SUMMARY OF THE ACTIVITIES DONE IN THE PROJECT

At the beginning of the project we prepared a presentation

introducing the project to inform students, parents, school staff and

graduates. We presented it at parents’ meeting at the beginning of the

school year and mailed to interest groups.

Secondly, the students in the project have prepared their “self

descriptions” and “school introduction” to be uploded to the web-site

of the project. After that we applied “Introductory Questionnaire” to

evaluate students’ knowledge about human rights and inequality issues, their attitudes towards the

subject and their expectations from the project. We planed to apply the same questionnaire again at the

and of the project to evaluate our progress. Also we applied a “Countries questionnaire” to evaluate

what we know about the countries in the project. Each school

created a video introducing its school, city, culture, in short

living style. We watched them from the project web-site and

learned more about our partners. These activities were very

useful at the beginning of the project in order to know each

other beter.

From the beginning of the project we made regular

meetings with our team usually at the library or conference

hall. The students were eager to work and motivated. They

participated to all activities volunterly. They worked together

in groups and shared resposibility. We created a “Comenius Wall” to present the activities of the

project such as information about the objectives of the project, partner countries and schools,

announcements, meetings’ photos, etc. We regularly renewed it during the two years.

As it was planned at the beginning of the project we made a logo competition in the school. Three

logos were created an we chose one of them to represent our school at the competition between the

partner schools. At the final election, Germany’s logo was selected to be the logo of the project.

Part 2 Activities of the project was “Introduction of themes of

Human Rights, Equality and European Values”.

In order to introduce these issues and give a theoretic information,

our philosophy teacher worked with the students several times. The

students have learned historical development of the project and

discussed the conflicts and the problems about application of

human rights decleration. Besides, in English lessons, 9 th and 10

th grade students watched the common presentation prepared by

Broadway School.

EQUAL BY LAW BUTEQUAL BY LAW BUT

BUT NOT IN REALITYBUT NOT IN REALITY ??KANUN ÖNÜNDE EŞİTİZ PEKİ YA KANUN ÖNÜNDE EŞİTİZ PEKİ YA

GERÇEKTE?GERÇEKTE?

Guess the Title – unscramble the words:

Thursday, 26 May 2011

Our Logo

What is the most important violation of human rights in our community?

Justice

7%

Inequality

21%

Discrimination generally

2%

Discrimination by gender

6%

Freedom

6%Freedom of thought

2%Right to life

2%Discrimination by religion.

5%

Political fanatism /

Discrimination by political view.

7%

Economical inequality

9%

Inequality in education and

unemployment

12%

Not knowing our rights

6%

Terrorism

5%

Lack of democracy

4%

Absence of empathy, respect and

tolerance.

6%

In the second semester of the project, we were very

excited and happy to welcome our guests from partner

schools. We planned comman and different activities for

students and teachers. We selected families to host the

guest students. Our arts teacher prepared a wall to be

painted by the students. Also, we organized a tour to

introduce our city and the environment.

In May 2010 we took part in two exhibitions, in İzmir and in Ankara. In this exhibitions we had

chance to introduce the project to the other schools in İzmir and Turkey, parents, students, educational

staff, interest groups, local and central authorities.

At the end of May, we made a survey to pick up the

most important equality and human rights problems in our

environment. We evaluated the questionnaire and presented

the results as histograms and pie charts. Besides, we made

interview with thelawyers from Human Rights Foundation.

They explained that most of the human rights violations

are generated by discrimination. Discrimination is

usually according to the ethnical origins, political

views, gender and economical status.

For the second year of the project four subjects were

determined by the partner schools and we began to work

on them. These subjects were “freedom of speech”,

“gender discrimination”, ”discrimination in education”

and “discrimination of disabled people”. So we divided

the students in four groups and they prepared a workplan.

They carried out planned activities during that term and

prepared presentations before the Germany meeting.

They made interviews, conducted questionnaires, visited

related organizations, made internet search,etc. At a

group meeting they presented their work to the other

groups.

After the meeting in Germany, groups comleted their

work. They wrote articles about ”how can we become

more equal?”. They also shared and wrote about their

experiences in the project. Also before the meeting in

Is Is ThisThis TheThe EndEnd??

Disabled people

Can disabled people be as active as healthy people in business life?

9%

24%

43%

12%

12%

5 4 3 2 1

Do you think that disabled people are supported enough about

education?

6% 4%

25%

41%

24%

5 4 3 2 1

Poland we applied introductory questionnaire and countries questionnaire again to evaluate the

changes in students thoughts and attitudes towards other countries and towards “Inequality and Human

Rights.”

The meeting in Poland was the last meeting in the project and the students taking part in the

project were very excited before the meeting. Because, for most of them, it was the first time that they

have been in a foreign country. For the students and the staff taking part in the project and for our

school, this project has been a great experience.

2-Living in rural or urban areas create

an inequality in education.

0

10

20

30

40

50

60

70

Agree Partly Agree Disagree

Th

e p

erc

en

tag

es

of

an

sw

ers

• 8.I know the laws

about gender

equality in The

Universal

Declaration of

Human Rights.