ED

C/H

RE

Vol

ume

VI

Teac

hing

dem

ocra

cyR

olf G

ollo

b an

d Pe

ter

Kra

pf (e

dito

rs)

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citi

zens

hip

and

hum

an r

ight

s ed

ucat

ion

Cou

ncil

of E

urop

e Pu

blis

hing

Editi

ons

du C

onse

il de

l’Eu

rope

Teac

hing

dem

ocra

cyA

colle

ctio

n of

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els

for

dem

ocra

tic

citi

zens

hip

and

hum

an r

ight

s ed

ucat

ion

Edit

ors/

auth

ors:

Rolf

Gol

lob

Pete

r Kr

apf

Illus

trat

ions

:Pe

ti W

iske

man

n

Volu

me

VIof ED

C/H

RE V

olum

es I-

VIEd

ucat

ion

for

dem

ocra

tic

citi

zens

hip

and

hum

an r

ight

s in

sch

ool p

ract

ice

Teac

hing

seq

uenc

es, c

once

pts,

met

hods

and

mod

els

Coun

cil o

f Eu

rope

Pub

lishi

ng

The

opin

ions

exp

ress

ed i

n th

is w

ork

are

the

resp

onsi

bilit

y of

the

aut

hors

and

do

not

nece

ssar

ilyre

flect

the

offic

ial po

licy

of t

he C

ounc

il of

Eur

ope.

All

righ

ts r

eser

ved.

No

part

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this

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licat

ion

may

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slat

ed,

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oduc

ed o

r tr

ansm

itted

, in

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an

y m

eans

, el

ectr

onic

(C

D-R

om,

Inte

rnet

, et

c.)

or

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hani

cal,

incl

udin

gph

otoc

opyi

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ecor

ding

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info

rmat

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stor

age

or r

etri

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tem

, with

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prio

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rmis

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ritin

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om t

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ublic

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orm

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blic

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ivis

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ecto

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of

Com

mun

icat

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(F-6

7075

Str

asbo

urg

Cede

x or

pub

lishi

ng@

coe.

int).

Co-o

rdin

atio

n fo

r pr

oduc

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de

sign

an

d ed

iting

of

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is

volu

me

was

ca

rrie

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IP

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ects

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Ed

ucat

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ww

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/ipe

) of

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e Zu

rich

U

nive

rsity

of

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ache

rEd

ucat

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(Päd

agog

isch

e H

ochs

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rich

– P

HZH

).

This

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licat

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nced

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evel

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ofre

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y th

e D

ocum

ents

and

Pub

licat

ions

Pro

duct

ion

Dep

artm

ent

(DPP

D),

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cil

of E

urop

eIll

ustr

atio

ns:

Peti

Wis

kem

ann

Cove

r: P

eti

Wis

kem

ann

Layo

ut:

Ogh

am/M

ourr

eau

Coun

cil

of E

urop

e Pu

blis

hing

F-67

075

Stra

sbou

rg C

edex

http

://b

ook.

coe.

int

ISBN

928

-92-

871-

6332

-5©

Coun

cil

of E

urop

e, D

ecem

ber

2008

Prin

ted

in B

elgi

um

Emir

Adz̆

ovic

– B

osni

a an

d H

erze

govi

na

Salih

a A

gic

– Bo

snia

and

Her

zego

vina

Suad

Alic

– B

osni

a an

d H

erze

govi

na

Iren

a Ba

tic –

Bos

nia

and

Her

zego

vina

Emin

a D

edic

– B

osni

a an

d H

erze

govi

na

Elis

abet

h H

ösli

– Sw

itzer

land

Mir

jana

Kne

z̆evi

c –

Bosn

ia a

nd H

erze

govi

na

Dun

ja L

azic

– B

osni

a an

d H

erze

govi

na

Fran

zisk

a G

erst

er –

Sw

itzer

land

Hel

en L

ehm

ann

– Sw

itzer

land

Sabr

ina

Mar

runc

hedd

u –

Switz

erla

nd

Mic

hel

Her

ode

– Be

lgiu

m

Reto

Mor

itzi

– Sw

itzer

land

Mon

ique

Nob

s –

Switz

erla

nd

Mic

hel

Rapp

– G

erm

any

Vale

rie

Shaw

– G

reat

Bri

tain

Vedr

ana

Spaj

ic-V

rkas̆

– C

roat

ia

Kei

th S

prag

ue –

Switz

erla

nd

Zora

n St

ojan

ovic

– B

osni

a an

d H

erze

govi

na

Zdra

vko

Sunk

ic –

Bos

nia

and

Her

zego

vina

Vale

rie

Trav

is –

Gre

at B

rita

in

Kem

al V

elag

ic –

Bos

nia

and

Her

zego

vina

Wilt

rud

Wei

ding

er –

Sw

itzer

land

3

Co-a

utho

rs a

nd c

olla

bora

tors

’

’

’ ’

’

’

’

’

’

’

’

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.9

Chap

ter

1 –

Bui

ldin

g up

cla

ssro

om a

tmos

pher

e

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

11

1.1.

Mat

chin

g ca

rds

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

12

1.2.

Rig

hts,

res

pons

ibili

ties

and

rule

s in

the

cla

ssro

om .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .13

1.3.

Ide

ntity

coa

t of

arm

s .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.15

1.4.

A b

ouqu

et o

f fl

ower

s . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

17

1.5.

Chi

nese

stic

ks .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

18

Chap

ter

2 –

Clar

ifyi

ng v

alue

s

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

19

2.1.

The

raf

t ga

me

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.20

2.2.

Val

ue s

yste

ms

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.21

2.3.

Phi

loso

phy

of l

ife

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.23

Chap

ter

3 –

Get

ting

to

know

hum

an r

ight

s

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

25

3.1.

The

hum

an r

ight

s po

ster

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

27

3.2.

The

str

ings

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.29

3.3.

The

hum

an r

ight

s tr

ee .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

30

3.4.

The

bal

loon

rid

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.31

3.5.

Wan

ts a

nd n

eeds

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

33

3.6.

The

tre

asur

e bo

x .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.34

Chap

ter

4 –

Perc

eivi

ng o

ther

s

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

35

4.1.

All

diff

eren

t, al

l eq

ual

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.36

4.2.

Dif

fere

nce

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.37

4.3.

Tru

e an

d fa

lse

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.38

4.4.

Fir

st i

mpr

essi

ons

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

39

4.5.

We

all

have

pre

judi

ces

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.40

4.6.

We

are

all

equa

l, bu

t so

me

are

mor

e eq

ual

than

oth

ers

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

42

4.7.

The

tou

rist

s .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .43

4.8.

Glo

bing

o: “

A h

uman

bei

ng i

s pa

rt o

f th

e w

hole

wor

ld”

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

45 5

Cont

ents

Chap

ter

5 –

Mak

ing

just

ice

wor

k

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

47

5.1.

It’s

not

fai

r . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

48

5.2.

The

exc

eptio

n .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

49

5.3.

The

jig

saw

puz

zle

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.50

5.4.

The

rol

e of

law

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.51

5.5.

Per

spec

tives

on

just

ice

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.53

Chap

ter

6 –

Und

erst

andi

ng p

olit

ical

phi

loso

phy

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

55

6.1.

Bas

ic c

once

pts

of p

oliti

cal

thou

ght

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

56

6.2.

Att

itude

s to

pow

er .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

57

6.3.

If

I w

ere

a m

agic

ian

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

59

Chap

ter

7 –

Taki

ng p

art

in p

olit

ics

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

61

7.1.

The

wal

l of

sile

nce

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.62

7.2.

My

feel

ings

abo

ut d

icta

tors

hip

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

63

7.3.

Que

stio

nnai

re o

n at

titud

es t

o ch

ange

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.64

7.4.

The

pla

nnin

g pr

ojec

t .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.67

7.5.

We

and

the

wor

ld .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

69

7.6.

Sho

uld

we

take

par

t in

pol

itics

? . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.71

7.7.

How

doe

s go

vern

men

t af

fect

you

r lif

e? .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .73

7.8.

Way

s of

par

ticip

atin

g in

dem

ocra

cy .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.74

7.9.

The

pol

icy

cycl

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.75

Chap

ter

8 –

Dea

ling

wit

h co

nflic

t

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

79

8.1.

Win

-win

sol

utio

ns .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

80

8.2.

A s

truc

ture

d ap

proa

ch t

o co

nflic

t re

solu

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

81

8.3.

Fam

ily a

nd p

eer

conf

lict

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

83

8.4.

Bra

inst

orm

ing

sess

ion

on c

onfl

ict

and

peac

e . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

84

8.5.

The

sta

tues

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.85

8.6.

Puni

shm

ent

vers

us p

ositi

ve c

onfl

ict

reso

lutio

n .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .86

8.7.

Min

oriti

es .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

88

8.8.

Im

ages

of

war

and

pea

ce .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.90

6Teac

hing

dem

ocra

cy

Illus

trat

ions

Intr

oduc

tion

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

91

1. B

uild

ing

up c

lass

room

atm

osph

ere

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .92

2. C

lari

fyin

g va

lues

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

93

3. G

ettin

g to

kno

w h

uman

rig

hts

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. .

94

4. P

erce

ivin

g ot

hers

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

95

5. M

akin

g ju

stic

e w

ork

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.96

6. U

nder

stan

ding

pol

itica

l ph

iloso

phy

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.97

7. T

akin

g pa

rts

in p

oliti

cs .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

.98

8. D

ealin

g w

ith c

onfl

ict

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

. . .

99 7

Cont

ents

1. W

hat

this

book

has

to

offe

rTh

is b

ook

cont

ains

a c

olle

ctio

n of

47

exer

cise

s an

d m

odel

s fo

r Ed

ucat

ion

for

Dem

ocra

tic C

itize

nshi

p(E

DC)

and

Hum

an R

ight

s Ed

ucat

ion

(HRE

) in

sch

ools

and

als

o in

inf

orm

al s

ettin

gs o

f ed

ucat

ion.

Thes

e te

achi

ng m

odel

s pr

ovid

e th

e fr

amew

ork

to a

ctiv

ate

stud

ents

, an

d th

ey o

ffer

exa

mpl

es a

ndin

road

s in

to u

nder

stan

ding

gen

eral

pri

ncip

les

of d

emoc

racy

and

hum

an r

ight

s (in

duct

ive

appr

oach

,te

achi

ng b

y ex

ampl

e).

The

user

will

find

that

man

y of

thes

e te

achi

ng m

odel

s re

quir

e fe

w a

nd s

impl

e re

sour

ces

(low

bud

get

prin

cipl

e).

In a

less

on o

r un

it, p

refe

rabl

y no

t mor

e th

an fo

ur le

sson

s, th

ese

mod

els

need

to b

e em

bedd

ed w

ithin

a co

ntex

t, us

ually

fol

low

ing

a th

ree-

step

str

uctu

re:

1. T

he le

sson

or

unit

begi

ns w

ith a

n in

trod

uctio

n to

cla

rify

the

top

ic o

f th

e le

sson

, its

pur

pose

and

obje

ctiv

es. T

he s

tude

nts

beco

me

inte

rest

ed in

the

top

ic.

2.

The

stud

ents

rec

eive

inst

ruct

ions

on

how

to

carr

y ou

t th

e ex

erci

se a

nd t

he n

eces

sary

mat

eria

ls.

They

the

n be

com

e en

gage

d in

the

ir a

ctiv

ity.

3.

This

is

a ph

ase

of c

aref

ul r

efle

ctio

n, d

iscu

ssio

n an

d in

stru

ctio

n. C

omm

on m

etho

ds a

re s

tude

ntfe

edba

ck, c

lass

room

dis

cuss

ion,

cri

tical

thin

king

and

inst

ruct

ion

by th

e te

ache

r to

intr

oduc

e th

eke

y co

ncep

t un

derl

ying

the

mod

el.

With

out

this

thi

rd p

hase

, th

e st

uden

ts w

ill g

ain

the

impr

essi

on t

hey

are

sim

ply

play

ing

a ga

me

for

its o

wn

sake

.

Phas

es 1

and

3 a

re n

ot i

nclu

ded

in t

he p

rese

ntat

ion

of t

he m

odel

s (p

hase

2).

The

intr

oduc

tions

to

the

chap

ters

pro

vide

a b

rief

ing

on t

he k

ey c

once

pt o

r is

sue

that

is t

he f

ocus

of

the

exer

cise

s in

tha

tse

ctio

n; h

ere,

sup

port

can

be

foun

d fo

r ph

ase

3. T

he t

arge

t gr

oup

of t

his

book

is

the

mor

eex

peri

ence

d te

ache

r an

d th

e te

ache

r w

ho i

s w

illin

g to

spe

nd s

ome

time

prep

arin

g th

e le

sson

care

fully

. Pre

para

tion

is p

rim

arily

a t

ask

of c

aref

ul t

hink

ing,

foc

usin

g on

pha

se 3

. Wha

t fe

edba

ckw

ill m

y st

uden

ts g

ive

me?

Wha

t fee

lings

will

this

exe

rcis

e ar

ouse

? W

hat i

s th

e ke

y co

ncep

t tha

t my

stud

ents

sho

uld

be a

ble

to u

nder

stan

d? H

ow d

o I

inte

nd t

o in

trod

uce

it? H

ow c

an i

t be

app

lied

afte

rwar

ds?

Whi

ch q

uest

ions

a t

each

er c

hoos

es a

nd h

ow h

e or

she

ans

wer

s th

em w

ill v

ary,

dep

endi

ng o

n th

esp

ecif

ic g

roup

of

lear

ners

, the

ir a

ge a

nd c

ultu

ral b

ackg

roun

d. W

e ha

ve d

escr

ibed

exa

mpl

es o

f ho

wto

impl

emen

t so

me

of t

he m

odel

s in

thi

s bo

ok in

the

com

pani

on v

olum

es o

f th

is E

DC/

HRE

edi

tion.

Man

y ex

erci

ses

are

adap

tabl

e fo

r di

ffer

ent

age

grou

ps,

as t

he l

evel

of

refl

ectio

n m

ay v

ary.

Som

em

odel

s, h

owev

er, a

re m

ore

com

plex

and

abs

trac

t th

an o

ther

s an

d th

eref

ore

mor

e su

itabl

e fo

r m

ore

adva

nced

stu

dent

s.

2. T

he s

hare

d Eu

rope

an a

ppro

ach

to E

DC/H

RETh

e us

er w

ill d

isco

ver

that

the

mod

els

follo

w d

iffe

rent

app

roac

hes

of t

each

ing

and

lear

ning

. Som

efo

cus

mor

e on

cre

atin

g an

aut

hent

ic e

xper

ienc

e (e

.g.

“A b

ouqu

et o

f fl

ower

s”,

or “

The

jigsa

wpu

zzle

”), o

ther

s em

phas

ise

stud

ent a

ctiv

ity in

a r

ole-

play

set

ting

(e.g

. “Th

e to

uris

ts”)

. The

re is

a th

ird

cate

gory

of m

ater

ials

that

focu

ses

on s

peci

fic

topi

cs a

nd is

mor

e m

ater

ial b

ased

(e.g

. “Ba

sic

conc

epts

of p

oliti

cal

thou

ght”

). Fi

nally

, th

ere

are

desi

gns

for

proj

ect

wor

k le

adin

g to

a p

rodu

ct (

e.g.

“Th

ehu

man

rig

hts

post

er”)

.

The

wid

e va

riet

y of

app

roac

hes

refl

ects

the

fac

t th

at a

utho

rs f

rom

all

part

s of

Eur

ope

have

cont

ribu

ted

to t

his

book

. Th

ey h

ave

draw

n on

dif

fere

nt s

ourc

es a

nd t

radi

tions

of

teac

hing

and

lear

ning

, and

hav

e se

lect

ed m

odel

s th

at t

hey

know

fro

m p

ract

ical

exp

erie

nce

and

test

ing

in c

lass

. 9

Intr

oduc

tion

How

ever

, th

ere

is a

sha

red

unde

rsta

ndin

g of

ED

C/H

RE t

hat

perm

eate

s ev

ery

part

of

this

boo

k: i

nED

C/H

RE, t

he m

etho

d ca

rrie

s th

e m

essa

ge. T

each

ing

abou

tde

moc

racy

and

hum

an r

ight

s m

ust

bere

flec

ted

by t

each

ing

in t

he s

piri

t of

the

se p

rinc

iple

s, t

hat

is,

teac

hing

thr

ough

dem

ocra

cy a

ndhu

man

rig

hts.

The

refo

re t

hese

mod

els

follo

w t

he p

rinc

iple

of

task

-bas

ed l

earn

ing

and

lear

ning

by

pers

onal

exp

erie

nce.

Thi

s sh

ared

und

erst

andi

ng o

f ED

C/H

RE m

ay t

ruly

be

calle

d th

eEu

rope

anap

proa

ch.

The

orig

inal

ver

sion

of

this

boo

k w

as p

rodu

ced

to s

uppo

rt t

he t

each

er t

rain

ing

sem

inar

s fo

rED

C/H

RE i

n Bo

snia

and

Her

zego

vina

aft

er t

he w

ar (

1992

-95)

. Th

e Co

unci

l of

Eur

ope

arra

nged

sem

inar

s fo

r te

ache

rs f

rom

199

6 an

d th

ese

activ

ities

con

tinue

d un

til 2

006.

The

obj

ectiv

e of

the

sese

min

ars

was

to

supp

ort

the

peac

e-bu

ildin

g pr

oces

s af

ter

the

war

. ED

C/H

RE s

houl

d en

cour

age

the

youn

g ge

nera

tion

to d

evel

op a

pol

itica

l cul

ture

that

sup

port

s a

mod

ern

plur

alis

t and

tole

rant

soc

iety

with

fir

mly

est

ablis

hed

dem

ocra

tic in

stitu

tions

.

In th

e fi

rst t

wo

year

s, th

e au

thor

s of

this

boo

k w

ere

brou

ght t

oget

her

to tr

ain

teac

hers

acr

oss

Bosn

iaan

d H

erze

govi

na in

sum

mer

sem

inar

s la

stin

g fo

r up

to tw

o w

eeks

. We

foun

d th

at th

e te

ache

rs w

ere

high

ly in

tere

sted

and

will

ing

to r

ise

to t

he c

halle

nge

of e

duca

ting

thei

r st

uden

ts in

dem

ocra

cy a

ndhu

man

rig

hts.

How

ever

, the

y ur

gent

ly r

eque

sted

mat

eria

ls to

gui

de a

nd s

uppo

rt th

em in

thei

r w

ork.

With

in a

yea

r, th

e fi

rst

editi

on o

f th

is b

ook

was

pro

duce

d. I

t so

on b

ecam

e kn

own

as t

he “

Blue

Fold

er”,

bec

ause

of

its li

nk t

o th

e Co

unci

l of

Euro

pe, a

nd w

as w

idel

y us

ed, n

ot o

nly

by t

each

ers

inBo

snia

and

Her

zego

vina

, bu

t al

so i

n ot

her

coun

trie

s in

clud

ing

the

Russ

ian

Fede

ratio

n, M

oldo

va,

Croa

tia, S

erbi

a an

d M

onte

negr

o. T

he f

eedb

ack

from

the

se u

sers

con

trib

uted

to

an im

prov

ed e

ditio

nin

200

0. W

e fo

und

that

man

y te

ache

rs r

equi

red

guid

ance

and

sup

port

in

task

-bas

ed l

earn

ing

and

inte

grat

ing

task

-bas

ed a

nd c

once

ptua

l lea

rnin

g, a

s ou

tline

d by

the

thr

ee-s

tep

mod

el a

bove

.

We

resp

onde

d by

dev

elop

ing

teac

hing

mod

els

that

des

crib

e th

e st

eps

with

in a

fou

r-le

sson

seq

uenc

ein

det

ail.

Revi

sed

vers

ions

of t

hese

mod

els

are

to b

e fo

und

in v

olum

es II

I, IV

and

V o

f thi

s ED

C/H

REse

ries

.

This

edi

tion

of t

each

ing

mod

els

in E

DC/

HRE

no

long

er r

efer

s to

the

spe

cifi

c co

ntex

t of

Bos

nia

and

Her

zego

vina

. A

s th

e te

achi

ng m

odel

s re

pres

ent

the

shar

ed E

urop

ean

appr

oach

to

EDC

and

HRE

,th

ey m

ay a

lso

be u

sed

thro

ugho

ut E

urop

e an

d, f

or th

at m

atte

r, al

so in

oth

er p

arts

of

the

wor

ld. T

hedi

ffer

ent

auth

ors

are

unite

d in

a c

hoir,

as

it w

ere,

sin

ging

the

sam

e pi

ece,

but

with

the

ir d

istin

ctiv

evo

ices

. Th

is o

ffer

s us

ers

the

chan

ce t

o se

lect

and

to

try

out

diff

eren

t ap

proa

ches

and

tra

ditio

nsw

ithin

the

Eur

opea

n ap

proa

ch t

o ED

C an

d H

RE.

Ackn

owle

dgem

ents

We

wis

h to

tha

nk a

ll th

e au

thor

s w

ho c

ontr

ibut

ed t

o th

is b

ook

and

gave

it it

s w

ealth

of

idea

s an

dap

proa

ches

. W

e al

so e

xpre

ss o

ur g

ratit

ude

to t

he t

each

ers,

ped

agog

ical

adv

iser

s, t

rain

ers

and

the

mem

bers

of

the

port

folio

ass

essm

ent

team

in

Bosn

ia a

nd H

erze

govi

na, w

ho t

este

d th

e m

odel

s an

dga

ve u

s va

luab

le fe

edba

ck. W

e th

ank

Ms

Olö

f Ola

fsdo

ttir

and

Ms

Sara

h K

eatin

g-Ch

etw

ynd

from

the

Coun

cil o

f Eur

ope

for

thei

r pa

tienc

e, e

ncou

rage

men

t and

sup

port

in s

eein

g th

is p

roje

ct th

roug

h. T

heSD

C (S

wis

s A

genc

y fo

r D

evel

opm

ent

and

Co-o

pera

tion,

Ber

n) g

ave

a ge

nero

us c

ontr

ibut

ion

that

enab

led

IPE

(Inte

rnat

iona

l Pr

ojec

ts i

n Ed

ucat

ion)

, an

ins

titut

e of

PH

ZH (

Zuri

ch U

nive

rsity

of

Teac

her

Educ

atio

n), t

o m

onito

r th

e pr

ojec

t. A

nd f

inal

ly, o

ur s

peci

al t

hank

s go

to

Mr

Emir

Adz̆

ovic

,Co

unci

l of

Eur

ope,

Sar

ajev

o, f

or h

is u

nwav

erin

g su

ppor

t in

all

thos

e te

ache

r tr

aini

ng s

emin

ars

inG

oraz̆

de, B

rc̆ko

, Sar

ajev

o, B

anja

Luk

a an

d el

sew

here

, in

whi

ch w

e in

trod

uced

the

“Blu

e Fo

lder

” an

dre

ceiv

ed t

he f

eedb

ack

that

wen

t in

to t

he p

rodu

ctio

n of

thi

s ne

w r

evis

ed v

ersi

on.

Zuri

ch a

nd W

eing

arte

n, J

uly

2008

Rolf

Gol

lob

Pete

r K

rapf

10Teac

hing

dem

ocra

cy

’

11

Intr

oduc

tion

The

pict

ure

show

s st

uden

ts w

orki

ng i

n th

e cl

assr

oom

. To

the

lef

t, a

boy

and

a gi

rl a

re w

orki

ngto

geth

er, t

heir

mat

eria

ls, i

nclu

ding

a g

lobe

, on

the

tabl

e. T

hey

seem

to b

e en

gage

d in

dis

cuss

ion.

Inth

e ba

ckgr

ound

, a s

tude

nt o

r pe

rhap

s a

teac

her

is g

ivin

g a

pres

enta

tion.

The

gir

l to

the

rig

ht h

ashe

r ha

nd r

aise

d w

aitin

g to

be

calle

d. E

very

one

in c

lass

is

wor

king

har

d an

d se

ems

to b

e en

joyi

ngit.

Cla

ssro

om a

tmos

pher

e is

cru

cial

for

eff

ectiv

e w

ork

and

lear

ning

.

Thes

e fi

ve e

xerc

ises

foc

us o

n ho

w t

o cr

eate

, or

rest

ore,

an

atm

osph

ere

in c

lass

tha

t al

low

s st

uden

tsto

fee

l co

mfo

rtab

le a

nd s

afe.

Thi

s ba

sic

requ

irem

ent

supp

orts

eff

icie

ncy

of t

each

ing

and

lear

ning

,as

dis

rupt

ions

inva

riab

ly t

ake

prio

rity

and

con

sum

e tim

e an

d en

ergy

.

EDC/

HRE

has

muc

h in

com

mon

with

goo

d te

achi

ng. T

his

does

not

onl

y ap

ply

to t

hese

fiv

e m

odel

s,bu

t to

all

the

exer

cise

s in

thi

s bo

ok.

Thes

e m

odel

s ha

ve n

ot, h

owev

er, p

rim

arily

bee

n co

ncei

ved

as to

ols

of c

lass

man

agem

ent;

they

car

rya

deep

er, m

ore

mea

ning

ful m

essa

ge. E

duca

tiona

l ref

orm

toda

y is

, to

a co

nsid

erab

le e

xten

t, an

issu

eof

how

to

mov

e fo

rwar

d fr

om d

eliv

erin

g a

fixe

d, s

eem

ingl

y tim

eles

s se

t of

kno

wle

dge

and

insi

ghts

tow

ards

a m

ore

dyna

mic

con

cept

of l

ifel

ong

lear

ning

that

req

uire

s co

mpe

tenc

e bu

ildin

g ra

ther

than

the

accu

mul

atio

n of

fac

ts a

nd f

igur

es. F

rom

this

per

spec

tive,

sch

ool i

s co

ncei

ved

as a

mic

ro-s

ocie

ty–

a pl

ace

whe

re s

tude

nts

enco

unte

r ex

peri

ence

s an

d pr

oble

ms

that

hav

e m

uch

in c

omm

on w

ithad

ult l

ife.

Stu

dent

s sh

ould

ther

efor

e le

arn

how

to d

eal w

ith s

uch

prob

lem

s in

sch

ool.

Thes

e ex

erci

ses

help

stu

dent

s to

mak

e th

eir

mic

ro-s

ocie

ty w

ork

by g

ettin

g to

kno

w o

ther

s, a

gree

ing

on r

ules

with

ina

grou

p, s

hari

ng p

erso

nal

expe

rien

ce w

ith o

ther

s an

d bu

ildin

g se

lf-e

stee

m,

defi

ning

one

’s o

wn

iden

tity

with

in a

gro

up a

nd c

o-op

erat

ing

with

oth

ers.

The

se t

asks

are

equ

ally

im

port

ant

and

suita

ble

for

youn

g an

d ol

der

stud

ents

, but

the

leve

l of

refl

ectio

n w

ill v

ary.

Fina

lly, i

n te

rms

of E

DC/

HRE

, the

se e

xerc

ises

car

ry a

cle

ar m

essa

ge o

f te

achi

ng t

hrou

ghor

in

the

spir

it of

dem

ocra

cy a

nd h

uman

rig

hts.

Eac

h st

uden

t is

an

indi

vidu

al w

ho c

ontr

ibut

es s

omet

hing

pers

onal

and

spe

cial

to

the

com

mun

ity o

f st

uden

ts a

nd t

each

ers

in c

lass

. Ea

ch s

tude

nt s

houl

d be

trea

ted

with

int

eres

t an

d re

spec

t. Ev

ery

rule

sho

uld

be a

pplie

d eq

ually

to

ever

yone

. Th

is m

eans

:“W

hat

I exp

ect

from

oth

ers

they

may

exp

ect

from

me.

” Th

e st

uden

ts s

houl

d be

mad

e aw

are

of t

his

mes

sage

, so

refl

ectio

n an

d cr

itica

l thi

nkin

g in

cla

ss a

re e

ssen

tial.

Chap

ter

1 –

Build

ing

up c

lass

room

atm

osph

ere

Exer

cise

1.1

. – M

atch

ing

card

s

Educ

atio

nal ob

ject

ive

This

exe

rcis

e en

able

s st

uden

ts t

o m

ake

cont

actw

ith o

ther

s in

a

non-

thre

aten

ing

way

.

Not

e on

use

Teac

hers

can

use

thi

s ex

erci

se t

o as

sess

the

lear

ning

nee

ds a

nd

expe

ctat

ions

of

thei

r st

uden

t gr

oup.

Reso

urce

sA

set

of

card

s th

at f

orm

pai

rs.

Proc

edur

e

1.Th

e te

ache

r gi

ves

out

the

card

s ra

ndom

ly a

nd a

sks

the

stud

ents

to

find

the

ir o

ther

hal

f.

2.W

hen

they

hav

e fo

und

each

oth

er, t

he s

tude

nts

spen

d 5-

10 m

inut

es f

indi

ng o

ut s

ome

basi

cin

form

atio

n ab

out

each

oth

er:

– th

eir

nam

e

– th

eir

fam

ily

– w

here

the

y liv

e

– th

eir

favo

urite

ani

mal

or

pop

grou

p or

foo

tbal

l tea

m o

r co

lour

, etc

.

3.

The

stud

ents

ret

urn

to t

he p

lena

ry.

Each

stu

dent

has

the

opp

ortu

nity

to

brie

fly

intr

oduc

eth

eir

part

ner

to t

he r

est

of t

he g

roup

.1

4.

The

stud

ents

are

sea

ted

in a

cir

cle

of c

hair

s. In

ord

er to

gen

erat

e so

me

feed

back

, the

teac

her

enco

urag

es t

he s

tude

nts

to c

omm

ent

on w

hat

was

new

to

them

or

wha

t st

ruck

the

m i

npa

rtic

ular

.

Exte

nsio

n

This

act

ivity

can

be

deve

lope

d fu

rthe

r by

ask

ing,

at

prim

ary

scho

ol l

evel

for

exa

mpl

e, a

ll th

ose

stud

ents

who

se fa

vour

ite c

olou

r is

red

to g

et to

geth

er, s

o th

at s

mal

l dis

cuss

ion

grou

ps c

an b

e fo

rmed

.

Vari

atio

n

The

stud

ents

exp

lore

dif

fere

nt w

ays

of p

rese

ntin

g th

eir

info

rmat

ion,

for

inst

ance

thro

ugh

mim

e, b

ym

akin

g a

post

er “

adve

rtis

ing”

the

ir p

artn

er o

r by

wri

ting

a po

em.

Mat

eria

lsA

set

of

card

s on

whi

ch is

wri

tten

and

dra

wn

an o

bjec

t w

hich

has

a p

artn

er o

n an

othe

r ca

rd.

The

card

s sh

ould

sho

w w

ritin

g an

d pi

ctur

es w

hich

will

ena

ble

youn

ger

stud

ents

and

tho

se w

ithle

arni

ng d

iffi

culti

es t

o ta

ke f

ull p

art

in t

he e

xerc

ise.

rose

– t

horn

day

– ni

ght

knif

e –

fork

shoe

– s

ock

light

– d

ark

salt

– pe

pper

pen

– pa

per

tabl

e –

chai

rho

t –

cold

high

– lo

wst

rong

– w

eak

up –

dow

non

– o

ffop

en –

clo

sed

big

– sm

all

fast

– s

low

clea

n –

dirt

yro

ugh

– sm

ooth

stop

– g

ost

art

– fi

nish

good

– b

adye

s –

nofr

iend

– e

nem

yfa

t –

thin

sun

– m

oon

brot

her

– si

ster

boy

– gi

rl

12Teac

hing

dem

ocra

cy

____

____

__1.

Thi

s ne

eds

to b

e ex

plai

ned

whe

n in

trod

ucin

g th

e ex

erci

se s

o th

at s

tude

nts

can

choo

se h

ow m

uch

they

wan

t to

dis

clos

eab

out

them

selv

es.

Exer

cise

1.2

. – R

ight

s, re

spon

sibili

ties

and

rule

s in

the

cla

ssro

om

Educ

atio

nal ob

ject

ives

Th

is a

ctiv

ity i

ntro

duce

s a

“ste

p-by

-ste

p” a

ppro

ach

to u

se w

ithst

uden

ts in

ord

er t

o es

tabl

ish

dem

ocra

tical

ly a

gree

d ru

les

for

thei

rcl

ass

grou

p.

The

stud

ents

exp

erie

nce

that

the

ir c

ontr

ibut

ion

mat

ters

and

tha

tth

ey h

ave

a ch

ance

to

influ

ence

the

dra

ftin

g of

the

rul

es.

They

deve

lop

a se

nse

of “

owne

rshi

p” a

nd e

xper

ienc

e ac

tive

part

icip

atio

nin

the

set

ting

of t

he c

lass

com

mun

ity a

s a

mic

ro-s

ocie

ty.

The

stud

ents

bec

ome

awar

e of

link

s be

twee

n ri

ghts

, res

pons

ibili

ties

and

rule

s (s

tand

ing

for

law

s in

the

cla

ssro

om c

onte

xt).

Reso

urce

sLa

rge

shee

ts o

f pa

per

divi

ded

into

thr

ee e

qual

par

ts.

Proc

edur

e

1.

Usi

ng a

gro

up-f

orm

ing

“gam

e” (e

.g. b

y ha

ndin

g ou

t mat

chin

g ca

rds

to fo

rm g

roup

s of

jugg

lers

,vi

olin

ists

, etc

.) th

e cl

ass

is d

ivid

ed in

to t

hree

, six

, or

nine

gro

ups

depe

ndin

g on

the

cla

ss s

ize.

Ther

e sh

ould

be

no m

ore

than

fiv

e st

uden

ts in

eac

h gr

oup.

Eac

h gr

oup

is e

ither

A, B

or

C.

2.

Each

gro

up a

ppoi

nts

a sp

okes

pers

on. T

he t

each

er a

sks

the

grou

ps f

or b

rief

fee

dbac

k –

how

did

they

cho

ose

thei

r sp

okes

pers

on?

3.

Each

gro

up h

as a

she

et o

f pa

per

divi

ded

into

thr

ee. U

sing

the

top

thi

rd o

f th

e pa

per,

they

reco

rd w

hat t

hey

belie

ve to

be

the

righ

ts o

f ev

ery

indi

vidu

al (i

nclu

ding

the

teac

her)

in th

eir

clas

s. T

hey

shou

ld r

ecor

d ev

ery

sugg

estio

n an

d ea

ch s

ugge

stio

n sh

ould

be

num

bere

d.

4.

The

stud

ents

giv

e fe

edba

ck, g

uide

d by

the

fol

low

ing

ques

tions

. How

wel

l do

you

thin

k yo

uha

ve c

ompl

eted

the

tas

k? W

hat

wer

e yo

u al

l doi

ng t

hat

help

ed?

Wha

t hi

nder

ed?

5.

The

stud

ents

pas

s th

eir

wor

k on

to

the

next

gro

up (A

to

B, B

to

C, C

to

A).

6.

Each

gro

up c

onsi

ders

the

lis

t of

rig

hts

gene

rate

d by

the

pre

viou

s gr

oup,

gui

ded

by t

hefo

llow

ing

ques

tions

. Wha

t res

pons

ibili

ties

do w

e ha

ve in

ord

er to

resp

ect t

hose

righ

ts?

Wha

tdo

we

need

to

do?

How

do

we

need

to

beha

ve?

For

exam

ple:

“Ev

eryo

ne h

as t

he r

ight

to

behe

ard.

” –

“We

have

a r

espo

nsib

ility

to

liste

n.”

