https://doi.org/10.59132/zvs/2026/1/47-62
Izvleček
Prispevek obravnava možnosti obeleževanja dneva samostojnosti in enotnosti v srednjih šolah, s poudarkom na gimnazijskih programih. Avtor izhaja iz pomena osamosvojitvenih procesov v osemdesetih in devetdesetih letih 20. stoletja ter opozarja na nujnost njihove pedagoške obravnave, da bi mladi razumeli zgodovinsko vlogo plebiscita. Predstavljen je koncept postajnega učenja, ki dijake aktivno vključuje v raziskovanje pisnih in slikovnih virov. Tematske postaje zajemajo razlago ustavne in zakonske ureditve referendumov, razliko med referendumom in plebiscitom, priprave in izvedbo plebiscita o samostojnosti Slovenije, propagando ter rezultate glasovanja. Poleg tega je predlagana izvedba šolskega referenduma kot praktična izkušnja neposredne demokracije, ki dijakom omogoča prevzemanje odgovornosti in učenje aktivnega državljanstva. Prispevek vključuje tudi idejo povezovanja s kulturnimi institucijami, predvsem z Muzejem novejše in sodobne zgodovine Slovenije, ter uporabo spletnega portala Zbrali smo pogum, ki med drugim ponuja tudi bogato zbirko dokumentarnih, slikovnih in učnih gradiv. Avtor zaključi, da raznolike metode – od delavnic do digitalnih virov – prispevajo k poglobljenemu razumevanju pomena plebiscita in spodbujajo oblikovanje aktivnih dijakov ter bodočih odgovornih državljanov.
Abstract
Proposals for Commemorating Slovenian Independence and Unity Day Within the General Upper Secondary School Programme
The article addresses the opportunities for commemorating Independence and Unity Day in secondary schools, with a particular focus on the general upper secondary school programmes. The author highlights the significance of the Slovenian independence processes in the 1980s and 1990s, pointing to the necessity of approaching these events pedagogically so that young people can understand the historical importance of the plebiscite. The concept of station-based learning is presented, which actively engages students in the exploration of written and visual sources. The thematic stations include explanations of the constitutional and legal framework of referendums, the distinction between a referendum and a plebiscite, preparations for and implementation of the plebiscite on the Slovenian independence, propaganda, and voting results. In addition, the author proposes organizing a school referendum as a practical experience of direct democracy, enabling students to assume responsibility and learn the principles of active citizenship. The article also includes the idea of connecting with cultural institutions, particularly the National Museum of Contemporary History of Slovenia, and the use of the online portal We Gathered the Courage, which offers, among other, a rich collection of documentary, visual, and educational materials. The author concludes that various approaches – from workshops to digital sources –contribute to a deeper understanding of the significance of the plebiscite, and encourage the development of active students and future responsible citizens.