1. HOW OUR SCHOOLS HAVE CARRIED OUT THE ACTIVE PROJECT

2. Within the same framework of Values each school has adapted these Values to its context and situation.

3. CONFLICT 1.- THE CONFLICT AS AN OPPORTUNITY FOR CHANGE AND IMPROVEMENT 2.-SITUATIONS OF RACISM, DISCRIMINATION... IN SOME SECUNDARY SCHOOLS ARE THE KEY FOR WORKING ON HUMAN RIGHTS VALUES THROUGH A DIALOGUE ATMOSPHERE THROUGH COOPERATIVE LEARNING

4. 1.- JERÓNIMO ZURITA SCHOOL THE CONFLICT AS AN OPPORTUNITY FOR CHANGE AND IMPROVEMENT The theme of the Project arises from a conflict which came up in the classroom or at school. The problem was that in the classroom there were some South American pupils without friends. It was necessary to ask South American pupils.

5. Pedagogical-Social dimensions: What sort of strategies have to be carried out in order to get the project through ? * To develop Learners Autonomy * Strategies to work in teams. * Cooperative learning:

6. TO ENLARGE CONTENTS * Different and diverse sources of information. * Something you have been surprised by ( We also learn with our hearts, with what touches us, affectivity) Pedagogical dimension: Respect for diversity, it means, among other things: To incorporate different sort of languages: body, visual, musical language. Ethical Dimension: One question What to do when we feel we are falling into the same stereotypes.

7. A CLOSE SOCIAL PROBLEM: * KNOWLEDGE, * ANALYS, AND * PROPOSAL FOR ACTION.

8. 2. MIRALBUENO SCHOOL SITUATIONS OF RACISM, DISCRIMINATION... IN SOME SECUNDARY SCHOOLS ARE THE KEY FOR WORKING ON HUMAN RIGHTS Three working teams: - Human Rights in Europe - Violation of Human Rights in some countries - Human Rights in the school.

9. Pedagogical dimension: Questions to answer Social or Political dimension ? Outside Ask questions to people from those countries who live in Zaragoza. Political dimension : Outside Proposals for the school in order to get a better respect for Human Rights.................. for the local area.....................

10. 3.- MEDINA ALBAIDA SCHOOL VALUES THROUGH A DIALOGUE ATMOSPHERE Content : The French Revolution

11. Pedagogical dimension: 1.- Previous considerations in the classroom What do others expect from me? How can I collaborate? What do I compromise for? Students do a written compromise. Distribution of tasks Besides the tasks all had to do.

12. 2. Aim: To create a debate. To put into other one’s feet, contextualize,… Some pupils In favour, Some pupils against QUESTIONS: What do you think a peasant, a knight…would have told?

13. The teacher presents varied MATERIAL: Engravings of the Age. Documents, portraits, graphs… FINAL PRODUCT: Students make a newspaper with engravings of the age dealt with.

14. 4.-PEDRO DE LUNA SCHOOL VALUES THROUGH COOPERATIVE LEARNING Let’ s work - in project - tasks, - in groups of experts, - through games, dialogue, questions. Outside : Other people can teach us. Ethical Dimension: To value the others To discover we need each other. Social Dimension: It is different what we learn from a book.