Materials for teachers 4.1: Fishing game: record sheet for players

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
• 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
    • Lessons 1 and 2: Why does a community need rules?
    • Lesson 3: What rules serve us best?
    • Lesson 4: The conference
  • 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
    • Lesson 1: The majority always rules?
    • Lesson 2: How can we balance majority and minority interests?
    • Lesson 3: Draft statutes
    • Lesson 4: What is a good way to govern a democratic community?
• Part 3 – Taking part in politics: participation through communication
  • Unit 8: LIBERTY
    • Lesson 1: What issues are interesting for us?
    • Lesson 2: Preparing for the debate
    • Lesson 3: We debate – we decide – we report
    • Lesson 4: One debate – different perspectives
    • Materials for teachers 8.1: Why freedom depends on framing by rules and laws
  • UNIT 9: The media
    • Lesson 1: We are the gatekeepers!
    • Lessons 2 and 3: We are the gatekeepers!
    • Lesson 4: Do we control the media – or do the media control us?
    • Materials for teachers 9A: Skills and strategies for media education
• 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