Rules exist to prevent squabbles, ensure fairness and help things run smoothly – whether at home, in school or just playing a game. Laws do the same for society. Laws exist to protect our rights and freedoms and create a safer society. Not all rules and laws are good ones, however. Good rules and laws respect human rights, are practicable and enforceable and command popular consent. In school, young people reflect on the purpose of rules and laws and how they are made. They learn about the process of rule-making through helping to make and revise the rules which govern their school community.
Living Democracy » Suggestions About Key Concepts
Suggestions for Rules & Law
Educating for democracy Vol. I
- Part 1Part 1 - Understanding democracy and human rights Unit 1Unit 1 – What the concepts mean 1. Politics, democracy & democratic governance of schools Primary, Secondary 1, Secondary 2
- Part 1Part 1 - Understanding democracy and human rights Unit 2Unit 2 – The key to a dynamic concept of citizenship11 2. Political culture Primary, Secondary 1, Secondary 2
- Part 1Part 1 - Understanding democracy and human rights Unit 3Unit 3 - Educating for democracy and human rights 7. The method carries the message: task-based learning in EDC/HRE Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 1Unit 1 - Conditions of teaching and learning Chapter 22. Task and key questions for conditions of teaching and learning 2 – Work file 4: What are my basic attitudes towards students? Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 1Unit 1 - Conditions of teaching and learning Chapter 22. Task and key questions for conditions of teaching and learning 2 – Work file 5: Rethinking discipline and order from a democratic point of view Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 1Unit 1 - Conditions of teaching and learning Chapter 22. Task and key questions for conditions of teaching and learning 2 – Work file 6: Rethinking the teacher’s role from a democratic point of view Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 2Unit 2 - Setting objectives and selecting materials Chapter 22. Task and key questions for setting objectives and selecting materials 2 – Work file 1: Students’ competences for EDC/HRE Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 3Unit 3 - Understanding politics Chapter 22. Task and key questions to understand politics 2 – Work file 1: How can I address politics in my EDC/HRE classes? Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 4Unit 4 - Guiding processes of learning and choosing forms of teaching Chapter 22. Task and key questions for guiding processes of learning and choosing forms of teaching 2 – Work file 3: Selecting adequate forms of teaching and learning Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 5Unit 5 - Assessment of students, teachers and schools Chapter 22. Task and key questions for assessment of students, teachers and schools 2 – Work file 3: Perspectives and forms of assessment Primary, Secondary 1, Secondary 2
- Part 2Part 2 - Teaching democracy and human rights Unit 5Unit 5 - Assessment of students, teachers and schools Chapter 22. Task and key questions for assessment of students, teachers and schools 2 – Work file 4: Standards of reference Primary, Secondary 1, Secondary 2
- Part 3Part 3 - Tools for teaching and learning democracy and human rights Unit 1Unit 1 - Toolbox for teachers Tool 2: Co-operative learning Primary, Secondary 1, Secondary 2
- Part 3Part 3 - Tools for teaching and learning democracy and human rights Unit 1Unit 1 - Toolbox for teachers Tool 5. Defining competence-based teaching objectives47 Secondary 1, Secondary 2
- Part 3Part 3 - Tools for teaching and learning democracy and human rights Unit 2Unit 2 - Toolbox for students Tool 1: Worksheet for students to plan their learning schedules Primary, Secondary 1, Secondary 2
- Part 3Part 3 - Tools for teaching and learning democracy and human rights Unit 2Unit 2 - Toolbox for students Tool 15: Holding debates Primary, Secondary 1, Secondary 2
Growing up in democracy Vol. II
- Unit 1Unit 1: Identity – Me in my community Lesson 4 – Individuals and groups Primary, Secondary 1
- Unit 3UNIT 3: Equality – Minorities and majorities Lesson 4: A matrix of power Primary, Secondary 1, Secondary 2
- Unit 4UNIT 4: Conflict – Rules help to solve conflicts Lesson 3: A list of ideas Primary, Secondary 1
- Unit 5UNIT 5: Rules and law – The basis of living together Lesson 1: Why do we need rules and laws? Primary, Secondary 1
- Unit 5UNIT 5: Rules and law – The basis of living together Lesson 2: What happens if …? Primary, Secondary 1, Secondary 2
- Unit 5UNIT 5: Rules and law – The basis of living together Lesson 3: Our new school rules Primary, Secondary 1
- Unit 5UNIT 5: Rules and law – The basis of living together Lesson 4: A campaign for our new school rules Primary, Secondary 1
- Unit 6UNIT 6: Power and authority – I am the boss! Am I? Lesson 4: Sharing the power Primary, Secondary 1
- Unit 7UNIT 7: Responsibility – I go eco … my school takes part! Lesson 2: School is life: living ecology? Primary, Secondary 1, Secondary 2
Living in democracy Vol. III
- Part 1Part 1: Individual and community Unit 2UNIT 2: Equality - Are you more equal than me? Student handout 2.1: Vesna’s story Primary, Secondary 1, Secondary 2
- Part 1Part 1: Individual and community Unit 3UNIT 3: Diversity and pluralism - How can people live together peacefully? Lesson 3: In what ways are people different? Secondary 1, Secondary 2
- Part 1Part 1: Individual and community Unit 4UNIT 4: Conflict Lesson 1: Conflict resolution Secondary 1, Secondary 2
- Part 2Part 2: Taking responsibility Unit 5UNIT 5: Rights, liberties and responsibilities Lesson 3: Rights and responsibilities Secondary 1, Secondary 2
- Part 2Part 2: Taking responsibility Unit 6UNIT 6: Responsibility Lesson 2: Why should people obey the law? Secondary 1, Secondary 2
- Part 4Part 4: Power and authority Unit 8UNIT 8: Rules and Law Lesson 1: Good law – bad law Primary, Secondary 1, Secondary 2
- Part 4Part 4: Power and authority Unit 8UNIT 8: Rules and Law Lesson 2: At what age? Primary, Secondary 1
- Part 4Part 4: Power and authority Unit 8UNIT 8: Rules and Law Lesson 3: You make the law Primary, Secondary 1
- Part 4Part 4: Power and authority Unit 8UNIT 8: Rules and Law Lesson 4: Rules of evidence Primary, Secondary 1
- Part 4Part 4: Power and authority Unit 9UNIT 9: Government and politics Lesson 1: Who is in charge? Primary, Secondary 1
Taking part in democracy Vol. IV
- Part 2Part 2 - Taking part in politics: settling conflict, solving problems Unit 5Unit 5: RULES AND LAW Lessons 1 and 2: Why does a community need rules? Secondary 2
- Part 2Part 2 - Taking part in politics: settling conflict, solving problems Unit 5Unit 5: RULES AND LAW Lesson 3: What rules serve us best? Secondary 2
- Part 2Part 2 - Taking part in politics: settling conflict, solving problems Unit 5Unit 5: RULES AND LAW Lesson 4: The conference Secondary 2
Exploring Children’s Rights Vol. V
- Part 1Part 1: Lesson plans Unit 9 (Primary school, Class 9) – Why must we obey rules? Primary, Secondary 1, Secondary 2
Teaching Democracy Vol. VI
- Chapter 3 – Getting to know human rights Primary, Secondary 1, Secondary 2
