- Student handout 1.1: What choices have made me the person I am today - and who made them?
How to use this chart: think about important choices that have made you become the person you are. Record decisions made by...
- Student handout 1.2: Three options that shape our futures
1. What options do human rights give us? “Everyone has the right to liberty …” (ECHR (1950), Article 5) “Everyone shall have...
- Student handout 1.3: My criteria for choosing a job
1. If you have already chosen a job, please give your reasons here: The job of my choice Main reasons for choosing...
- Student handout 1.4: Questionnaire: job shadowing
This questionnaire may serve as a starting point when you are preparing for a job-shadowing project. Adapt or extend it as you...
- Student handout 2.1: The dilemma concept
What is a dilemma? A dilemma is a situation in which we face two alternative choices, and we must make a decision....
- Student handout 2.2: A tool to analyse and solve dilemmas
This is a toolbox, not a checklist. Not all questions fit every case, so you should choose which questions work best. Thinking...
- Student handout 2.3: How would you decide? Dilemma case stories
1. That’s not my litter Litter has been a big issue at your school. Discussions have been held, and some classes have...
- Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)
Case story No. 1: That’s not my litter Alternatives Decision and reasons Put the litter into the bin or Leave the litter...
- Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)
Preamble Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is...
- Student handout 2.6: Convention for the Protection of Human Rights and Fundamental Freedoms (The European Convention on Human Rights), as amended by Protocol No. 11 with Protocol Nos. 1, 4, 6 (excerpts)
Rome, 4 November 1950 The governments signatory hereto, being members of the Council of Europe, Considering the Universal Declaration of Human Rights...
- Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”
Agenda: negotiating a shared definition of the common good Time budget (minutes) Lesson 1 Diversity of individual opinions: the students define their...
- Student handout 3.2: Taking part in democracy – basic rules and principles
Taking part in democracy means taking part in negotiating the common good In democracies, everyone – individuals or groups – may take...
- Student handout 3.3: Establishing a political party
1. Draft agenda Elect a chairperson, a spokesperson, a time manager, and two writers (see role instructions below). Agree on the draft...
- Student handout 3.4: How does a democratic political system handle diversity and pluralism?
All players agree on a framework of rules and principles: mutual respect of personal dignity; human rights; non-violence; competition of interests...
- Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship
La multitude qui ne se réduit pas à l’unité est confusion; l’unité qui ne dépend pas de la multitude est tyrannie. [Diversity...
- Student handout 3.6: Map of social cleavages and political parties
Each society has a few basic conflict constellations, termed cleavages. The Left-Right cleavage occurs in all countries with free trade capitalist...
- Student handout 4.1: Case story: the conflict in the fishing community
I. The fishing community Imagine a big lake full of fish. On the shores, fishermen live in four small villages – the...
- Student handout 4.2: A model of sustainability goals
How to read this diagram The model integrates three sustainability goals and places them into the historic and global dimension: “Environment”: protection...
- Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?
Goals of the sustainability model What we should achieve in the fishing game Economy: Economic growth, increase of welfare ...
- Student handout 4.4: What is the optimum balance between fish reproduction and harvest?
The fish stocks produce larger or smaller quantities of new fish, depending on the amount of fish left in the lake after...
- Student handout 5.1: Preparations for the conference on a framework of rules
The schedule Time frame Agenda Materials and resources Lesson 1 Formation of working groups. Each group includes a member from each fishing...
- Student handout 5.2: Basic questions to consider in institutional design
When you design a framework of rules, you make some basic choices. You decide which model of governance (decision making) you prefer...
- Student handout 5.3: Comparing frameworks of rules
Criteria for comparison Our draft Other models No. 1 No. 2 No. 3 A. Basics Hierarchy a Networking a a Private property...
- Student handout 5.4: Procedural rules for the conference – draft version
Adoption of procedural rules The community adopts a draft set of procedural rules by a majority of 50% or more of all...
- Student handout 5.5: Summary: what can we learn through these games?
1. Development of a community: a sequence of problems and solutions Problem Solution How can we survive? We must draw on the...
- Student handout 5.6: Feedback on units 4 and 5
This questionnaire is a tool to support you in reflecting on your personal learning experience. It is also an important piece of...
- Student handout 6.1: The policy cycle model: politics as a process of solving problems in a community
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- Student handout 6.2: The policy cycle – a tool to observe and understand political decision-making processes
Concepts and key questions Adapt the questions as necessary Notes Sources of information 1. Topic What is the issue? 2. Problem Who...
- Student handout 6.3: Feedback on the unit “Government and politics”
Class: Date: 1. Dartboard (5: I fully agree – 1: I fully disagree) 2. My personal feedback 2.1 The most important...
- Student handout 7.1: Is majority rule unfair to the minority? A case story
A sports club has a large number of keen volleyball players and a smaller number of equally keen chess players. Both groups...
- Student handout 7.2: How do democracies care for the protection of minorities?
The problem of how the rights of majorities and minorities are to be balanced is a core issue at all levels of...
- Student handout 7.3: Task: drafting a statute for the sports club
Draft a set of rules (Article 1, Article 2, Article 3, etc. …) that settle the following questions: How should the funds...
- Student handout 7.4: Record of group presentations: draft statutes for a micro-community
Record your group’s results on this form, and include the other groups’ ideas in the presentation session. Key questions Group 1 Group...
- Student handout 8.1: Suggestions for a debating issue
Your task First collect all the ideas that come into your mind and note them down (brainstorming). Sort your ideas by categories....
- Student handout 8.2: Rules for debating
Seating arrangement The chairperson sits at the head of the table. The two debating parties are seated opposite each other. The audience...
- Student handout 8.3: Planning sheet for the debating teams
Speaker’s name Please keep to the order shown in the diagram in handout 8.2 Argument Notes 1. Recommended: state your motion...
- Student handout 8.4: Planning sheet for the chairpersons
The first chairperson’s task – chairing the debate The chairperson conducts the debate and makes sure that the debaters observe the rules...
- Student handout 8.5: Record sheet for the audience
1. Brainstorming: what arguments do we expect? Affirmative Negative Notes ...
- Student handout 8.6: Worksheet for news story writers
The task Form three tandem teams. Write a news story on the debate and present your article in the following lesson. Hang...
- Student handout 9.1: Creating a wall newspaper - making choices
Task instructions You will produce your own wall newspaper. Prepare this work by thinking about your ideas. What stories, articles and pictures...
- Student handout 9.2: Tips for producing a wall newspaper
Assign the following tasks to different team members (see the briefing notes below): a chief editor to chair your meeting; a time...
- Student handout 9.3: Tips for writing a good news story
Before you start to write Think about the purpose of your story: for a news story it will most likely be to...
