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Student handout 1.1: What choices have made me the person I am today - and who made them?
How to use this chart: think about important choices that have made you become the person you are. Record decisions made by you in the top half of the chart, and those made by someone …
Student handout 1.2: Three options that shape our futures
1. What options do human rights give us? “Everyone has the right to liberty …” (ECHR (1950), Article 5) “Everyone shall have the opportunity to earn his living in an occupation freely entered upon.” (European Social Charter …
Student handout 1.3: My criteria for choosing a job
1. If you have already chosen a job, please give your reasons here: The job of my choice Main reasons for choosing this job Objections to this job (if any) a a a a a 2. Accepting or refusing job offers (simulation of the …
Student handout 1.4: Questionnaire: job shadowing
This questionnaire may serve as a starting point when you are preparing for a job-shadowing project. Adapt or extend it as you think necessary. If you intend to write a report to be added to …
Student handout 2.1: The dilemma concept
What is a dilemma? A dilemma is a situation in which we face two alternative choices, and we must make a decision. Each of these choices has consequences that we do not want, or that we …
Student handout 2.2: A tool to analyse and solve dilemmas
This is a toolbox, not a checklist. Not all questions fit every case, so you should choose which questions work best. Thinking about a few questions carefully is more helpful than ticking off the whole …
Student handout 2.3: How would you decide? Dilemma case stories
1. That’s not my litter Litter has been a big issue at your school. Discussions have been held, and some classes have written up rules on a big chart and solemnly signed them – we want …
Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)
Case story No. 1: That’s not my litter Alternatives Decision and reasons Put the litter into the bin or Leave the litter on the ground or ...? a a Case story No. 2: My best friend – a dealer Alternatives Decision and reasons Tell the head teacher what I know or Keep silent or ...? a a Case …
Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)
Preamble Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for …
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)
Rome, 4 November 1950 The governments signatory hereto, being members of the Council of Europe, Considering the Universal Declaration of Human Rights proclaimed by the General Assembly of the United Nations on 10th December 1948; Considering that this …
Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”
Agenda: negotiating a shared definition of the common good Time budget (minutes) Lesson 1 Diversity of individual opinions: the students define their political priorities 1. The students define political goals. 25 min 2. The students analyse their decisions. 15 min Lesson 2 Pluralism: the …
Student handout 3.2: Taking part in democracy – basic rules and principles
Taking part in democracy means taking part in negotiating the common good In democracies, everyone – individuals or groups – may take part and promote their interests and ideas. The final decision may not meet our …
Student handout 3.3: Establishing a political party
1. Draft agenda Elect a chairperson, a spokesperson, a time manager, and two writers (see role instructions below). Agree on the draft agenda - with or without alterations (majority vote). What brought us together? What is my top priority? …
Student handout 3.4: How does a democratic political system handle diversity and pluralism?
All players agree on a framework of rules and principles: mutual respect of personal dignity; human rights; non-violence; competition of interests and goals; willingness to compromise; majority vote; the common good is negotiated for, not predefined by any player. Lesson 1 Lesson 2 Lesson 3 Individuais …
Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship
La multitude qui ne se réduit pas à l’unité est confusion; l’unité qui ne dépend pas de la multitude est tyrannie. [Diversity that cannot be reduced to unity is confusion; unity that ignores diversity is tyranny.] Blaise Pascal …
Student handout 3.6: Map of social cleavages and political parties
Each society has a few basic conflict constellations, termed cleavages. The Left-Right cleavage occurs in all countries with free trade capitalist systems. This cleavage dates back to the industrial revolution in the 19th century. The other two …
Student handout 4.1: Case story: the conflict in the fishing community
I. The fishing community Imagine a big lake full of fish. On the shores, fishermen live in four small villages – the fishing community. Each village sends out a crew to catch fish. In the close …
Student handout 4.2: A model of sustainability goals
How to read this diagram The model integrates three sustainability goals and places them into the historic and global dimension: “Environment”: protection of the natural environment and of resources; “Economy”: economic growth (productivity, output, wealth); “Society”: social cohesion, fair …
Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?
Goals of the sustainability model What we should achieve in the fishing game Economy: Economic growth, increase of welfare Society: Distribution of goods in the community Environment: Protection of the natural environment and resources Long-term stability: Achievement of sustainability goals today and in the …
Student handout 4.4: What is the optimum balance between fish reproduction and harvest?
