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Here you can download the Teacher’s Handbook for the comic book “We shall meet again, Sanam” and for the film “Shadi”. You will also find material for working more in depth with the class on topics concerning prejudice, identity, and being new.

The teaching material is based on the central content from LGR 11 for Social Studies subjects, Modern Languages and Art. With the help of the exercises, the students will be able to practice and develop skills such as analysing causes and consequences, reflecting over different perspectives, discussing different opinions and solutions, finding relationships and connections, and working in a manner that is critical of sources.

In autumn 2014 we will host a number of seminars and workshops where you can gain a deeper insight into how to approach the material and work with the Hello Sweden Teacher’s Handbook. More information will provided shortly.

How can I use the material?

You know your class the best! The Teachers’ Handbook is structured so it’s as simple as possible for you to just get your students working. Use the material which ever way it suits you and your class’ situation. No prior knowledge about the subject is required, nor does it require a lot of preparation time for you the teacher. You can use the material in one or more lessons and it can be used in multiple subjects. All exercises are connected to the central contents and goals in LGR 11 in different subjects and can be used as a marking guide. It’s up to you to choose which modules you want to work with.

Who has produced the material?

 The comic book “We shall meet again, Sanam” is written by Oskar Ekman and illustrated by Peter Bergting. The film “Shadi” is directed and produced by Zanyar Adami. The theatre monologue “Personnummer XXXX” is written and directed by Shebly Niavarani.

The Teachers’ Handbook has been produced by method developers at Friends, in dialogue with representatives from The Living History Forum and UNHCR. Throughout the process the material has been developed together with a reference group made up of teachers and principals, as well as educators at Friends who have given input and advice from their perspectives. There has also been a reference group made up up of students from Year 8 from different schools involved in the process. The material has been controlled by Friends’ and UNHCR’s quality controllers.

How does working with this benefit us?

 Friends has actively been working to promote a safe, secure, and equal environment in schools all over Sweden since 1997. Working with attitudes and values is an important component in reducing and preventing intolerance and alienation, something that The Living History Forum, amongst others, has shown in their attitude surveys.

The Living History Forum works with combatting and preventing intolerance in society by learning from both past and present events. One aspect of this work is to repeatedly map how well democratic values are based on those prevalent in society, and at the same time be on the lookout for intolerant tendencies. The study is based on the answers to a questionnaire completed by 4 674 college students in years 1 and 3, which was conducted by SCB (Statistics Sweden) during the autumn term of 2009 at 154 colleges.

In summary, the analysis of the attitude survey shows that insecurity and intolerance towards different groups in society are related. By working with topics to do with security and equality in school and creating a calm and safe working environment where teachers encourage critical thinking and where students are able to read about and discuss racism, different cultures, etc., the percentage of students with a negative attitude towards immigrants, Muslims, Roma, Jews, and homosexuals is lower. At schools where the students say there is verbal abuse and bullying, there is a higher percentage of students with negative attitudes towards immigrants, Roma, Muslims, Jews, and homosexuals.

There is also a correlation between the level of security experienced in school and students’ attitudes regarding other religious and ethnic groups. In the same way, there’s a link between how much knowledge and encouragement to think critically the students get, and more positive attitudes. The more knowledge students have about racism, the Holocaust, etc., the more positive their attitudes towards Muslims, immigrants, Jews, and homosexuals.

The study also shows a relationship between the students who valued human rights highly and positive attitudes towards immigrants and homosexuals. There is also a clear relationship between students who have friends from other cultures and ethnic groups than themselves, and positive attitudes towards people from these backgrounds. Students with Swedish background who have friends from other ethnic backgrounds displayed a more positive attitude towards immigrants and Muslims than those who had no friends from other ethnic backgrounds than Swedish.

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