates the inclusion of all students, especially those who may have learning-challenges.
  • The results of my assessment of learning outcomes are communicated to and discussed with my students.[2]


Guidance for teachers and for students for launching a human rights projects with a link to Holocaust education

Launching a human rights project can be an exciting endeavor project. In order to maintain the enthusiasm about your own project idea and to keep at the same time a systematic approach regarding the content and the realiza-tion of your project idea, the following “orientation-questions” should support you in meeting this challenge.

  • What is the aim of your project in one sentence?
  • How do you reach this aim in one sentence?
  • Who are the participants of your project in one sentence?
  • How does your project contribute to aims of Holocaust Education and Human Rights Education outlined above in the methodology?
  • How are all 5 learning dimensions of Human Rights Education (learning to (justification, reasons), in (methods, learning environment), about (knowledge, understanding), through (attitude, values) and for (action, practice) human rights)[3] addressed?
  • How is a link between the historical events/developments Holocaust and human rights established on an educational level in order to enhance the understanding of the past to build a better present and future?
  • Which added value is your project providing alongside other already existing human rights projects and more established human rights institutions?
  • Why are you a good initiator of this project? What training did you receive to do/conceive this project? Are you working with an advisor or a colleague?
  • Which additional characteristics would you need to optimize your chances to succeed with your project?
  • Are there possible partners / a possible cooperation which could lead to an improvement of your project?
  • Are there any risks for your project?
  • Are you receiving the support of your supervisors to conduct this project? Does the policy of the learning environment support your initiative?
  • Which milestones of your project do you want to achieve and how do you measure them?
  • How do you evaluate the development of your participants during and at the end of the educational processes of your project?
  • How do you finance your project?
  • What kind of future of the project “after the end of the project” do you strive for?

[1] This checklist was developed on the basis of: The Inter-Agency Network for Education in Emergencies (INEE) (2010), Minimum Standards for Education: Preparedness, Response, Recovery, New York.

[2] For further guidance see the ITF guidelines ( and the FRA Handbook “Excursion to the past – teaching for the future: Handbook for teachers” ( For professional development opportunities please contact local organizations in your regions (see below IX. List of Contacts).

[3] Kirchschlaeger P. G./Kirchschlaeger T., Answering the “What”, the “When”, the “Why” and the “How”: Philosophy-Based and Law-Based Human Rights Education, in: Journal of Human Rights Education 1 (1/2009) 26-36.

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