UNIT 5: Rules and law – The basis of living together

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Unit 5: Key concept – “Rules and law” (for primary level)

Background information for teachers: agreement on the basis of democratic principles – our new school rules

For the past several years, there has been discussion about the question of democratic principles. What is a democracy in today’s understanding? Are there good and bad democracies? Is it enough if a state has a democratic constitution? Many groups and parties call themselves democratic or include the word “democracy” in their names. What does this indicate? What does this mean to the members of these groups?

Basically, it is clear that democracy cannot be imposed. A democracy needs a legal framework, a constitution and various agreements in order to function. It will only be effective if the people feel the need to participate in their society. Participation can take different forms and be in various areas; it is also realised differently in different states. Basically, democracy means that people make the laws by which they themselves want to live. Ideally, as many people as possible participate in such processes. What do we want to regulate? Who has to stick to these rules? Why do we need this or that rule? How do we deal with violations of rules and laws?

In this unit, the students not only get to learn about an important principle of democracy, but they are also given practical experience of it. Experience shows that students become more aware and more responsible if they are integrated into the process of decision making. A group of people living and spending time together develop rules that govern their living together. Children and adolescents spend more time in school than anywhere else. In this unit it becomes clear that school is a place of learning in which many people with very different needs “live” and learn together, and that this living together has to be regulated in some way. Conflicts – which are completely natural – have to be solved, and the interests of different minorities have to be protected.

Democracy is often confused with the idea that everybody can do what he or she wants to. Individuals stand up for their needs because this is their idea of freedom. Such a concept does not fit with the principle of democracy. Democracy is based on the idea that rules and laws are made through participative processes, which are transparent for everyone. These rules and laws can also be changed. These principles are the subject of the following unit.

The aim of education for democratic citizenship is to support the development of competences in three areas. This unit has the following competence profile:

 

Competence in …
… political analysis and judgment … the use of methods … political decision making and action
** * ***
Toolbox support
In this unit the following tools from the students’ toolbox will be used. The teacher must decide if some or all of the students need additional preparation to be able to work with these tools.
0 Researching in libraries
0 Researching on the Internet
0 Carrying out interviews and surveys
0 Interpreting images
X Mind maps
0 Creating posters
0 Holding exhibitions
X Planning and giving presentations
0 Preparing overhead transparencies or a PowerPoint presentation
0 Writing newspaper articles
X Putting on performances
X Holding debates

 

UNIT 5: Rules and law

The basis of living together

Agreement on the basis of democratic principles – our new school rules

 

Lesson title Learning objectives Student tasks Resources Methods

Lesson 1:

Why do we need rules and laws?

 The students reflect on their personal attitudes and beliefs regarding existing rules. They discuss the importance of having rules for living and working together. They develop an understanding of the necessity for rules. The students participate in a simulation game and experience the function of rules. They list and share ideas about the necessity for rules. The students match the school rules to their rights and responsibilities in school.

Softballs, flipchart, pencils, handout, list of school rules.

 

 Group work, plenary discussion, pair work.

Lesson 2:

What happens if…?

 The students discuss the consequences of lawbreaking. They reflect on the school rules in relation to the principles of fairness, equality, participation and respect. The students practise role plays in which school rules are broken. They analyse the existing school rules and discuss and record the real and possible consequences of breaking them. They indicate what they would like to change in the school rules, why they would change them and how. Stickers, pencils, flipchart, the list of school rules for each group, a version of the school rules written in large letters on the flipchart or blackboard. Role plays in groups, plenary discussion, group work.

Lesson 3:

Our new school rules

 The students learn how to work on a common set of rules which is binding for everybody in the school. They discuss realistic ways of integrating it into the daily life of the school. The students reach an agreement on the rules which have been accepted by the majority and discuss possibilities for integrating the opinion of the minority. Flipchart, pencils, voting cards, the list of school rules on the flipchart or blackboard, slips of paper. Group work, plenary discussion.

Lesson 4:

A campaign for our new school rules

 The students understand important criteria for good laws. They learn how to campaign for new school rules. The students collect different criteria for good rules. They test their new school rules according to these various criteria. They write down the final agreement and sign it. They present their agreement to the other classes in the school. Flipchart, handout, paper, pencils, copy of the agreement for other classes, the results of the brainstorming session from lesson 1. Pair work, plenary discussion, presentations to other classes.

 

Lesson 4: Our contract of rules
Lesson 1: Why do we need rules and laws?
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