Usi

ng

the

sam

e nu

mbe

rs

as

used

in

th

e ri

ghts

se

ctio

n,

the

stud

ents

w

rite

do

wn

aco

rres

pond

ing

resp

onsi

bilit

y (if

the

y ca

n th

ink

of o

ne) i

n th

e m

iddl

e th

ird

of t

he p

aper

.2

7.

Teac

her

inpu

t: r

ules

for

rul

es.

– D

ecid

e on

a f

ew r

ules

tha

t w

ill b

e pr

omin

ently

dis

play

ed in

the

cla

ssro

om.

– Th

ey s

houl

d be

pos

itive

ly p

hras

ed –

DO

som

ethi

ng r

athe

r th

an D

ON

’T d

o so

met

hing

.

– Th

ey m

ust

be s

peci

fic

and

desc

ribe

the

req

uire

d be

havi

our,

e.g.

the

rig

ht t

o be

hea

rd;

we

have

a r

espo

nsib

ility

to li

sten

; ru

le–

rem

ain

sile

nt w

hen

othe

rs a

re s

peak

ing.

8.

The

stud

ents

pas

s th

eir

shee

t of

pap

er o

n on

ce a

gain

. Th

e gr

oups

con

side

r al

l th

ein

form

atio

n fr

om th

e pr

evio

us tw

o gr

oups

and

agr

ee o

n a

max

imum

of f

ive

rule

s. T

hese

are

wri

tten

in b

old

lett

ers

on th

e fi

nal t

hird

of

the

pape

r. Th

is s

et o

f ru

les

is d

etac

hed

and

stuc

kon

a w

all.

Each

gro

up’s

spo

kesp

erso

n ex

plai

ns t

heir

rul

es t

o th

e w

hole

cla

ss.

Teac

her-

led

disc

ussi

on. T

he s

tude

nts

iden

tify

redu

ndan

t ru

les

and

agre

e w

hich

dup

licat

e(s)

can

be d

elet

ed.

Som

e gr

oups

may

not

be

will

ing

to a

llow

the

ir s

ubm

issi

on t

o be

del

eted

,

13

Build

ing

up c

lass

room

atm

osph

ere

____

____

__2.

Stu

dent

s so

met

imes

fin

d it

diff

icul

t to

fin

d a

resp

onsi

bilit

y fo

r ev

ery

right

.

whi

le o

ther

s m

ay.

The

stud

ents

sho

uld

try

to r

each

a d

ecis

ion

that

eve

ryon

e ag

rees

to.

Rath

er t

han

excl

udin

g a

grou

p’s

wor

k, d

uplic

ates

can

be

reta

ined

for

fur

ther

con

side

ratio

n.

9.

Votin

g fo

r th

e ru

les.

Eac

h st

uden

t ha

s fo

ur t

oken

s to

“sp

end”

on

the

rule

s th

at t

hey

belie

vesh

ould

be

incl

uded

in

thei

r cl

assr

oom

. The

y ca

n ca

st t

heir

vot

e by

allo

catin

g th

eir

toke

nsin

any

way

the

y w

ish;

for

exa

mpl

e th

ey m

ay w

ish

to c

ast

all o

f th

eir

vote

s fo

r on

e ru

le o

rsp

read

the

m e

venl

y. T

he f

our

rule

s w

ith t

he h

ighe

st n

umbe

r of

vot

es c

ast

beco

me

the

rule

sfo

r th

eir

clas

sroo

m.

They

can

be

wri

tten

up,

sig

ned

by e

ach

stud

ent

and

disp

laye

dpr

omin

ently

in t

he c

lass

room

.

10.

Refl

ectio

n. W

hat h

elpe

d/hi

nder

ed?

How

did

you

con

trib

ute

to th

e ac

tiviti

es?

Did

you

not

ice

anyo

ne e

lse

in t

he c

lass

who

did

thi

ngs

that

hel

ped?

Wha

t di

d th

ey d

o?

This

is th

e fir

st o

ppor

tuni

ty fo

r the

cla

ss to

app

ly th

eir r

ules

and

to re

info

rce

them

. The

teac

her

coul

d pr

aise

tho

se s

tude

nts

who

are

res

pect

ing

the

rule

s. If

at

all p

ossi

ble

the

teac

her

shou

ldig

nore

thos

e w

ho a

re n

ot, o

ther

wis

e it

prov

ides

them

with

“th

e lim

elig

ht”

for n

egat

ive

reas

ons.

14Teac

hing

dem

ocra

cy

Exer

cise

1.3

. – Id

entit

y co

at o

f ar

ms

Educ

atio

nal ob

ject

ives

En

hanc

emen

t of

se

lf-e

stee

m;

indi

vidu

als

are

enco

urag

ed

tore

cogn

ise

and

cele

brat

e po

sitiv

e as

pect

s of

the

mse

lves

.

Gro

ups

find

the

ir c

omm

on g

oals

.

Not

e on

use

This

exe

rcis

e al

low

s th

e st

uden

ts to

bec

ome

activ

ely

invo

lved

ver

yqu

ickl

y. I

t is

ide

al i

n a

new

ly s

et u

p le

arni

ng g

roup

or

at t

hebe

ginn

ing

of a

tra

inin

g se

ssio

n.

Reso

urce

sCo

at o

f ar

ms

post

er f

or e

ach

grou

p of

stu

dent

s, c

olou

red

pens

or

penc

ils, p

ictu

res

from

mag

azin

es, e

tc.

Proc

edur

e

1.

Usi

ng a

gro

up-f

orm

ing

“gam

e” (e

.g. b

y ha

ndin

g ou

t mat

chin

g ca

rds

to fo

rm g

roup

s of

jugg

lers

,vi

olin

ists

, etc

.) th

e cl

ass

is d

ivid

ed in

to t

hree

, six

, or

nine

gro

ups

depe

ndin

g on

the

cla

ss s

ize.

Ther

e sh

ould

be

no m

ore

than

fiv

e st

uden

ts in

eac

h gr

oup.

Eac

h gr

oup

is e

ither

A, B

or

C.

1.

The

stud

ents

wor

k in

gro

ups

of f

our.

Each

stu

dent

is

give

n an

out

line

of a

coa

t of

arm

s,w

hich

is

divi

ded

into

fou

r se

ctio

ns a

nd h

as a

scr

oll

bene

ath

it. T

he p

arts

may

alr

eady

be

cut

out

from

a s

econ

d co

py s

o th

at t

hey

can

be g

lued

on

the

mai

n co

at w

hen

fini

shed

.

2.

Task

:

Indi

vidu

al p

repa

ratio

n:–

take

not

es a

nsw

erin

g th

e fo

llow

ing

ques

tions

:-

How

do

you

perc

eive

you

rsel

f?-

Wha

t do

you

nee

d?-

Wha

t ar

e yo

u ca

pabl

e of

doi

ng?

- W

hat

do y

ou r

egre

t w

hen

you

thin

k ab

out

your

ow

n lif

e?–

draw

(or

sel

ect)

a sy

mbo

l or

sym

bols

tha

t re

pres

ent

your

not

es (

colo

urs,

col

oure

d pa

per,

mag

azin

e pi

ctur

es, e

tc.).

Gro

up w

ork:

– ex

plai

n yo

ur s

ymbo

l(s) t

o yo

ur g

roup

mem

bers

– gl

ue a

ll pa

rts

on y

our

coat

of

arm

s–

find

a c

omm

on s

ymbo

l fo

r yo

ur g

roup

(ce

ntre

), a

mot

to f

or y

our

idea

s (to

p fl

ag)

and

ana

me

for

your

gro

up (b

otto

m f

lag)

.

3.

The

com

plet

ed c

oats

of

arm

s ar

e pr

esen

ted

by a

gro

up m

embe

r to

the

ple

nary

and

are

disp

laye

d al

ongs

ide

ever

yone

els

e’s

on t

he w

all.

15

Build

ing

up c

lass

room

atm

osph

ere

16Teac

hing

dem

ocra

cy

Mat

eria

ls

17

Build

ing

up c

lass

room

atm

osph

ere

Exer

cise

1.4

. – A

bou

quet

of

flow

ers

Educ

atio

nal ob

ject

ives

Th

e ob

ject

ive

of t

he e

xerc

ise

is t

o su

ppor

t gr

oup

cohe

sion

and

enha

nce

self

-est

eem

.

The

stud

ents

app

reci

ate

that

indi

vidu

als

in a

gro

up a

re u

niqu

e an

ddi

ffer

ent,

but

also

con

trib

ute

to t

he o

vera

ll st

reng

th o

f th

e gr

oup.

Reso

urce

sA

sm

all

port

rait

phot

ogra

ph o

f th

e st

uden

t no

big

ger

than

3 c

msq

uare

(a d

raw

n se

lf-p

ortr

ait

is p

ossi

ble

too)

.

Yello

w o

r or

ange

pap

er c

ut i

nto

roun

d pi

eces

of

appr

oxim

atel

y6

cm d

iam

eter

to

crea

te t

he c

entr

e of

the

flo

wer

.

Pape

r in

bri

ght

colo

urs

cut

into

the

sha

pe o

f pe

tals

, co

lour

edri

bbon

, if

at h

and,

mar

kers

or

penc

ils in

sev

eral

col

ours

, tw

o la

rge

shee

ts o

f fl

ipch

art

size

pap

er, g

lue

or o

ther

adh

esiv

e.

Proc

edur

e

1.

Each

stu

dent

has

a r

ound

pie

ce o

f pa

per

onto

whi

ch t

hey

stic

k th

eir

phot

ogra

ph.

2.

Each

stu

dent

tak

es s

ix p

etal

s an

d on

eac

h w

rites

one

or

two

posi

tive

wor

ds a

bout

:

– w

hat

a te

ache

r m

ight

say

abo

ut t

hem

– w

hat

a m

ale

mem

ber

of t

heir

fam

ily m

ight

say

abo

ut t

hem

– w

hat

a fe

mal

e m

embe

r of

the

ir fa

mily

mig

ht s

ay a

bout

the

m

– w

hat

they

say

abo

ut t

hem

selv

es

– w

hat

a fr

iend

mig

ht s

ay a

bout

the

m

– w

hat

som

ebod

y el

se in

the

roo

m, s

choo

l or

com

mun

ity m

ight

say

abo

ut t

hem

.

3.

The

stud

ent

past

es t

he p

etal

s ar

ound

the

edg

e of

the

pho

togr

aph

to c

reat

e a

flow

er h

ead.

4.

The

teac

her

or t

he s

tude

nts

arra

nge

each

flo

wer

hea

d on

the

dis

play

pap

er.

5.

The

teac

her

or t

he s

tude

nts

draw

the

ste

ms

and

leav

es o

f ea

ch f

low

er t

o cr

eate

a b

ouqu

et.

Atta

chin

g a

bow

of

ribbo

n m

akes

the

bou

quet

look

ver

y sp

ecia

l!

Exte

nsio

n

Sitti

ng in

a c

ircle

, the

stu

dent

s gi

ve th

eir c

omm

ents

. Thi

s he

lps

the

stud

ents

to u

nder

stan

d th

e sy

mbo

licm

eani

ng: t

he b

ouqu

et w

ould

lose

its

beau

ty if

som

e flo

wer

s w

ere

mis

sing

(com

mun

ity);

each

flo

wer

isdi

ffer

ent

and

adds

som

ethi

ng u

niqu

e (d

igni

ty o

f pe

rson

); at

the

sam

e tim

e, a

ll flo

wer

s ar

e si

mila

r an

dth

eref

ore

one

is a

s im

port

ant a

s th

e ot

her (

equa

lity)

. The

con

cept

s in

bra

cket

s m

ay b

e in

clud

ed in

cla

sses

with

old

er s

tude

nts.

18Teac

hing

dem

ocra

cy

Exer

cise

1.5

. – C

hine

se s

ticks

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts

are

trai

ned

in

the

skill

s of

te

am

play

ers.

Th

eyex

peri

ence

wha

t it

mea

ns t

o ha

ve t

o de

pend

on

othe

rs, a

nd o

ther

sha

ving

to

depe

nd o

n th

em (i

nter

depe

nden

ce).

Reso

urce

sCh

ines

e st

icks

or

penc

ils, b

iros

, etc

. (ap

prox

imat

ely

15 c

m lo

ng).

Proc

edur

e

1.Th

e cl

ass

is d

ivid

ed in

to g

roup

s of

abo

ut e

ight

stu

dent

s. Th

e gr

oups

are

tol

d th

at t

hey

are

toco

ver

a ce

rtai

n di

stan

ce (i

f po

ssib

le, t

he e

xerc

ise

shou

ld b

e do

ne o

utsi

de t

he s

choo

l bui

ldin

g).

2.Th

e gr

oups

sta

nd i

n lin

es, w

ith a

dis

tanc

e of

abo

ut 1

-1.5

met

res

betw

een

them

.

3.Th

e st

uden

ts ta

ke th

eir

Chin

ese

stic

ks (o

r bi

ros,

pen

cils

) bet

wee

n th

e tip

s of

thei

r fo

refi

nger

s.Th

e st

icks

now

link

the

stu

dent

s to

geth

er.

4.N

ow t

he g

roup

s m

ust

race

to

a go

al t

hat

has

been

set

bef

oreh

and,

for

exa

mpl

e th

e cl

assr

oom

or th

e ot

her e

nd o

f the

sch

ooly

ard.

If tw

o st

uden

ts d

rop

thei

r stic

k, th

e w

hole

team

mus

t ret

urn

to t

he s

tart

ing

poin

t an

d be

gin

agai

n fr

om t

here

. Th

e te

ams

are

free

to

deve

lop

the

best

tech

niqu

e an

d st

rate

gy t

o m

ove

swift

ly t

o th

e go

al w

ithou

t dr

oppi

ng t

he s

ticks

.

Dep

endi

ng o

n ho

w d

iffi

cult

the

task

pro

ves

to b

e fo

r th

e st

uden

ts, t

hese

rul

es c

an b

e ap

plie

dm

ore

or le

ss s

tric

tly.

Exte

nsio

n

1.So

me

stud

ents

can

act

as

exte

rnal

obs

erve

rs w

ho c

an c

omm

ent

on t

he w

ay t

he g

roup

s co

-op

erat

ed w

ith e

ach

othe

r.

2.Th

e ac

tiviti

es c

an b

e fi

lmed

to

show

dif

fere

nt f

orm

s of

beh

avio

ur.

19

Intr

oduc

tion

In m

oder

n so

ciet

y, w

e m

ay –

and

we

mus

t –

choo

se t

he v

alue

s th

at w

e th

ink

are

impo

rtan

t an

dm

eani

ngfu

l for

us.

In m

akin

g su

ch c

hoic

es, w

e ar

e us

ing

our

free

dom

of

pers

on, t

houg

ht a

nd b

elie

fan

d al

so o

ur f

reed

om o

f ex

pres

sion

whe

n w

e co

nfes

s to

our

vie

ws

in p

ublic

. The

refo

re th

e ex

erci

ses

in t

his

chap

ter

addr

ess

a ke

y pr

inci

ple

of h

uman

rig

hts

– th

e fr

eedo

m o

f pe

rson

or

the

indi

vidu

al.

As

the

illus

trat

ion

show

s, h

owev

er,

pers

onal

fre

edom

com

es w

ith t

he n

eed

to m

ake

choi

ces.

Fre

epe

ople

can

be

very

lone

ly p

eopl

e. N

o on

e ca

n, o

r sh

ould

, tel

l us

wha

t to

bel

ieve

in o

r w

hat

valu

esw

e sh

ould

cho

ose.

And

we

mus

t m

ake

a ch

oice

– o

r ho

w e

lse

wou

ld w

e kn

ow w

hat

is im

port

ant

inlif

e? C

hoos

ing

valu

es is

ther

efor

e a

key

issu

e fo

r you

ng p

eopl

e in

thei

r eff

ort t

o an

swer

the

ques

tion:

Who

am

I?

Wha

t is

my

iden

tity?

From

a d

iffe

rent

poi

nt o

f vi

ew, f

rom

the

nee

ds o

f so

ciet

y as

a w

hole

, we

find

tha

t fr

eedo

m o

f th

ein

divi

dual

will

lea

d to

a p

lura

listic

soc

iety

, w

ith i

ts m

embe

rs a

dher

ing

to d

iffe

rent

val

ues

and

belie

fs. P

lura

lism

can

be

a so

urce

of

conf

lict.

This

giv

es r

ise

to t

he q

uest

ion

as t

o w

hich

val

ues

our

com

mun

ity a

nd o

ur d

emoc

racy

rel

y on

, for

exa

mpl

e ap

prec

iatio

n of

com

prom

ise,

non

-vio

lenc

e or

inte

grat

ion

of m

inor

ities

. As

a ru

le, i

f th

e m

embe

rs o

f a

soci

ety

succ

eed

in a

gree

ing

on t

he r

ules

of

peac

eful

, no

n-vi

olen

t ar

gum

ent

and

deci

sion

mak

ing,

the

y ca

n de

al w

ith a

lot

of

cont

rove

rsy

inth

eir

view

s an

d in

tere

sts.

All

thes

e qu

estio

ns a

re e

qual

ly im

port

ant

in t

he m

icro

-soc

iety

of

a sc

hool

cla

ss a

nd in

soc

iety

as

aw

hole

. In

a de

moc

ratic

com

mun

ity, n

o in

divi

dual

or

auth

ority

has

the

righ

t to

defi

ne v

alue

s fo

r al

l.Ra

ther

, ci

tizen

s w

ill n

egot

iate

a m

inim

um a

gree

men

t on

cer

tain

val

ues.

The

refo

re i

t is

not

the

teac

her’s

bus

ines

s to

def

ine

valu

es i

n te

rms

of p

oliti

cal

corr

ectn

ess

or a

par

ticul

ar p

arty

, bel

ief

orid

eolo

gy. T

he s

tude

nts

need

to le

arn

how

to m

ake

use

of th

eir

free

dom

of

thou

ght a

nd h

ow to

sha

reth

eir

choi

ces

with

oth

ers.

Thes

e ex

erci

ses

supp

ort

the

stud

ents

by

deve

lopi

ng t

heir

ski

lls o

f ne

gotia

tion.

The

y be

com

e aw

are

of th

e fu

ndam

enta

l pri

ncip

le o

f re

vers

ibili

ty. T

hey

unde

rsta

nd th

at o

ur c

hoic

e of

val

ues

has

a lo

t to

do w

ith o

ur s

ocia

l situ

atio

n an

d ou

r in

tere

sts.

In e

very

exe

rcis

e, h

ow th

e st

uden

ts a

rgue

– p

eace

fully

and

in m

utua

l res

pect

– is

just

as

impo

rtan

t as

wha

t th

ey a

ctua

lly a

rgue

in f

avou

r of

or

agai

nst.

Chap

ter

2 –

Clar

ifyi

ng v

alue

s

Exer

cise

2.1

. – T

he r

aft

gam

e

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts a

re in

trod

uced

to

the

notio

n of

val

ues.

The

stud

ents

lear

n ho

w t

o id

entif

y pr

ejud

ices

.

Reso

urce

sCa

rds

givi

ng in

form

atio

n ab

out

char

acte

rs.

Proc

edur

e

Nin

e pe

ople

are

adr

ift

on a

raf

t in

the

ope

n se

a. T

hey

do n

ot k

now

the

ir e

xact

pos

ition

. The

raf

t is

too

smal

l for

all

of t

hem

. Fou

r of

the

m m

ust

be t

hrow

n in

to t

he s

ea.

Who

will

the

y be

and

why

?

Each

stu

dent

rec

eive

s a

card

giv

ing

som

e in

form

atio

n ab

out

the

char

acte

r th

at s

he o

r he

is

tore

pres

ent.

This

is

not

only

a r

ole-

play

but

als

o a

mat

ter

of i

dent

ifyi

ng w

ith a

cha

ract

er b

y fi

ndin

g re

ason

sw

hy h

e or

she

des

erve

s to

sur

vive

mor

e th

an t

he o

ther

s. T

hey

mus

t al

way

s us

e th

e fi

rst

pers

on –

“I”.

The

situ

atio

n an

d w

hat i

s at

sta

ke a

re a

lso

indi

cate

d on

the

card

. The

re m

ust b

e co

mpl

ete

sile

nce

duri

ng t

his

firs

t te

n-m

inut

e ph

ase.

1.Th

e st

uden

ts w

ork

in g

roup

s of

fou

r to

six

.

Each

gro

up d

ecid

es w

ho s

houl

d be

sav

ed a

ccor

ding

to a

rgum

ents

put

forw

ard

by e

ach

stud

ent.

To in

crea

se in

tera

ctio

n, e

ach

pers

on m

ust n

ot o

nly

defe

nd h

is o

r her

cha

ract

er b

ut s

houl

d al

soat

tack

ano

ther

. A c

olle

ctiv

e de

cisi

on m

ust,

how

ever

, be

reac

hed

with

in t

wen

ty m

inut

es.

2.Ea

ch g

roup

rep

orts

the

ir c

hoic

es a

nd c

ompa

res

with

the

oth

er g

roup

s.

3.Th

e w

hole

cla

ss id

entif

ies

the

valu

es a

nd p

reju

dice

s th

at h

ave

aris

en.

Mat

eria

ls

Som

eex

ampl

es o

f di

ffer

ent

char

acte

rs A

gyp

sy w

ho h

as j

ust

com

e ou

t of

pri

son.

An

old

wom

an,

a w

idow

, w

ho i

s tr

avel

ling

tohe

r na

tive

coun

try

with

her

sav

ings

in

orde

r to

see

her

son

agai

n.

An

Engl

ish

skin

head

who

is

drun

k.

An

old

fam

ous

Am

eric

an b

aseb

all

play

er.

A y

oung

mot

her

who

has

a b

roke

n le

g.

20Teac

hing

dem

ocra

cy

A 3

5-ye

ar-o

ld d

ecor

ator

, sin

gle,

who

is a

ctiv

ein

a p

oliti

cal

mov

emen

t.

An

HIV

-pos

itive

pro

stitu

te.

A R

ussi

an p

iani

st, f

athe

r of

tw

o ch

ildre

n.

A 1

5-ye

ar-o

ld te

enag

er, w

inne

r of

an

impo

rtan

tlit

erat

ure

awar

d.

An

amba

ssad

or w

orki

ng fo

r th

e U

nite

d N

atio

ns.

A s

oldi

er c

omin

g ba

ck f

rom

tim

e of

f-du

ty.

Exer

cise

2.2

. – V

alue

sys

tem

s

Educ

atio

nal ob

ject

ive

The

stud

ents

dis

cove

r th

at d

iffe

rent

val

ues

are

a po

ssib

le s

ourc

eof

con

flic

t.

Reso

urce

sPa

per

and

pens

, a w

orks

heet

con

tain

ing

a lis

t of

dif

fere

nt v

alue

s.

Proc

edur

e

A li

st o

f 20

valu

es, n

ot in

any

par

ticul

ar o

rder

, is

give

n to

eac

h st

uden

t: so

cial

suc

cess

, lov

e, o

bedi

ence

,se

curit

y, p

eace

, ord

er, h

uman

dig

nity

, fee

ling

good

abo

ut o

nese

lf, e

qual

ity, r

espe

ct fo

r ot

hers

, hon

esty

,fa

mily

, sol

idar

ity, r

espo

nsib

ility

, jus

tice,

tol

eran

ce, f

reed

om, c

ompe

titio

n, h

ealth

, pat

riotis

m.

1.Th

e st

uden

ts w

ork

in p

airs

.

2.Th

e te

ache

r as

ks t

he s

tude

nts

to g

roup

the

val

ues

on t

he l

ist

in t

hree

cat

egor

ies.

“In

the

firs

t, pu

t th

ose

that

see

m m

ost

impo

rtan

t to

you

; in

the

sec

ond,

the

lea

st i

mpo

rtan

t; a

ndfi

nally

tho

se t

hat

are

uncl

assi

fiab

le.”

Thi

s w

ork

shou

ld b

e do

ne s

low

ly a

nd w

ith t

houg

ht.

3.Fe

edba

ck t

akes

pla

ce i

n gr

oups

of

alte

rnat

ing

pair

s, b

y di

scus

sion

.

No

hier

arch

y is

pre

fera

ble

to a

noth

er. N

o as

sess

men

t or

mar

k w

ill b

e gi

ven

for

the

activ

ity.

The

teac

her

shou

ld e

mph

asis

e th

e di

ffer

ence

bet

wee

n si

mpl

e id

eal

valu

es a

nd e

ffec

tive

valu

es –

tho

se t

hat

take

acc

ount

of

a ty

pe o

f be

havi

our.

4.A

sk t

he s

tude

nts

to k

eep

thei

r lis

t w

ith t

heir

fir

st c

hoic

es.

Exte

nsio

n

1.Th

e st

uden

ts fo

rm g

roup

s of

thre

e an

d co

mpa

re th

eir

resp

ectiv

e sy

stem

s (li

st o

f fir

st c

hoic

e)by

ans

wer

ing

the

follo

win

g qu

estio

ns:

– W

hy h

ave

I ch

osen

thi

s va

lue

as b

eing

the

mos

t im

port

ant?

– Is

thi

s va

lue

of a

ny i

mpo

rtan

ce f

or m

y pr

actic

al b

ehav

iour

?

– W

hat

are

the

obst

acle

s to

its

rea

lisat

ion?

– W

hat

is m

y m

ain

conf

lict?

– W

hat

can

I do

to

reso

lve

it?

– W

hich

are

the

ind

ivid

ualis

tic a

ttitu

des

as o

ppos

ed t

o ge

nuin

e co

llect

ive

com

mitm

ents

?

2.Th

e st

uden

ts g

roup

the

ir v

alue

s un

der

cate

gori

es,

for

exam

ple

gene

ral

ethi

cs o

r hu

man

righ

ts, p

ract

ical

use

, gen

eral

or

soci

al s

ucce

ss.

Whi

ch g

roup

ing

seem

s to

be

the

mos

t si

gnif

ican

t?

Whe

n fa

ced

with

a c

hoic

e, a

n in

divi

dual

can

act

unt

hink

ingl

y ac

cord

ing

to h

abit

or l

ook

for

wha

t se

em t

o be

the

bes

t re

ason

s fo

r ac

ting.

We

thin

k ab

out

valu

es w

hen

we

ask

ours

elve

s no

t wha

t the

bes

t mea

ns o

f re

achi

ng a

goa

l are

, but

whi

ch g

oal s

houl

d be

cho

sen.

3.Th

is p

roce

ss o

ffer

s an

acc

epta

ble

solu

tion

for

all

part

ies

conf

ront

ed w

ith o

ppos

ing

argu

men

ts w

hen

ther

e is

a c

onfl

ict

of i

nter

ests

. A

lthou

gh w

e ar

e of

ten

tem

pted

to

use

mor

al t

erm

s to

def

end

pers

onal

int

eres

ts,

cert

ain

prin

cipl

es a

re i

n op

erat

ion.

Res

pect

for

the

indi

vidu

al i

s a

prin

cipl

e, a

rul

e th

at m

akes

the

acc

epta

nce

or r

efus

al o

f a

cate

gory

of

actio

ns p

ossi

ble.

The

mos

t re

liabl

e cr

iteri

on f

or k

now

ing

whe

ther

a r

ule

of c

ondu

ct f

avou

rs r

espe

ct f

or t

hein

divi

dual

is r

ever

sibi

lity.

It

mak

es u

s gi

ve a

s m

uch

wei

ght

to t

he in

tere

sts

of o

ther

s as

to

our

own.

21

Clar

ifyi

ng v

alue

s

In g

roup

s, s

tude

nts

shou

ld f

orm

ulat

e a

few

pri

ncip

les

such

as:

– th

e la

w m

ust

alw

ays

be r

espe

cted

– ev

eryo

ne h

as t

he r

ight

to

live

thei

r liv

es a

s th

ey s

ee f

it.

They

can

the

n id

entif

y th

e po

ints

of

view

exp

ress

ed a

nd t

he p

rinc

iple

s.

22Teac

hing

dem

ocra

cy

Exer

cise

2.3

. – P

hilo

soph

y of

life

Educ

atio

nal ob

ject

ive

The

stud

ents

un

ders

tand

th

at

valu

es

have

di

ffer

ent

prac

tical

impl

icat

ions

.

Reso

urce

sA

lis

t of

dif

fere

nt w

ays

of l

ife

on a

pos

ter

or o

n th

e bl

ackb

oard

.

Proc

edur

e

1.Th

e st

uden

ts a

sses

s ea

ch “

way

of

life”

with

the

hel

p of

the

fol

low

ing

scal

e:

7 –

you

like

it ve

ry m

uch

6 –

you

like

it

5 –

you

quite

like

it

4 –

you

are

indi

ffer

ent

to it

3 –

you

don’

t ca

re f

or it

2 –

you

don’

t lik

e it

1 –

you

don’

t lik

e it

at a

ll.

2.Th

e te

ache

r as

ks t

he s

tude

nts

to c

ompa

re t

heir

ratin

g in

pai

rs o

r in

gro

ups

of t

hree

or

four

.

Exte

nsio

n

The

stud

ents

wri

te a

des

crip

tion

of th

eir

idea

l way

of

life

(they

sho

uld

try

to a

void

des

crib

ing

thei

row

n pr

esen

t way

of

life)

. The

y fi

nd o

ut w

hat t

he c

ontr

adic

tions

are

; do

they

con

form

to th

eir

scal

eof

val

ues?

Mat

eria

ls(s

ee n

ext

page

)

23

Clar

ifyi

ng v

alue

s

Dif

fere

nt w

ays

of lif

e1.

Th

e fo

llow

ing

are

need

ed in

life

: mod

erat

ion,

inte

llige

nce,

bal

anci

ng o

f ext

rem

es, f

rien

dshi

ps,

self-

cont

rol,

disc

iplin

e, f

ores

ight

, goo

d m

anne

rs a

nd r

espe

ct f

or c

erta

in t

radi

tions

.

2.

Wha

t co

unts

in

life

are

indi

vidu

al a

nd i

ntel

lect

ual

free

dom

, in

diff

eren

ce t

o th

e m

ater

ial

and

phys

ical

wor

ld.

3.

The

mos

t im

port

ant

attr

ibut

es a

re a

ffec

tion,

lov

e, d

evot

ion,

con

trol

of

one’

s pa

ssio

ns a

ndin

tere

sts,

ope

nnes

s to

oth

ers.

Bol

d in

telle

cts,

que

st f

or p

ower

and

ego

tism

are

to

bem

istr

uste

d.

4.

Enjo

ying

life

is m

ore

impo

rtan

t tha

n ch

angi

ng th

e w

orld

: a r

efus

al o

f et

hics

, dis

cipl

ine

and

pers

onal

sac

rifi

ce;

the

need

for

soc

iabi

lity

but

with

per

iods

of

solit

ude.

5.

One

sho

uld

iden

tify

with

a g

roup

and

see

k co

mra

desh

ip.

Soci

abili

ty a

nd a

ctio

n ar

eim

port

ant,

as is

a r

efus

al o

f m

edita

tion

as a

n ab

stra

ctio

n, o

f so

litud

e an

d m

ater

ial i

nter

ests

.Po

sitiv

e em

otio

nal

exte

rnal

isat

ion

and

shar

ed p

leas

ures

are

pre

fera

ble.

6.

One

sho

uld

seek

exu

bera

nt p

hysi

cal

activ

ity,

expl

orat

ion

of o

ne’s

wor

ld a

nd p

ract

ical

sens

es, a

pre

fere

nce

for

wor

k, t

he r

efus

al o

f dr

eam

s as

nos

talg

ia, t

he r

ejec

tion

of c

omfo

rtan

d se

lf-s

atis

fact

ion.

7.

The

days

fol

low

eac

h ot

her

but t

hey

are

all d

iffe

rent

. Ins

tabi

lity

and

adap

tatio

n ar

e ce

ntra

l,an

d on

e sh

ould

des

ire

to e

njoy

eve

ry im

port

ant

mom

ent.

Abo

ve a

ll, d

o no

t be

the

sla

ve o

fan

ide

a.

8.

Sim

ple

plea

sure

s ar

e im

port

ant:

com

fort

, fr

iend

ship

, re

st,

good

hea

lth,

refu

sal

of i

nten

se,

com

plex

ple

asur

es, r

ejec

tion

of a

mbi

tion

and

fana

ticis

m.

9.

Ope

nnes

s an

d re

cept

ivity

are

nec

essa

ry:

plea

sure

s an

d su

cces

ses

will

com

e on

the

ir o

wn;

wai

t ca

lmly

and

rec

eptiv

ely.

10.

One

mus

t hav

e se

lf-c

ontr

ol, b

ut b

e vi

gila

nt, a

war

e of

the

forc

es o

f th

e w

orld

and

of

hum

anlim

itatio

ns.

One

mus

t be

gen

erou

s, b

ut n

ot u

topi

an,

and

go t

hrou

gh t

he w

orld

with

sel

f-co

ntro

l an

d di

gnity

.

11.

Cont

empl

atio

n is

im

port

ant.

The

wor

ld i

s to

o bi

g an

d to

o ag

gres

sive

. The

inn

er l

ife

of t

heso

ul i

s es

sent

ial

and

has

prio

rity

ove

r a

futil

e, p

ainf

ul w

orld

tha

t m

ust

be r

ejec

ted.

12.

The

focu

s is

on

actio

n, e

xecu

tion,

cha

lleng

e, c

onst

ruct

ion;

the

body

, the

han

ds, t

he m

uscl

esar

e th

e tr

ue l

ife.

Pru

denc

e, c

omfo

rt a

nd r

elax

atio

n m

ust

be r

ejec

ted.

13.

Hum

an b

eing

s ex

ist

to s

erve

: be

ing

usef

ul t

o ot

hers

to

fost

er t

heir

per

sona

l gr

owth

.A

band

on o

nese

lf t

o th

e w

orld

; be

hum

ble,

con

stan

t, fa

ithfu

l, fl

exib

le.

Rece

ive

with

out

aski

ng, w

ork

for

the

reig

n of

the

Goo

d.

24Teac

hing

dem

ocra

cy

25

Intr

oduc

tion

The

illus

trat

ion

show

s a

seri

es o

f ob

ject

s th

at a

re f

amili

ar t

och

ildre

n an

d yo

ung

peop

le. E

ach

may

be

read

as

a sy

mbo

l of

ahu

man

rig

ht o

r ch

ild’s

rig

ht –

a t

ent

(leis

ure)

, an

um

brel

la(p

rote

ctio

n),

a pl

ate

with

fo

od

(phy

sica

l ne

eds)

, a

book

(edu

catio

n, fr

eedo

m o

f tho

ught

), a

tedd

y be

ar (l

eisu

re a

nd p

lay)

,a

flag

(pro

tect

ion

of c

itize

n’s

righ

ts b

y th

e st

ate)

, a f

irst

aid

kit

(med

ical

car

e),

an e

nvel

ope

(fre

edom

of

com

mun

icat

ion

and

expr

essi

on),

a ho

use

(pri

vacy

). Th

e gl

obe

may

sta

nd fo

r th

e id

eaof

pr

otec

ting

hum

an

righ

ts

for

ever

y hu

man

be

ing.

Th

esy

mbo

ls a

re a

rran

ged,

pla

yful

ly, a

bove

eac

h ot

her,

and

we

may

imag

ine

them

spi

nnin

g ar

ound

. In

this

way

, the

y ar

e lin

ked

tofo

rm a

who

le t

hat

adds

up

to a

nd m

eans

mor

e th

an i

ts p

arts

.Ta

ke o

ut o

ne p

iece

, and

the

who

le s

truc

ture

will

col

laps

e.

