인권 관점에 의한 3･1운동 수업 구성과 실천

Abstract

This paper set a direction of history classes from perspective of human rights and proposed some suggestions of the Civic History Class by analyzing students’ responses, after designing and practicing the 3･1 movement class according to such a perspective. The 3･1 movement was raised for freedom, human equality and peace, based on awareness of human rights, and also served to overcome 1910s when human dignity was lost, due to human rights violation. It was attempted for Koreans to overcome experiences of their withheld and excluded free emotional needs and legal rights, at social and political level. It can be recognized as human rights movement, in that it resulted in the growth of public spontaneous participation and awareness of human rights. Therefore, the first purpose of the 3･1 movement history class from the perspective of human rights is to allow students to critically evaluate causes and outcomes of historical behaviors, by interpreting the 3･1 movement from the perspective of human rights. The second purpose is to help students understand that Koreans acquired human rights by spontaneously participating in solving their problems in the past, through reenactment of their problem󰠏solving processes, and thus foster students’ participation willingness. After the class, students examined and could sympathize with specific lives of Koreans in Japanese colonial period, by investigating historical events from the perspective of human rights, and then they could recognize that Koreans were confronted with human rights violation at that time. In addition, they could also recognize some changes in Koreans’ awareness of human rights after the 3･1 movement and internalize the concept of human rights. Most of them understood that Koreans worked together to restore their human rights for themselves, which would never be completed alone. Students were impressed due to the fact that a lot of people spontaneously participated in the movement throughout the country, and exhibited participation willingness, by comparing such participation to Candlelight Revolution. In conclusion, this study has an implication, in that it allowed students to understand the 3･1 movement as an event which has been continuously associated with the present, by helping them observe the historical event from the perspective of human rights in history classes in an elementary school, and furthermore encouraged their participation willingness for better civic society.