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Teaching about heritage crime (2025)

Cultural heritage
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Olaia Fontal, Pablo de Castro, Alejandra López-Mera
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By linking the fight against heritage crime with education, this publication translates the principles of the Nicosia Convention into practical learning approaches, equipping learners to understand, value and actively protect cultural heritage through innovative and participatory activities.

The Council of Europe Convention on Offences relating to Cultural Property (Nicosia Convention) aims to prevent and combat the illicit trafficking and intentional destruction or damage of cultural property by establishing several criminal offences (theft; unlawful excavation, importation and exportation; falsification of documents; illegal acquisition and placing on the market). Open for signature to any country in the world, it also works to foster international co-operation to fight these crimes, which are destroying the world’s cultural heritage.

Teaching about heritage crime is an educational response to the Nicosia Convention, considering the various processes (knowing, understanding, respecting, valuing, caring, enjoying and transmitting) that organise heritage learning. It includes a set of specific educational activities for each of these aspects, including role-playing games, board games and card games; competitions for students and teachers; participatory activities for producing audiovisual materials to be shared through social media as well as the development of applications for mobile devices or web formats, enabling awareness raising through heritage processes and learning.
INTRODUCTION 
What is this project about? 
What do I need to know in order to develop the programme? 
What age group is the Teaching about Heritage Crime project designed for? 
What is the appropriate educational approach to address these social, psychological and cultural aspects? 
What settings are appropriate for research on heritage crime? 
What are the programme’s objectives? 
What is the project structure? 
What examples can help me understand heritage crimes? 
PROGRAMME 1: KNOWING – UNDERSTANDING – RESPECTING 
1. Role-play: “Heritage detectives” 
2. Reconstructing lost heritage 
3. Map of heritage at risk 
4. Heritage theatre in conflict 
5. The journey of the lost and recovered 
6. Conservators in action 
7. Heritage route 
8. Anti-looting campaign 
9. Heritage through time 
10. Photographs of vulnerable heritage 
11. Role-play: “Restitution of a cultural asset” 
12. Prevention posters: Protecting heritage 
13. Quiz game: “Is it legal or not?” 
14. Treasure hunt 
15. “Crimes against goods” timeline 
16. Debate: “The lost heritage dilemma” 
17. Maps and statistics 
18. Creative workshop: “Your heritage, your story” 
19. Brochures 
20. Chronological list of attacks on heritage 
21. Clio and the Greek sculpture (story) 
PROGRAMME 2: VALUING – RAISING AWARENESS – CARING 
22. Debate: “How much is cultural heritage worth?” 
23. “Heritage news”: simulated 
24. “The trial of the art thief” 
25. “The factory of false documents” 
26. Illegal market simulation: “Marketing the illegal” 
27. Short films on the protection of cultural heritage 
28. Advertising campaigns 
29. The “exact cost” game 
30. Film forum 
31. Who’s who game 
32. Consecutive clue-based game 
HOW CAN I ASSESS STUDENTS’ LEARNING ABOUT HERITAGE CRIME? 
Use of the rubric 
TABLE OF SUITABILITY OF PROJECT MATERIALS FOR DIFFERENT LOCATIONS 
AUTHORS

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