This

pic

ture

is a

n ex

ampl

e th

at s

how

s ho

w p

ower

ful s

eem

ingl

ysi

mpl

e sy

mbo

ls c

an b

e. F

indi

ng s

ymbo

ls f

or h

uman

rig

hts

is a

nex

erci

se th

at c

an b

e gi

ven

to v

ery

youn

g pu

pils

, as

wel

l as

olde

rst

uden

ts t

oo,

natu

rally

. It

allo

ws

them

to

link

thei

r pe

rson

alex

peri

ence

to

hum

an r

ight

s an

d to

exp

lore

the

sig

nifi

canc

e of

hum

an r

ight

s fo

r th

eir

lives

, and

sev

eral

of

the

exer

cise

s in

this

chap

ter

follo

w t

his

appr

oach

.

The

exer

cise

s in

thi

s ch

apte

r ad

dres

s hu

man

rig

hts

– th

e co

reto

pic

of h

uman

rig

hts

educ

atio

n. O

ther

cha

pter

s, s

uch

as t

heon

e on

val

ues,

em

phas

ise

teac

hing

thr

ough

hum

an r

ight

s –

with

hum

an r

ight

s as

a p

edag

ogic

al g

uide

line.

The

se e

xerc

ises

focu

s on

tea

chin

g ab

out

hum

an r

ight

s:

– kn

owin

g hu

man

rig

hts:

the

stud

ents

kno

w o

ne, o

r se

vera

lof

the

hum

an r

ight

s in

det

ail

and

unde

rsta

nd t

he b

asic

prin

cipl

es;

– re

adin

g hu

man

rig

hts

– sl

owly

and

car

eful

ly,

as e

very

wor

d m

atte

rs;

– lin

king

hum

an r

ight

s to

eve

ryda

y lif

e; t

he s

tude

nts

view

thei

r pe

rson

al

expe

rien

ce

and

thei

r w

ants

an

d ne

eds

thro

ugh

a hu

man

rig

hts

pers

pect

ive.

This

is a

n ap

proa

ch t

hat

is s

uita

ble

for

stud

ents

of

any

age.

Seve

ral e

xerc

ises

are

exa

mpl

es o

f ta

sk-b

ased

lear

ning

. The

stu

dent

s pr

oduc

e a

post

er o

r a

trea

sure

box

and

crea

te s

ymbo

ls t

hat

stan

d fo

r ce

rtai

n hu

man

rig

hts.

By

appe

alin

g to

the

stu

dent

s’ c

reat

ive

skill

s, s

uch

exer

cise

s pr

ovid

e a

chan

ge f

rom

the

sta

ndar

d te

xt-b

ased

app

roac

h.

All

exer

cise

s re

quir

e ca

refu

l re

flec

tion

in c

lass

. The

stu

dent

s sh

ould

und

erst

and

that

hum

an r

ight

sm

ay b

e vi

olat

ed, a

nd t

here

fore

nee

d to

be

prot

ecte

d by

law

s an

d m

eans

of

enfo

rcem

ent

(pol

ice,

asy

stem

of

puni

shm

ent).

With

old

er s

tude

nts

it is

pos

sibl

e to

tak

e so

me

furt

her

step

s. H

uman

rig

hts

are

fund

amen

tal r

ight

s,w

hich

mea

ns n

o au

thor

ity n

eeds

to

gran

t th

ese

righ

ts o

r is

in

a po

sitio

n to

tak

e th

em a

way

fro

m

Chap

ter

3 –

Gett

ing

to k

now

hum

an r

ight

s

us. T

he s

tude

nts

need

to

know

abo

ut t

he e

xist

ence

of

the

basi

c hu

man

rig

hts

trea

ties

such

as

the

Euro

pean

Con

vent

ion

on H

uman

Rig

hts.

The

y ne

ed t

o un

ders

tand

tha

t ou

r ri

ghts

hav

e lim

its t

hat

are

set

by t

he r

ight

s of

oth

ers.

We

need

to

find

out

for

our

selv

es h

ow t

o do

thi

s an

d, i

f ne

cess

ary,

legi

slat

ors

and

judg

es w

ill h

ave

to d

ecid

e. A

s re

port

s by

the

Coun

cil o

f Eur

ope

or n

on-g

over

nmen

tal

orga

nisa

tions

(N

GO

s) s

how

, th

e st

ate

itsel

f ca

n al

so b

e a

thre

at t

o hu

man

rig

hts.

In

such

cas

es,

citiz

ens

may

app

eal

to t

heir

nat

iona

l co

nstit

utio

nal

cour

ts o

r to

the

Eur

opea

n Co

urt

of H

uman

Righ

ts in

Str

asbo

urg.

26Teac

hing

dem

ocra

cy

Exer

cise

3.1

. – T

he h

uman

rig

hts

post

er

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts u

nder

stan

d th

e fo

llow

ing

aspe

cts

of h

uman

rig

hts:

thei

r ba

sic

stru

ctur

e (w

ho e

njoy

s a

hum

an r

ight

– c

onte

nt –

mea

nsof

enf

orce

men

t); t

he p

robl

em o

f vi

olat

ing

hum

an r

ight

s; m

eans

of

prot

ectin

g hu

man

rig

hts.

The

stud

ents

pra

ctis

e th

eir

read

ing

skill

s.

The

stud

ents

dev

elop

the

ir c

reat

ive

skill

s.

Reso

urce

sLa

rge

shee

ts o

f pa

per,

A4

size

pap

er i

n a

vari

ety

of c

olou

rs,

felt

pens

, sc

isso

rs,

glue

, ol

d m

agaz

ines

and

new

spap

ers,

pic

ture

s an

dph

otog

raph

s; t

ext

of t

he E

urop

ean

Conv

entio

n on

Hum

an R

ight

sor

the

Uni

vers

al D

ecla

ratio

n of

Hum

an R

ight

s.

Proc

edur

e

1.

The

stud

ents

for

m g

roup

s of

fou

r.

2.

The

teac

her

assi

gns

one

artic

le r

epre

sent

ing

a hu

man

rig

ht to

eac

h gr

oup.

Old

er s

tude

nts

can

deci

de w

hich

art

icle

the

y w

ish

to d

eal w

ith a

nd e

xpla

in t

heir

choi

ce (s

ee s

tep

4).

3.

Each

gro

up p

repa

res

a po

ster

on

a hu

man

rig

ht. T

he p

oste

r co

nsis

ts o

f th

e fo

llow

ing

part

s:

a. t

he t

itle

givi

ng t

he h

uman

rig

ht;

b. t

he t

ext

from

the

Eur

opea

n Co

nven

tion

on H

uman

Rig

hts

or t

he U

nive

rsal

Dec

lara

tion

ofH

uman

Rig

hts;

c. a

pic

ture

sym

bolis

ing

the

hum

an r

ight

(e.g

. a c

ar m

ay s

tand

for

fre

edom

of

mov

emen

t or

a cl

osed

fro

nt d

oor

coul

d st

and

for

priv

acy)

;

d. a

n an

alys

is o

f th

e st

ruct

ure

of t

he h

uman

rig

ht (f

or a

dvan

ced

clas

ses)

, ref

errin

g to

:

– th

e pe

rson

s w

ho e

njoy

thi

s rig

ht;

– th

e co

nten

ts (w

hat

the

right

pro

tect

s or

gra

nts)

;

– th

e m

eans

of

impl

emen

tatio

n or

enf

orce

men

t;3

e. a

sym

bol (

e.g.

a w

heel

for

fre

edom

of

mov

emen

t or

lips

for

fre

edom

of

expr

essi

on.

4.

The

grou

ps p

rese

nt a

nd d

iscu

ss t

heir

post

ers

in c

lass

.

Exte

nsio

n

The

post

er c

an a

lso

cont

ain

exam

ples

of

viol

atio

ns o

f th

e hu

man

rig

ht in

que

stio

n an

d ho

w it

can

,or

sho

uld,

be

enfo

rced

.

Vari

atio

n

As

indi

cate

d ab

ove,

the

str

uctu

re o

f th

e po

ster

can

be

vari

ed a

ccor

ding

to

the

age

grou

p an

d th

est

uden

ts’

know

ledg

e of

hum

an r

ight

s. T

he e

xerc

ise

may

ser

ve a

s an

int

rodu

ctio

n or

as

anap

plic

atio

n.

Whe

n se

t fo

r ad

vanc

ed c

lass

es, t

he e

xerc

ise

coul

d in

clud

e as

pect

s su

ch a

s th

e ty

pe o

f hu

man

rig

ht(g

rant

ing

an i

ndiv

idua

l lib

erty

, pro

tect

ing

equa

lity,

gra

ntin

g so

cial

rig

hts)

. The

se c

ould

be

rela

ted

to t

he “

gene

ratio

ns”

of h

uman

rig

hts.

27

Get

ting

to

know

hum

an r

ight

s

____

____

__3.

See

Yve

s La

dor,

Teac

hing

Gui

de t

o th

e Eu

rope

an C

onve

ntio

n on

Hum

an R

ight

s, G

enev

a/St

rasb

ourg

, 199

7, p

. 53f

(how

is a

hum

an r

ight

cre

ated

?).

Use

d on

its

ow

n, t

his

exer

cise

cou

ld l

ead

to a

n is

olat

ed a

cade

mic

app

roac

h fo

cusi

ng o

n a

sing

lehu

man

rig

ht.

It i

s th

eref

ore

reco

mm

ende

d to

com

bine

thi

s ex

erci

se w

ith o

ther

s th

at r

efer

to

the

hum

an r

ight

s pr

oces

s, f

or e

xam

ple

the

stud

ents

’ pe

rson

al e

xper

ienc

e, i

ssue

s of

vio

latio

n an

dim

plem

enta

tion

of a

hum

an r

ight

and

dis

cuss

ion

on t

he u

nive

rsal

nat

ure

of h

uman

rig

hts.

28Teac

hing

dem

ocra

cy

Exer

cise

3.2

. – T

he s

trin

gs

Educ

atio

nal ob

ject

ive

The

purp

ose

of t

his

exer

cise

is

to p

rese

nt a

glo

bal

pers

pect

ive

ofou

r co

mm

on o

rigi

n an

d co

mm

on h

ome

as a

n in

trod

uctio

n to

hum

an r

ight

s ed

ucat

ion.

All

peop

le s

hare

the

sam

e or

igin

, th

esa

me

eart

h an

d th

ey h

ave

the

sam

e ri

ghts

reg

ardl

ess

of w

here

they

live

or i

n w

hat

situ

atio

n. T

his

exer

cise

vis

ualis

es l

arge

fig

ures

to

mak

e th

em m

ore

appr

ehen

sibl

e fo

r ch

ildre

n.

Not

e on

met

hod

This

exe

rcis

e st

ands

out

in

so f

ar a

s it

give

s a

mod

el o

f a

lect

ure

by t

he t

each

er, r

athe

r th

an g

roup

wor

k.

Reso

urce

sTw

o pi

eces

of

stri

ng, 4

.8 a

nd 6

.7 m

etre

s lo

ng, p

refe

rabl

y a

wor

ldm

ap o

r a

glob

e.

Proc

edur

e

1.

The

teac

her

show

s th

e st

uden

ts t

he 4

.8 m

etre

str

ing

and

lets

the

m g

uess

how

lon

g it

is.

Whe

n th

e st

uden

ts h

ave

agre

ed t

hat

it is

4.8

met

res

long

, sh

e as

ks t

hem

how

man

ym

illim

etre

s th

is i

s.

2.

4 80

0 m

illim

etre

s ca

n sy

mbo

lise

the

hist

ory

of o

ur e

arth

, sin

ce i

t is

sup

pose

d to

be

4 80

0m

illio

n ye

ars

old.

3.

The

teac

her

goes

bac

k to

the

cre

atio

n of

the

pla

net

and

goes

thr

ough

the

mai

n ev

ents

of

the

eart

h’s

hist

ory,

1 m

illim

etre

bei

ng 1

mill

ion

year

s. H

ow lo

ng h

ave

hum

an b

eing

s be

enon

thi

s ea

rth?

She

/he

show

s th

em t

he l

ast

1-2

mill

imet

res

and

com

pare

s it

to t

he r

est

ofth

e st

ring

. May

be h

uman

bei

ngs

are

not t

hat i

mpo

rtan

t? P

erha

ps w

e sh

ould

be

very

car

eful

to t

ake

care

of

the

plan

et w

e liv

e on

?

4.

The

teac

her

tells

the

stu

dent

s a

little

bit

abou

t th

e hi

stor

y of

man

. A

s fa

r as

we

know

hum

an b

eing

s or

igin

ated

in

Afr

ica.

In

the

begi

nnin

g, w

e w

ere

all

Afr

ican

s! T

hen

man

mig

rate

d fr

om A

fric

a an

d ev

entu

ally

pop

ulat

ed t

he w

hole

ear

th.

Toda

y w

e ar

e m

any

coun

trie

s an

d m

any

diff

eren

t gr

oups

, sp

eaki

ng m

any

diff

eren

t la

ngua

ges

and

havi

ngdi

ffer

ent

relig

ions

and

cul

ture

s, b

ut o

rigi

nally

we

wer

e al

l th

e sa

me.

5.

The

teac

her

show

s th

e st

uden

ts t

he s

econ

d st

ring

. How

long

is it

? To

day

we

are

6.7

billi

onpe

ople

on

eart

h.4

Thus

1 m

illim

etre

on

the

stri

ng c

orre

spon

ds t

o 1

mill

ion

peop

le.

She

show

s th

e si

ze o

f so

me

of t

he l

arge

r co

untr

ies

on t

he s

trin

g. W

hat

is t

he s

ize

of o

urco

untr

y? S

ome

peop

le s

eem

to

divi

de t

he w

orld

int

o “o

ur p

eopl

e” a

nd “

fore

igne

rs”.

The

stri

ng s

how

s us

that

mos

t peo

ple

are

“for

eign

ers”

! But

we

all s

hare

this

pla

net a

s ou

r ho

me

and

we

have

to

lear

n ho

w t

o liv

e to

geth

er o

n it.

The

cou

ntri

es o

f th

e w

orld

, thr

ough

the

Uni

ted

Nat

ions

Org

anis

atio

n, h

ave

deci

ded

that

eve

n if

we

are

diff

eren

t an

d liv

e in

diff

eren

t pl

aces

, we

all

have

the

sam

e ri

ghts

.

Exte

nsio

n

From

thi

s in

trod

uctio

n th

e te

ache

r ca

n go

on

to d

iscu

ss e

nvir

onm

enta

l que

stio

ns, h

uman

rig

hts

inge

nera

l, pr

ejud

ice

and

ster

eoty

pes

(see

the

cha

pter

“Pe

rcei

ving

oth

ers”

), ge

ogra

phic

al q

uest

ions

and

inte

rnat

iona

l re

latio

ns.

29

Get

ting

to

know

hum

an r

ight

s

____

____

__4.

The

tea

cher

sho

uld

upda

te t

his

figu

re if

nec

essa

ry a

nd a

dapt

the

leng

th o

f th

e st

ring

acc

ordi

ngly

; 6.

7 bi

llion

was

tru

eat

the

tim

e th

is b

ook

wen

t to

pri

nt (

2008

).

Exer

cise

3.3

. – T

he h

uman

rig

hts

tree

Educ

atio

nal ob

ject

ive

The

stud

ents

dev

elop

a c

once

ptua

l fr

amew

ork

to j

udge

hum

anri

ghts

.

Reso

urce

sCo

lour

ed p

ens,

larg

e sh

eets

of

pape

r to

put

on

the

wal

l.

Proc

edur

e

1.

The

teac

her

divi

des

the

stud

ents

int

o sm

all

grou

ps o

f th

ree

to f

ive

peop

le.

2.

He/

she

asks

the

m t

o dr

aw a

nic

e tr

ee a

nd c

all i

t “o

ur h

uman

rig

hts

tree

”. N

ear

the

bott

omof

the

tru

nk o

f th

e tr

ee t

hey

shou

ld w

rite

“hu

man

rig

hts”

.

3.

Then

the

tree

sho

uld

have

som

e m

ain

bran

ches

with

som

e of

the

key

conc

epts

the

stud

ents

thin

k ar

e, o

r sh

ould

be,

inc

lude

d in

hum

an r

ight

s. A

roun

d th

ese

mai

n br

anch

es t

here

can

be a

num

ber

of s

mal

ler

bran

ches

with

thi

ngs

they

thi

nk a

re c

onne

cted

to

the

mai

n on

es.

4.

Aft

er a

giv

en a

mou

nt o

f tim

e th

e gr

oups

put

the

ir d

raw

ing

on t

he w

all a

nd e

xpla

in t

o th

eot

hers

wha

t th

ey h

ave

wri

tten

on

it. T

hese

pos

ters

can

be

left

on

the

wal

l fo

r so

me

time.

They

will

ser

ve a

s de

cora

tions

and

can

pos

sibl

y al

so b

e us

ed a

gain

dur

ing

late

r le

sson

s.

Exte

nsio

n

Aft

er h

avin

g le

arne

d ab

out t

he s

tude

nts’

idea

s ab

out h

uman

rig

hts,

one

can

go

on to

stu

dy h

uman

righ

ts o

r ch

ildre

n’s

righ

ts in

mor

e de

tail

and

find

out

to

wha

t ex

tent

the

act

ual r

ight

s co

rres

pond

with

wha

t th

e st

uden

ts h

ave

wri

tten

.

30Teac

hing

dem

ocra

cy

Exer

cise

3.4

. – T

he b

allo

on r

ide

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts b

ecom

e aw

are

of u

nive

rsal

val

ues

in h

uman

rig

hts.

They

und

erst

and

that

som

e hu

man

rig

hts

are

impl

icitl

y co

ntai

ned

in o

ther

s bu

t, w

ithin

the

sys

tem

of

hum

an r

ight

s, i

t m

akes

adi

ffer

ence

if s

peci

fic

hum

an r

ight

s ar

e pr

otec

ted

or n

ot.

The

stud

ents

und

erst

and

that

hum

an r

ight

s ar

e un

alie

nabl

e, a

ndth

at th

e ar

bitr

ary

abol

ition

of h

uman

righ

ts b

orde

rs o

n di

ctat

orsh

ip.

Not

e on

use

This

gam

e ca

n be

use

d as

an

intr

oduc

tion

at t

he b

egin

ning

of

ale

sson

seq

uenc

e on

hum

an ri

ghts

or a

s a

tran

sfer

exe

rcis

e at

the

end.

Reso

urce

sPe

ns a

nd p

aper

, pre

fera

bly

larg

e sh

eets

to

be p

ut o

n th

e w

all;

list

of t

he r

ight

s to

be

thro

wn

away

/pri

oriti

sed.

Proc

edur

e

1.

The

teac

her

man

ages

the

gam

e. T

he s

tude

nts

form

gro

ups

of f

ive

to s

ix p

eopl

e. E

ach

grou

pre

ceiv

es a

pos

ter

and

mar

ker

pens

. Th

e st

uden

ts d

raw

a h

ot a

ir b

allo

on a

bove

the

oce

anor

the

loc

al s

cene

ry. T

he s

and

balla

st s

acks

sym

bolis

ing

ten

hum

an r

ight

s ar

e st

uck

on t

oth

e po

ster

(se

e lis

t be

low

).

2.

Now

the

gam

e be

gins

. The

stu

dent

s ar

e to

imag

ine

them

selv

es t

rave

lling

with

the

“hu

man

righ

ts b

allo

on”.

The

ballo

on s

tart

s to

sin

k an

d th

e pa

ssen

gers

hav

e to

dro

p so

me

balla

st t

oav

oid

a se

riou

s ac

cide

nt.

The

task

for

the

stu

dent

s is

to

prio

ritis

e th

e hu

man

rig

hts

repr

esen

ted

by t

he b

alla

st s

acks

.Th

ey w

ill u

se c

rite

ria

such

as

the

follo

win

g. I

s on

e ri

ght

impl

icitl

y co

ntai

ned

in a

noth

er?

Is o

ne r

ight

of

part

icul

ar i

mpo

rtan

ce f

or d

emoc

racy

, or

our

pers

onal

nee

ds?

3.

How

ever

, th

e ba

lloon

kee

ps s

inki

ng a

nd m

ore

balla

st h

as t

o be

thr

own

out

at r

egul

arin

terv

als.

The

stu

dent

s ha

ve t

o dr

op m

ore

balla

st s

acks

. Aft

er f

our

or f

ive

sack

s ha

ve b

een

thro

wn

over

boar

d th

e ba

lloon

rea

ches

the

gro

und

safe

ly.

4.

Refl

ectio

n in

the

ple

nary

rou

nd.

Each

gro

up p

rese

nts

thei

r lis

t to

the

who

le c

lass

/gro

upan

d ex

plai

ns (

som

e of

) th

eir

prio

ritie

s. T

hen

the

lists

can

be

com

pare

d. A

re t

here

man

ydi

ffer

ence

s? T

here

sho

uld

also

be

a de

brie

fing

abo

ut t

he w

ork

in t

he g

roup

s. W

as i

tdi

ffic

ult

to a

gree

? W

as i

t di

ffic

ult

to g

ive

prio

rity

to

som

e hu

man

rig

hts

rath

er t

han

toot

hers

? H

opef

ully

it

can

be a

gree

d th

at a

ll th

e hu

man

rig

hts

liste

d ar

e im

port

ant

but

that

peop

le m

ight

dif

fer

in t

heir

pri

oriti

es i

f th

ey h

ad t

o ch

oose

.

In a

fun

ctio

ning

con

stitu

tion,

the

abo

litio

n of

any

of

thes

e ri

ghts

wou

ld c

ause

ser

ious

dam

age

to d

emoc

racy

. H

uman

rig

hts

are

natu

ral

righ

ts a

nd t

here

fore

una

liena

ble.

The

ballo

on r

ide

was

the

refo

re a

sim

ulat

ion

of a

situ

atio

n th

at w

e ho

pe w

ill n

ever

hap

pen

–th

e ru

le o

f a

dict

ator

.

If t

he s

tude

nts

com

e to

que

stio

n th

e ru

les

of t

he g

ame

on t

hese

gro

unds

, the

n its

lear

ning

obje

ctiv

e ha

s be

en f

ully

ach

ieve

d.

It is

pos

sibl

e to

ext

end

the

refl

ectio

n by

exa

min

ing

whi

ch o

f the

se r

ight

s ha

s be

en in

clud

edin

the

cou

ntry

’s c

onst

itutio

n, a

nd h

ow t

hese

rig

hts

are

prot

ecte

d.

Exte

nsio

n

Whe

n th

e ex

erci

se i

s do

ne w

ith y

oung

er s

tude

nts,

the

pie

ces

of b

alla

st –

the

rig

hts

– sh

ould

be

exch

ange

d w

ith i

tem

s m

ore

fam

iliar

to

the

stud

ents

, fo

r ex

ampl

e “f

ree

elec

tions

” co

uld

besu

bstit

uted

by

“toy

s”. I

n th

e de

brie

fing

, the

se i

tem

s co

uld

then

be

linke

d to

chi

ldre

n’s

righ

ts.

31

Get

ting

to

know

hum

an r

ight

s

Mat

eria

ls

Info

rmat

ion

The

balla

st i

n th

e ba

lloon

con

sist

s of

the

fol

low

ing

righ

ts:

– fr

ee e

lect

ions

– fr

eedo

m o

f pr

oper

ty

– eq

ualit

y of

men

and

wom

en

– a

clea

n an

d he

alth

y en

viro

nmen

t

– ac

cess

to

heal

thy

food

and

cle

an w

ater

– th

e ri

ght

of e

duca

tion

– fr

eedo

m o

f th

ough

t, co

nsci

ence

and

rel

igio

n

– cl

othi

ng a

nd h

ousi

ng f

or a

ll ci

tizen

s

– pr

ivat

e lif

e w

ithou

t in

terf

eren

ce

– fr

eedo

m o

f m

ovem

ent.

32Teac

hing

dem

ocra

cy

Exer

cise

3.5

. – W

ants

and

nee

ds

Educ

atio

nal ob

ject

ive

The

stud

ents

und

erst

and

the

diff

eren

ce b

etw

een

thin

gs t

hey

wan

tor

wou

ld li

ke a

nd w

hat

they

rea

lly n

eed.

Reso

urce

sPa

per,

pens

, sci

ssor

s.

Proc

edur

e

1.

The

teac

her

asks

the

stu

dent

s to

dra

w s

ome

of t

he t

hing

s th

ey t

hink

the

y ne

ed o

n pi

eces

of p

aper

(th

e te

ache

r m

ay p

repa

re t

he p

iece

s be

fore

the

les

son

or m

ake

the

stud

ents

cut

them

out

the

mse

lves

). Th

ey c

an m

ake

arou

nd 8

-10

draw

ings

eac

h.

2.

Whe

n th

e dr

awin

gs h

ave

been

don

e, t

he t

each

er d

ivid

es t

he s

tude

nts

into

gro

ups.

3.

Each

gro

up t

hen

has

to a

gree

to

put

away

all

but

five

of

the

draw

ings

. Onl

y th

e fi

ve m

ost

impo

rtan

t th

ings

sho

uld

be l

eft

on t

he t

able

. The

n th

e gr

oups

exp

lain

to

each

oth

er w

hat

they

hav

e ch

osen

. Hav

e th

ey a

ll ch

osen

the

sam

e?

Exte

nsio

n

The

teac

her

hang

s a

clot

hes-

line

(str

ing)

acr

oss

the

clas

sroo

m a

nd p

egs

a nu

mbe

r of

the

dra

win

gson

to t

he li

ne. H

e/sh

e di

scus

ses

with

the

cla

ss w

hich

dra

win

gs c

an b

e re

mov

ed, t

hing

s th

ey d

o no

tre

ally

nee

d. I

n th

e en

d th

ere

shou

ld o

nly

be f

ive

draw

ings

han

ging

on

the

line.

Can

the

stu

dent

sag

ree

on w

hich

fiv

e?

33

Get

ting

to

know

hum

an r

ight

s

34Teac

hing

dem

ocra

cy

Exer

cise

3.6

. – T

he t

reas

ure

box

Educ

atio

nal ob

ject

ives

Th

is i

s an

exe

rcis

e fo

r ch

ildre

n un

der

six.

The

y un

ders

tand

tha

tch

ildre

n ha

ve r

ight

s, r

ealis

e th

at s

uch

righ

ts e

xist

and

und

erst

and

that

it is

impo

rtan

t to

res

pect

the

m.

Reso

urce

sTh

e tr

easu

re b

ox is

an

extr

emel

y pr

etty

box

that

the

child

ren

have

deco

rate

d an

d fi

lled

them

selv

es (

with

new

spap

er a

rtic

les,

UN

ICEF

pict

ogra

ms

illus

trat

ing

child

ren’

s ri

ghts

, dol

ls a

nd v

ario

us o

bjec

ts).

Proc

edur

e

1.

In t

he b

egin

ning

, the

box

con

tain

s:

– tw

o pi

ctog

ram

s re

pres

entin

g th

e ri

ght

to e

qual

ity a

nd t

he r

ight

of

the

phys

ical

ly o

rm

enta

lly d

isab

led

to a

ssis

tanc

e;

– tw

o do

lls r

epre

sent

ing

child

ren

from

Gua

tem

ala.

2.

By c

olle

ctin

g ob

ject

s re

pres

entin

g th

e ri

ghts

of t

he c

hild

and

put

ting

them

into

the

trea

sure

box,

the

chi

ldre

n un

ders

tand

the

im

port

ance

of

thes

e ri

ghts

. Th

e tr

easu

re b

ox p

roje

ctsh

ould

be

cont

inue

d un

til t

he e

nd o

f pr

imar

y sc

hool

.

3.

In a

dditi

on t

o th

e cl

ass’

s la

rge

trea

sure

box

, eac

h st

uden

t ha

s hi

s or

her

ow

n lit

tle t

reas

ure

box.

35

Intr

oduc

tion

The

pict

ure

show

s a

girl

vie

win

g a

boy

thro

ugh

a m

agni

fyin

g gl

ass.

The

im

age

crea

ted

by t

hem

agni

fyin

g gl

ass

is s

imila

r bu

t not

iden

tical

to th

e bo

y in

rea

lity.

The

boy

doe

s no

t kno

w w

hat t

his

imag

e of

him

look

s lik

e. I

t m

ay b

e w

rong

or

true

, eve

n sh

owin

g m

ore

deta

il th

an t

he b

oy is

aw

are

of o

r th

at h

e w

ould

lik

e to

exp

ose.

The

y ar

e bo

th s

mili

ng,

so t

he d

iffe

renc

es b

etw

een

perc

eptio

nan

d re

ality

do

not

seem

to

pres

ent

a pr

oble

m. T

he g

irl i

s sm

iling

at

the

imag

e, n

ot t

he b

oy h

imse

lf.

We

all d

irec

t our

mag

nify

ing

glas

ses,

as

it w

ere,

at o

ther

peo

ple

and

stor

e th

eir

imag

es in

our

min

ds.

We

judg

e pe

ople

by

thes

e m

enta

l im

ages

. Th

ey a

re t

he r

aw m

ater

ial

out

of w

hich

we

crea

test

ereo

type

s. W

e al

l dr

aw o

n su

ch s

impl

ific

atio

ns o

f th

e co

mpl

ex w

orld

tha

t no

ne o

f us

is

able

to

unde

rsta

nd f

ully

. If

ste

reot

ypes

tur

n in

to p

reju

dice

s, p

artic

ular

ly n

egat

ive

ones

, th

ey m

ay s

owdi

srup

tion

and

host

ility

in s

ocie

ty.

The

exer

cise

s in

thi

s ch

apte

r he

lp t

he s

tude

nts

to b

ecom

e aw

are

of t

heir

per

cept

ions

and

pre

judi

ces

of o

ther

s, t

o re

flec

t on

the

m c

ritic

ally

and

to

corr

ect

them

if

nece

ssar

y. T

his

chap

ter

ther

efor

efo

cuse

s on

th

e so

cial

di

men

sion

of

de

moc

racy

an

d hu

man

ri

ghts

. O

ur

mut

ual

perc

eptio

ns,

prej

udic

es a

nd w

ays

of i

nter

actin

g w

ith e

ach

othe

r pr

ovid

e th

e ba

sis

on w

hich

dem

ocra

cy a

ndhu

man

rig

hts

need

to b

e ro

oted

. It i

s no

t suf

fici

ent t

o ha

ve d

emoc

racy

and

hum

an r

ight

s la

id d

own

as t

he p

rinc

iple

s of

the

gov

ernm

ent

and

the

cons

titut

ion;

the

ir s

ocia

l and

cul

tura

l roo

ts a

re e

qual

lyim

port

ant.

Gen

eral

ly, t

he s

tude

nts

shou

ld u

nder

stan

d th

e fu

nctio

n of

ste

reot

ypes

in

redu

cing

the

com

plex

ityof

our

soc

ietie

s an

d th

e w

orld

we

live

in.

They

sho

uld

also

und

erst

and

that

ste

reot

ypes

may

be

dang

erou

s, s

owin

g th

e se

ed f

or h

ostil

ity i

n a

soci

ety.

Thi

s m

ay h

appe

n pa

rtic

ular

ly w

hen

we

mee

tpe

ople

who

are

fore

ign

and

evok

e fe

elin

gs o

f fea

r. Ed

ucat

ion

help

s pe

ople

to id

entif

y pr

ejud

ices

and

mis

lead

ing

ster

eoty

pes

and

corr

ect

them

.

Old

er s

tude

nts

may

als

o un

ders

tand

tha

t ou

r pe

rcep

tions

and

pre

judi

ces

ultim

atel

y co

ntri

bute

to

acu

lture

that

eith

er s

uppo

rts,

or

unde

rmin

es, d

emoc

racy

and

hum

an r

ight

s in

a c

omm

unity

. Lite

rally

,de

moc

racy

beg

ins

with

me

– an

d yo

u.

Chap

ter

4 –

Perc

eivi

ng o

ther

s

36Teac

hing

dem

ocra

cy

Exer

cise

4.1

. – A

ll di

ffer

ent,

all e

qual

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts le

arn

to k

now

and

acc

ept

each

oth

er in

a g

roup

.

The

stud

ents

dis

cove

r w

hat

they

hav

e in

com

mon

tha

t th

ey w

ere

unaw

are

of.

The

stud

ents

bec

ome

awar

e of

att

itude

s an

d pr

actic

es r

elat

ed t

odi

ffer

ence

.

Reso

urce

sA

pie

ce o

f ch

alk

or a

str

ing

to m

ake

a lin

e on

the

gro

und.

Proc

edur

e

1.

The

teac

her

calls

out

a s

erie

s of

cha

ract

eris

tics

one

by o

ne.

As

soon

as

it is

men

tione

d,th

ose

who

rec

ogni

se t

hat

they

hav

e th

e ch

arac

teri

stic

cro

ss t

he l

ine.

Exam

ples

: al

l th

ose

who

...

– ar

e w

eari

ng j

eans

– ha

ve b

lue

eyes

– ar

e ol

der

– ha

ve v

isite

d ot

her

coun

trie

s in

Eur

ope

– re

gula

rly

read

a n

ewsp

aper

– ha

ve b

een

subj

ecte

d to

dis

crim

inat

ion

– ha

ve h

omos

exua

l fr

iend

s–

have

pre

judi

ces,

etc

.

The

stud

ents

can

be

aske

d to

sug

gest

cha

ract

eris

tics,

but

the

teac

her

mus

t be

awar

e of

wha

tm

ight

be

sens

itive

.

2.

The

stud

ents

dis

cuss

the

fol

low

ing

issu

es:

– D

id a

nyon

e fi

nd t

hem

selv

es in

a g

roup

with

som

eone

with

who

m t

hey

thou

ght

they

had

noth

ing

in c

omm

on?

– H

ow d

oes

it fe

el t

o be

par

t of

a l

arge

gro

up?

– H

ow d

oes

it fe

el t

o be

alo

ne?

Var

iati

on

As

soon

as

a ch

arac

teri

stic

is

men

tione

d, s

tude

nts

mov

e in

the

cla

ss t

o fo

rm g

roup

s co

mpo

sed

ofpe

ople

with

the

sam

e ch

arac

teri

stic

s. T

hey

stay

tog

ethe

r fo

r a

mom

ent

in o

rder

to

disc

uss

wha

tth

ey h

ave

in c

omm

on. W

hat

they

say

con

cern

s pr

efer

ence

s an

d be

havi

our,

for

exam

ple.

37

Perc

eivi

ng o

ther

s

Exer

cise

4.2

. – D

iffer

ence

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts e

xper

ienc

e di

ffer

ence

and

und

erst

and

that

diff

eren

ce i

s ro

oted

in

soci

al s

truc

ture

s.

Expe

rien

ce o

f di

ffer

ence

is

cruc

ial

in a

dole

scen

ce.

Youn

g pe

ople

wan

t to

att

ract

att

entio

n, b

e re

cogn

ised

by

adul

ts a

nd r

espe

cted

by o

ther

peo

ple.

An

impo

rtan

t as

pect

of

form

ing

iden

tity

inad

oles

cenc

e is

the

sep

arat

ion

from

adu

lts, p

artic

ular

ly p

aren

ts.

The

stud

ents

un

ders

tand

th

at

ther

e ar

e so

m

any

biol

ogic

aldi

ffer

ence

s th

at n

o on

e ca

n id

entif

y th

em a

ll. F

or e

xam

ple,

it

isim

poss

ible

to

say

that

one

for

m o

f in

telli

genc

e is

sup

erio

r to

anot

her.

