Editors: Rolf Gollob, Peter Krapf and Wiltrud Weidinger
Authors: Peter Krapf
Volume (IV) of EDC/HRE Volumes I-VI Education for Democratic Citizenship and Human Rights in school practice Teaching sequences, concepts, methods and models
Taking part in democracy (Vol. IV)
Lesson plans for upper secondary level on democratic citizenship and human rights education
This is a manual for teachers in Education for Democratic Citizenship (EDC) and Human Rights Education (HRE), EDC/HRE textbook editors and curriculum developers. Nine teaching units of approximately four lessons each focus on key concepts of EDC/HRE. The lesson plans give step-by-step instructions and include student handouts and background information for teachers. In this way, the manual is suitable for trainees or beginners in the teaching profession and teachers who are receiving in-service teacher training in EDC/HRE. Experienced teachers may draw on the ideas and materials. The complete manual provides a full school year’s curriculum for students in upper secondary school (grades 10 to 12), but as each unit is also complete in itself, the manual allows great fexibility of use.
The objective of EDC/HRE is the active citizen who is willing and able to participate in the democratic community. Therefore, EDC/HRE strongly emphasises action and task-based learning. This manual for upper secondary level focuses on key competences that enable young people to participate in democratic decision making and to meet the challenges of a dynamic pluralist society. Key concepts of EDC/HRE are taught as tools of lifelong learning.
Table of Contents
- Introduction
- Interactive constructivist learning in EDC/HRE
- Part 1: Taking part in the community
- UNIT 1: IDENTITY
- Lesson 1: Views on choices and identity
- Lesson 2: Looking back: what choices made me the person I am?
- Lesson 3: Looking forward: three choices that shape our future lives
- Lesson 4: Which job suits me?
- Materials for teachers 1.1: Quotes on choices and identity
- Materials for teachers 1.2: Job cards
- Unit 1.3: Background information for teachers
- UNIT 2: RESPONSIBILITY
- Lesson 1: Risk losing a friend – or break a rule?
- Lessons 2 and 3: What would you do?
- Lesson 4: What values must we share?
- Materials for teachers 2.1: How to use the tool for dilemma analysis
- Materials for teachers 2.2: Flipchart layout for the comparison of dilemma solutions (lesson 4)
- Materials for teachers 2.3: Liberty and responsibility – three lecture modules
- UNIT 3: DIVERSITY AND PLURALISM
- Lesson 1: If I were president …
- Lesson 2: What goals do we want to promote?
- Lesson 3: What is the common good?
- Lesson 4: Taking part in pluralist democracy
- Materials for teachers 3A: Four basic political standpoints
- Materials for teachers 3B: Lecture: what is the common good?
- Materials for teachers 3C: Suggestions for extensions and follow-ups
- UNIT 1: IDENTITY
- Part 2 – Taking part in politics: settling conflict, solving problems
- UNIT 4: CONFLICT
- Lesson 1: The fishing game (1)
- Lesson 2: The fishing game (2)
- Lesson 3: How do we catch “as many fish as possible”?
- Lesson 4: How can we achieve sustainability?
- Materials for teachers 4.1: Fishing game: record sheet for players
- Materials for teachers (game managers) 4.2: Reproduction chart: recovery of the fish population (in tons of fish)
- Materials for teachers 4.3: Fishing game: record chart
- Materials for teachers 4.4: Fishing game: diagram of fish Stocks and total catches
- Materials for teachers 4.5: Homework Instructions (mini-handout for students)
- Unit 4.5: Background information for teachers: Reading list on the fishing game
- Unit 5: RULES AND LAW
- Unit 6: Government and politics
- Lesson 1: “Our most urgent problem is …”
- Lesson 2: Politics – how a democratic community solves its problems
- Lesson 3: Applying the policy cycle model
- Lesson 4: How can we take part?
- Lesson 5: Feedback session (optional)
- Materials for teachers 6.1: Illustration of the policy cycle model – how can we reduce the number of car accidents?
- Materials for teachers 6.2: Key statements on the policy cycle model
- UNIT 7: EQUALITY
- UNIT 4: CONFLICT
- Part 3 – Taking part in politics: participation through communication
- Manual for students
- Student handout 1.1: What choices have made me the person I am today – and who made them?
- Student handout 1.2: Three options that shape our futures
- Student handout 1.3: My criteria for choosing a job
- Student handout 1.4: Questionnaire: job shadowing
- Student handout 2.1: The dilemma concept
- Student handout 2.2: A tool to analyse and solve dilemmas
- Student handout 2.3: How would you decide? Dilemma case stories
- Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)
- Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)
- Student handout 2.6: Convention for the Protection of Human Rights and Fundamental Freedoms (The European Convention on Human Rights), as amended by Protocol No. 11 with Protocol Nos. 1, 4, 6 (excerpts)
- Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”
- Student handout 3.2: Taking part in democracy – basic rules and principles
- Student handout 3.3: Establishing a political party
- Student handout 3.4: How does a democratic political system handle diversity and pluralism?
- Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship
- Student handout 3.6: Map of social cleavages and political parties
- Student handout 4.1: Case story: the conflict in the fishing community
- Student handout 4.2: A model of sustainability goals
- Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?
- Student handout 4.4: What is the optimum balance between fish reproduction and harvest?
- Student handout 5.1: Preparations for the conference on a framework of rules
- Student handout 5.2: Basic questions to consider in institutional design
- Student handout 5.3: Comparing frameworks of rules
- Student handout 5.4: Procedural rules for the conference – draft version
- Student handout 5.5: Summary: what can we learn through these games?
- Student handout 5.6: Feedback on units 4 and 5
- Student handout 6.1: The policy cycle model: politics as a process of solving problems in a community
- Student handout 6.2: The policy cycle – a tool to observe and understand political decision-making processes
- Student handout 6.3: Feedback on the unit “Government and politics”
- Student handout 7.1: Is majority rule unfair to the minority? A case story
- Student handout 7.2: How do democracies care for the protection of minorities?
- Student handout 7.3: Task: drafting a statute for the sports club
- Student handout 7.4: Record of group presentations: draft statutes for a micro-community
- Student handout 8.1: Suggestions for a debating issue
- Student handout 8.2: Rules for debating
- Student handout 8.3: Planning sheet for the debating teams
- Student handout 8.4: Planning sheet for the chairpersons
- Student handout 8.5: Record sheet for the audience
- Student handout 8.6: Worksheet for news story writers
- Student handout 9.1: Creating a wall newspaper – making choices
- Student handout 9.2: Tips for producing a wall newspaper
- Student handout 9.3: Tips for writing a good news story