The fish stocks produce larger or smaller quantities of new fish, depending on the amount of fish left in the lake after the fishing season is over. What is the fish stock that delivers the …
Student handout 5.1: Preparations for the conference on a framework of rules
The schedule Time frame Agenda Materials and resources Lesson 1 Formation of working groups. Each group includes a member from each fishing village. Handouts 5.1, 5.2. Lesson 1 Lesson 2 The groups draft a framework of rules. The groups prepare their presentations. The community members adopt the …
Student handout 5.2: Basic questions to consider in institutional design
When you design a framework of rules, you make some basic choices. You decide which model of governance (decision making) you prefer and who is to own the fish that are caught. You can create …
Student handout 5.3: Comparing frameworks of rules
Criteria for comparison Our draft Other models No. 1 No. 2 No. 3 A. Basics Hierarchy a Networking a a Private property a a Public property a a Comments a a B. Rules Goals a Power of decision a a Rule enforcement a a Abuse of power a a … a a Comments a a
Student handout 5.4: Procedural rules for the conference – draft version
Adoption of procedural rules The community adopts a draft set of procedural rules by a majority of 50% or more of all votes cast. If no alterations are suggested to this draft, it may be adopted by …
Student handout 5.5: Summary: what can we learn through these games?
1. Development of a community: a sequence of problems and solutions Problem Solution How can we survive? We must draw on the natural resources we have – fish. How can we settle our conflict by overfishing? 1. We need a concept …
Student handout 5.6: Feedback on units 4 and 5
This questionnaire is a tool to support you in reflecting on your personal learning experience. It is also an important piece of information for the teacher so that he/she can improve EDC/HRE classes in future. …
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
Concepts and key questions Adapt the questions as necessary Notes Sources of information 1. Topic What is the issue? 2. Problem Who sets the agenda? What is the problem? Do all protagonists agree on their definition of the problem? 3. Debate Who is involved? What are the …
Student handout 6.3: Feedback on the unit “Government and politics”
Class: Date: 1. Dartboard (5: I fully agree - 1: I fully disagree) 2. My personal feedback 2.1 The most important and interesting thing/s that I have learnt: 2.2 What I did not find interesting or helpful:
Student handout 7.1: Is majority rule unfair to the minority? A case story
A sports club has a large number of keen volleyball players and a smaller number of equally keen chess players. Both groups take part in championship contests, and have succeeded in attracting new members. Each …
Student handout 7.2: How do democracies care for the protection of minorities?
The problem of how the rights of majorities and minorities are to be balanced is a core issue at all levels of the community, from small clubs up to state level. On the one hand, …
Student handout 7.3: Task: drafting a statute for the sports club
Draft a set of rules (Article 1, Article 2, Article 3, etc. ...) that settle the following questions: How should the funds be distributed between the groups? Who decides how the funds are to be distributed? Should the …
Student handout 7.4: Record of group presentations: draft statutes for a micro-community
Record your group's results on this form, and include the other groups' ideas in the presentation session. Key questions Group 1 Group 2 Group 3 Group 4 Group 5 Comparison Distribution of funds Who decides on distribution? Autonomy for groups Principle of non- discrimination (majority/ minority) ... Judging the …
Student handout 8.1: Suggestions for a debating issue
Your task First collect all the ideas that come into your mind and note them down (brainstorming). Sort your ideas by categories. Then check them against the following criteria: a) Do they demand a choice to be made or …
Student handout 8.2: Rules for debating
Seating arrangement The chairperson sits at the head of the table. The two debating parties are seated opposite each other. The audience sit a short distance away from the table, and should be able to see …
Student handout 8.3: Planning sheet for the debating teams
Speaker’s name Please keep to the order shown in the diagram in handout 8.2 Argument Notes 1. Recommended: state your motion 2. 3. 4. 5. 6. 7. 8. 9. 10.* The last word (summary of key points) *The last word - speakers The first speaker for the affirmative side has the last …
Student handout 8.4: Planning sheet for the chairpersons
The first chairperson’s task - chairing the debate The chairperson conducts the debate and makes sure that the debaters observe the rules of debating (see student handout 8.2), and treat each other fairly and with respect. …
Student handout 8.5: Record sheet for the audience
1. Brainstorming: what arguments do we expect? Affirmative Negative Notes 2. Record of the debate Affirmative Negative Notes 3. My vote (give reasons)
Student handout 8.6: Worksheet for news story writers
The task Form three tandem teams. Write a news story on the debate and present your article in the following lesson. Hang it up on the wall, if possible in two or three copies. Each team works for …
Student handout 9.1: Creating a wall newspaper - making choices
Task instructions You will produce your own wall newspaper. Prepare this work by thinking about your ideas. What stories, articles and pictures do you suggest? Give your reasons, as this will help you when you discuss …
Student handout 9.2: Tips for producing a wall newspaper
Assign the following tasks to different team members (see the briefing notes below): a chief editor to chair your meeting; a time manager to supervise the production of your newspaper; a presenter to explain your decisions in the …
Student handout 9.3: Tips for writing a good news story
Before you start to write Think about the purpose of your story: for a news story it will most likely be to inform the audience. Do some research and conduct interviews, remembering to take notes and write …