Dif

fere

nces

tha

t m

atte

r be

twee

n pe

ople

are

roo

ted

inso

ciet

y –

for

exam

ple

by v

alue

s, s

ocia

l sta

tus

or s

ocia

l cha

nge.

Incl

asse

s in

whi

ch s

tude

nts

belo

ng t

o cu

ltura

l m

inor

ities

, it

is a

good

opp

ortu

nity

for

the

se s

tude

nts

to s

how

the

m i

n a

non-

disc

rim

inat

ing

cont

ext.

Reso

urce

sA

lar

ge s

heet

of

pape

r.

Proc

edur

e

1.

The

teac

her

lists

as

man

y ty

pes

of d

iffe

renc

es b

etw

een

peop

le a

s po

ssib

le o

n a

larg

e sh

eet

of p

aper

.

2.

The

clas

s is

div

ided

int

o fo

ur g

roup

s. E

ach

team

lis

ts a

par

ticul

ar t

ype

of d

iffe

renc

e:–

phys

ical

dif

fere

nces

– ps

ycho

logi

cal

diff

eren

ces

– so

cial

dif

fere

nces

– cu

ltura

l di

ffer

ence

s.3.

A

sses

smen

t: s

tude

nts

thin

k ab

out

the

diff

eren

ces

betw

een

peop

le:

– “I

rea

lise

that

I k

now

...

– ...

but

I’v

e le

arne

d ...

– M

y gr

eate

st s

urpr

ise

was

...”

Exte

nsio

n

The

teac

her

expl

ains

why

hum

an b

eing

s ar

e bo

th s

imila

r an

d di

ffer

ent.

Stud

ents

im

agin

e, i

n w

ritin

g, t

wo

situ

atio

ns i

n w

hich

it

is d

iffi

cult

to e

xper

ienc

e di

ffer

ence

. Thi

sca

n th

en b

e di

scus

sed

with

the

who

le c

lass

.

38Teac

hing

dem

ocra

cy

Exer

cise

4.3

. – T

rue

and

false

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts b

ecom

e aw

are

of t

he s

tere

otyp

es in

the

ir m

inds

and

refl

ect

on t

hem

cri

tical

ly. T

hey

unde

rsta

nd t

hat

sim

plif

icat

ions

and

ster

eoty

pes

help

us

cope

with

the

com

plex

ity o

f th

e w

orld

inw

hich

we

live.

The

stud

ents

de

velo

p th

eir

abili

ties

to

mak

e ju

dgm

ents

an

dde

cisi

ons.

In

doin

g so

, th

ey a

re e

ncou

rage

d to

dev

elop

a c

ritic

alat

titud

e.

Reso

urce

sTh

e cl

assr

oom

mus

t be

cle

ared

of

desk

s an

d ch

airs

. A “

true

” an

da

“fal

se”

spac

e ar

e de

fine

d in

opp

osite

cor

ners

of

the

clas

s.

Proc

edur

e

1.

The

stud

ents

sta

nd i

n th

e m

iddl

e of

the

roo

m.

The

teac

her

read

s a

seri

es o

f tr

ue o

r fa

lse

stat

emen

ts a

bout

wom

en, m

en, v

ario

us n

atio

nalit

ies,

etc

.

Reac

ting

to e

ach

stat

emen

t, th

e st

uden

ts g

o to

one

cor

ner

or t

he o

ther

acc

ordi

ng t

o w

hat

they

bel

ieve

is

true

or

fals

e.

The

stud

ents

with

no

opin

ion

stay

in

the

mid

dle.

2.

The

teac

her

invi

tes

the

stud

ents

to

expl

ain

thei

r ch

oice

s.

The

teac

her

prov

ides

the

cor

rect

ans

wer

. It

is e

ssen

tial

that

thi

s st

ep i

s ne

ver

omitt

ed.

3.

The

stud

ents

res

pond

to

the

teac

her’s

inp

ut. T

he t

each

er e

ncou

rage

s th

em t

o ex

plai

n ho

wth

ey h

ave

perc

eive

d ot

hers

, par

ticul

arly

if

thes

e pe

rcep

tions

hav

e be

en p

rove

d in

corr

ect.

Exte

nsio

nTh

e st

uden

ts a

naly

se th

e m

anne

r in

whi

ch th

e m

edia

dea

l with

issu

es r

elat

ed to

min

oriti

es, g

ende

r,vi

olen

ce,

etc.

The

y id

entif

y ex

ampl

es o

f st

ereo

type

s, p

reju

dice

, su

perf

icia

lity

or t

horo

ugh

and

inve

stig

ativ

e jo

urna

lism

. Th

e st

uden

ts t

ry t

o co

rrec

t in

form

atio

n th

at t

hey

belie

ve i

s w

rong

or

inco

mpl

ete.

39

Perc

eivi

ng o

ther

s

Exer

cise

4.4

. – F

irst

impr

essio

ns

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts a

re a

ble

to id

entif

y st

ereo

type

s an

d be

com

e aw

are

of t

he d

iver

sity

of

impr

essi

ons

and

perc

eptio

ns t

hat

peop

le h

ave

of e

ach

othe

r.

The

stud

ents

pra

ctis

e ac

tive

liste

ning

and

lear

n re

spec

t fo

r ot

hers

.

Reso

urce

sPh

otog

raph

s of

peo

ple

whi

ch m

ay e

voke

dif

fere

nt r

eact

ions

by

stud

ents

are

stu

ck o

n a

larg

e sh

eet

of p

aper

(th

e te

ache

r sh

ould

choo

se c

hara

cter

s ve

ry d

iffe

rent

in

term

s of

age

, cu

lture

, et

hnic

grou

p, e

tc.).

Proc

edur

e

1.

The

stud

ents

for

m a

cir

cle.

The

tea

cher

giv

es e

ach

stud

ent

a sh

eet

of p

aper

.

2.

The

teac

her

asks

eac

h st

uden

t to

loo

k at

his

/her

pho

to:

– “I

see

...”

– “I

thi

nk ..

.”–

“I f

eel

...”

3.

The

stud

ents

wri

te t

heir

fir

st i

mpr

essi

on o

n th

e bo

ttom

of

the

page

. The

y fo

ld t

he b

otto

mof

the

pag

e so

as

to h

ide

the

text

and

pas

s th

e sh

eet

to t

he p

erso

n on

the

ir l

eft.

4.

This

con

tinue

s un

til a

ll th

e sh

eets

hav

e go

ne q

uick

ly r

ound

the

cir

cle.

5.

The

stud

ents

com

pare

the

ir f

irst

im

pres

sion

s:

– In

wha

t w

ays

wer

e yo

ur f

irst

im

pres

sion

s di

ffer

ent

or s

imila

r?–

Wha

t st

ruck

you

at

your

fir

st i

mpr

essi

on?

– W

hich

asp

ects

did

you

not

tak

e an

y no

tice

of, a

nd w

hy?

– W

hat

did

the

activ

ity s

how

you

abo

ut y

ours

elf?

Exte

nsio

n

The

exer

cise

may

be

done

with

a v

ery

smal

l nu

mbe

r of

pho

tos,

or

even

jus

t on

e ph

oto

oret

hnog

raph

ic v

ideo

. Ea

ch s

tude

nt m

ay a

lso

be a

sked

to

wri

te h

is/h

er i

mpr

essi

ons

on a

pie

ce o

fpa

per.

The

teac

her

can

give

inf

orm

atio

n ab

out

othe

r cu

lture

s: f

ood,

mus

ic, f

amily

str

uctu

re, e

tc.

40Teac

hing

dem

ocra

cy

Exer

cise

4.5

. – W

e al

l hav

e pr

ejud

ices

Educ

atio

nal ob

ject

ives

In

thi

s ex

erci

se, t

he s

tude

nts

ques

tion

ster

eoty

pes

and

prej

udic

esab

out

othe

r pe

ople

and

min

oriti

es. T

hey

disc

over

the

per

cept

ions

of d

iffe

rent

min

oriti

es.

The

stud

ents

bec

ome

awar

e of

the

ir l

imits

of

tole

ranc

e an

d of

thei

r co

nfro

ntat

iona

l va

lue

syst

ems.

The

stud

ents

are

tra

ined

to

deve

lop

thei

r sk

ills

of a

ctiv

e lis

teni

ngin

see

king

an

agre

emen

t.

Reso

urce

sO

ne c

opy

of t

he a

ctiv

ity s

heet

(th

e sc

enar

io)

for

each

stu

dent

.

Proc

edur

e

1.

Each

stu

dent

rec

eive

s a

copy

of

the

scen

ario

and

rea

ds i

t si

lent

ly.

2.

Each

per

son

choo

ses

thre

e pe

ople

with

who

m h

e/sh

e w

ould

pre

fer

to tr

avel

and

thre

e m

ore

they

wou

ld r

athe

r no

t tr

avel

with

.

3.

The

stud

ents

for

m g

roup

s of

fou

r.–

They

com

pare

the

ir i

ndiv

idua

l ch

oice

s an

d re

spec

tive

reas

ons

for

thei

r ch

oice

s.–

They

try

to

agre

e on

a l

ist

with

thr

ee p

refe

renc

es a

nd t

hree

dis

likes

.–

They

cho

ose

a sp

okes

pers

on f

or t

heir

gro

up.

4.

Each

gro

up p

rese

nts

its l

ist

of p

refe

rred

and

exc

lude

d co

mpa

nion

s to

the

who

le c

lass

,gi

ving

the

rea

sons

for

the

ir c

hoic

es.

5.

The

teac

her

enco

urag

es a

fre

e di

scus

sion

of

expe

rien

ces,

for

exa

mpl

e:–

Wha

t w

ere

the

mai

n de

term

inin

g fa

ctor

s?–

If t

he g

roup

has

not

agr

eed

on a

lis

t of

pre

fere

nces

, why

not

?–

Whi

ch s

tere

otyp

es d

oes

the

list

of p

asse

nger

s im

ply?

– W

here

do

thes

e im

ages

com

e fr

om?

– H

ow w

ould

you

fee

l if

no

one

wan

ted

to s

hare

a c

ompa

rtm

ent

with

you

, for

exa

mpl

e?

Exte

nsio

n

The

list

may

be

adap

ted

depe

ndin

g on

the

age

gro

up a

nd t

he s

tude

nts’

soc

ial

back

grou

nd, b

ut i

tsh

ould

incl

ude

peop

le w

ho r

epre

sent

min

oriti

es th

at a

re c

lear

ly d

isce

rnib

le a

t fir

st s

ight

and

oth

ers

that

are

not

.

Min

oriti

es a

nd d

iscr

imin

atio

n ca

n al

so b

e st

udie

d th

roug

h lit

erat

ure

or h

isto

ry.

Mat

eria

ls(s

ee n

ext

page

)

41

Perc

eivi

ng o

ther

s

The

scen

ario

You

have

beg

un a

long

tra

in jo

urne

y w

hich

is g

oing

to

last

for

sev

eral

day

s. Y

ou a

re s

hari

ng a

slee

ping

com

part

men

t w

ith t

hree

oth

er p

eopl

e.

Whi

ch o

f th

e fo

llow

ing

pass

enge

rs w

ould

you

pre

fer

to s

hare

you

r co

mpa

rtm

ent

with

?

With

whi

ch o

f th

e pa

ssen

gers

wou

ld y

ou n

ot w

ant

to s

hare

you

r co

mpa

rtm

ent?

– a

fat

Swis

s ba

nker

– an

Ita

lian

disc

joc

key

who

tak

es d

rugs

– an

Afr

ican

sel

ling

exot

ic a

rtic

les

– a

gyps

y w

ho h

as j

ust

com

e ou

t of

pri

son

– a

fem

inis

t G

erm

an r

ock

sing

er

– a

hom

osex

ual

fore

ign

stud

ent

– a

youn

g Ro

man

ian

wom

an c

arry

ing

a yo

ung

child

– an

Eng

lish

skin

head

who

is

drun

k

– an

HIV

pos

itive

pro

stitu

te

– a

very

poo

r re

fuge

e

– an

arm

ed f

orei

gn s

oldi

er

– a

youn

g w

oman

who

onl

y sp

eaks

Fre

nch.

42Teac

hing

dem

ocra

cy

Exer

cise

4.6

. – W

e ar

e al

l equ

al, b

ut s

ome

are

mor

e eq

ual t

han

othe

rs

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts id

entif

y an

d an

alys

e th

e re

ason

s an

d m

otiv

es f

ordi

scri

min

atin

g ag

ains

t ot

hers

.

This

exe

rcis

e fo

cuse

s on

how

soc

io-e

cono

mic

fac

tors

aff

ect

the

chan

ces

of s

ocia

l su

cces

s.

Reso

urce

sLa

rge

thic

k sh

eets

of

pape

r an

d m

arke

r pe

ns.

Proc

edur

e

1.

The

teac

her

divi

des

the

stud

ents

up

into

gro

ups

no l

arge

r th

an s

ix.

The

grou

ps m

ust

bem

ade

up o

f an

even

num

ber

of s

tude

nts.

Eac

h gr

oup

rece

ives

a s

heet

of p

aper

and

a m

arke

r.

2.

He/

she

asks

one

hal

f of

the

gro

ups

to d

raw

a c

aric

atur

e of

a s

ocia

l w

inne

r, th

e ot

her

half

a ca

rica

ture

of

a lo

ser.

3.

The

teac

her

asks

the

grou

ps to

list

the

char

acte

rist

ics

of th

eir

mod

el: s

ocio

-eco

nom

ic le

vel,

prof

essi

on,

sex,

eth

nic

grou

p, l

eisu

re a

ctiv

ities

, ch

oice

of

clot

hing

, ba

sic

outlo

ok,

way

of

life,

typ

e of

hou

sing

, con

sum

er h

abits

.

4.

He/

she

asks

the

gro

ups

to e

xcha

nge

thei

r dr

awin

gs a

nd i

nter

pret

the

m.

5.

The

draw

ings

are

hun

g up

on

the

wal

l. Ea

ch g

roup

is

aske

d to

int

erpr

et t

he d

raw

ing

they

have

rec

eive

d to

the

who

le c

lass

.

6.

The

“art

ists

” co

mm

ent

on t

heir

int

entio

ns.

By c

omm

unic

atin

g th

e id

eas

behi

nd t

hedr

awin

gs a

nd t

he e

ffec

t of

the

dra

win

gs o

n th

e vi

ewer

, th

e st

uden

ts m

ay b

e ex

pect

ed t

oto

uch

on t

he f

ollo

win

g qu

estio

ns:

– W

hat

are

the

mai

n ch

arac

teri

stic

s of

suc

cess

?

– W

hat

are

the

mai

n ch

arac

teri

stic

s of

fai

lure

?

– W

hat

are

the

fact

ors

that

mak

e th

e di

ffer

ence

bet

wee

n “w

inne

rs”

and

“los

ers”

?

– A

re t

he p

eopl

e re

pres

ente

d fr

om c

erta

in g

roup

s?

– D

o al

l pe

ople

hav

e th

e sa

me

chan

ces

of s

ucce

ss, r

egar

dles

s of

the

ir s

ocia

l ba

ckgr

ound

?

Exte

nsio

n

Wha

t ar

e th

e re

ason

s fo

r di

scri

min

atio

n ag

ains

t, an

d ex

clus

ion

of,

peop

le w

ho a

re d

iffe

rent

beca

use

of t

heir

cul

ture

, ori

gin,

sex

ual

beha

viou

r, la

ngua

ge, e

tc?

Wha

t ar

e th

e re

ason

s fo

r in

equa

lity

amon

g hu

man

s? I

s eq

ualit

y po

ssib

le, a

nd d

esir

able

, or

not?

43

Perc

eivi

ng o

ther

s

Exer

cise

4.7

. – T

he t

ouris

ts

Educ

atio

nal ob

ject

ives

Th

is

role

-pla

y si

mul

ates

a

clas

h of

cu

lture

s an

d al

low

s th

est

uden

ts t

o ob

serv

e th

e st

ereo

type

s th

ey b

ring

int

o th

e ro

le-p

lay.

It w

ill h

elp

stud

ents

to b

ecom

e aw

are

of p

ossi

ble

conf

licts

in s

uch

situ

atio

ns. T

he e

xerc

ise

mak

es th

e st

uden

ts v

ary

thei

r pe

rspe

ctiv

es,

by “

putt

ing

them

selv

es i

n ot

her

peop

le’s

sho

es”.

The

stud

ents

dev

elop

the

ir c

omm

unic

ativ

e sk

ills.

Reso

urce

sA

pie

ce o

f pap

er o

r ca

rdbo

ard,

col

oure

d m

arke

rs; i

f pos

sibl

e, s

ome

tour

ist

equi

pmen

t, e.

g. a

cam

era.

Proc

edur

e Not

e on

met

hod

An

idea

l arr

ange

men

t w

ould

be

to w

ork

with

tw

o di

ffer

ent

clas

ses,

eac

h w

ith a

tea

cher

as

thei

r le

ader

. The

rol

e of

the

tw

o te

ache

rs is

to

rem

ind

the

stud

ents

of

the

inst

ruct

ions

and

char

acte

rist

ics

of t

heir

res

pect

ive

grou

ps:

the

“tou

rist

s” a

nd t

he “

Xs”

.

1.Th

e tw

o gr

oups

mee

t in

the

ir r

espe

ctiv

e cl

assr

oom

s. T

hey

have

15

min

utes

to

crea

te t

heco

ntex

t in

whi

ch t

he a

ctio

n w

ill t

ake

plac

e an

d to

pre

pare

the

ir r

oles

.

The

tour

ists

wri

te u

p in

form

atio

n ab

out

thei

r co

untr

y, d

evel

op t

heir

exp

ecta

tions

for

the

jour

ney

and

prep

are

the

equi

pmen

t th

ey w

ill h

ave

duri

ng t

heir

jou

rney

, e.

g. c

amer

a,po

rtab

le t

elep

hone

, fo

reig

n cu

rren

cy.

If t

he r

eal

obje

cts

are

not

at h

and,

the

y m

ay b

esy

mbo

lised

by

draw

ings

.

The

“Xs”

def

ine

thei

r cu

lture

: fa

mily

str

uctu

re,

econ

omy,

typ

e of

cra

fts,

clo

thin

g, a

ndho

usin

g. T

he “

Xs”

mus

t be

as

“pri

miti

ve”

as p

ossi

ble.

The

y gi

ve t

hem

selv

es a

nam

e.

The

cultu

ral

elem

ents

mus

t be

hom

ogen

eous

. The

y ca

n al

so b

e sy

mbo

lised

by

draw

ings

.

2.Th

is a

ctiv

ity m

ay b

e do

ne i

n th

e fo

llow

ing

clas

s pe

riod

.

Two

tour

ists

, whi

le s

hopp

ing

for

souv

enir

s an

d ta

king

pic

ture

s, m

eet

mem

bers

of

the

“Xs”

.

They

go

back

to

thei

r gr

oup

and

reco

unt

thei

r ex

peri

ence

. The

y de

scri

be w

hat

they

hav

eno

ticed

abo

ut t

he s

tran

ge c

ultu

re o

f th

e “X

s”.

The

“Xs”

sha

re th

eir

impr

essi

ons

of th

e fi

rst m

eetin

g w

ith th

e to

uris

ts, g

ivin

g th

eir

opin

ion

of t

he t

ouri

sts’

att

itude

.

3.Th

e to

uris

ts i

nvad

e th

e la

nd o

f th

e “X

s”, w

ho d

o no

t w

ish

to c

hang

e th

eir

way

s.

4.Th

e tw

o gr

oups

mee

t fo

r fe

edba

ck:

– H

ow d

o th

e to

uris

ts f

eel?

– H

ow d

o th

e “X

s” f

eel?

– W

hat

do t

he t

ouri

sts

thin

k of

the

“X

s”?

– W

hat

do t

he “

Xs”

thi

nk o

f th

e to

uris

ts?

– Th

e to

uris

ts e

xpla

in w

hat

they

fou

nd d

iffi

cult

abou

t th

e be

havi

our

of t

he “

Xs”

.–

The

“Xs”

exp

lain

wha

t th

ey f

ound

dif

ficu

lt ab

out

the

tour

ists

’ beh

avio

ur.

– A

ccor

ding

to

the

tour

ists

, wha

t co

uld

the

“Xs”

hav

e do

ne t

o m

ake

cont

act

easi

er?

– A

ccor

ding

to

the

“Xs”

, wha

t co

uld

the

tour

ists

hav

e do

ne t

o be

les

s di

stur

bing

?–

If y

ou h

ad t

o go

bac

k to

the

“X

s’”

coun

try,

wha

t sh

ould

you

kno

w o

r do

in

orde

r to

beha

ve a

ppro

pria

tely

?

Exte

nsio

n

The

stud

ents

int

ervi

ew m

embe

rs o

f th

eir

com

mun

ity w

ho h

ave

visi

ted

othe

r co

untr

ies

or i

nvite

them

to

spen

d a

less

on i

n cl

ass

in o

rder

to

shar

e th

eir

expe

rien

ce o

f m

eetin

g pe

ople

with

adi

ffer

ent

cultu

ral

back

grou

nd.

Var

iati

on

The

stud

ents

im

agin

e an

ide

al s

ocie

ty a

nd i

ndic

ate

the

sign

ific

ant

chan

ges

com

pare

d w

ith t

heir

own

cultu

re.

44Teac

hing

dem

ocra

cy

45

Perc

eivi

ng o

ther

s

Exer

cise

4.8

. – G

lobi

ngo:

“A

hum

an b

eing

is p

art

of t

he w

hole

wor

ld”.

Educ

atio

nal ob

ject

ives

Th

e pu

rpos

e of

thi

s ga

me

is t

o sh

ow t

hat

a hu

man

bei

ng i

s pa

rtof

the

who

le w

orld

.

Reso

urce

sA

she

et o

f bi

ngo

squa

res

for

each

stu

dent

.

Que

stio

n sh

eet.

Que

stio

ns f

or g

roup

dis

cuss

ion.

Proc

edur

e

1.

The

stud

ents

fill

in t

he s

quar

es a

ccor

ding

to

the

ques

tions

ask

ed. E

ach

squa

re h

as g

ot t

wo

lines

: one

for

a n

ame,

one

for

a c

ount

ry. T

hey

shou

ld t

ry t

o fi

nd f

or e

ach

squa

re t

he n

ame

of o

ne o

f th

eir

clas

smat

es, a

nd t

he n

ame

of t

he c

ount

ry w

hich

fits

.

Ther

e ar

e a

vari

ety

of q

uest

ions

whi

ch c

an b

e as

ked.

You

usu

ally

nee

d A

to

L bu

t yo

u ca

nad

d di

ffer

ent

ones

, tho

ugh

stud

ents

are

onl

y al

low

ed t

o us

e th

e na

me

of a

cla

ssm

ate

once

.O

ther

wis

e th

ey h

ave

to c

ross

out

one

squ

are

and

can’

t ge

t a

“bin

go”

in t

hat

row

.

2.

Aft

er t

he g

ame,

the

re c

ould

be

a gr

oup

disc

ussi

on.

The

stud

ents

will

fin

d ou

t th

atm

igra

tion

is s

omet

hing

nor

mal

in ju

st a

bout

eve

ry f

amily

and

nat

ion.

The

y w

ill ta

lk a

bout

glob

al s

ituat

ions

and

the

wor

ld a

s a

netw

ork.

Mat

eria

ls fo

r te

ache

rs

Que

stio

ns:

find

som

eone

in

the

room

who

...

– ha

s tr

avel

led

to s

ome

fore

ign

coun

try

– ha

s go

t a

pen

pal

in a

noth

er c

ount

ry

– is

lea

rnin

g a

fore

ign

lang

uage

– ha

s go

t a

rela

tive

in a

for

eign

cou

ntry

– en

joys

mus

ic f

rom

a f

orei

gn c

ount

ry

– ha

s he

lped

a v

isito

r fr

om a

for

eign

cou

ntry

– en

joys

eat

ing

food

fro

m a

for

eign

cou

ntry

– ha

s a

car

mad

e in

a f

orei

gn c

ount

ry

– liv

es i

n a

hom

e w

here

mor

e th

an o

ne l

angu

age

is s

poke

n

– ha

s go

t a

rela

tive

who

was

bor

n in

ano

ther

cou

ntry

– ha

s se

en a

sto

ry a

bout

ano

ther

cou

ntry

in

the

new

spap

er r

ecen

tly

– ha

s re

cent

ly t

alke

d to

som

eone

who

has

liv

ed i

n an

othe

r co

untr

y

– ha

s le

arne

d so

met

hing

abo

ut a

noth

er c

ount

ry o

n TV

rec

ently

.

Que

stio

ns f

or g

roup

dis

cuss

ion

1. W

hat

did

you

lear

n ab

out

one

anot

her

in t

his

proc

ess?

2. W

hat

was

the

mos

t su

rpri

sing

thi

ng y

ou l

earn

ed a

bout

you

r fe

llow

stu

dent

s?

3. W

hat

does

the

gam

e te

ll yo

u ab

out

our

wor

ld?

46Teac

hing

dem

ocra

cy

A nam

e: _

____

____

___

coun

try:

___

____

___

B nam

e: _

____

____

___

coun

try:

___

____

___

E nam

e: _

____

____

___

coun

try:

___

____

___

F nam

e: _

____

____

___

coun

try:

___

____

___

I nam

e: _

____

____

___

coun

try:

___

____

___

J nam

e: _

____

____

___

coun

try:

___

____

___

Mat

eria

ls fo

r st

uden

ts: B

ingo

She

et

C nam

e: _

____

____

___

coun

try:

___

____

___

D nam

e: _

____

____

___

coun

try:

___

____

___

G nam

e: _

____

____

___

coun

try:

___

____

___

H nam

e: _

____

____

___

coun

try:

___

____

___

K nam

e: _

____

____

___

coun

try:

___

____

___

L nam

e: _

____

____

___

coun

try:

___

____

___

47

Intr

oduc

tion

The

pict

ure

show

s a

boy

and

a gi

rl o

n a

see-

saw

. The

ful

crum

sup

port

ing

the

see-

saw

is n

ot in

the

mid

dle,

pro

vidi

ng t

he g

irl

with

a l

onge

r le

ver

and

the

boy

with

a s

hort

er o

ne.

So t

he g

irl

isdo

min

atin

g th

e ga

me

and

she

seem

s to

be

enjo

ying

it. T

he b

oy, w

ith a

n un

happ

y lo

ok o

n hi

s fa

ce,

is t

ryin

g ha

rd t

o ge

t do

wn,

but

his

eff

orts

are

in

vain

. Su

ch s

ituat

ions

oft

en l

ead

to q

uarr

el a

ndco

nflic

t. Th

e fu

lcru

m in

the

mid

dle

carr

ies

the

sym

bol o

f a

para

grap

h re

ferr

ing

to t

he la

w.

The

pict

ure

may

be

read

in

diff

eren

t w

ays

and

it le

ads

to i

nter

estin

g qu

estio

ns. T

he b

oy’s

and

the

girl

’s o

ppor

tuni

ties

in t

his

situ

atio

n ar

e un

equa

l, w

hich

add

ress

es t

he i

ssue

of

gend

er e

qual

ity.

Surp

risi

ngly

, it

is t

he g

irl

who

has

“th

e lo

ng e

nd”

of t

he s

tick.

Per

haps

the

gir

l is

che

atin

g, w

hich

mea

ns

she

has

brok

en

the

law

, or

sh

e is

en

joyi

ng

an

adva

ntag

e gr

ante

d by

th

e la

w

toov

erco

mpe

nsat

e di

scri

min

atio

n ag

ains

t w

omen

and

gir

ls i

n th

e pa

st.

So i

s th

is a

fai

r ga

me?

Is

equa

lity

alw

ays

fair

? W

hose

hum

an r

ight

s ar

e pr

otec

ted

by t

he l

aw?

Are

any

body

’s h

uman

rig

hts

bein

g vi

olat

ed –

and

by

who

m?

The

para

grap

h sy

mbo

l op

ens

up a

fur

ther

per

spec

tive.

Who

has

mad

e th

e ru

les

of t

his

gam

e? T

heof

fici

al s

ymbo

l of t

he la

w r

efer

s to

the

stat

e an

d th

e ru

le o

f law

. The

sta

te m

ay c

onsi

st o

f ins

titut

ions

shar

ing

pow

er a

nd c

ontr

ollin

g ea

ch o

ther

in

a sy

stem

of

chec

ks a

nd b

alan

ces

– pa

rlia

men

t,go

vern

men

t an

d la

w c

ourt

s. I

t m

ay b

e ru

n by

a b

enev

olen

t or

des

potic

aut

ocra

t. La

ws

are

cruc

ial,

as t

hey

tran

sfor

m h

uman

rig

hts

into

civ

il ri

ghts

for

the

citi

zens

of

a na

tion

stat

e. L

aws

ther

efor

epr

otec

t hu

man

rig

hts

if t

hey

are

viol

ated

. A

s th

e pi

ctur

e sh

ows,

how

ever

, hu

man

rig

hts

may

be

viol

ated

by

fello

w c

itize

ns o

r ev

en b

y an

unf

air

law

itse

lf.

Alte

rnat

ivel

y, th

e la

w m

ust s

trik

e a

bala

nce

betw

een

the

righ

ts o

f th

e in

divi

dual

citi

zens

and

def

ine

the

limits

of

an in

divi

dual

’s h

uman

rig

hts

to p

rote

ct t

he r

ight

s of

oth

ers.

The

exer

cise

s in

thi

s ch

apte

r ad

dres

s th

ese

issu

es o

f fa

irne

ss a

nd j

ustic

e. T

he s

tude

nts

will

rea

lise

that

just

ice

is c

ruci

al f

or p

eace

and

sec

urity

in s

ocie

ty.

Chap

ter

5 –

Mak

ing

just

ice

wor

k

48Teac

hing

dem

ocra

cy

Exer

cise

5.1

. – It

’s no

t fa

ir

Educ

atio

nal ob

ject

ive

The

stud

ents

bec

ome

awar

e of

the

ir c

once

pts

of ju

stic

e an

din

just

ice.

Reso

urce

sSo

cial

stu

dies

, lan

guag

es.

Proc

edur

e

The

stud

ents

wor

k in

pai

rs.

1.

The

teac

her

asks

eac

h pa

ir t

o ch

oose

a p

hoto

.

2.

The

teac

her

asks

the

stu

dent

s to

des

crib

e th

e si

tuat

ion

as t

hey

unde

rsta

nd i

t:–

“I c

an s

ee ..

.” (

fact

ual

desc

ript

ion)

– “I

fee

l ...

” (a

ffec

tive

reac

tion)

– “I

t m

akes

me

thin

k of

...”

(as

soci

atio

ns, i

deas

)

The

teac

her

then

ask

s th

em t

o cl

assi

fy t

he p

ictu

res,

usi

ng t

hree

cat

egor

ies:

– Th

e ph

otos

sho

w a

situ

atio

n w

hich

is

fair

and

jus

t.–

The

phot

os s

how

the

opp

osite

, i.e

. an

exam

ple

of i

njus

tice.

– Th

e st

uden

ts a

re n

ot s

ure

how

to

clas

sify

the

pho

tos.

3.

The

pair

s fo

rm g

roup

s of

fou

r. Ea

ch p

air

expl

ains

thei

r pi

ctur

e to

the

othe

r pa

ir a

nd s

houl

dtr

y to

con

vinc

e th

em o

f th

e ju

dgm

ent

they

hav

e m

ade.

The

pic

ture

s w

ith t

he g

roup

s’co

mm

ents

are

dis

play

ed i

n th

e cl

assr

oom

. Ea

ch s

tude

nt s

houl

d ha

ve t

ime

to s

tudy

the

exhi

bits

.

4.

Plen

ary

sess

ion:

– W

hich

kin

ds o

f si

tuat

ions

hav

e be

en d

escr

ibed

as

just

– o

r as

unj

ust?

– It

was

dif

ficu

lt to

rea

ch a

dec

isio

n on

som

e si

tuat

ions

dep

icte

d. W

hy?

– W

hich

con

ditio

ns p

rodu

ce i

njus

tice?

– H

ow m

ight

the

se u

njus

t si

tuat

ions

be

chan

ged?

Exte

nsio

n

The

stud

ents

for

m s

ever

al g

roup

s. E

ach

grou

p ch

oose

s an

exa

mpl

e of

inju

stic

e an

d de

als

with

the

last

que

stio

n: H

ow m

ight

thi

s fo

rm o

f in

just

ice

be o

verc

ome?

Firs

t, th

ey c

ould

ide

ntif

y th

e hu

man

rig

hts

whi

ch a

re v

iola

ted

in t

he c

ase

unde

r di

scus

sion

.Se

cond

, the

y co

uld

look

for

way

s to

pro

tect

and

enf

orce

hum

an r

ight

s.

49

Mak

ing

just

ice

wor

k

Exer

cise

5.2

. – T

he e

xcep

tion

Educ

atio

nal ob

ject

ive

The

stud

ents

are

intr

oduc

ed t

o th

e to

pic

of d

iscr

imin

atio

n.

Reso

urce

sD

iffe

rent

num

bers

of

colo

ured

stic

kers

, and

one

whi

te s

ticke

r.

Proc

edur

e

The

stud

ents

wor

k in

pai

rs.

1.

The

teac

her

atta

ches

a s

ticke

r to

eac

h st

uden

t’s f

oreh

ead.

The

stu

dent

s m

ust

not

know

whi

ch c

olou

r th

ey h

ave.

The

y sh

ould

ther

efor

e cl

ose

thei

r ey

es w

hen

rece

ivin

g th

eir

stic

ker.

2.

The

stud

ents

ope

n th

eir

eyes

. Eac

h st

uden

t m

ust

now

fin

d th

e ot

her

mem

bers

of

his

or h

ergr

oup,

with

the

gro

ups

fina

lly f

orm

ed b

y th

eir

colo

urs.

3.

Plen

ary

feed

back

and

ref

lect

ion.

Que

stio

ns a

nd in

puts

suc

h as

the

follo

win

g ar

e su

gges

ted:

– H

ow d

id y

ou f

eel

whe

n yo

u m

et t

he f

irst

per

son

wea

ring

a s

ticke

r id

entic

al t

o yo

urs?

– H

ow d

id t

he p

erso

n w

eari

ng t

he s

ingl

e w

hite

stic

ker

feel

?–

Did

you

try

to

help

eac

h ot

her

in y

our

grou

p?–

How

can

the

per

son

wea

ring

the

whi

te s

ticke

r be

int

egra

ted?

4.

The

exer

cise

may

ser

ve t

o in

trod

uce

the

stud

ents

to

the

rela

tions

hip

betw

een

maj

ority

and

min

ority

gro

ups

in s

ocie

ty:

– W

ho a

re t

he e

xcep

tions

, the

exc

lude

d on

es, i

n so

ciet

y?–

Can

bein

g th

e ex

cept

ion,

or

mar

gina

l, be

a p

erso

nal

choi

ce?

Exte

nsio

n

The

exer

cise

may

be

take

n fu

rthe

r by

giv

ing

adva

ntag

es t

o on

e gr

oup.

The

stu

dent

s m

ay b

e m

ore

invo

lved

, but

thi

s ar

rang

emen

t m

ight

als

o ge

nera

te s

tres

s an

d ho

stili

ty. T

he t

each

er s

houl

d kn

owth

e cl

ass

wel

l an

d m

ust

be p

repa

red

to r

eact

app

ropr

iate

ly.

50Teac

hing

dem

ocra

cy

Exer

cise

5.3

. – T

he ji

gsaw

puz

zle

Educ

atio

nal ob

ject

ives

Th

e ga

me

sim

ulat

es a

n ex

peri

ence

of

unfa

ir t

reat

men

t.

