4. Description of the Lesson Stages Stage 1. Introduction: Who was responsible for defending freedom?
The lesson began with a short discussion about the meaning of freedom and democracy in students ' everyday lives. The teacher invited participants to consider whether democratic values could be taken for granted or whether they required active protection by citizens. Students reflected on questions such as whether young people could influence political decisions, whether defending freedom required participation in protests or could also involve everyday actions, and whether young people should have the same civic responsibilities as adults.
They first discussed these questions in pairs and then shared selected ideas with the class. The teacher recorded key concepts such as participation, equality, freedom of expression, responsibility, solidarity and human rights. The debate motion was then introduced:“ Young people have the power and responsibility to defend freedom and democratic values in the contemporary world.”
The teacher explained the principles of an Oxford-style debate and clarified that students would be expected to argue from their assigned positions, even if these did not fully reflect their personal opinions. This encouraged them to explore alternative viewpoints and understand the importance of reasoned disagreement.
Stage 2. Research and Historical Connections: Learning from the past and present
Students worked in international groups to investigate examples of young people ' s involvement in defending freedom and democratic values. Their research connected historical experiences of resistance with contemporary forms of civic engagement. They explored examples such as youth participation in civil rights movements, student protests against authoritarian governments, anti-apartheid activism, democratic movements in Central and Eastern Europe and contemporary campaigns for human rights and freedom of expression.
Students also examined the experiences of individuals such as Jerzy Popiełuszko, whose support for Solidarity became an important symbol of peaceful resistance to communist repression, and Hieronim Dekutowski, whose life illustrated the complexities of armed resistance and the struggle for independence. These historical examples provided context for discussing the different forms resistance could take and the risks associated with defending political and moral convictions. The teacher encouraged students to avoid treating historical and contemporary situations as identical. Instead, they identified relevant similarities and differences, considering the political context, available opportunities for participation and potential consequences of particular actions.