The

stud

ents

bec

ome

awar

e of

the

ir r

eact

ions

to

unfa

ir t

reat

men

t,w

hich

are

bas

ed o

n et

hica

l pr

inci

ples

of

just

ice.

Jus

tice

is a

fund

amen

tal c

ateg

ory

of h

uman

rig

hts.

The

stud

ents

rea

lise

the

impo

rtan

ce o

f so

lidar

ity a

nd c

o-op

erat

ion

in o

verc

omin

g in

just

ice.

Reso

urce

sEn

velo

pes

with

sim

ple

jigsa

w p

uzzl

es, o

r pi

ctur

es w

hich

hav

e be

encu

t up

into

a f

ew p

iece

s.

Proc

edur

e

1.

Prep

arat

ion:

ther

e sh

ould

be

a pu

zzle

for

eve

ry g

roup

of

thre

e or

fou

r st

uden

ts in

the

clas

s.Te

ache

rs c

an u

se s

impl

e re

ady-

mad

e jig

saw

puz

zles

or

prep

are

such

puz

zles

by

cutt

ing

pict

ures

(e.g

. pos

tcar

ds o

r ad

vert

isem

ents

) int

o a

few

pie

ces.

Eac

h pu

zzle

sho

uld

be p

ut in

toan

env

elop

e. I

deal

ly,

a du

plic

ate

of t

he p

ictu

re s

houl

d be

stu

ck o

nto

the

enve

lope

. Th

ete

ache

r ta

kes

a pa

rt o

ut o

f so

me

puzz

les

and

exch

ange

s so

me

part

s am

ong

othe

r pu

zzle

s.A

few

puz

zles

sho

uld

be c

ompl

ete.

2.

The

stud

ents

for

m g

roup

s of

app

roxi

mat

ely

four

mem

bers

. The

tea

cher

ass

igns

a s

peci

fic

task

to

each

tea

m m

embe

r:–

a st

uden

t in

cha

rge

of t

ime

and

reso

urce

s–

an a

rbitr

ator

who

pre

vent

s co

nflic

t and

ens

ures

that

inst

ruct

ions

are

pro

perl

y ca

rrie

d ou

t–

a st

uden

t w

ho h

as t

he d

uplic

ate

of t

he f

inis

hed

puzz

le–

a st

uden

t w

ho c

arri

es o

ut t

he t

ask.

The

teac

her

hand

s ou

t an

enve

lope

to e

ach

grou

p, g

ivin

g th

em th

e ta

sk to

sol

ve th

e pu

zzle

with

in a

(tig

ht)

time

limit.

The

stu

dent

s w

ill q

uick

ly d

isco

ver

if t

heir

puz

zle

wor

ks o

ut o

rno

t an

d w

heth

er t

hey

can

obta

in s

uppo

rt f

rom

oth

er g

roup

s.

3.

The

gam

e pr

oduc

es c

lear

win

ners

and

los

ers.

Dep

endi

ng o

n th

e ag

e gr

oup

and

the

stud

ents

’ re

actio

n, q

uest

ions

suc

h as

the

fol

low

ing

may

ser

ve t

o ar

ticul

ate

and

eval

uate

the

expe

rien

ce o

f po

sitiv

e or

neg

ativ

e di

scri

min

atio

n:–

How

did

you

fee

l w

hen

you

real

ised

tha

t th

e gr

oups

had

dif

fere

nt m

ater

ial?

– H

ow w

ould

you

hav

e fe

lt if

you

had

bee

n in

a d

iffe

rent

gro

up?

– H

ow d

id y

ou f

eel

as p

art

of t

he g

roup

whi

ch h

ad t

oo l

ittle

/too

muc

h m

ater

ial?

– W

hat

kind

s of

beh

avio

ur h

elpe

d, o

r hi

nder

ed, a

gro

up’s

suc

cess

?

Exte

nsio

nTh

e st

uden

ts a

re e

ncou

rage

d to

dis

cuss

rea

l si

tuat

ions

in

whi

ch p

eopl

e do

not

hav

e eq

ual

acce

ssto

im

port

ant

reso

urce

s (e

.g. d

ispo

sabl

e tim

e, j

obs,

mon

ey, p

ower

).

51

Mak

ing

just

ice

wor

k

Exer

cise

5.4

. – T

he r

ole

of la

w

Educ

atio

nal ob

ject

ives

A

ncie

nt p

hilo

soph

ers

have

dra

wn

on d

iffe

rent

val

ues

in d

efin

ing

the

purp

ose

of la

w.

The

diff

eren

t va

lue

optio

ns a

re r

elat

ed t

o di

ffer

ent

soci

al a

ndpo

litic

al s

yste

ms.

Theo

ry

prov

ides

a

fram

ewor

k fo

r th

e re

flec

tion

of

da

ilyex

peri

ence

, in

whi

ch o

ur v

alue

opt

ions

are

gui

ded

by o

ur in

tere

sts.

The

stud

ents

are

enc

oura

ged

to m

ake

delib

erat

e ch

oice

s of

val

ues

with

in

the

fram

ewor

k of

hu

man

ri

ghts

, to

ex

pose

th

em

toco

mpa

riso

n an

d di

scus

sion

an

d to

be

co

mm

itted

to

th

em

inev

eryd

ay li

fe.

Reso

urce

sD

iffe

rent

con

cept

s of

the

rol

e of

law

are

wri

tten

on

a la

rge

shee

tof

pap

er a

nd d

ispl

ayed

on

the

wal

l (se

e M

1 in

mat

eria

ls s

ectio

n).

Proc

edur

e

1.

The

stud

ents

for

m g

roup

s of

thr

ee o

r fo

ur a

nd a

re g

iven

wor

kshe

ets

with

a li

st o

f ru

les

ofco

nduc

t (s

ee M

2 i

n m

ater

ials

sec

tion)

.

2.

Each

gro

up h

as to

rel

ate

the

rule

s of

con

duct

to th

e un

derl

ying

con

cept

of l

aw (1

0 m

inut

es).

3.

The

grou

ps c

heck

the

ir r

esul

ts.

4.

The

stud

ents

cho

ose

the

conc

ept

to w

hich

the

y su

bscr

ibe

mos

t.

5.

The

stud

ents

cho

ose

the

conc

ept

to w

hich

the

y su

bscr

ibe

leas

t.

Exte

nsio

n

Refl

ectio

n in

cla

ss:

– D

o th

e ru

les

you

appl

y in

you

r ow

n lif

e co

rres

pond

to

your

cho

ice?

– D

o yo

u kn

ow o

f rul

es w

hich

com

e un

der

the

optio

ns y

ou h

ave

reje

cted

? H

ave

you

oppo

sed

them

? W

hy?

Wha

t di

d yo

u do

?

Refl

ectio

n in

wri

ting:

– To

whi

ch c

once

pt o

f th

e la

w a

re y

ou c

omm

itted

mos

t an

d w

hy?

– St

ate

five

rul

es o

f ev

eryd

ay l

ife

that

you

adh

ere

to.

Mat

eria

ls(s

ee n

ext

page

)

M 1

: Ba

sic

conc

epts

of

law

1. T

he p

urpo

se o

f the

law

is to

pre

vent

indi

vidu

als

from

infr

ingi

ng o

n ot

her p

eopl

e’s

right

s (A

risto

tle).

2. T

he p

urpo

se o

f th

e la

w i

s to

giv

e ea

ch p

erso

n w

hat

he d

eser

ves

(Ari

stot

le).

3. T

he p

urpo

se o

f th

e la

w i

s to

cre

ate

a pe

rfec

t so

ciet

y (P

lato

).

4. T

he l

aw s

erve

s to

pre

vent

the

dam

age

done

to

indi

vidu

als

by i

njus

tice

(Gla

ucon

).

5. T

he l

aw s

houl

d se

rve

to p

rese

rve

the

inte

rest

s of

tho

se w

ho g

over

n (T

hras

ymac

hus)

.

6. T

he r

ole

of t

he l

aw i

s to

mai

ntai

n so

cial

pea

ce b

y en

suri

ng t

he w

ell-

bein

g of

all

and

toen

forc

e th

e pr

actic

e of

tha

t w

hich

is

usef

ul f

or s

ocie

ty (

Prot

agor

as).

7. T

he p

urpo

se o

f th

e la

w i

s to

pro

tect

the

wea

kest

.

M 2

: Ru

les

1. P

eopl

e w

ho h

ave

brut

alis

ed t

heir

chi

ldre

n w

ill b

e im

pris

oned

.

2. T

he s

tate

will

gua

rant

ee t

he u

nem

ploy

ed a

n in

com

e w

hich

allo

ws

them

to

surv

ive.

3. P

rior

ity f

or j

obs

will

go

to t

he s

tude

nts

who

hav

e th

e be

st g

rade

s.

4. A

ll w

orke

rs w

ill h

ave

to c

ontr

ibut

e so

met

hing

fro

m t

heir

ear

ning

s to

mee

t th

e ne

eds

of t

heun

empl

oyed

.

5. A

ny a

ctio

n by

one

per

son

whi

ch c

ause

s an

othe

r pe

rson

dam

age

will

obl

ige

the

form

er t

oco

mpe

nsat

e fo

r th

at a

ctio

n.

6. T

each

ers

will

mak

e su

re t

hat

stud

ents

kno

w t

hat

the

law

s of

our

soc

iety

, bei

ng t

he b

est

law

s,ar

e in

viol

able

.

7. A

ny p

erso

n w

ho d

emon

stra

tes

his

oppo

sitio

n to

the

org

anis

atio

n of

soc

iety

will

be

inte

rned

in a

cen

tre

for

re-e

duca

tion.

8. O

nly

activ

ities

allo

wed

by

the

stat

e fo

r th

e w

ell-

bein

g of

all

are

auth

oris

ed.

9. O

nly

taxp

ayer

s w

ill h

ave

the

righ

t to

vot

e.

10. A

ll yo

ung

peop

le w

ill h

ave

to b

elon

g to

sta

te o

rgan

isat

ions

so

that

they

can

eng

age

in u

sefu

lw

ork.

11. C

ompa

nies

sho

uld

inst

all

anti-

pollu

tion

filte

rs o

n ch

imne

ys.

12. N

obod

y w

ill b

e al

low

ed t

o di

ssem

inat

e id

eas

whi

ch h

ave

not

been

rec

ogni

sed

as v

alid

by

the

gove

rnm

ent.

13. T

he s

tate

has

the

rig

ht t

o ex

prop

riat

e if

nec

essa

ry f

or t

he p

ublic

int

eres

t.

14. C

ompa

ny d

irec

tors

hav

e th

e ri

ght

to o

rgan

ise

priv

ate

secu

rity

ser

vice

s.

15. I

t is

for

bidd

en t

o en

ter

anot

her

pers

on’s

hom

e w

ithou

t hi

s or

her

per

mis

sion

.

52Teac

hing

dem

ocra

cy

53

Mak

ing

just

ice

wor

k

Exer

cise

5.5

. – P

ersp

ectiv

es o

n ju

stic

e

Educ

atio

nal ob

ject

ives

Th

e st

uden

ts u

nder

stan

d th

at t

here

can

be

diff

eren

t pe

rspe

ctiv

eson

issu

es o

f ju

stic

e.

The

stud

ents

dev

elop

an

unde

rsta

ndin

g of

the

bal

ance

bet

wee

nri

ghts

and

dut

ies.

Reso

urce

sSe

ts o

f w

orks

heet

s co

ntai

ning

per

spec

tive

A o

r B.

Proc

edur

e

1.

One

of

the

righ

ts t

o be

exa

min

ed i

s ch

osen

.

2.

The

clas

s di

vide

s in

to g

roup

s of

fou

r or

six

.

One

hal

f of

eac

h gr

oup

rece

ives

she

et A

, the

oth

er h

alf

shee

t B.

Each

sub

grou

p pr

epar

es a

s m

any

argu

men

ts a

s po

ssib

le in

def

ence

of

the

stat

emen

t fig

urin

gon

the

ir s

heet

.

3.

The

grou

ps r

euni

te. T

he m

embe

rs o

f su

bgro

up A

pre

sent

the

ir p

oint

of

view

to

the

mem

bers

of s

ubgr

oup

B, w

ho m

ust

liste

n at

tent

ivel

y an

d ta

ke n

otes

.

Then

it

is s

ubgr

oup

B’s

turn

.

The

pres

enta

tion

of a

rgum

ents

may

be

follo

wed

by

a pe

riod

dur

ing

whi

ch t

he m

embe

rs o

fth

e di

ffer

ent

subg

roup

s as

k ea

ch o

ther

que

stio

ns.

4.

Subg

roup

s A

and

B e

xcha

nge

role

s. T

hey

mus

t no

t be

inf

orm

ed i

n ad

vanc

e of

thi

s pa

rt o

fth

e ex

erci

se.

They

are

giv

en a

few

min

utes

to

reco

nsid

er t

heir

arg

umen

ts.

5.

The

grou

ps a

ttem

pt t

o ad

opt

a co

mm

on p

ositi

on i

n w

ritin

g on

the

pro

blem

und

er d

ebat

e.

6.

Que

stio

ns t

o co

nsid

er:

– W

hich

dif

ficu

lties

did

you

enc

ount

er i

n tr

ying

to

reac

h a

com

mon

pos

ition

?

– D

id t

he f

act

that

you

rev

erse

d ro

les

mak

e it

easi

er o

r m

ore

diff

icul

t fo

r yo

u to

agr

ee o

n a

com

mon

pos

ition

?

Exte

nsio

n

The

teac

her

(or

stud

ents

) fi

nd c

ases

in

whi

ch f

reed

om o

f ex

pres

sion

(or

chi

ld l

abou

r) i

s a

cont

rove

rsia

l su

bjec

t.

– H

ow c

an r

ight

s an

d du

ties

be b

alan

ced?

– A

re t

here

dut

ies

– or

rig

hts

– w

hich

im

pose

lim

its o

n ce

rtai

n ri

ghts

?

Info

rmat

ion

give

n in

the

med

ia s

houl

d be

use

d fo

r th

e ca

se s

tudi

es.

The

inve

stig

atio

n co

uld

beex

tend

ed t

o in

clud

e ot

her

hum

an r

ight

s, e

.g. f

reed

om o

f m

ovem

ent

or t

he r

ight

of

prop

erty

.

Mat

eria

ls(s

ee n

ext

page

)

54Teac

hing

dem

ocra

cy

Pers

pect

ive

A:

Free

dom

of

expr

essi

onIn

a f

air

soci

ety

free

dom

of

expr

essi

on i

s a

fund

amen

tal

hum

an r

ight

tha

t sh

ould

not

be

rest

rict

ed. C

onsi

der

the

follo

win

g po

ints

:

– th

e ne

gativ

e ef

fect

s of

cen

sors

hip;

– th

e po

litic

al i

mpl

icat

ions

of

its l

imita

tion

and

of d

issi

denc

e;

– th

e ci

rcum

stan

ces

in w

hich

oth

er c

ount

ries

res

tric

t it;

– th

e im

port

ance

of

free

dom

of

expr

essi

on f

or d

emoc

raci

es;

– an

y ot

her

rele

vant

pro

blem

.

Pers

pect

ive

A:

Child

lab

our

Law

s ag

ains

t chi

ld la

bour

sho

uld

be s

tric

tly a

pplie

d so

that

the

righ

t of

child

ren

to p

lay,

to le

arn

and

to b

ecom

e he

alth

y ad

ults

is

prot

ecte

d. C

onsi

der

the

follo

win

g po

ints

:

– th

e la

ck o

f ed

ucat

ion

whi

ch f

ollo

ws

whe

n ch

ildre

n ar

e ob

liged

to

wor

k;

– th

e fa

ct t

hat

child

ren

ofte

n w

ork

in u

nhea

lthy

cond

ition

s;

– th

e w

ay c

hild

lab

our

is o

ften

exp

loite

d be

caus

e ch

ildre

n ar

e no

t or

gani

sed

to p

rote

stag

ains

t un

just

tre

atm

ent;

– an

y ot

her

rele

vant

pro

blem

.

Pers

pect

ive

B: F

reed

om o

f ex

pres

sion

In a

fai

r so

ciet

y it

is s

omet

imes

nec

essa

ry t

o re

stri

ct f

reed

om o

f ex

pres

sion

in

orde

r to

pro

tect

peop

le’s

rig

hts.

Con

side

r th

e fo

llow

ing

poin

ts:

– th

e ef

fect

s of

rac

ist

rem

arks

on

min

oriti

es;

– th

e w

ays

in w

hich

spe

ech

may

be

used

to

enco

urag

e vi

olen

ce;

– ho

w i

n so

me

coun

trie

s fr

eedo

m o

f ex

pres

sion

is

unre

stri

cted

and

lea

ds t

o th

e vi

olat

ion

of r

ight

s;

– th

e ne

ed t

o pr

omot

e du

ties

as w

ell

as r

ight

s;

– an

y ot

her

rele

vant

pro

blem

.

Pers

pect

ive

B: C

hild

lab

our

In t

he i

nter

ests

of

help

ing

fam

ilies

to

surv

ive

in d

iffi

cult

econ

omic

cir

cum

stan

ces,

and

of

help

ing

child

ren

to a

ssum

e an

act

ive

role

in

soci

ety,

chi

ldre

n sh

ould

be

able

to

wor

k an

d he

lpsu

ppor

t th

eir

fam

ilies

. Con

side

r th

e fo

llow

ing

poin

ts:

– th

e fa

ct th

at in

som

e so

ciet

ies

whe

re e

mpl

oym

ent i

s ra

re, c

hild

ren

can

be o

ne o

f th

e on

lyso

urce

s of

inc

ome

a fa

mily

has

;

– th

e fa

ct t

hat

in m

any

soci

etie

s ch

ildre

n tr

aditi

onal

ly w

orke

d lo

nger

tha

n ad

ults

;

– th

e op

inio

n th

at p

reve

ntin

g ch

ildre

n fr

om e

ngag

ing

in p

rodu

ctiv

e w

ork

resu

lts in

use

less

isol

atio

n of

chi

ldre

n fr

om t

he w

orld

of

adul

ts;

– th

e fa

ct t

hat

wor

k ca

n be

a f

orm

ativ

e ex

peri

ence

for

chi

ldre

n;

– an

y ot

her

rele

vant

pro

blem

.

55

Intr

oduc

tion

The

pict

ure

show

s a

boy

and

a gi

rl f

acin

g ea

ch o

ther

. Th

ey a

re s

how

ing

each

oth

er a

cub

e w

ithsy

mbo

ls t

hat

stan

d fo

r po

litic

al p

hilo

soph

ies.

It

is i

mpo

rtan

t th

at t

hey

are

smili

ng a

t ea

ch o

ther

, as

the

sym

bols

diff

er a

nd i

ndic

ate

cont

rove

rsy

and

disa

gree

men

t. It

is w

orth

whi

le e

xplo

ring

the

mea

ning

of

the

sym

bols

, as

far

as

this

is

poss

ible

. Th

e bo

y sh

ows

the

“ban

the

bom

b” s

ymbo

l,co

nfes

sing

to p

acifi

sm. T

he p

enta

gram

cou

ld s

tand

for a

Soc

ialis

t poi

nt o

f vie

w, b

ut a

lso

for a

hol

istic

view

of h

uman

kind

in th

e un

iver

se. T

he z

igza

g lin

es m

ay s

tand

for

wat

er, a

s a

sym

bol f

or p

rote

ctio

nof

the

envi

ronm

ent,

but t

he m

eani

ng c

ould

als

o be

com

plet

ely

diff

eren

t. Th

e gi

rl s

how

s th

e A

-sym

bol

of a

narc

hism

. Th

e fe

mal

e ge

nder

sym

bol

mig

ht s

tand

for

a f

emin

ist

view

poin

t. Th

e flo

wer

cou

ldst

and

for

the

prot

ectio

n of

the

env

iron

men

t, or

pea

ce, b

ut t

he g

irl m

ay a

lso

have

giv

en t

his

sym

bol

a di

ffer

ent

mea

ning

. Th

e yo

ung

peop

le a

re m

akin

g us

e of

hum

an r

ight

s –

free

dom

of

thou

ght,

free

dom

of

expr

essi

on a

nd e

qual

ity. T

here

is n

o au

thor

ity t

o de

cide

who

is r

ight

and

who

is w

rong

.

The

pict

ure

carr

ies

an i

nter

estin

g an

d su

rpri

sing

ly c

ompl

ex m

essa

ge.

We

com

bine

sym

bols

and

conc

epts

in

polit

ical

phi

loso

phy

to e

xpre

ss o

ur i

deas

and

vie

ws,

but

the

y m

ay b

e am

biva

lent

or

mis

lead

ing.

The

refo

re w

e m

ust e

xpla

in o

ur c

hoic

es to

eac

h ot

her

and

we

mus

t lis

ten

care

fully

. The

rear

e m

any

poin

ts o

n w

hich

we

can

agre

e or

dis

agre

e. T

he s

ix s

ymbo

ls s

uffi

ce t

o gi

ve u

s an

idea

of

an o

pen,

plu

ralis

tic s

ocie

ty.

We

shou

ld t

reat

eac

h ot

her

with

res

pect

; th

en w

e ca

n ha

ve a

goo

dar

gum

ent

that

har

ms

no o

ne a

nd b

enef

its e

very

one.

Educ

atio

n fo

r de

moc

ratic

citi

zens

hip

and

hum

an r

ight

s (E

DC/

HRE

) int

egra

tes

two

dim

ensi

ons.

The

firs

t is

rel

ated

to

cont

ent.

Und

erst

andi

ng p

oliti

cal

philo

soph

y is

im

port

ant

in E

DC/

HRE

, as

it

prov

ides

us

with

a s

ense

of

dire

ctio

n an

d va

lues

whe

n w

e ju

dge

issu

es a

nd t

ake

actio

n. W

e al

soun

ders

tand

oth

ers

bett

er.

The

seco

nd d

imen

sion

of

EDC/

HRE

ref

ers

to th

e cu

lture

of c

ivili

sed

conf

lict –

arg

uing

with

a s

mile

,if

pos

sibl

e. S

uch

a cu

lture

of

conf

lict

mus

t be

tau

ght

in s

choo

l, by

exp

erie

nce

and

refl

ectio

n. T

his

can

begi

n at

an

earl

y ag

e an

d a

lot

depe

nds

on t

he e

xam

ple

set

by t

each

ers

and

prin

cipa

ls.

The

EDC/

HRE

tea

cher

sho

uld

take

car

e to

avo

id t

wo

pitf

alls

. One

is

polit

ical

cor

rect

ness

. It

is n

ot t

hete

ache

r’s t

ask

to t

each

the

stu

dent

s an

y pr

efer

red

polit

ical

doc

trin

e, n

or s

houl

d he

/she

pre

ss t

hem

to a

ccep

t his

/her

per

sona

l vie

ws.

The

sec

ond

is s

ilent

neg

lect

, whi

ch is

a s

ubtle

for

m o

f op

pres

sion

.St

uden

ts s

houl

d le

arn

to e

xpec

t an

d gr

ant

mut

ual

atte

ntio

n an

d re

spon

se.

The

teac

her

shou

lden

cour

age

the

stud

ents

to

expl

ain

thei

r ch

oice

s so

tha

t ot

hers

can

und

erst

and

them

, bu

t th

eysh

ould

not

be

pres

sed

to j

ustif

y th

em.

The

exer

cise

s ca

n be

ada

pted

to

diff

eren

t ag

e gr

oups

and

may

be

used

fro

m e

lem

enta

ry t

o up

per

seco

ndar

y le

vel.

Chap

ter

6 –

Unde

rsta

ndin

g po

litic

al p

hilo

soph

y

56Teac

hing

dem

ocra

cy

Exer

cise

6.1

. – B

asic

con

cept

s of

pol

itica

l tho

ught

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts u

nder

stan

d th

e va

lues

tha

t im

plic

itly

guid

e po

litic

alar

gum

ent a

nd d

ebat

e an

d th

at s

ome

of th

ese

valu

es s

uppo

rt h

uman

righ

ts, w

hile

oth

ers

oppo

se t

hem

(tea

chin

g ab

out

hum

an r

ight

s).

The

exer

cise

tra

ins

stud

ents

to

be w

illin

g to

stu

dy a

nd u

nder

stan

dva

lues

and

att

itude

s re

gard

less

as

to w

heth

er th

ey a

gree

with

them

or n

ot (t

each

ing

thro

ugh

hum

an r

ight

s).

Reso

urce

sA

list

of p

ropo

sitio

ns o

r sl

ogan

s (s

ee m

ater

ials

bel

ow).

Alte

rnat

ivel

y,el

ectio

n po

ster

s, vi

deo

clip

s or

exc

erpt

s fr

om s

tate

men

ts o

r sp

eech

esin

pol

itica

l life

cou

ld b

e us

ed.

Proc

edur

e

1.

The

stud

ents

for

m p

airs

or

grou

ps o

f fo

ur.

2.

They

ide

ntify

the

im

plic

atio

ns o

f th

e st

atem

ents

. It

may

be

nece

ssar

y to

pro

vide

the

m w

ithqu

estio

ns t

o gu

ide

them

and

allo

w a

com

paris

on, e

.g. f

or w

hich

gro

ups

in s

ocie

ty a

pro

posa

lm

ay h

ave

impl

icat

ions

and

wha

t the

se im

plic

atio

ns m

ight

be

(the

stud

ents

wou

ld fi

nd a

nsw

ers

such

as

the

rich

and

the

poor

, the

hea

lthy

and

the

sick

, the

pow

erfu

l and

the

wea

k, e

tc.).

3.

If th

ey h

ave

alre

ady

been

intr

oduc

ed to

bas

ic a

ppro

ache

s of

pol

itica

l tho

ught

, the

stu

dent

sco

uld

link

the

prop

osal

s to

the

dif

fere

nt s

choo

ls o

f th

ough

t. Th

ey m

ay f

ind

affi

nitie

s to

mor

e th

an o

ne l

ine

of t

hink

ing.

4.

The

stud

ents

judg

e th

e st

atem

ents

and

thei

r un

derl

ying

val

ues

in th

e lig

ht o

f hum

an r

ight

s.

Exte

nsio

n

The

stud

ents

dis

cuss

the

im

plic

atio

ns o

f th

e pr

opos

ition

s by

rel

atin

g th

em t

o is

sues

und

erdi

scus

sion

in

thei

r co

untr

y.

Mat

eria

ls

List

of

prop

ositio

ns a

nd s

loga

ns

1. T

he s

tate

sho

uld

not

inte

rfer

e w

ith t

he m

anag

emen

t of

the

eco

nom

y. I

t sh

ould

lim

it its

elf

toen

forc

ing

the

law

.

2. F

ree

med

ical

car

e sh

ould

be

guar

ante

ed.

3. A

ll co

mpa

nies

sho

uld

be n

atio

nalis

ed.

4. T

he h

ead

of s

tate

sho

uld

be a

ccor

ded

full

pow

ers.

5. T

he s

tate

, the

em

ploy

ers

and

the

unio

ns s

houl

d m

eet t

o de

term

ine

the

rate

of i

ncre

ase

in w

ages

.

6. T

he s

tate

in

itsel

f is

a n

uisa

nce.

7. W

hite

civ

ilisa

tion

is t

he s

uper

ior

civi

lisat

ion.

8. W

eak

stud

ents

sho

uld

be p

reve

nted

fro

m s

low

ing

dow

n ot

hers

in

thei

r st

udie

s.

9. N

obod

y ha

s th

e ri

ght

to g

ive

othe

r pe

ople

ord

ers.

10. S

ocie

ty s

houl

d be

org

anis

ed s

o th

at th

e ru

ling

orde

r re

spec

ts th

e na

tura

l hie

rarc

hy o

f th

ings

.

57

Und

erst

andi

ng p

olit

ical

phi

loso

phy

Exer

cise

6.2

. – A

ttitu

des

to p

ower

5

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts c

an d

istin

guis

h be

twee

n co

ncep

ts o

f po

wer

and

the

irim

plic

atio

ns f

or d

emoc

racy

and

hum

an r

ight

s.

The

stud

ents

dev

elop

act

ive

liste

ning

(te

achi

ng t

hrou

ghhu

man

righ

ts).

Reso

urce

sSe

t of

stu

dent

han

dout

s: “

Stat

emen

ts o

n po

wer

and

gov

ernm

ent”.

Proc

edur

e

1.

The

stud

ents

for

m p

airs

. The

y st

udy

the

stat

emen

ts a

nd d

ecid

e w

hich

sta

tem

ents

the

y ar

ein

agr

eem

ent

with

.

2.

They

mak

e no

tes

of t

he r

easo

ns w

hy t

hey

supp

ort

a ce

rtai

n st

atem

ent.

3.

The

pair

s pr

esen

t th

eir

resu

lts i

n cl

ass.

4.

The

stud

ents

ide

ntif

y th

e un

derl

ying

sch

ools

of

polit

ical

tho

ught

(tr

ansf

er e

xerc

ise)

; th

ete

ache

r us

es th

e fi

ndin

gs a

nd d

iscu

ssio

n in

cla

ss to

intr

oduc

e th

e st

uden

ts to

(sel

ecte

d) a

p-pr

oach

es o

f po

litic

al t

houg

ht (

indu

ctiv

e ap

proa

ch, a

llow

ing

diff

eren

t m

etho

ds t

o be

use

d–

lect

ure

by t

he t

each

er a

nd p

erha

ps t

he s

tude

nts;

stu

dy o

f ex

cerp

ts).

Exte

nsio

n

The

stud

ents

ref

lect

on

thei

r in

divi

dual

val

ue s

yste

ms.

The

stud

ents

rel

ate

polit

ical

ide

as t

o th

e po

licie

s of

par

ties

and

polit

ical

lea

ders

in

thei

r co

untr

y.

Mat

eria

ls(s

ee n

ext

page

)

____

____

__5.

Ada

pted

fro

m C

laud

e Pa

ris,

Eth

ique

et

Polit

ique

, Edi

tions

C.G

., Q

uébe

c, 1

985.

58Teac

hing

dem

ocra

cy

Stud

ent

hand

out

Stat

emen

ts o

n po

wer

and

gov

ernm

ent

1. I

n a

gove

rnm

ent

the

role

of

the

lead

er i

s pa

ram

ount

and

irr

epla

ceab

le.

2. P

ower

alie

nate

s an

d m

ust

be e

limin

ated

in

orde

r to

allo

w e

ach

pers

on t

o re

alis

e hi

s fu

llpo

tent

ial.

3. A

nat

ion

has

only

one

dan

gero

us e

nem

y: i

ts g

over

nmen

t.

4. P

oliti

cal

pow

er s

houl

d be

exe

rcis

ed b

y pe

ople

cho

sen

by t

he c

itize

ns.

5. P

oliti

cal p

artie

s ar

e de

trim

enta

l to

the

pow

er o

f th

e st

ate

beca

use

they

div

ide

the

peop

le a

ndca

use

futil

e co

nfro

ntat

ion.

6. T

he s

tate

is

not

a si

mpl

e co

llect

ion

of i

ndiv

idua

ls;

it is

a r

ealit

y hi

gher

and

mor

e es

sent

ial

than

the

sum

of

indi

vidu

als.

7. A

ll fo

rms

of p

ower

hav

e a

tend

ency

to

beco

me

tota

litar

ian.

8. T

he s

tate

is

not

an e

nd i

n its

elf

but

the

mea

ns n

eces

sary

for

the

rea

lisat

ion

of i

ndiv

idua

las

pira

tions

.

9. T

he s

tate

is

an i

mm

ense

cem

eter

y w

here

all

expr

essi

ons

of i

ndiv

idua

l lif

e en

d.

10. S

trik

es a

re a

cha

lleng

e to

aut

hori

ty, w

hich

is

why

the

y sh

ould

be

forb

idde

n.

11. I

ndiv

idua

ls e

xist

onl

y fo

r th

e st

ate

and

are

noth

ing

outs

ide

it.

12. Y

oung

peo

ple

shou

ld t

ake

part

in

the

deci

sion

s th

at c

once

rn t

hem

.

13. O

nly

whe

n th

e st

ate

has

ceas

ed t

o ex

ist

will

we

be a

ble

to t

alk

of f

reed

om.

14. T

he t

each

er s

houl

d ta

ke t

he l

egiti

mat

e cl

aim

s of

his

/her

stu

dent

s in

to a

ccou

nt.

15. H

uman

bei

ngs

have

a n

atur

al t

ende

ncy

to d

o go

od;

we

shou

ld a

lway

s ha

ve c

onfi

denc

e in

them

.

16. T

he p

artic

ipat

ion

of a

ll in

divi

dual

s in

pow

er s

houl

d be

a f

unda

men

tal

prin

cipl

e of

the

orga

nisa

tion

of a

ll hu

man

com

mun

ities

.

17. P

oliti

cal p

artie

s m

ake

it po

ssib

le f

or t

he a

spir

atio

ns o

f ci

tizen

s to

infl

uenc

e th

e de

cisi

ons

ofgo

vern

men

t.

18. L

eft

to t

hem

selv

es w

ithou

t an

y co

ntro

l, hu

man

bei

ngs

wou

ld k

ill o

ne a

noth

er.

19. P

oliti

cal

pow

er s

houl

d no

t be

at

the

mer

cy o

f pu

blic

opi

nion

.

20. H

uman

bei

ngs

have

rig

hts

that

pow

er s

houl

d re

spec

t an

d pr

omot

e.

59

Und

erst

andi

ng p

olit

ical

phi

loso

phy

Exer

cise

6.3

. – If

I w

ere

a m

agic

ian

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts a

re e

ncou

rage

d to

cre

ate

mea

ning

ful v

isio

ns. A

per

son

with

out

utop

ian

visi

ons

is c

onfin

ed t

o ac

cept

ing

the

stat

us q

uo.

The

stud

ents

are

giv

en t

he c

hanc

e to

use

the

ir t

alen

ts (c

reat

ivity

).

Reso

urce

sPa

per

and

a m

arke

r pe

n.

Proc

edur

e

1.

The

stud

ents

are

ask

ed t

o im

agin

e th

emse

lves

in

the

role

of

a m

agic

ian.

2.

They

rea

d:

“If

I w

ere

a gr

eat

mag

icia

n, I

wou

ld a

rran

ge f

or m

en, w

omen

and

chi

ldre

n ne

ver

agai

n to

live

thro

ugh

wha

t ha

ppen

ed d

urin

g th

e w

ar, a

nd f

or t

his

to h

appe

n ...

”

Each

stu

dent

com

plet

es t

he f

ollo

win

g se

nten

ces:

– I

wou

ld s

top

...–

I w

ould

clo

se ..

.–

I w

ould

for

get

...–

I w

ould

opp

ose

...–

I w

ould

con

tinue

...

– I

wou

ld c

reat

e ...

3.

In t

urn,

the

stu

dent

s re

ad o

ut t

heir

ans

wer

s in

a p

lena

ry s

essi

on.

It i

s su

gges

ted

that

the

chai

rs a

re a

rran

ged

in a

cir

cle.

4.

Eval

uatio

n: t

he s

tude

nts

poin

t ou

t an

d di

scus

s w

hich

des

ires

and

nee

ds t

hey

have

disc

over

ed.

Exte

nsio

n

The

stud

ents

dea

l w

ith t

he q

uest

ion

as t

o w

heth

er a

nyth

ing

coul

d be

don

e to

mak

e on

e of

the

irw

ishe

s co

me

true

.

Var

iati

on

For

olde

r st

uden

ts:

“If

I wer

e an

arc

hite

ct ..

.”: t

he s

tude

nts

imag

ine

wha

t th

eir

scho

ol, o

r th

e to

wn

or c

ity t

hey

live

in,

coul

d or

sho

uld

look

lik

e.

The

stud

ents

can

ref

lect

on

thei

r w

ishe

s an

d re

late

the

m t

o ba

sic

trad

ition

s of

pol

itica

l th

ough

t(L

iber

al, C

onse

rvat

ive,

Soc

ialis

t, Fr

iend

s of

the

Ear

th).

61

Intr

oduc

tion

The

pict

ure

show

s a

man

and

a w

oman

, sup

port

ed b

y a

girl

and

a b

oy, a

dvoc

atin

g th

eir

caus

es i

npu

blic

. Th

e m

an’s

pos

ter

show

s th

e gl

obe

as a

sym

bol

of t

he w

orld

, w

hile

the

wom

an i

s dr

awin

gat

tent

ion

to th

e fiv

e-po

inte

d st

ar o

n he

r po

ster

, hel

d by

the

boy

supp

ortin

g he

r. Pe

rhap

s th

is s

ymbo

lco

rres

pond

s to

the

sur

face

the

y ar

e st

andi

ng o

n. T

heir

exp

ress

ions

are

fri

endl

y, t

here

is

no s

ign

ofho

stili

ty.

Adu

lts a

nd c

hild

ren

are

taki

ng p

art

in p

oliti

cs.

They

are

mak

ing

use

of t

heir

rig

ht t

ode

mon

stra

te p

eace

fully

in

publ

ic.

Both

sid

es a

re m

ixed

in

gend

er,

ther

efor

e no

gen

der

issu

e is

at

stak

e. T

he t

wo

grou

ps a

re c

ompe

ting

– fo

r at

tent

ion

and

supp

ort

by t

he m

ajor

ity. T

hey

are

in d

irec

tco

nfro

ntat

ion,

so

no m

edia

, pol

itica

l par

ties

or in

tere

st g

roup

s ar

e in

volv

ed.

The

four

peo

ple

are

stan

ding

on

a su

rfac

e re

sem

blin

g an

irr

egul

arly

poi

nted

sta

r. Th

is s

ymbo

l m

aybe

rea

d in

diff

eren

t way

s. It

may

sta

nd fo

r th

e co

mm

unity

that

giv

es it

s ci

tizen

s a

sens

e of

bel

ongi

ngto

geth

er a

nd th

at a

lso

prov

ides

a fr

amew

ork

for r

ight

s, re

spon

sibi

litie

s an

d du

ties.

The

sta

r cou

ld a

lso

rese

mbl

e “t

he f

loor

” th

at a

citi

zen

take

s w

hen

spea

king

in p

ublic

. Who

ever

cho

oses

to

stay

off

thi

sflo

or w

ill n

ot b

e he

ard

and

mus

t acc

ept t

he d

ecis

ions

that

are

fin

ally

mad

e. C

itize

ns c

an ta

ke p

art i

npo

litic

s in

man

y w

ays.

ED

C/H

RE f

ocus

es o

n w

ays

of a

ctiv

e, d

irec

t pa

rtic

ipat

ion.

Tak

ing

part

in

polit

ics

is a

rig

ht o

f ch

ildre

n, n

ot o

nly

of a

dults

. To

do s

o re

quir

es a

n un

ders

tand

ing

of th

e is

sue

and

care

ful j

udgm

ent.

Polit

ical

par

ticip

atio

n in

dem

ocra

cy n

eeds

to

be t

augh

t in

sch

ools

, whi

ch in

tur

nre

quir

es s

choo

ls t

o fu

nctio

n as

mic

ro-s

ocie

ties

that

giv

e st

uden

ts t

he o

ppor

tuni

ty t

o pa

rtic

ipat

e in

man

agin

g th

eir

scho

ol a

ffai

rs.

Both

in

dem

ocra

tic s

choo

ls a

nd d

emoc

ratic

soc

iety

, ar

gum

ent

and

cont

rove

rsy,

eve

n qu

arre

l an

dco

nflic

t, ar

e no

thin

g to

be

fear

ed b

ut s

houl

d be

see

n as

som

ethi

ng n

orm

al, e

ven

usef

ul in

dem

ocra

ticde

cisi

on m

akin

g. S

ettli

ng c

lash

es o

f ide

as a

nd in

tere

sts

are

the

basi

c m

etho

d of

sol

ving

pro

blem

s an

dm

akin

g de

cisi

ons.

If in

tere

sts

and

obje

ctio

ns a

re n

ot a

rtic

ulat

ed, t

hey

cann

ot b

e ta

ken

into

acc

ount

.In

an

open

soc

iety

, har

mon

y –

the

“com

mon

goo

d” –

can

not b

e im

pose

d, b

ut n

eeds

to b

e ne

gotia

ted.

Cont

rove

rsy

and

conf

lict

are

not

harm

ful i

f se

t in

and

sup

port

ed b

y a

cultu

re o

f ar

gum

ent,

conf

lict

reso

lutio

n an

d co

mpr

omis

e.

The

exer

cise

s fo

cus

on f

ram

ewor

k co

nditi

ons

and

mod

es o

f po

litic

al p

artic

ipat

ion.

Thi

s he

lps

the

stud

ents

to

appr

ecia

te t

heir

opp

ortu

nitie

s to

par

ticip

ate

in t

heir

com

mun

ity.

Chap

ter

7 –

Taki

ng p

art

in p

olit

ics

62Teac

hing

dem

ocra

cy

Exer

cise

7.1

. – T

he w

all o

f sil

ence

Educ

atio

nal o

bjec

tive

Th

e st

uden

ts b

ecom

e aw

are

of t

heir

con

cept

s of

dem

ocra

cy.

Reso

urce

sPi

eces

of

flipc

hart

pap

er f

ixed

to

the

wal

l an

d m

arke

rs (

for

grou

psof

fiv

e).

Proc

edur

e

1.

The

stud

ents

for

m g

roup

s of

fiv

e. E

ach

grou

p is

sea

ted

in a

sem

i-ci

rcle

fac

ing

a fl

ipch

art

fixe

d to

the

wal

l. Th

ey a

re a

sked

to

wri

te, i

n si

lenc

e an

d w

ithin

a t

ime

limit,

a s

ente

nce

ofth

e ty

pe:

“Dem

ocra

cy i

s ...

”

2.

The

stud

ents

res

pond

to

sent

ence

s or

wor

ds a

lrea

dy w

ritt

en d

own.

3.

Aft

er t

he t

ime

limit

for

wri

ting

on t

he p

oste

r ha

s be

en r

each

ed, e

ach

stud

ent

choo

ses

and

read

s ou

t a

sent

ence

he/

she

has

not

wri

tten

him

/her

self

. The

stu

dent

s sh

are

thei

r re

sults

incl

ass.

4.

Thou

ghts

are

sha

red:

– “I

hav

e le

arnt

…”

– “I

hav

e di

scov

ered

…”

– “I

wou

ld l

ike

to d

iscu

ss …

”

Var

iati

on

Inst

ead

of u

sing

pos

ters

on

the

wal

l, th

e st

uden

ts s

it ro

und

a ta

ble

wri

ting

on a

lar

ge s

heet

of

pape

r.

Gen

eral

inf

orm

atio

n

“The

wal

l of

sile

nce”

is

a br

ains

torm

ing

met

hod

that

may

be

used

at

the

begi

nnin

g of

a l

esso

nse

quen

ce o

n ke

y co

ncep

ts s

uch

as d

emoc

racy

, di

ctat

orsh

ip,

just

ice,

pea

ce,

educ

atio

n, e

qual

ity,

liber

ty, e

tc.

The

met

hod

supp

orts

stu

dent

s w

ho a

re le

ss e

xtro

vert

or

wis

h to

tak

e so

me

time

to t

hink

car

eful

lybe

fore

say

ing

som

ethi

ng. O

ften

the

se s

tude

nts

are

at a

dis

adva

ntag

e in

sta

ndar

d, t

hat

is o

ral

and

fron

tal

clas

s se

ttin

gs.

63

Taki

ng p

art

in p

olit

ics

Exer

cise

7.2

. – M

y fe

elin

gs a

bout

dic

tato

rshi

p

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts c

an d

efin

e an

d ju

dge

elem

ents

of

dem

ocra

cy a

nddi

ctat

orsh

ip.

The

stud

ents

can

mak

e a

delib

erat

e ch

oice

of

valu

es a

nd a

rgue

for

them

.

Reso

urce

sPo

ster

and

mar

kers

or

blac

kboa

rd a

nd c

halk

.

Proc

edur

e

1.

The

stud

ents

are

ask

ed t

o de

fine

the

cha

ract

eris

tic t

raits

of

dict

ator

ship

.

The

list

mig

ht c

onta

in p

oint

s su

ch a

s th

e fo

llow

ing:

– an

ti-Se

miti

sm–

the

role

of

wom

en a

s re

prod

ucer

s

– et

hnic

cle

ansi

ng–

repr

essi

on o

f se

xual

min

oriti

es

– to

rtur

e–

subm

issi

on t

o au

thor

ity

– co

nditi

onin

g–

pres

sure

fro

m p

eers

to

conf

orm

– th

e cu

lt of

pow

er, i

ndiv

idua

ls o

r th

e m

ilita

ry–

the

dem

and

to b

e le

d

– vi

ew o

f cr

itici

sm a

s de

stru

ctiv

e–

reje

ctio

n of

min

oriti

es

2.

Refe

rrin

g to

the

lis

t, th

e st

uden

ts t

ry t

o an

swer

the

que

stio

n, “

To w

hat

exte

nt d

oes

this

situ

atio

n af

fect

me?

”

3.

The

stud

ents

are

ask

ed t

o pl

ace

thes

e ite

ms

on a

sca

le,

star

ting

with

the

tra

it th

ey f

eel

stro

nges

t ab

out.

Exte

nsio

n an

d va

riat

ion

The

feat

ures

of

dict

ator

ship

can

be

rela

ted

to e

xam

ples

fro

m n

ews

repo

rts,

film

s or

tex

tboo

ks.

The

sam

e ex

erci

se c

ould

be

done

on

dem

ocra

cy.

64Teac

hing

dem

ocra

cy

Exer

cise

7.3

. – Q

uest

ionn

aire

on

attit

udes

to

chan

ge

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts c

an r

efle

ct t

heir

per

sona

l at

titud

es a

nd e

xpre

ss t

hem

free

ly.

The

stud

ents

can

list

en to

oth

er s

tude

nts,

rega

rdle

ss o

f whe

ther

they

agre

e w

ith e

ach

othe

r or

not

.

Reso

urce

sSe

t of

stu

dent

han

dout

s: “

Que

stio

nnai

re o

n at

titud

es t

o ch

ange

”.

Not

e fo

r th

e te

ache

r

Info

rmat

ion

on b

asic

pol

itic

al a

ttit

udes

An

attitu

deis

a t

ende

ncy

to e

xpre

ss a

n op

inio

n or

ado

pt a

cer

tain

for

m o

f be

havi

our.

It r

esul

tsfr

om s

ocia

l in

tegr

atio

n an

d pe

rson

al h

isto

ry a

nd i

s th

eref

ore

less

con

scio

us t

han

ideo

logy

.A

ttitu

des

guid

e ou

r pe

rcep

tions

, our

jud

gmen

ts a

nd o

ur a

ctio

ns.

The

purp

ose

of t

he e

xerc

ise

is t

o se

e, o

n th

e ba

sis

of t

he e

xpre

ssio

n of

opi

nion

s, t

o w

hat

exte

nt a

pers

on is

, or

is n

ot, i

n fa

vour

of

soci

al c

hang

e. C

hang

e in

itse

lf is

nei

ther

a g

ood

nor

a ba

d th

ing,

and

the

purp

ose

is n

ot t

o pa

ss j

udgm

ent

on t

he s

tude

nts,

muc

h le

ss t

o ev

alua

te t

hem

. It

sho

uld

also

be

born

e in

min

d th

at t

he r

esul

ts o

f su

ch a

“po

litic

al l

itmus

tes

t” s

houl

d no

t be

tak

en t

oose

riou

sly,

par

ticul

arly

if

the

stud

ents

are

not

ful

ly a

war

e of

the

im

plic

atio

ns i

nvol

ved

in a

stat

emen

t in

the

que

stio

nnai

re.

The

real

que

stio

n is

: why

, wha

t, w

hen

and

how

to c

hang

e. T

he m

odel

s of

pol

itica

l tho

ught

ser

ving

as g

uide

lines

for

pol

itica

l at

titud

es h

ave

deve

lope

d si

nce

the

era

of t

he F

renc

h an

d A

mer

ican

revo

lutio

ns.

The

follo

win

g sk

etch

can

ser

ve a

s a

roug

h gu

idel

ine

but

cann

ot r

epla

ce t

he r

eadi

ngof

the

ori

gina

l so

urce

s.

A p

rogr

essi

veat

titud

e le

ads

to a

bel

ief

that

cha

nges

are

des

irab

le.

It m

ay b

e re

volu

tiona

ry o

rre

form

ist,

depe

ndin

g on

the

perc

eive

d ur

genc

y an

d on

the

mea

ns e

mpl

oyed

. For

the

revo

lution

ary,

if n

eces

sary

, eve

n vi

olen

ce i

s no

t ru

led

out.

For

a re

form

ist

too,

cha

nge

is d

esir

able

, but

with

out

radi

cal

rupt

ure

with

the

pas

t.

A c

onse

rvat

ive

attit

ude,

on

the

othe

r ha

nd,

valu

es t

radi

tion

and

pref

ers

expe

rien

ce t

o th

eory

. It

may

fav

our

the

stat

us q

uo o

r be

rea

ctio

nary

. To

favo

ur th

e st

atus

quo

mea

ns to

hol

d th

at a

lthou

ghit

is i

mpe

rfec

t, th

e pr

esen

t st

ate

is a

ccep

tabl

e. O

rgan

ic g

row

th m

ay b

e ad

voca

ted

as t

he m

ode

ofch

ange

(Ed

mun

d Bu

rke)

. A

fun

dam

enta

l co

ncer

n is

to

keep

the

sta

te s

tron

g an

d ag

ile l

est

it be

over

burd

ened

by

part

ial

inte

rest

s an

d ex

cess

ive

part

icip

atio

n. T

he r

eact

iona

ry,

how

ever

, re

fuse

sth

e pr

esen

t st

ate

of t

hing

s: h

e/sh

e ho

lds

that

it

was

a m

ista

ke t

o ca

rry

out

chan

ges

in t

he f

irst

plac

e an

d w

ishe

s to

ret

urn

to a

n ea

rlie

r st

ate.

The

revo

lution

ary

and

the

reac

tion

ary

tend

to

be d

octr

inai

re, t

hat

is, f

unda

men

talis

t, w

hich

mea

nsth

at t

hey

defe

nd a

pos

ition

on

an i

deol

ogic

al b

asis

, with

out

taki

ng p

rese

nt r

ealit

y in

to a

ccou

nt.

The

othe

rs a

re m

ore

prag

mat

ic a

nd d

efin

e th

eir

posi

tions

by

an a

naly

sis

of im

med

iate

con

sequ

ence

s.

This

exe

rcis

e m

ay s

erve

as

a ro

ugh

guid

elin

e to

mak

e st

uden

ts r

ealis

e th

e ex

iste

nce

of d

iffe

rent

mod

els

of p

oliti

cal

thin

king

and

to

beco

me

awar

e of

the

ir p

erso

nal

pref

eren

ces

and

lean

ings

. In

polit

ical

lif

e, p

oliti

cal

attit

udes

will

oft

en b

e fo

und

to r

esem

ble

a po

licy

mix

bet

wee

n di

ffer

ent

basi

c m

odel

s of

pol

itica

l th

inki

ng,

for

exam

ple

whe

n ar

guin

g al

ong

neo-

liber

al,

ecol

ogis

t, or

tech

nocr

at l

ines

.

65

Taki

ng p

art

in p

olit

ics

Proc

edur

e

1.

The

stud

ents

ans

wer

the

que

stio

ns. B

efor

e ea

ch s

tate

men

t th

ey w

rite

a n

umbe

r to

indi

cate

thei

r at

titud

e. T

he c

ode

they

use

is

as f

ollo

ws:

5 –

They

are

ful

ly i

n fa

vour

of

the

stat

emen

t.4

– Th

ey a

re m

ore

or l

ess

in f

avou

r of

the

opi

nion

sta

ted.

3 –

They

are

mor

e or

les

s ne

utra

l re

gard

ing

the

opin

ion

stat

ed.

2 –

They

are

mor

e or

les

s ag

ains

t th

e op

inio

n.1

– Th

ey a

re f

ully

aga

inst

the

sta

tem

ent.

2.

Stud

ents

dra

w u

p th

eir

tota

l, w

hich

ind

icat

es t

heir

pol

itica

l at

titud

e.10

0-80

: re

volu

tiona

ry80

-60:

ref

orm

ist

60-4

0: i

n fa

vour

of

the

stat

us q

uo40

-20:

rea

ctio

nary

.

Are

the

re a

ny r

evea

ling

dive

rgen

ces

betw

een

stud

ents

, not

ably

bet

wee

n bo

ys a

nd g

irls

?

Exte

nsio

n

Wor

king

with

tex

ts:

depe

ndin

g on

how

thi

s ex

erci

se i

s us

ed –

as

an i

ntro

duct

ion

or a

tra

nsfe

rex

erci

se –

tex

t w

ork

is r

ecom

men

ded

to p

rece

de o

r fo

llow

thi

s ex

erci

se.

For

adva

nced

cla

sses

,ex

cerp

ts f

rom

wri

ters

suc

h as

Loc

ke,

Burk

e or

Mar

x m

ight

be

sele

cted

. In

add

ition

, or

as

anal

tern

ativ

e fo

r yo

unge

r st

uden

ts,

stat

emen

ts b

y po

litic

ians

or

part

y re

pres

enta

tives

on

a sp

ecif

icis

sue

may

be

appr

opri

ate.

Als

o se

e th

e fo

llow

ing

exer

cise

.

Var

iati

on

Thes

e qu

estio

ns m

ay b

e fo

rmul

ated

on

the

basi

s of

mor

e lo

cal

conc

erns

.

Any

of

the

ques

tions

may

ser

ve a

s a

star

ting

poin

t fo

r de

bate

.

Mat

eria

ls(s

ee n

ext

page

)

Stud

ent

hand

out

Que

stio

nnai

re o

n at

titu

des

to c

hang

e1.

A w

oman

sho

uld

be a

ble

to g

et s

teri

lisat

ion

with

out

the

perm

issi

on o

f he

r hu

sban

d.

2. I

nfor

mat

ion

on b

irth

con

trol

sho

uld

be a

vaila

ble

on r

eque

st t

o al

l you

ng g

irls

of

four

teen

or

over

.

3. S

oft

drug

s sh

ould

be

lega

lised

.

4. I

n de

moc

raci

es r

efer

enda

sho

uld

be p

ossi

ble

on p

opul

ar d

eman

d.

5. C

rim

inal

s ne

ed m

edic

al c

are

rath

er t

han

puni

shm

ent.

6. T

he d

eath

sen

tenc

e sh

ould

be

com

plet

ely

abol

ishe

d.

7. B

ig c

ompa

nies

sho

uld

be n

atio

nalis

ed.

8. M

arri

ages

bet

wee

n pe

ople

of

the

sam

e se

x sh

ould

be

lega

l.

9. T

here

sho

uld

be n

o sp

ecif

icat

ion

of s

ex i

n jo

b of

fers

.

10. C

hari

tabl

e in

stitu

tions

sh

ould

be

ba

nned

. It

is

th

e du

ty

of

the

stat

e to

he

lp

the

unde

rpri

vile

ged.

11. T

he a

vera

ge i

ndiv

idua

l do

es n

ot n

eed

to b

e m

anag

ed o

r co

ntro

lled.

12. S

tude

nts

shou

ld t

ake

part

in

the

runn

ing

of t

heir

sch

ool.

13. G

rade

s an

d ce

rtif

icat

es s

houl

d be

abo

lishe

d.

14. E

very

one

shou

ld b

e gu

aran

teed

a m

inim

um i

ncom

e, r

egar

dles

s of

sex

, age

and

pro

fess

ion,

and

even

if

they

dec

ide

to d

o no

thin

g.

15. C

hild

ren

shou

ld b

e br

ough

t up

in s

ever

al f

aith

s si

mul

tane

ousl

y; t

hey

can

mak

e th

eir

choi

cew

hen

they

are

adu

lts.

16. P

oliti

cal

lead

ers

shou

ld f

ollo

w t

he a

dvic

e of

sci

entis

ts o

n th

e us

e of

sci

entif

ic d

isco

veri

es.

17. H

uman

bei

ngs

are

all

born

with

the

sam

e po

tent

ial.

18. P

riva

te p

rope

rty

shou

ld b

e ba

nned

and

sta

te p

rope

rty

brou

ght

in.

19. N

obod

y ha

s th

e ri

ght

to i

mpo

se t

heir

opi

nion

s on

oth

ers.

20. A

ll pr

oduc

tion

of p

ollu

ting

prod

ucts

has

to b

e pr

even

ted,

wha

teve

r th

e im

med

iate

eco

nom

icim

pact

.

66Teac

hing

dem

ocra

cy

67

Taki

ng p

art

in p

olit

ics

Exer

cise

7.4

. – T

he p

lann

ing

proj

ect6

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts u

nder

stan

d th

e st

ruct

ures

of

mut

ual

depe

nden

ce i

n a

com

mun

ity d

urin

g a

peri

od o

f ch

ange

.

The

stud

ents

und

erst

and

that

eve

ry d

ecis

ion

conc

erns

all

mem

bers

in t

he c

omm

unity

. If

a d

ecis

ion

is t

here

fore

to

be a

ccep

ted

and

supp

orte

d, a

ll m

embe

rs o

f a

com

mun

ity m

ust

unde

rsta

nd i

t an

dha

ve t

he c

hanc

e to

par

ticip

ate

in t

he d

ecis

ion-

mak

ing

proc

ess.

Reso

urce

sA

des

crip

tion

of a

rea

l or

fic

tiona

l pl

anni

ng p

roje

ct o

f an

urb

anne

ighb

ourh

ood.

It

has

to

take

in

to

acco

unt

soci

al,

econ

omic

,de

mog

raph

ic, t

rans

port

atio

n an

d ot

her

prob

lem

s.

The

teac

her

need

s to

pre

pare

a s

et o

f car

ds fo

r th

e ac

tors

in th

e ro

le-

play

. The

fol

low

ing

exam

ples

may

ser

ve t

o gi

ve t

he r

eade

r an

idea

of h

ow a

rea

l pla

nnin

g pr

ojec

t co

uld

be s

imul

ated

in a

rol

e-pl

ay.

Not

e fo

r th

e te

ache

r

Ther

e ar

e m

any

goal

s hi

dden

ins

ide

this

exe

rcis

e. I

t is

up

to t

he t

each

er t

o de

cide

whi

ch o

f th

ese

elem

ents

sho

uld

be e

xplic

itly

disc

usse

d an

d w

hich

sho

uld

just

hel

p th

e te

ache

r to

und

erst

and

and

expl

ain

to o

ther

s w

hat

the

pote

ntia

l le

arni

ng e

ffec

t co

uld

be.

1.

The

stud

ents

dev

elop

the

will

ingn

ess

to li

sten

to,

and

und

erst

and,

dif

fere

nt p

oint

s of

vie

wan

d in

tere

sts,

whe

ther

the

y ag

ree

with

the

m o

r no

t.

2.

The

stud

ents

lea

rn t

o an

ticip

ate

the

cons

eque

nces

and

im

plic

atio

ns o

f op

tions

in

the

deci

sion

-mak

ing

proc

ess.

3.

The

stud

ents

exp

erie

nce

deci

sion

mak

ing

in a

dem

ocra

tic f

ram

ewor

k. T

his

need

s to

fin

d a

bala

nce

betw

een

part

icip

atio

n an

d ef

fici

ency

(e.

g. e

very

one

shou

ld h

ave

a sa

y, b

ut t

here

need

s to

be

a tim

e lim

it fo

r ea

ch c

ontr

ibut

ion

and

the

proc

ess

as a

who

le).

4.

Basi

c in

sigh

t: in

an

open

, i.e

. lea

rnin

g co

mm

unity

, the

com

mon

goo

d (th

e vo

lont

é gé

néra

le)

is n

ot d

efin

ed b

y an

y au

thor

ity b

ut is

agr

eed

on in

a te

mpo

rary

dec

isio

n w

hich

is o

pen

for

revi

sion

if

new

pro

blem

s oc

cur.

Proc

edur

e

1.

The

stud

ents

div

ide

into

pai

rs.

Each

pai

r re

ceiv

es a

cop

y of

the

pro

ject

and

one

of

the

card

s. O

ne p

air

of s

tude

nts

pres

ides

ove

r th

e de

bate

to

follo

w.

2.

The

pair

s es

tabl

ish

a lis

t of

all

the

bene

fits

and

pro

blem

s re

latin

g to

the

pro

ject

.

3.

They

do

so f

rom

the

poi

nt o

f vi

ew o

f th

e pe

rson

who

se r

ole

they

are

pla

ying

.

4.

They

tak

e a

com

mon

dec

isio

n fo

r or

aga

inst

the

pro

ject

(15

min

utes

).

5.

In t

urn,

eac

h pa

ir p

rese

nts

its p

ositi

on t

o th

e gr

oup

and

expl

ains

its

rea

sons

.

6.

In a

deb

ate,

eac

h pa

ir h

as t

o sa

y w

hat

it w

ould

like

to

see

carr

ied

out.

A t

ime

limit

shou

ldbe

set

for

eac

h st

uden

t an

d th

e w

hole

deb

ate.

7.

The

stud

ents

vot

e so

as

to d

ecid

e w

heth

er t

he p

roje

ct w

ill b

e im

plem

ente

d or

not

.

Follo

w-u

p w

ork

8.

Are

the

re o

ther

gro

ups

who

se o

pini

ons

shou

ld b

e co

nsul

ted?

9.

To w

hat

exte

nt w

as y

our

opin

ion

infl

uenc

ed b

y th

at o

f ot

hers

?__

____

____

6. A

dapt

ed f

rom

S. F

ount

ain,

Edu

catio

n po

ur le

déve

lopp

emen

t hu

mai

n, D

e Bo

eck,

199

6.

68Teac

hing

dem

ocra

cy

10.

Do

the

part

icul

ar in

tere

sts

defe

nded

by

one

of th

e gr

oups

hav

e an

eff

ect o

n th

e ot

her g

roup

s?

11.

Are

the

re g

roup

s w

hose

opi

nion

s an

d in

tere

sts

dese

rve

mor

e w

eigh

t?

12.

Are

the

re g

roup

s w

hose

opi

nion

s ar

e ra

rely

or

neve

r he

ard?

13.

Doe

s th

e so

lutio

n w

hich

the

maj

ority

has

vot

ed f

or r

epre

sent

the

bes

t so

lutio

n fo

r th

ew

hole

of

the

soci

ety?

Exte

nsio

n

1.In

divi

dual

stu

dent

s ac

t a

cert

ain

role

with

out

the

supp

ort

of a

par

tner

.

2.Th

e ro

le-p

lay

incl

udes

the

hea

ring

of

expe

rts

who

can

ref

er t

o sp

ecif

ic a

spec

ts o

f th

epr

ojec

t.

3.Pa

rt o

f th

e cl

ass

acts

as

a ju

ry o

r lo

cal

parl

iam

ent

who

mak

e th

e fi

nal

deci

sion

, w

ithou

tth

e ad

voca

tes

for

cert

ain

inte

rest

gro

ups

part

icip

atin

g (r

epre

sent

ativ

e de

moc

racy

).

4.Tw

o or

thr

ee s

tude

nts

act

as r

epor

ters

and

obs

erve

rs.

They

fee

d ba

ck o

n th

e pr

oces

s of

deci

sion

mak

ing

and

the

role

s pl

ayed

by

the

stud

ents

.

5.If

a

real

de

cisi

on-m

akin

g pr

oces

s is

si

mul

ated

in

a

role

-pla

y,

loca

l po

litic

ians

or

jour

nalis

ts c

an b

e in

vite

d to

a f

ollo

w-u

p di

scus

sion

with

the

stu

dent

s.

6.Th

is m

odel

may

be

used

to

orga

nise

a r

eal

deci

sion

-mak

ing

proc

ess

in s

choo

l.

Mat

eria

l for

the

tea

cher

s

Que

stio

ns f

or d

esig

ning

rol

e-pl

ay c

ards

1. Y

ou a

re a

tea

cher

:–

Do

you

see

reas

ons

why

the

pro

ject

wou

ld b

e a

good

ide

a?–

Do

you

thin

k it

coul

d pr

esen

t an

y pr

oble

ms?

2. Y

ou a

re t

he o

wne

r of

a s

mal

l bu

sine

ss:

– D

o yo

u se

e re

ason

s w

hy t

he p

roje

ct w

ould

be

a go

od i

dea?

– D

o yo

u th

ink

it co

uld

pres

ent

any

prob

lem

s?

3. Y

ou w

ork

in a

med

ical

cen

tre.

4. Y

ou w

ork

as a

ref

use

colle

ctor

.

5. Y

ou a

re a

bus

dri

ver.

6. Y

ou a

re a

rec

ent

arri

val

from

ano

ther

reg

ion

or a

noth

er c

ount

ry a

nd a

re s

eeki

ng w

ork.

7. Y

ou a

re y

oung

peo

ple

wor

king

in

the

neig

hbou

rhoo

d.

8. Y

ou a

re t

he m

anag

er o

f a

smal

l co

mpa

ny.

9. Y

ou a

re a

pol

itica

l re

pres

enta

tive.

10. E

tc.

Taki

ng p

art

in p

olit

ics

69

Exer

cise

7.5

. – W

e an

d th

e w

orld

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts e

xam

ine

how

oth

er c

ount

ries

and

rem

ote

even

ts a

ffec

tth

eir

com

mun

ity.

The

stud

ents

und

erst

and

bett

er t

he s

truc

ture

of

inte

rdep

ende

nce

inth

e w

orld

.

The

uneq

ual

dist

ribu

tion

of p

ower

and

the

une

qual

pro

cess

of

deve

lopm

ent c

all f

or w

orld

wid

e un

ders

tand

ing

and

co-o

pera

tion

inth

e sp

irit

of h

uman

rig

hts.

Reso

urce

sCu

rren

t lo

cal

new

spap

ers,

a m

ap o

f th

e w

orld

, ta

pe a

nd c

olou

red

mar

kers

, thr

ead,

nee

dles

.

Proc

edur

e

1.

The

stud

ents

for

m g

roup

s of

fou

r. Th

ey c

ut o

ut a

rtic

les

whi

ch s

how

tha

t an

othe

r pa

rt o

fth

e w

orld

has

an

effe

ct o

n th

eir

loca

l co

mm

unity

and

tha

t th

eir

coun

try

and

othe

rco

untr

ies

mut

ually

aff

ect

one

anot

her.

2.

The

issu

es:

– ec

onom

ic p

robl

ems

– po

litic

al p

robl

ems

– pr

oble

ms

of m

igra

tion

– po

llutio

n–

cultu

ral

exch

ange

– to

uris

m–

mili

tary

act

ion,

etc

.

3.

The

stud

ents

cla

ssif

y ar

ticle

s ac

cord

ing

to k

eyw

ords

whi

ch t

hey

choo

se t

o in

dica

te c

erta

inty

pes

of i

nflu

ence

and

att

ribu

te c

olou

rs t

o th

e ke

ywor

ds.

4.

The

stud

ents

cho

ose

the

mos

t si

gnif

ican

t ar

ticle

s an

d ta

pe t

hem

ont

o th

e m

ap o

f th

e w

orld

on t

he w

all.

They

tra

ce li

nes

linki

ng e

ach

artic

le w

ith t

hrea

d an

d ne

edle

s to

the

ir c

ount

ry.

5.

Plen

ary

sess

ion.

– W

hat

part

of

the

wor

ld h

ave

you

esta

blis

hed

mos

t lin

ks w

ith?

– W

hat

kind

s of

lin

ks a

re m

ost

com

mon

? W

hy?

– Is

the

re a

par

t of

the

wor

ld w

ith w

hich

you

fin

d no

lin

ks?

Why

?

Exte

nsio

n

The

stud

ents

fin

d in

form

atio

n ab

out

the

polit

ical

and

/or

econ

omic

sys

tem

s in

for

ce i

n th

eco

untr

ies

with

whi

ch t

here

are

lin

ks.

They

can

see

whe

ther

oth

er l

inks

exi

sted

in

the

past

.

In f

orei

gn l

angu

age

teac

hing

, mat

eria

ls f

rom

for

eign

new

spap

ers

or t

he I

nter

net

can

be u

sed.

This

exe

rcis

e m

ay s

erve

as

an i

ntro

duct

ion

to t

he p

robl

em o

f un

equa

l de

velo

pmen

t an

d po

wer

dist

ribu

tion

in t

he w

orld

.

Our

per

cept

ion

of t

he w

orld

we

live

in i

s fe

d by

inf

orm

atio

n w

e re

ceiv

e se

cond

-han

d –

from

the

med

ia. J

ust t

hink

how

far

you

wou

ld g

et if

you

onl

y kn

ew th

ose

part

s of

the

wor

ld a

roun

d yo

u th

atyo

u’ve

see

n yo

urse

lf. S

o w

hat

do t

he m

edia

tel

l us

and

wha

t in

form

atio

n do

n’t

they

pas

s on

to

us?

Shou

ld a

nyon

e co

ntro

l th

e m

edia

? A

cen

sor?

Or

is c

ompe

titio

n be

twee

n di

ffer

ent

new

spap

ers

70enou

gh?

How

pow

erfu

l are

the

med

ia?

Coul

d w

e liv

e w

ithou

t the

m?

Oth

er s

imila

r qu

estio

ns c

an a

lso

be r

aise

d bu

t the

stu

dent

s sh

ould

rai

se th

em, n

ot th

e te

ache

r. If

the

stud

ents

rea

lise

how

lim

ited

thei

rsc

ope

of d

irec

t per

cept

ion

is, t

hey

may

beg

in to

ask

que

stio

ns o

n th

e ro

le o

f the

med

ia b

y th

emse

lves

.

Teac

hing

dem

ocra

cy

Exer

cise

7.6

. – S

houl

d w

e ta

ke p

art

in p

oliti

cs?

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts f

orm

the

ir o

pini

ons

as t

o w

heth

er i

t is

im

port

ant

topa

rtic

ipat

e in

gov

ernm

ent.

Part

icip

atio

n ca

n ta

ke

plac

e in

m

any

way

s.

We

defi

nepa

rtic

ipat

ion

as t

akin

g pa

rt i

n th

e pu

blic

lif

e of

you

r co

mm

unity

and

soci

ety.

Som

e pe

ople

thi

nk i

t is

im

port

ant

to p

artic

ipat

e,w

hile

oth

ers

do n

ot. T

he s

tude

nts

shou

ld u

nder

stan

d th

at p

oliti

cal

deci

sion

s af

fect

the

m,

rega

rdle

ss o

f w

heth

er t

hey

part

icip

ate

inde

cisi

on m

akin

g or

not

.

Reso

urce

sRo

le c

ards

for

the

rol

e-pl

ay.

Proc

edur

e

1.

Four

stu

dent

s ro

le-p

lay

the

conv

ersa

tion

betw

een

som

e ne

wly

arr

ived

citi

zens

in a

nat

ion

in t

he p

roce

ss o

f cr

eatio

n.

2.

The

stud

ents

dis

cuss

, gui

ded

by t

he t

each

er if

nec

essa

ry, q

uest

ions

rai

sed

by t

he r

ole-

play

such

as

the

follo

win

g:–

Wha

t ar

e th

e fo

ur m

ain

view

s ex

pres

sed

by t

he c

itize

ns a

bout

par

ticip

atio

n? D

o yo

uag

ree?

Why

or

why

not

?–

Wha

t w

ill t

he f

our

citiz

ens

lose

by

not

part

icip

atin

g? W

hat

bene

fits

do

you

thin

kin

divi

dual

s w

ill g

ain

from

par

ticip

atin

g?–

Wha

t be

nefi

ts d

o yo

u th

ink

the

new

cou

ntry

wou

ld g

ain

from

indi

vidu

als

part

icip

atin

g?–

Wha

t ar

e th

e po

ssib

le r

isks

or

loss

es i

nvol

ved

if o

ne c

hoos

es t

o pa

rtic

ipat

e?–

Wei

ghin

g be

nefi

ts a

nd r

isks

, do

you

thin

k it

is w

orth

whi

le p

artic

ipat

ing?

3.

By d

iscu

ssio

n or

lec

ture

, the

stu

dent

s co

uld

arri

ve a

t th

e fo

llow

ing

conc

lusi

on:

Gov

ernm

ent

affe

cts

peop

le’s

liv

es i

n lo

t of

way

s. B

y pa

rtic

ipat

ing

in g

over

nmen

t pe

ople

can

have

a v

oice

in d

ecis

ions

mad

e by

the

gov

ernm

ent.

In e

very

soc

iety

som

eone

is g

oing

to m

ake

the

deci

sion

s. If

peo

ple

choo

se n

ot to

par

ticip

ate,

they

will

not

hav

e a

say

in th

ose

deci

sion

s. T

hese

dec

isio

ns c

an i

nclu

de s

uch

thin

gs a

s:–

how

muc

h pe

ople

will

hav

e to

pay

in

taxe

s;–

whe

ther

the

soc

iety

will

get

inv

olve

d in

a w

ar;

– w

ho i

s go

ing

to o

wn

and

cont

rol

the

coun

try’

s na

tura

l re

sour

ces.

Dep

endi

ng o

n ho

w th

e go

vern

men

t is

stru

ctur

ed, d

ecis

ions

can

be

mad

e at

dif

fere

nt le

vels

,in

clud

ing

natio

nal,

regi

onal

and

loca

l. So

me

deci

sion

s, s

uch

as th

ose

abou

t mili

tary

pow

er,

are

ofte

n m

ade

natio

nally

, whi

le o

ther

s, s

uch

as t

hose

con

cern

ing

tran

spor

t an

d ro

ads,

are

ofte

n m

ade

regi

onal

ly. S

till

othe

rs, s

uch

as t

hose

abo

ut r

ubbi

sh c

olle

ctio

n, a

re f

requ

ently

mad

e lo

cally

.

Mat

eria

ls(s

ee n

ext

page

)

71

Taki

ng p

art

in p

olit

ics

Role

-pla

y: f

our

citi

zens

arr

ive

in a

new

ly f

orm

ed c

ount

ryA

ssum

e yo

u ha

ve j

ust

arri

ved

in a

new

ly f

orm

ed c

ount

ry.

You

are

eage

r to

get

sta

rted

, to

get

to w

ork

build

ing

a ne

w s

ocie

ty. Y

ou h

ave

hear

d th

at t

here

are

all

kind

s of

pos

sibi

litie

s to

cre

ate

good

gov

ernm

ent.

Then

you

ove

rhea

r th

e fo

llow

ing

conv

ersa

tion

amon

g a

grou

p of

you

r fe

llow

new

arr

ival

s:

Citi

zen

1:

“Whe

re I

cam

e fr

om, n

o on

e ca

red

muc

h ab

out

polit

ics

and

gove

rnm

ent.

We

wer

e al

way

s to

obu

sy w

ith o

ur d

aily

liv

es. S

o he

re I

pro

babl

y w

on’t

wan

t to

bot

her

abou

t po

litic

s ei

ther

.”

Citi

zen

2:

“Tha

t’s t

he w

ay it

is in

our

cou

ntry

... a

nd I

nev

er r

eally

und

erst

ood

wha

t w

as g

oing

on

amon

gth

e le

ader

s. T

hey

mad

e it

seem

so

com

plic

ated

and

mad

e it

very

eas

y fo

r us

not

to b

othe

r tr

ying

to u

nder

stan

d.”

Citi

zen

3:

“Wel

l, it

was

dif

fere

nt i

n ou

r co

untr

y.W

e tr

ied

but

peop

le w

ho h

ad p

ower

wou

ldn’

t le

t us

get

invo

lved

and

we

wer

e th

reat

ened

if

we

did

try.

So

fina

lly w

e ga

ve u

p tr

ying

to

part

icip

ate.

”

Citi

zen

4:

“In

my

coun

try

we

had

elec

tions

and

our

lea

ders

pro

mis

ed u

s go

od g

over

nmen

t. Bu

t it

neve

rtu

rned

out

tha

t w

ay. T

he l

eade

rs u

sed

gove

rnm

ent

to g

et r

ich.

All

lead

ers

are

corr

upt.”

72Teac

hing

dem

ocra

cy

73

Taki

ng p

art

in p

olit

ics

Exer

cise

7.7

. – H

ow d

oes

gove

rnm

ent

affe

ct y

our

life?

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts u

nder

stan

d th

at g

over

nmen

t af

fect

s ou

r liv

es i

nal

mos

t eve

ry a

spec

t im

agin

able

(tua

res

agi

tur)

. The

wor

ld w

e liv

ein

is

man

-mad

e an

d it

is u

p to

us

wha

t w

e do

with

it.

Del

iber

ate

polit

ical

dec

isio

n m

akin

g is

nec

essa

ry b

ecau

se o

f ou

rev

er-i

ncre

asin

g de

pend

ence

on

one

anot

her,

from

loc

al t

o gl

obal

leve

l.

Dem

ocra

cy c

an b

est

take

int

o ac

coun

t co

mpe

ting

inte

rest

s an

din

tegr

ate

them

int

o a

satis

fact

ory

com

prom

ise

– pr

ovid

ed a

llgr

oups

hav

e be

en g

iven

a h

eari

ng.

Reso

urce

sN

one.

Proc

edur

e

1.

The

stud

ents

sho

uld

real

ise

to w

hat

exte

nt t

heir

liv

es a

re a

ffec

ted

by g

over

nmen

t. Th

efo

llow

ing

ques

tions

are

sug

gest

ed t

o he

lp t

hem

; th

ey c

ould

be

answ

ered

in

clas

s or

in

smal

l gr

oups

whi

ch w

ould

the

n pr

esen

t th

eir

resu

lts i

n th

e pl

enar

y se

ttin

g.

2.

– Te

ll th

e st

ory

of a

rec

ent

day

in y

our

life

– w

here

you

wen

t, w

hat

you

wor

e, s

aw,

ate,

said

, le

arne

d an

d di

d. L

ist

whe

ther

eac

h th

ing

that

you

men

tione

d w

as a

ffec

ted

bygo

vern

men

t, in

clud

ing

natio

nal,

regi

onal

and

/or

loca

l go

vern

men

t.

– A

ssum

e th

at y

our

gove

rnm

ent

is a

dem

ocra

cy w

here

all

citiz

ens

are

give

n an

equ

alop

port

unity

to p

artic

ipat

e w

ithou

t the

ir h

uman

rig

hts

bein

g vi

olat

ed. W

hich

of

the

item

sin

you

r da

ily l

ife

that

you

lis

ted

as b

eing

aff

ecte

d by

gov

ernm

ent

do y

ou t

hink

wou

ldha

ve t

o ch

ange

? Ex

plai

n w

hy y

ou t

hink

the

y sh

ould

cha

nge.

3.

The

stud

ents

w

ill

prob

ably

ra

ise

the

ques

tion

as

to

how

pe

ople

ca

n pa

rtic

ipat

e in

dem

ocra

tic g

over

nmen

t. Th

e te

ache

r sh

ould

off

er s

ome

info

rmat

ion,

eith

er t

hrou

gh a

lect

ure

or b

ased

on

a te

xtbo

ok o

r w

orks

heet

s.

The

resu

lt co

uld

be a

s fo

llow

s: m

any

peop

le b

elie

ve t

hat

the

grea

test

opp

ortu

nity

to

part

icip

ate

in

gove

rnm

ent

is

offe

red

in

a fr

ee

and

open

de

moc

racy

. Th

is

type

of

gove

rnm

ent m

eans

that

the

peop

le th

emse

lves

gai

n po

wer

and

gov

ern

usua

lly th

roug

h th

eru

le o

f th

e m

ajor

ity.

Som

e co

untr

ies

are

dem

ocra

cies

in

nam

e on

ly a

nd p

eopl

e ar

e no

tre

ally

allo

wed

to p

artic

ipat

e. In

a d

emoc

ratic

sys

tem

, citi

zens

can

cho

ose

betw

een

diff

eren

tw

ays

of p

artic

ipat

ing

and

som

e m

ay e

ven

deci

de n

ot t

o pa

rtic

ipat

e at

all.

Dem

ocra

cy c

an b

est

take

int

o ac

coun

t di

ffer

ing

and

com

petin

g in

tere

sts

and

sear

ch f

orsa

tisfa

ctor

y so

lutio

ns –

pro

vide

d al

l si

des

have

art

icul

ated

the

ir p

oint

s of

vie

w.

Spec

ial

atte

ntio

n m

ust

be p

aid

to w

eake

r gr

oups

, w

ho a

re n

ot i

n a

posi

tion

to e

xerc

ise

pres

sure

and

who

se i

nter

ests

the

refo

re t

end

to b

e ig

nore

d (p

robl

em o

f ex

clus

ion)

.

Exer

cise

7.8

. – W

ays

of p

artic

ipat

ing

in d

emoc

racy

Educ

atio

nal o

bjec

tive

Th

e st

uden

ts r

elat

e di

ffer

ent

form

s of

pol

itica

l pa

rtic

ipat

ion

tohu

man

rig

hts.

Reso

urce

sLi

st o

f po

ssib

le f

orm

s of

pol

itica

l par

ticip

atio

n.

Proc

edur

e1.

Ea

ch s

tude

nt w

rite

s a

list

of a

ll th

e w

ays

and

activ

ities

by

whi

ch h

e or

she

thi

nks

peop

leca

n pa

rtic

ipat

e in

dem

ocra

tic d

ecis

ion-

mak

ing

proc

esse

s.

2.

The

stud

ents

for

m g

roup

s of

fou

r. Th

ey c

ompa

re t

heir

lis

ts, d

iscu

ss t

hem

and

try

to

agre

eon

one

lis

t of

way

s of

par

ticip

atin

g.

3.

The

grou

ps c

ompa

re t

heir

lis

t of

way

s of

par

ticip

atio

n w

ith t

he o

ne o

n th

e ha

ndou

t.

Exte

nsio

n

The

stud

ents

cou

ld e

xplo

re t

he f

ollo

win

g qu

estio

ns:

1.

Do

you

belie

ve t

hat

any

or a

ll of

the

abo

ve f

orm

s of

pol

itica

l pa

rtic

ipat

ion

are

hum

anri

ghts

? Sh

ould

all

of t

hem

be

prot

ecte

d by

the

law

? Ex

plai

n w

hy o

r w

hy n

ot.

2.

In w

hat

way

can

you

par

ticip

ate

in d

emoc

racy

in

your

cou

ntry

? A

re t

here

any

way

s of

taki

ng p

art

that

are

not

ope

n to

you

? Ex

plai

n.

3.

Shou

ld l

aws

also

pro

tect

the

rig

ht n

ot t

o pa

rtic

ipat

e? E

xpla

in.

Mat

eria

ls

Stud

ent

hand

out

Part

icip

atio

n m

ay t

ake

man

y fo

rms

incl

udin

g:–

read

ing

abou

t is

sues

and

lea

ders

– w

ritin

g ab

out

issu

es a

nd l

eade

rs–

deba

ting

issu

es–

wor

king

in

the

com

mun

ity i

n su

ppor

t of

a p

artic

ular

cau

se o

r in

pro

test

aga

inst

gov

ernm

ent

actio

n–

form

ing

or j

oini

ng p

oliti

cal

part

ies

or o

ther

com

mun

ity o

r gr

ass-

root

s or

gani

satio

ns–

atte

ndin

g po

litic

al o

r co

mm

unity

mee

tings

– be

com

ing

a le

ader

of

a po

litic

al p

arty

, a l

abou

r or

gani

satio

n or

com

mun

ity o

rgan

isat

ion

– vo

ting

in e

lect

ions

– ca

mpa

igni

ng f

or t

hose

sta

ndin

g fo

r of

fice

– st

andi

ng f

or o

ffic

e an

d se

rvin

g if

ele

cted

– pa

ying

tax

es–

lobb

ying

– se

rvin

g in

the

mili

tary

– us

ing

exis

ting

lega

l cha

nnel

s su

ch a

s co

ntac

ting

gove

rnm

ent o

ffic

ials

, tak

ing

case

s to

cou

rt, e

tc.

– pr

otes

ting

thro

ugh

dem

onst

ratio

ns, b

oyco

tts,

str

ikes

, etc

.

74Teac

hing

dem

ocra

cy

Exer

cise

7.9

. – T

he p

olic

y cy

cle

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts a

re a

ble

to a

pply

the

mod

el o

f th

e po

licy

cycl

e to

exam

ples

of

deci

sion

-mak

ing

proc

esse

s.

The

stud

ents

bec

ome

awar

e of

the

ir o

ppor

tuni

ties

in i

nter

veni

ngan

d pa

rtic

ipat

ing

in p

roce

sses

of

deci

sion

mak

ing.

Reso

urce

sSe

t of

stu

dent

han

dout

s: “

The

polic

y cy

cle

mod

el”.

Flip

char

t pa

per,

mar

kers

, sci

ssor

s, gl

ue.

Proc

edur

e

1.

The

teac

her

intr

oduc

es th

e m

odel

of t

he p

olic

y cy

cle,

usi

ng o

ne o

f the

follo

win

g ap

proa

ches

:

– Th

e te

ache

r em

ploy

s th

e de

duct

ive,

sys

tem

atic

app

roac

h: h

e/sh

e gi

ves

a le

ctur

e7an

d th

est

uden

ts a

pply

the

too

l th

at t

hey

have

bee

n gi

ven.

– Th

e te

ache

r fo

llow

s th

e in

duct

ive

appr

oach

: the

teac

her

begi

ns w

ith a

n ex

ampl

e or

ref

ers

to k

now

ledg

e an

d ex

peri

ence

tha

t th

e st

uden

ts a

lrea

dy h

ave.

Thi

s co

uld

be a

cur

rent

issu

e, a

dec

isio

n th

at t

hey

supp

ort

or d

isag

ree

with

or

a pr

oble

m t

hat

they

are

wor

ried

abou

t. A

dec

isio

n in

sch

ool

can

also

ser

ve a

s a

star

ting

poin

t. Th

e te

ache

r fo

llow

s w

itha

lect

ure,

car

eful

ly r

efer

ring

to

the

cont

ext

prov

ided

by

the

stud

ents

.

Wha

teve

r ap

proa

ch i

s us

ed, t

he s

tude

nts

rece

ive

a co

py o

f th

e ha

ndou

t “T

he p

olic

y cy

cle

mod

el”.

2.

The

stud

ents

app

ly t

he m

odel

. Dif

fere

nt t

asks

can

be

give

n:

–Th

e st

uden

ts u

se t

he m

odel

as

a to

ol f

or a

ctiv

e an

d st

ruct

ured

rea

ding

of

the

new

spap

er.

Wor

king

in g

roup

s of

fou

r to

six

, the

stu

dent

s st

udy

the

new

spap

ers

of th

e pa

st f

ew d

ays

and

iden

tify

exam

ples

for

eac

h of

the

six

sta

ges.

The

y pa

ste

the

artic

les

on t

heir

pos

ters

and

pres

ent

them

in

the

plen

ary

roun

d.

– Th

e st

uden

ts f

ollo

w a

dec

isio

n-m

akin

g pr

oces

s on

a p

artic

ular

iss

ue.

This

may

req

uire

mat

eria

l co

veri

ng a

lon

ger

peri

od o

f tim

e an

d th

eref

ore

olde

r ne

wsp

aper

s ca

n be

use

ful

too.

Boo

ks a

nd t

he I

nter

net

can

beco

me

impo

rtan

t so

urce

s. T

his

exer

cise

can

be

deve

lope

d in

to a

res

earc

h pr

ojec

t.

3.

The

mod

el c

an s

erve

as

a st

artin

g po

int f

or d

iscu

ssio

n: in

wha

t sta

ges

of a

dec

isio

n-m

akin

gpr

oces

s ca

n w

e in

terv

ene?

The

tea

cher

sho

uld

expl

ain

that

the

tw

o st

ages

“de

cisi

on”

and

“im

plem

enta

tion”

are

con

fine

d to

the

pol

itica

l sy

stem

(un

less

a d

ecis

ion

is m

ade

bypl

ebis

cite

). Bu

t ci

tizen

s m

ay i

nter

vene

in

any

othe

r st

age.

75

Taki

ng p

art

in p

olit

ics

____

____

__7.

See

“ba

ckgr

ound

info

rmat

ion

for

teac

hers

” (in

the

mat

eria

l sec

tion

of t

his

exer

cise

).

Mat

eria

ls

The

polic

y cy

cle

mod

el: b

ackg

roun

d in

form

atio

n fo

r te

ache

rs

The

polic

y cy

cle

is a

mod

el. I

t wor

ks li

ke a

map

, whi

ch m

eans

it s

elec

ts c

erta

in a

spec

ts f

rom

rea

lity

and

igno

res

othe

rs. I

n th

is w

ay t

he p

ictu

re b

ecom

es c

lear

er b

ut t

he u

ser

shou

ld n

ever

con

fuse

the

mod

el w

ith r

ealit

y. In

thi

s ca

se, t

he p

olic

y cy

cle

mod

el f

ocus

es o

n po

litic

s as

a p

roce

ss o

f de

cisi

onm

akin

g an

d so

lvin

g of

pro

blem

s. I

ts f

ocus

is n

ot o

n po

litic

s as

a s

trug

gle

for

pow

er, e

ven

thou

ghth

is a

spec

t do

es a

ppea

r. Th

e si

x ca

tego

ries

lea

d to

key

que

stio

ns t

hat

help

to

anal

yse

polit

ical

deci

sion

mak

ing;

the

stu

dent

s ar

e en

cour

aged

to

deve

lop

furt

her

ques

tions

tha

t ar

e m

ore

cont

ext-

spec

ific

.

The

mod

el g

ives

an

idea

l typ

e de

scri

ptio

n of

pol

itica

l dec

isio

n-m

akin

g pr

oces

ses.

Fir

st, a

pol

itica

lpr

oble

mm

ust

reac

h th

e pu

blic

age

nda.

The

iss

ue o

f ag

enda

-set

ting

has

a lo

t to

do

with

pol

itica

lpo

wer

. Pro

blem

s do

not

exi

st a

s su

ch; t

hey

mus

t be

defi

ned

and

acce

pted

. Com

petin

g in

tere

sts

and

valu

es p

lay

an i

mpo

rtan

t pa

rt, a

s th

e de

fini

tion

of a

pro

blem

str

ongl

y in

flue

nces

the

out

com

e of

deci

sion

mak

ing.

For

exa

mpl

e, p

over

ty c

an b

e de

fine

d as

an

atta

ck o

n hu

man

rig

hts

or a

s an

ince

ntiv

e to

tak

e on

e’s

fate

int

o on

e’s

own

hand

s. T

he f

irst

vie

w i

mpl

ies

that

poo

r pe

ople

nee

dsu

ppor

t, w

hile

the

sec

ond

view

tac

itly

reco

mm

ends

not

hel

ping

poo

r pe

ople

too

muc

h, a

s th

ism

ight

mak

e th

em la

zy. T

he k

ey is

sue

of a

gend

a-se

ttin

g is

indi

cate

d by

the

dou

ble

arro

ws

betw

een

the

cate

gori

es p

robl

eman

d de

bate

.

The

deba

teta

kes

plac

e un

der

cert

ain

cond

ition

s. T

he f

ram

e of

the

mod

el is

impo

rtan

t he

re:

soci

al,

econ

omic

an

d in

tern

atio

nal

deve

lopm

ents

se

t th

e da

ta.

And

th

e co

nstit

utio

nal

and

lega

lfr

amew

ork

defi

nes

the

rule

s. W

ho m

ay t

ake

part

in

the

deba

te?

Who

dec

ides

wha

t? T

hese

ques

tions

hel

p to

und

erst

and

the

outc

ome

of t

he d

ebat

e, t

he f

inal

dec

isio

n. W

ho t

ook

part

in

the

deba

te?

Wha

t in

tere

sts

wer

e at

sta

ke?

Wha

t ha

d to

be

nego

tiate

d? W

as i

t po

ssib

le t

o fi

nd a

com

prom

ise?

Impl

emen

tation

: H

ow i

s, o

r ho

w h

as t

he d

ecis

ion

been

im

plem

ente

d? D

id a

ny d

iffi

culti

es o

rco

nflic

ts o

ccur

? D

oes

the

impl

emen

tatio

n m

eet

the

inte

ntio

ns o

f th

e de

cisi

on m

aker

s?

76Teac

hing

dem

ocra

cy

Opi

nion

s:

How

did

the

dec

isio

n “g

o do

wn”

? W

hose

int

eres

ts a

re a

ffec

ted

– fa

vour

ably

or

unfa

vour

ably

? W

hat

valu

es a

re i

nvol

ved?

Reac

tions

:Are

ther

e re

actio

ns b

y in

divi

dual

s an

d/or

col

lect

ive,

org

anis

ed re

actio

ns b

y gr

oups

? D

o th

eysu

ppor

t or

opp

ose

the

deci

sion

? Ex

ampl

es c

ould

be

prot

ests

, dem

onst

ratio

ns, l

ette

rs t

o th

e ed

itor

of a

new

spap

er, d

ecis

ions

by

a co

urt,

strik

es, e

mig

ratio

n, w

ithdr

awal

of

inve

stor

s, br

eaki

ng t

he la

w, e

tc.

Prob

lem

: A

t th

e en

d of

the

day

, ha

s th

e or

igin

al p

robl

em b

een

solv

ed?

Hav

e an

y un

desi

red

orun

fore

seen

eff

ects

bee

n pr

oduc

ed?

Has

a n

ew p

robl

em a

rise

n th

roug

h th

e re

actio

ns to

the

deci

sion

and

its im

plem

enta

tion?

The

pol

icy

cycl

e is

term

inat

ed if

the

prob

lem

has

bee

n so

lved

. Ver

y of

ten,

a ne

w c

ycle

beg

ins

with

a n

ew s

ubse

quen

t or

unf

ores

een

prob

lem

.

The

stud

ents

sho

uld

unde

rsta

nd t

hat

the

polic

y cy

cle

show

s w

here

and

how

citi

zens

can

tak

e pa

rtin

pol

itics

. We

can

give

our

def

initi

on o

f pr

oble

ms

that

nee

d po

litic

al a

tten

tion

and

requ

ire

publ

icre

sour

ces

to s

olve

the

m.

We

can

take

par

t in

the

deb

ate,

for

m o

ur o

pini

on o

n th

e de

cisi

on a

ndsu

ppor

t or

opp

ose

the

way

in

whi

ch i

t ha

s be

en i

mpl

emen

ted.

In

doin

g so

, we

are

mak

ing

use

ofou

r hu

man

and

civ

il ri

ghts

. Dem

ocra

cy d

epen

ds o

n ac

tive

dem

ocra

ts.

77

Taki

ng p

art

in p

olit

ics

79

Intr

oduc

tion

The

illus

trat

ion

show

s tw

o yo

ung

men

eng

aged

in a

qua

rrel

. The

y ar

e si

ttin

g op

posi

te e

ach

othe

r at

a ta

ble.

One

is

wav

ing

a fla

g, t

he o

ther

is

clen

chin

g hi

s fis

t, ba

ring

his

tee

th.

Thei

r ha

ir i

s ra

ised

,w

hich

giv

es th

e op

pone

nts

a fie

rce,

bea

st-l

ike

look

. If t

his

was

all,

then

we

wou

ld e

xpec

t thi

s co

nflic

tto

esc

alat

e: t

he t

wo

men

wou

ld s

oon

get

up a

nd r

esor

t to

phy

sica

l vi

olen

ce. B

ut t

here

is

a se

cond

elem

ent

in t

he p

ictu

re:

the

two

men

are

sha

king

han

ds,

as a

sig

n of

agr

eem

ent

and

com

prom

ise.

They

are

onl

y ta

lkin

g –

perh

aps

shou

ting

at e

ach

othe

r –

but

ther

e is

no

viol

ence

.

The

pict

ure

show

s si

mul

tane

ousl

y w

hat

take

s pl

ace

succ

essi

vely

in

real

life

: if

we

stan

d up

for

our

inte

rest

s, o

pini

ons

and

valu

es, w

e w

ill s

omet

imes

get

invo

lved

in c

onfli

ct. T

o re

solv

e su

ch c

onfli

cts,

we

mus

t be

abl

e an

d w

illin

g to

fin

d an

agr

eem

ent

and

also

str

ike

a co

mpr

omis

e. A

rgui

ng f

irst

and

mar

king

the

ext

rem

es, a

nd t

hen

look

ing

for

an a

gree

men

t an

d co

mpr

omis

e, c

ompr

ises

a p

roce

ss o

fco

nflic

t lik

e br

eath

ing

in a

nd b

reat

hing

out

.

The

star

-sha

ped

floor

may

als

o be

mea

ning

ful.

We

shar

e on

e co

mm

unity

– f

or e

xam

ple

our

plan

et,

our

fam

ily,

our

scho

ol.

We

have

no

othe

r. Th

eref

ore

we

depe

nd o

n ea

ch o

ther

and

car

ryin

g ou

tco

nflic

ts a

nd r

esol

ving

the

m m

ust

be g

over

ned

by s

hare

d pr

inci

ples

and

rul

es.

Conf

lict

as s

uch

isno

thin

g ba

d. H

uman

rig

hts

prod

uce

a pl

ural

ism

and

com

petit

ion

of i

nter

ests

, w

hich

inc

reas

es t

helik

elih

ood

of c

onfli

ct. G

ood

conf

lict

reso

lutio

n ca

n le

ad t

o ha

rmon

y, w

hile

the

att

empt

to

supp

ress

conf

lict

by a

utho

rita

rian

mea

ns o

r re

solv

e it

unfa

irly

can

lead

to

the

disr

uptio

n of

a c

omm

unity

.

Conf

lict r

esol

utio

n is

, to

a ce

rtai

n ex

tent

, a s

kill

that

can

be

taug

ht. T

his

is o

ne f

ocus

of

the

exer

cise

sin

thi

s ch

apte

r; t

hey

prov

ide

the

lear

ner

with

too

ls,

stru

ctur

ed s

chem

es o

f pr

oced

ure,

for

con

flict

reso

lutio

n an

d m

edia

tion.

Sec

ondl

y, fa

irne

ss o

f con

flict

res

olut

ion

is im

port

ant,

and

this

ref

ers

to th

eva

lues

and

the

cul

ture

of

conf

lict

beha

viou

r. Id

eally

, a

conf

lict

shou

ld b

e ov

erco

me

by a

win

-win

situ

atio

n. I

f th

at i

s no

t po

ssib

le,

care

mus

t be

tak

en n

ot t

o pr

oduc

e lo

sers

, bu

t ra

ther

to

find

aco

mpr

omis

e th

at m

aint

ains

a b

alan

ce i

n sh

arin

g be

nefit

s an

d di

sadv

anta

ges.

Vie

wed

fro

m a

wid

erpe

rspe

ctiv

e, th

e po

tent

ial s

take

hold

ers

incl

ude

not o

nly

the

oppo

nent

s w

ho a

re d

irec

tly in

volv

ed, b

utal

so t

he c

omm

unity

and

the

env

iron

men

t as

a w

hole

.

Chap

ter

8 –

Deal

ing

wit

h co

nflic

t

Exer

cise

8.1

. – W

in-w

in s

olut

ions

Educ

atio

nal o

bjec

tive

Th

e st

uden

ts

unde

rsta

nd

that

a

conf

lict

can

be

reso

lved

in

diff

eren

t w

ays.

The

par

ties

invo

lved

may

be

in t

he p

ositi

on o

fw

inne

rs o

r lo

sers

, or

may

bot

h ha

ve a

gree

d to

a c

ompr

omis

e. N

opa

rty

shou

ld f

eel

that

the

y ar

e a

lose

r, as

thi

s m

ay w

ell

lead

to

ane

w o

utbr

eak

of c

onfl

ict.

Reso

urce

sBl

ackb

oard

or

flipc

hart

.

Proc

edur

e

1.

The

teac

her

expl

ains

to

the

stud

ents

tha

t th

ere

can

be t

hree

diff

eren

t ty

pes

of s

olut

ion

to a

conf

lict:

win

– w

in ☺☺

win

– lo

se ☺�

lose

– lo

se ��

He/

she

illus

trat

es t

hese

pri

ncip

les

of c

onfli

ct r

esol

utio

n on

the

bla

ckbo

ard

or a

flip

char

t.W

in-w

in:

solu

tions

whi

ch a

llow

bot

h pa

rtie

s to

ben

efit

Win

-los

e: s

olut

ions

in w

hich

onl

y on

e pa

rty

bene

fits

at t

he e

xpen

se o

f th

e ot

her

Lose

-los

e:so

lutio

ns in

whi

ch n

eith

er p

arty

ben

efits

.

2.

The

teac

her

give

s ex

ampl

es o

f th

e di

ffer

ent

way

s of

con

flict

res

olut

ion:

A b

oy a

nd a

gir

l ar

e qu

arre

lling

ove

r a

ball.

An

adul

t in

terv

enes

and

mak

es t

hem

pla

yto

geth

er w

ith th

e ba

ll or

giv

es th

em e

qual

tim

e to

use

it. T

hey

both

ben

efit.

If th

e ad

ult g

ives

the

ball

just

to

one

of t

hem

, of

cou

rse

only

one

ben

efits

. If

the

adu

lt ta

kes

the

ball

away

,si

nce

the

child

ren

cann

ot a

gree

, nei

ther

ben

efits

.

3.

In p

airs

or

in g

roup

s th

e st

uden

ts e

xplo

re th

eir

pers

onal

exp

erie

nce

to f

ind

furt

her

exam

ples

of c

onfli

ct.

They

may

dis

cuss

the

ir e

xper

ienc

e of

con

flict

at

hom

e an

d at

sch

ool

and

may

mov

e on

to

the

larg

er c

onfli

cts

invo

lvin

g gr

oups

of

peop

le a

nd w

hole

sta

tes.

4.

The

stud

ents

ana

lyse

exa

mpl

es o

f co

nflic

t re

solu

tion,

ide

ntify

ing

them

usi

ng t

he m

odel

pres

ente

d ab

ove,

ask

ing

whi

ch p

arty

will

ben

efit

from

the

sol

utio

n. W

ho c

an f

ind

solu

tions

that

allo

w a

ll/bo

th p

artie

s to

ben

efit?

5.

Plen

ary

sess

ion:

stu

dent

s sh

are

the

resu

lts o

f th

eir

anal

ysis

.

Vari

atio

n

Aft

er s

tep

2, th

e st

uden

ts re

ceiv

e a

case

des

crip

tion

of a

con

flict

. In

grou

ps, t

hey

try

to fi

nd a

sol

utio

nth

at a

void

s pr

oduc

ing

lose

rs. I

f the

con

flict

alr

eady

has

bee

n re

solv

ed, t

he s

tude

nts

can

com

pare

thei

rso

lutio

n w

ith t

he o

ne f

ound

in

prac

tice

and

the

reac

tions

tha

t fo

llow

ed.

This

ana

lysi

s fo

llow

s th

epo

licy

cycl

e m

odel

(see

exe

rcis

e 7.

9).

80Teac

hing

dem

ocra

cy

Exer

cise

8.2

. – A

str

uctu

red

appr

oach

to

conf

lict

reso

lutio

n

Educ

atio

nal o

bjec

tive

Th

e st

uden

ts

lear

n a

tech

niqu

e of

co

nflic

t re

solu

tion.

Th

eyun

ders

tand

that

res

olvi

ng c

onfl

icts

dep

ends

to a

cer

tain

deg

ree

onsk

ills

that

can

be

lear

ned.

Reso

urce

sSe

t of

stu

dent

han

dout

s: “

Reso

lutio

n of

con

flict

s in

six

sta

ges”

.

New

spap

ers

and

mag

azin

es.

Proc

edur

e

1.

The

teac

her

desc

ribe

s a

situ

atio

n of

con

flict

to

whi

ch t

here

is n

o de

fined

sol

utio

n (e

xam

ple:

one

stud

ent

mak

es f

un o

f an

othe

r st

uden

t w

ho c

omes

fro

m a

for

eign

cou

ntry

and

spe

aks

with

a s

tron

g ac

cent

).

The

situ

atio

n m

ay b

e pr

esen

ted

by a

rol

e-pl

ay.

The

stud

ents

dis

cuss

how

to

reso

lve

the

conf

lict.

In d

oing

so,

the

y m

ay a

ntic

ipat

e pa

rts

of t

he m

odel

the

y w

ill u

se i

n th

is l

esso

n or

ask

ques

tions

tha

t th

e m

odel

may

pro

vide

an

answ

er f

or.

2.

The

wor

kshe

et “

Reso

lutio

n of

con

flict

s in

six

sta

ges”

is d

istr

ibut

ed t

o ha

lf th

e st

uden

ts, w

host

udy

it in

sile

nce.

The

othe

r ha

lf of

the

clas

s se

lect

s a

repo

rt o

n a

conf

lict f

rom

a n

ewsp

aper

or

mag

azin

e. T

hey

may

als

o dr

aw o

n pe

rson

al e

xper

ienc

e or

fir

st-h

and

know

ledg

e.

3.

The

stud

ents

for

m g

roup

s of

fou

r co

nsis

ting

of t

wo

stud

ents

who

hav

e re

ad t

he r

esol

utio

nof

pro

blem

s an

d tw

o w

ho h

ave

defin

ed p

ossi

ble

conf

licts

.

4.

The

stud

ents

cho

ose

one

conf

lict

and

test

the

idea

s of

con

flict

res

olut

ion.

Two

are

adve

rsar

ies,

the

oth

er t

wo

act

as m

edia

tors

, usi

ng t

he s

heet

to

find

a so

lutio

n.

5.

Follo

w-u

p pl

enar

y se

ssio

n:–

Whi

ch c

onfli

cts

did

you

try

to s

olve

?–

How

did

you

try

to

solv

e th

em?

– (H

ow) d

id t

he m

odel

of

conf

lict

reso

lutio

n he

lp y

ou?

Vari

atio

n

1.Th

e st

uden

ts f

ocus

on

a ca

se s

tudy

and

com

pare

the

ir s

olut

ions

.

2.O

nce

stud

ents

are

fam

iliar

with

the

proc

edur

e it

can

be a

pplie

d to

con

flict

s ac

tual

ly o

ccur

ring

in c

lass

.

Mat

eria

ls(s

ee n

ext

page

)

81

Dea

ling

wit

h co

nflic

t

Stud

ent

hand

out:

res

olut

ion

of c

onflic

ts i

n si

x st

ages

Each

pe

rson

in

volv

ed

in

the

conf

lict

shou

ldan

swer

th

is

ques

tion

w

itho

ut

accu

sing

or

blam

ing

the

othe

r.

The

who

le c

lass

can

hel

p to

fin

d an

ans

wer

whi

ch m

eets

the

nee

ds o

f th

ose

conc

erne

d. T

head

vers

arie

s m

ust b

e ab

le to

acc

ept t

he d

efin

ition

.

All

mem

bers

of

the

clas

s ca

n co

ntri

bute

ans

wer

s.Th

ese

shou

ld b

e w

ritt

en d

own,

with

out c

omm

ent,

judg

men

t, or

eva

luat

ion.

The

aim

at

this

sta

ge i

sto

pro

duce

as

man

y so

lutio

ns a

s po

ssib

le.

Each

par

ty in

the

conf

lict r

evie

ws

the

alte

rnat

ives

,ex

plai

ning

whi

ch a

re, o

r ar

e no

t, ac

cept

able

.

It m

ust

be

clea

r th

at

both

pa

rtie

s ac

cept

th

eso

lutio

n. T

heir

eff

orts

to f

ind

a so

lutio

n sh

ould

be

appr

ecia

ted.

A p

lan

shou

ld b

e se

t up

to

eval

uate

the

sol

utio

n.D

epen

ding

on

the

natu

re o

f th

e co

nflic

t an

d th

eag

e of

the

adv

ersa

ries

, an

eva

luat

ion

may

be

carr

ied

out

min

utes

or

hour

s or

a d

ay l

ater

.

82Teac

hing

dem

ocra

cy

1. I

dent

ify

need

s.

“Wha

t do

you

nee

d (w

hat

exac

tly d

o yo

uw

ant?

)”

2. D

efin

e th

e pr

oble

m.

“Wha

t do

you

belie

ve to

be

the

prob

lem

in th

isca

se?”

3. S

eek

a nu

mbe

r of

sol

utio

ns.

“Who

can

thi

nk o

f a

poss

ible

way

of

solv

ing

the

prob

lem

?”

4. E

valu

ate

solu

tions

.

“Wou

ld y

ou b

e pl

ease

d w

ith t

his

solu

tion?

”

5. D

ecid

e w

hich

sol

utio

n is

bes

t.

“Do

you

both

acc

ept

this

sol

utio

n? H

as t

hepr

oble

m b

een

solv

ed?”

6. S

ee h

ow t

he s

olut

ion

is a

pplie

d.

“Let

us

talk

onc

e m

ore

abou

t th

is s

ituat

ion

and

mak

e su

re t

hat

the

prob

lem

rea

lly h

asbe

en s

olve

d.”

Exer

cise

8.3

. – F

amily

and

pee

r co

nflic

t

Educ

atio

nal o

bjec

tive

Th

e st

uden

ts le

arn

abou

t sol

ving

con

flic

ts in

a s

truc

ture

d m

anne

r.

Reso

urce

sSe

t of

stu

dent

han

dout

s: “

Reso

lutio

n of

con

flict

s in

six

sta

ges”

(see

Exer

cise

8.2

).

Proc

edur

e

1.

The

stud

ents

rea

d th

e w

orks

heet

“Re

solu

tion

of c

onfli

cts

in s

ix s

tage

s”.

2.

The

teac

her

lets

the

stu

dent

s co

me

forw

ard

with

exa

mpl

es o

f ty

pica

l co

nflic

ts a

t ho

me,

in

scho

ol o

r in

the

pla

ygro

und,

for

exa

mpl

e:

At

hom

e:–

The

child

wan

ts t

o pl

ay, b

ut t

he p

aren

ts t

hink

he

or s

he s

houl

d st

udy.

– Th

e ch

ild w

ants

mon

ey fo

r th

e ci

nem

a / a

con

cert

/ a

part

y / a

pic

nic,

but

the

pare

nts

have

othe

r ex

pens

es t

o ta

ke c

are

of.

In t

he p

layg

roun

d:–

Boys

and

gir

ls w

ant

to u

se t

he p

layg

roun

d fo

r di

ffer

ent

purp

oses

.–

Boys

dis

turb

gir

ls w

hile

the

y ar

e pl

ayin

g.

3.

The

stud

ents

cho

ose

one

conf

lict

to w

ork

on a

nd f

orm

gro

ups

of f

our

to s

ix.

4.

Each

gro

up t

hen

divi

des

into

tw

o, h

alf

of t

hem

tak

ing

the

role

of

pare

nts

and

half

the

role

of c

hild

ren

(or

boys

/gir

ls).

Firs

t pa

rent

s an

d ch

ildre

n co

me

toge

ther

sep

arat

ely

to w

ork

out

thei

r po

sitio

n. T

hen

they

mee

t w

ith t

heir

opp

onen

ts a

nd s

tart

neg

otia

tions

fol

low

ing

the

six

stag

es.

Aft

er a

giv

en t

ime

nego

tiatio

ns s

top

and

the

grou

ps g

et b

ack

into

cla

ss.

5.

The

who

le c

lass

fee

d ba

ck o

n th

eir

wor

k in

gro

ups.

Wha

t ki

nd o

f so

lutio

ns d

id t

hey

arri

veat

? W

ere

ther

e m

any

diff

eren

t so

lutio

ns?

Vari

atio

n

This

exe

rcis

e co

uld

also

be

done

with

a m

edia

tor,

for

exam

ple

with

one

stu

dent

tak

ing

the

role

of

agr

andp

aren

t w

ho le

ads

the

conf

lictin

g pa

rtie

s th

roug

h th

e ne

gotia

tions

.

83

Dea

ling

wit

h co

nflic

t

Exer

cise

8.4

. – B

rain

stor

min

g se

ssio

n on

con

flict

and

pea

ce

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts c

an d

efin

e th

e co

ncep

ts o

f co

nflic

t an

d pe

ace.

The

stud

ents

can

exp

lain

whi

ch k

inds

of

conf

lict

can

be r

esol

ved

and

whi

ch c

anno

t.

Reso

urce

sFl

ipch

arts

and

col

oure

d m

arke

rs.

Proc

edur

e

1.

The

wor

d “C

ON

FLIC

T” is

wri

tten

on

one

of t

he s

heet

s.

The

stud

ents

rec

eive

tw

o ta

sks

for

brai

nsto

rmin

g.

a. T

hey

wri

te d

own

as m

any

expr

essi

ons

or w

ords

ref

erri

ng t

o co

nflic

t as

com

e to

min

d.

b. T

hey

add

keyw

ords

ref

erri

ng t

o si

tuat

ions

of

conf

lict.

This

par

t is

car

ried

out

in s

ilenc

e, w

ithou

t co

mm

entin

g.

2.

Whe

n th

e st

uden

ts h

ave

run

out

of id

eas,

the

wor

d “P

EACE

” is

wri

tten

on

the

othe

r sh

eet.

Sam

e pr

oced

ure.

3.

The

clas

s di

scus

s th

e re

sults

.

4.

A c

lass

ifica

tion

of t

he d

iffer

ent

type

s of

con

flict

is d

evel

oped

with

the

tea

cher

:

– co

nflic

ts w

hich

can

be r

esol

ved

– co

nflic

ts w

hich

can

not

be r

esol

ved.

Conf

lict r

esol

utio

n w

ithou

t los

ers

(see

Exe

rcis

e 8.

1) is

ver

y of

ten

only

pos

sibl

e th

roug

h co

m-

prom

ise.

Thi

s w

orks

, for

exa

mpl

e, w

hen

scar

ce r

esou

rces

nee

d to

be

shar

ed f

airl

y. If

the

cake

is s

mal

l an

d ev

ery

eate

r re

ceiv

es a

n eq

ually

sm

all

piec

e, I

can

acc

ept

the

solu

tion

even

if

Ist

ay h

ungr

y. B

ut i

f a

clas

h of

val

ues

or r

elig

ious

bel

iefs

is

invo

lved

, com

prom

ise

is h

ardl

ypo

ssib

le. A

nd if

a c

onfli

ct is

cau

sed

by e

thni

c or

raci

al d

ivis

ions

, the

re is

the

dang

er o

f exp

ul-

sion

or

phys

ical

ext

erm

inat

ion

of t

he m

embe

rs o

f on

e pa

rty.

The

mor

e ra

tiona

l the

app

roac

hof

the

par

ties

to a

con

flict

is,

the

big

ger

the

chan

ce t

o re

solv

e it

by n

egot

iatio

n an

d co

m-

prom

ise

rath

er t

han

by v

iole

nce.

Rat

iona

l co

nflic

t re

solu

tion

requ

ires

the

par

ties

to d

istin

-gu

ish

betw

een

the

issu

e an

d th

e op

pone

nt a

nd t

o re

spec

t th

e op

pone

nt’s

hum

an d

igni

ty i

nte

rms

of h

uman

rig

hts.

Exte

nsio

n

The

stud

ents

illu

stra

te d

iffer

ent

situ

atio

ns o

f pe

ace

and

conf

lict

thro

ugh

draw

ings

or

artic

les

and

phot

os f

rom

the

pre

ss.

84Teac

hing

dem

ocra

cy

85

Dea

ling

wit

h co

nflic

t

Exer

cise

8.5

. – T

he s

tatu

es

Educ

atio

nal o

bjec

tive

Th

e st

uden

ts a

re a

ble

to i

dent

ify

situ

atio

ns o

f op

pres

sion

, to

deve

lop

crea

tivity

in

non-

viol

ent

conf

lict

reso

lutio

n an

d to

use

body

lan

guag

e as

a m

eans

of

expr

essi

on.

Reso

urce

sN

one.

Proc

edur

e1.

Th

e st

uden

ts c

arry

out

the

fol

low

ing

prel

imin

ary

exer

cise

s in

pai

rs:

– O

ne s

tude

nt s

trik

es a

pos

e; t

he o

ther

has

to

imita

te. T

hey

reve

rse

role

s.

– O

ne s

tude

nt p

lace

s hi

s ha

nd a

few

cen

timet

res

from

his

/her

par

tner

’s. W

hen

he/s

he m

oves

his/

her

hand

the

oth

er h

as t

o tw

ist

into

wha

teve

r (u

ncom

fort

able

) pos

ition

is n

eces

sary

to

keep

the

sam

e di

stan

ce.

Thes

e ex

erci

ses

trai

n st

uden

ts t

o ta

ke n

otic

e of

eac

h ot

her.

2.

In t

he p

lena

ry s

essi

on, t

he s

tude

nts

repr

esen

t an

d di

scus

s si

tuat

ions

of

oppr

essi

on:

– Tw

o or

mor

e st

uden

ts a

gree

on

an i

dea

and

then

for

m a

gro

up o

f st

atue

s to

rep

rese

nt a

situ

atio

n of

opp

ress

ion

(exa

mpl

e: a

kne

elin

g ch

ild p

olis

hing

the

shoe

s of

a s

eate

d ric

h m

an).

– If

a m

embe

r of

the

audi

ence

thin

ks o

f a w

ay o

f res

olvi

ng th

e si

tuat

ion

and

mak

ing

it m

ore

equa

l, he

/she

rea

rran

ges

the

acto

rs a

ccor

ding

to

his/

her

new

mod

el.

Idea

lly t

he e

xerc

ise

shou

ld b

e co

nduc

ted

in s

ilenc

e, t

o en

cour

age

the

stud

ents

to

mim

e an

dde

velo

p ex

pres

sive

ness

.

3.

Mor

e ac

tors

may

par

ticip

ate

in t

he s

cene

pro

gres

sive

ly.

4.

The

teac

her

rese

rves

the

last

10

to 1

5 m

inut

es o

f th

e le

sson

for

a f

ollo

w-u

p pl

enar

y se

ssio

n.Th

e st

uden

ts g

ive

feed

back

, an

d th

ey m

ay c

ome

forw

ard

with

que

stio

ns t

hat

can

lead

to

furt

her

stud

y.

Vari

atio

n

1.

The

sam

e pr

oced

ure

is u

sed

to i

llust

rate

hum

an a

nd c

hild

ren’

s ri

ghts

and

ins

tanc

es o

f ho

wth

ey a

re v

iola

ted.

2.

The

exer

cise

may

be

resu

med

in

situ

atio

ns o

f co

nflic

t an

d in

rea

l si

tuat

ions

tha

t in

voke

stro

ng f

eelin

gs.

86Exer

cise

8.6

. – P

unish

men

t ve

rsus

pos

itive

con

flict

res

olut

ion

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts a

re e

ncou

rage

d to

acc

ept

the

notio

n of

law

and

of

rule

s in

a g

roup

.

The

stud

ents

are

abl

e to

acc

ept

diff

eren

ces

and

to t

ake

part

in

deci

sion

-mak

ing

proc

esse

s.

They

dev

elop

the

ir c

reat

ive

pote

ntia

l in

res

olvi

ng c

onfl

icts

.

Reso

urce

sSe

t of

stu

dent

han

dout

s: “

List

of

puni

shm

ents

”.

Proc

edur

e

1.

The

stud

ents

bra

inst

orm

for

ms

of p

unis

hmen

t. Th

is in

trod

uctio

n to

the

less

on a

ddre

sses

the

mas

exp

erts

, as

they

may

dra

w o

n ex

perie

nce

and

obse

rvat

ion.

The

y m

ay a

lread

y ad

d co

mm

ents

.

The

teac

her

dist

ribu

tes

the

hand

out

“Lis

t of

pun

ishm

ents

” to

the

stu

dent

s, a

nd t

hey

read

it

in s

ilenc

e.

2.

The

stud

ents

dis

cuss

in

smal

l gr

oups

(th

ree

or f

our)

whi

ch p

unis

hmen

ts m

ake

sens

e an

dw

hich

one

s do

not

.

3.

The

grou

ps s

hare

the

ir r

esul

ts w

ith t

he o

ther

gro

ups

(the

jigsa

w a

rran

gem

ent

is u

sefu

l her

e;se

e Ex

erci

se 5

.3).

4.

The

stud

ents

ret

urn

to th

eir

grou

ps a

nd d

iscu

ss w

hich

pun

ishm

ent,

if an

y, s

houl

d be

impo

sed

in t

he f

ollo

win

g si

tuat

ions

:–

A s

tude

nt a

rriv

es la

te a

t sc

hool

.–

A s

tude

nt h

as n

ot d

one

his

hom

ewor

k.–

A s

tude

nt d

istu

rbs

wor

k in

cla

ss.

– A

stu

dent

off

ends

a c

lass

mat

e be

caus

e of

his

/her

eth

nic

orig

in o

r re

ligio

us b

elie

fs.

– A

mal

e st

uden

t m

oles

ts a

fem

ale

stud

ent.

– A

stu

dent

is v

iole

nt in

cla

ss/d

urin

g br

eak.

5.

Plen

ary

sess

ion:

the

stu

dent

s pr

esen

t th

eir

resu

lts.

The

follo

w-u

p di

scus

sion

cou

ld d

eal w

ith t

he f

ollo

win

g qu

estio

n: a

re t

here

any

alte

rnat

ives

to im

posi

ng a

pun

ishm

ent

(e.g

. med

iatio

n be

twee

n th

e w

rong

-doe

r an

d th

e vi

ctim

)?

Exte

nsio

n

The

stud

ents

act

out

a s

cene

of

posi

tive,

cre

ativ

e co

nflic

t re

solu

tion

in c

lass

.

Mat

eria

ls(s

ee n

ext

page

)

Teac

hing

dem

ocra

cy

87

Dea

ling

wit

h co

nflic

t

Stud

ent

hand

out

List

of

puni

shm

ents

1. W

ritin

g a

poem

2. T

ellin

g a

fairy

tal

e to

littl

e ch

ildre

n

3. P

rese

ntin

g jo

kes

and

quiz

zes

to t

he c

lass

4. T

en p

ush-

ups

for

swea

ring

5. S

tand

ing

in c

lass

aft

er s

choo

l as

man

y m

inut

es a

s yo

u ca

me

in la

te in

the

mor

ning

6. S

tand

ing

up w

hile

writ

ing

7. P

repa

ring

a le

sson

for

the

cla

ss

8. O

ne h

our

of g

arde

ning

9. C

lean

ing

the

recr

eatio

nal a

rea

10. C

lean

ing

the

clas

sroo

m

11. T

o be

dis

mis

sed

from

the

less

on

12. R

unni

ng r

ound

the

sch

ool b

uild

ing

ten

times

13. D

eten

tion

durin

g br

eak

14. E

xtra

wor

k in

one

of

your

wea

k su

bjec

ts

15. P

aym

ent

of a

fin

e w

hich

con

trib

utes

to

cove

r ge

nera

l exp

ense

s

16. W

ritin

g an

exc

use

17. F

urth

er s

ugge

stio

ns ..

.

Exer

cise

8.7

. – M

inor

ities

Educ

atio

nal o

bjec

tive

Th

e st

uden

ts u

nder

stan

d th

at t

he s

ense

of

excl

usio

n ca

n be

the

resu

lt no

t on

ly o

f th

e w

ay o

ther

mem

bers

of

soci

ety

see

you,

but

also

of

the

way

mem

bers

of

your

ow

n gr

oup

see

you.

Reso

urce

sA

set

of

posi

tive

card

s an

d a

set

of n

egat

ive

card

s fo

r ea

ch g

roup

.

Two

flipc

hart

sh

eets

fo

r ea

ch

grou

p,

one

bear

ing

the

wor

d“F

EELI

NG

S” a

nd t

he o

ther

the

wor

d “A

CTIO

NS”

.

Mar

ker

pens

.

Proc

edur

e

At

the

begi

nnin

g of

the

gam

e, it

is e

ssen

tial t

hat

the

stud

ents

hav

e no

idea

of

wha

t th

ey r

epre

sent

,ot

herw

ise

they

mig

ht im

med

iate

ly r

esor

t to

prec

once

ived

idea

s w

hich

wou

ld d

isto

rt th

e co

urse

of t

hega

me.

The

gam

e is

an

exam

ple

of c

aref

ul a

nd c

ompl

ex fr

amin

g by

the

teac

her.

With

in th

e st

rict

fram

ewor

k,th

e st

uden

ts h

ave

grea

t lib

erty

to

deve

lop

and

expr

ess

thei

r id

eas

and

expe

rien

ces.

1.

The

stud

ents

for

m g

roup

s of

fou

r to

six

(pre

fera

bly

not

mor

e).

2.

Each

gro

up r

ecei

ves

a se

t of

pos

itive

car

ds,

a m

arke

r pe

n an

d th

e tw

o sh

eets

of

flipc

hart

pape

r. Th

e te

ache

r as

ks t

hem

to

appo

int

a w

rite

r to

rec

ord

the

grou

p’s

com

men

ts a

ndre

actio

ns o

n th

e fli

pcha

rts.

Alte

rnat

ivel

y, a

ll gr

oup

mem

bers

rec

ord

thei

r ow

n re

actio

ns.

3.

The

teac

her

tells

the

stud

ents

that

they

will

not

rep

rese

nt th

emse

lves

dur

ing

the

exer

cise

, but

will

act

as

mem

bers

of a

min

ority

gro

up. F

or th

e m

omen

t, th

ey s

houl

d en

quir

e w

ho th

ey a

re,

but

also

con

side

r th

e m

essa

ges

on t

he c

ards

as

desc

ribi

ng t

hem

and

the

ir s

ituat

ion.

4.

In tu

rn, t

he s

tude

nts

read

one

of t

he c

ards

out

to th

e ot

her

mem

bers

of t

he g

roup

. Whe

n th

eyha

ve r

ead

all

six

card

s, t

hey

wri

te t

heir

ans

wer

s to

the

que

stio

n, “

How

do

you

feel

as

am

embe

r of

thi

s gr

oup?

” on

the

“FE

ELIN

GS”

she

et.

5.

The

teac

her

dist

ribu

tes

the

six

nega

tive

card

s to

eac

h gr

oup,

and

the

y re

peat

ste

p 4.

6.

The

teac

her a

sks

the

stud

ents

to a

nsw

er th

e fo

llow

ing

ques

tion,

“W

hat w

ould

you

do

if yo

u w

ere

in a

sim

ilar s

ituat

ion?

” Th

e an

swer

s are

to b

e w

ritte

n on

the

“ACT

ION

S” sh

eet.

The

stud

ents

shou

ldbe

ar in

min

d th

at t

hey

are

still

the

sam

e gr

oup

who

exp

ress

ed t

heir

feel

ings

on

the

first

she

et.

Perh

aps

som

ethi

ng th

ey h

ave

felt

or w

ritte

n on

that

she

et m

ight

hel

p th

em d

ecid

e ho

w to

act

.

7.

Plen

ary

sess

ion:

– Ea

ch g

roup

pre

sent

thei

r fe

elin

gs a

s se

t out

on

the

shee

t hea

ded

“FEE

LIN

GS”

to th

e re

st o

fth

e cl

ass.

– W

hen

all

the

grou

ps h

ave

com

plet

ed P

art

I, th

e te

ache

r as

ks t

hem

to

pres

ent

thei

rsu

gges

tions

on

thei

r “A

CTIO

NS”

she

et. T

he c

lass

sho

uld

iden

tify

cons

truc

tive

actio

ns a

ndac

ts o

f vi

olen

ce a

nd d

iffer

ence

s be

twee

n an

d w

ithin

gro

ups.

8.

The

teac

her

asks

the

stu

dent

s ho

w t

hey

wor

ked

in t

he g

roup

and

whe

ther

the

y en

coun

tere

dan

y pr

oble

ms

whi

le d

oing

the

exe

rcis

e (c

o-op

erat

ion,

lea

ders

hip,

etc

.), a

nd w

hat

they

thi

nkth

ey h

ave

lear

ned

from

the

exe

rcis

e: a

bout

the

mse

lves

, the

ir r

eact

ions

and

the

gro

up. C

anth

ey e

stab

lish

a re

latio

nshi

p be

twee

n th

e m

inor

ity g

roup

whi

ch t

hey

repr

esen

ted

and

othe

rgr

oups

the

y m

ight

kno

w?

9.

Last

ly, t

he t

each

er t

ells

the

stu

dent

s th

at t

he g

roup

the

y re

pres

ente

d is

the

gro

up o

f Ti

nker

s,ot

herw

ise

know

n as

Rom

a or

Gyp

sies

.

88Teac

hing

dem

ocra

cy

Exte

nsio

n

The

stud

ents

com

pare

the

ir i

deas

with

the

Con

vent

ion

on t

he E

limin

atio

n of

All

Form

s of

Rac

ial

Dis

crim

inat

ion.

8Th

e st

uden

ts c

an a

lso

expl

ore

whe

ther

the

situ

atio

n de

scri

bed

seem

s to

cor

resp

ond

to t

hat

in t

heir

ow

n co

untr

y, w

hat

mea

sure

s ar

e ta

ken

by t

he a

utho

ritie

s to

dea

l w

ith t

he p

robl

eman

d w

hich

of

the

mea

sure

s th

ey h

ave

sugg

este

d fo

llow

the

con

vent

ion.

Mat

eria

ls

Set

of p

osit

ive

and

nega

tive

car

ds

89

Dea

ling

wit

h co

nflic

t

Our

hou

ses

are

unlik

e th

ose

of o

ther

peo

ple.

They

are

spe

cial

and

we

are

very

fond

of t

hem

.W

e lik

e to

kee

p ou

r tr

aditi

ons.

We

have

m

any

skill

s.

We

do

all

kind

s of

man

ual

and

craf

t w

ork.

Our

wor

k is

a m

ajor

cont

ribu

tion

to t

he c

ount

ry w

e liv

e in

.

In t

he p

ast,

our

peop

le p

erfo

rmed

man

y br

ave

acts

. We

like

to r

emem

ber

our

hist

ory.

We

are

very

ind

epen

dent

. W

e pr

efer

to

look

afte

r ou

rsel

ves.

We

do n

ot o

we

anyt

hing

to

anyb

ody.

We

like

gett

ing

toge

ther

and

tel

ling

stor

ies

and

sing

ing

song

s.

We

thin

k th

is

is

very

impo

rtan

t to

enj

oy l

ife.

We

try

to li

ve n

ear

our

fam

ily a

nd f

rien

ds. W

elo

ok a

fter

the

old

peo

ple

in o

ur c

omm

unity

very

wel

l. W

e ad

ore

our

child

ren.

Tele

visi

on p

rogr

amm

es a

nd t

he p

ress

do

not

tell

the

trut

h ab

out

us. T

hey

say

that

we

are

a pr

o-bl

em. T

hey

do n

ot le

t us

tell

our p

art o

f the

sto

ry.

Som

e pe

ople

tre

at u

s ba

dly

and

give

us

bad

nam

es.

Som

etim

es w

e ar

e at

tack

ed w

ithou

tre

ason

. Tho

usan

ds o

f ou

r pe

ople

wer

e m

urde

-re

d ab

road

, not

ver

y lo

ng a

go.

We

neve

r ha

ve r

unni

ng w

ater

, ou

r re

fuse

is

rare

ly c

olle

cted

.

Som

e do

ctor

s do

not

wan

t to

trea

t us

whe

n w

ear

e si

ck.

It i

s di

ffic

ult

for

us t

o re

ceiv

e so

cial

secu

rity

ben

efits

.

Peop

le d

o no

t wan

t us

in th

eir

neig

hbou

rhoo

d.So

me

peop

le d

o no

t w

ant

to g

ive

us a

job

beca

use

of w

hat

we

are.

Som

etim

es w

e ha

ve p

robl

ems

with

the

pol

ice

and

the

mun

icip

al a

utho

ritie

s be

caus

e of

the

plac

e w

e ha

ppen

to

be a

t.

____

____

__8.

Con

vent

ion

on t

he E

limin

atio

n of

All

Form

s of

Rac

ial

Dis

crim

inat

ion,

ado

pted

by

the

UN

Gen

eral

Ass

embl

y on

20

Nov

embe

r 19

63. T

he t

ext

is a

cces

sibl

e vi

a th

e In

tern

et.

Exer

cise

8.8

. – Im

ages

of

war

and

pea

ce

Educ

atio

nal o

bjec

tive

s Th

e st

uden

ts c

an d

efin

e as

pect

s of

war

and

pea

ce.

The

stud

ents

dev

elop

the

ski

ll of

rea

ding

im

ages

.

The

stud

ents

are

abl

e to

exp

ress

the

ir p

erso

nal i

deas

and

fee

lings

abou

t w

ar a

nd p

eace

.

Reso

urce

sA

poo

l of p

ictu

res

(incl

udin

g ph

otos

, car

toon

s, ad

vert

isem

ents

, etc

.).

Proc

edur

e

1.

Som

e ph

otog

raph

s ar

e di

spla

yed

to t

he s

tude

nts.

Idea

lly t

he p

hoto

s ar

e hu

ng u

p on

the

wal

lar

ound

the

cla

ssro

om o

r in

a w

ell-

lit c

orri

dor.

The

stud

ents

sho

uld

be a

ble

to v

iew

the

pict

ures

as

in a

n ex

hibi

tion.

2.

The

stud

ents

rec

eive

the

opp

ortu

nity

to

reac

t sp

onta

neou

sly.

Whi

ch im

ages

rep

rese

nt p

eace

– or

war

? Th

e te

ache

r do

es n

ot p

ress

a s

tude

nt t

o co

mm

ent.

At

the

end

of t

his

intr

oduc

tory

step

, he/

she

poin

ts o

ut if

the

stu

dent

s ha

ve a

gree

d in

the

ir c

omm

ents

or

not.

Diff

eren

ces

ofpe

rcep

tion

are

not

disc

usse

d fu

rthe

r.

3.

The

stud

ents

sel

ect

a ph

otog

raph

tha

t ap

peal

s to

the

m p

artic

ular

ly. T

hey

shou

ld b

e ab

le t

ovi

ew it

clo

sely

if t

hey

wis

h. I

n si

lenc

e, t

hey

answ

er t

he f

ollo

win

g qu

estio

ns in

wri

ting:

– W

hat

do y

ou s

ee (d

escr

iptio

n)?

– W

hat

are

your

tho

ught

s (r

efle

ctio

n an

d im

agin

atio

n)?

– W

hat

are

your

fee

lings

(em

otio

ns)?

4.

In g

roup

s of

fou

r th

e st

uden

ts s

elec

t im

ages

and

for

m p

airs

of

cont

rast

s. T

hey

may

incl

ude

som

e of

the

pho

tos

they

hav

e st

udie

d in

ste

p 3,

but

the

y m

ay a

lso

choo

se o

ther

pho

tos.

5.

The

stud

ents

pre

sent

thei

r se

lect

ions

in th

e pl

enar

y an

d gi

ve r

easo

ns f

or th

eir

choi

ce. I

f tim

eis

run

ning

out

, eac

h gr

oup

shou

ld p

rese

nt a

t le

ast

one

pair

of

cont

rast

s.

6.

Refle

ctio

n. T

he s

tude

nts

expr

ess

thei

r fe

elin

gs a

nd t

houg

hts.

The

y m

ay a

sk q

uest

ions

abo

utth

e si

tuat

ions

ref

erre

d to

in t

he p

hoto

s, a

nd t

hese

que

stio

ns c

ould

lead

to

furt

her

stud

y.

Exte

nsio

n

The

sam

e su

bjec

t ca

n be

stu

died

in li

tera

ture

and

pai

ntin

g.

The

clas

s or

gani

ses

an e

xhib

ition

on

the

them

es.

90Teac

hing

dem

ocra

cy

Illus

trat

ions

91

Intr

oduc

tion

The

Swis

s ar

tist

Peti

Wis

kem

ann

has

crea

ted

the

illus

trat

ions

for

thi

s bo

ok.

They

exp

ress

the

key

topi

cs o

f the

exe

rcis

es b

y ar

tistic

mea

ns, t

hus

open

ing

new

app

roac

hes

for t

he s

tude

nts

to u

nder

stan

dde

moc

ratic

citi

zens

hip

and

hum

an r

ight

s. T

he f

ollo

win

g pa

ges

cont

ain

full-

size

rep

rodu

ctio

ns o

f th

epi

ctur

es f

or c

opyi

ng a

nd p

rese

ntat

ion

in c

lass

.

92Teac

hing

dem

ocra

cy

Build

ing

up c

lass

room

atm

osph

ere

Illus

trat

ion

from

Cha

pter

1

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cy

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

93

Illus

trat

ions

Clar

ifyin

g va

lues

Illus

trat

ion

from

Cha

pter

2

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cy

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

94Teac

hing

dem

ocra

cy

Gett

ing

to k

now

hum

an r

ight

s

Illus

trat

ion

from

Cha

pter

3

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cyA

col

lect

ion

of m

odel

s fo

r de

moc

ratic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

95

Illus

trat

ions

Perc

eivi

ng o

ther

s

Illus

trat

ion

from

Cha

pter

4

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cy

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

96Teac

hing

dem

ocra

cy

Mak

ing

just

ice

wor

k

Illus

trat

ion

from

Cha

pter

5

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cy

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

97

Illus

trat

ions

Unde

rsta

ndin

g po

litic

al p

hilo

soph

y

Illus

trat

ion

from

Cha

pter

6

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cy

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

98Teac

hing

dem

ocra

cy

Illus

trat

ion

from

Cha

pter

7

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cy

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

Taki

ng p

arts

in p

oliti

cs

99

Illus

trat

ions

Deal

ing

with

con

flict

Illus

trat

ion

from

Cha

pter

8

Dem

ocra

cy a

nd H

uman

Rig

hts

Educ

atio

n –

Volu

me

VI

Teac

hing

dem

ocra

cy

A c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citize

nshi

p an

d hu

man

rig

hts

educ

atio

n

Thi

s teac

hers

’ man

ual

cont

ains

a c

olle

ctio

n of

exe

rcis

es a

nd m

odel

s fo

r E

duca

tion

for

Dem

ocra

tic

Cit

izen

ship

(E

DC

) an

d H

uman

Rig

hts

Edu

cati

on (

HR

E)

in s

choo

ls a

s w

ell

as i

n no

n-fo

rmal

set

ting

s of

edu

cati

on.

The

se te

achi

ng m

odel

s pr

ovid

e th

e fr

amew

ork

to e

ncou

rage

stu

dent

s to

bec

ome

acti

ve b

y of

feri

ng e

xam

ples

and

inro

ads

to u

nder

stan

ding

gen

eral

pri

ncip

les

of

dem

ocra

cy a

nd h

uman

rig

hts.

Man

y ex

erci

ses

are

adap

tabl

e fo

r di

ffer

ent

age

grou

ps, a

s th

e le

vel o

f re

ect

ion

may

var

y. T

he w

ide

vari

ety

of a

ppro

ache

s re

ect

s th

e fa

ct t

hat

auth

ors

from

all

part

s of

E

urop

e ha

ve c

ontr

ibut

ed t

o th

is b

ook.

The

y ha

ve d

raw

n on

dif

fere

nt s

ourc

es

and

trad

itio

ns o

f te

achi

ng a

nd l

earn

ing,

and

hav

e se

lect

ed m

odel

s th

at t

hey

know

thr

ough

pra

ctic

al e

xper

ienc

e an

d te

stin

g in

cla

ss.

How

ever

, th

ere

is a

sh

ared

und

erst

andi

ng o

f E

DC

/HR

E t

hat

runs

thr

ough

eve

ry p

art

of t

his

book

: in

ED

C/H

RE

, the

met

hod

carr

ies

the

mes

sage

. Thi

s m

anua

l off

ers

the

user

s th

e ch

ance

to s

elec

t and

to tr

y ou

t dif

fere

nt tr

adit

ions

and

app

roac

hes

to E

duca

tion

fo

r D

emoc

rati

c C

itiz

ensh

ip a

nd H

uman

Rig

hts

Edu

cati

on.

Thi

s is

Vol

ume

VI

out o

f a s

erie

s of

six

:

ED

C/H

RE

Vol

ume

I:

Edu

catin

g fo

r de

moc

racy

: Bac

kgro

und

mat

eria

ls o

n de

moc

rati

c ci

tize

nshi

p an

d hu

man

rig

hts

educ

atio

n fo

r te

ache

rs

ED

C/H

RE

Vol

ume

II:

Gro

win

g up

in d

emoc

racy

: Les

son

plan

s fo

r pr

imar

y le

vel o

n de

moc

rati

c ci

tize

nshi

p an

d hu

man

rig

hts

ED

C/H

RE

Vol

ume

III:

Liv

ing

in d

emoc

racy

: ED

C/H

RE

less

on p

lans

for

low

er s

econ

dary

leve

l

ED

C/H

RE

Vol

ume

IV:

Taki

ng p

art

in d

emoc

racy

: L

esso

n pl

ans

for

uppe

r se

cond

ary

leve

l on

de

moc

rati

c ci

tize

nshi

p an

d hu

man

rig

hts

ED

C/H

RE

Vol

ume

V:

Exp

lori

ng c

hild

ren’

s rig

hts:

Nin

e sh

ort p

roje

cts

for

prim

ary

leve

l

ED

C/H

RE

Vol

ume

VI:

Te

achi

ng d

emoc

racy

: a c

olle

ctio

n of

mod

els

for

dem

ocra

tic

citi

zens

hip

and

hum

an r

ight

s ed

ucat

ion

-:HSTCSH=V

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w.co

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http

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oe.in

tC

ounc

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ope

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The

Cou

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urop

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s 47

mem

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stat

es,

cove

ring

vir

tual

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ntir

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ent

of E

urop

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see

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velo

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emoc

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194

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liatio

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ISB

N 9

78-9

2-87

1-64

94-0