The students understand that human rights are connected to responsibilities-responsibilities of the state and of institutions, as well as their own moral responsibilities.
| The students identify responsibilities to protect human rights, including their personal contributions. |
| Blank sheet of paper and a pen. Student handout 5.4 for each pair of students. Student handout 5.2 for each pair of students. |
| Work in pairs or groups. Critical thinking. |
A human right will never be respected if no individual or authority takes responsibility for its realisation. Although governments are the main duty-bearers in this case, there is a strong need for other bodies and for individuals to promote and protect human rights. Every individual has the moral responsibility to contribute to a culture in which human rights values inspire our behaviour in daily life. A possible extension activity would be to introduce the subject of positive and negative rights and project work. |
The students form pairs. It is important that there is an equal number of pairs in the classroom.
Each pair is given a blank sheet of paper and a pen and is asked to write down three important rights that they think they should have at school and three important rights that they think they should have at home. Examples might be the right not to be overloaded with homework or the right to get some pocket money.
Once this has been completed, the teacher distributes a copy of student handout 5.4, Rights and responsibilities, and student handout 5.2, List of human rights to each pair. The students are then asked to examine the list of human rights and to discuss which rights best correspond to the six rights they have written on their sheet of paper.
Once they have decided, they write the six rights in the first column of student handout 5.4. At this point, the teacher can ask the students if they need any clarification on the rights they have listed.
Once the first column is complete, the teacher explains to the students that every right carries corresponding responsibilities, giving the following example: “The freedom of speech is limited by the responsibility not to say untrue things that will degrade another person and abuse his/her right to dignity and good reputation.” The teacher can also explain that the balance of a person’s rights and his/her responsibilities to respect the rights of other people means that we have to exercise our rights within certain restraints. There are many situations in which the rights and responsibilities of different people conflict. For example, in the classroom, the right of education can conflict with the right to leisure, when some students want to learn while others prefer just to have fun. Moreover, school has the responsibility to teach and to educate the students and to ensure that teachers have the right of decent working conditions (such as not too much noise in their working environment).
The teacher now asks each pair of students to swap their list with another pair. The new pair now has to discuss examples of two levels of responsibility that correspond with each right listed by the other pair (see example below):
- First level: the responsibilities that individuals have to ensure so that others can enjoy the right (this should be written in the second column).
- Second level: the responsibilities (where these exist) for authorities (such as school or local authorities) to ensure this right. This should be written in the third column. For example, the responsibility of each individual to respect the privacy of the diary of other students; the responsibility of the school not to search an individual’s belongings when this is unnecessary (for example, not reading the diary while searching the classroom for a stolen calculator).
(in school, at home) | | |
The right to privacy | Not to look in someone else’s diary | Not reading a student’s diary when searching individual belongings in a case of theft |
The teacher can then ask each pair to report to the rest of the class on one right and the corresponding responsibilities from their lists.
As the emphasis of this lesson is on responsibilities, the teacher can choose to draw two columns on the blackboard, one for individual responsibilities, the other for responsibilities of authorities, and as the students give examples, these can be written on the blackboard. The teacher can end the class with a review of the responsibilities and ask the students to comment on the lists.
Extension activity
If time allows, or if the teacher wishes to extend the lesson to include the idea of positive and negative rights and project work, he or she could carry out the following activities.
The teacher can begin by explaining that sometimes human rights are divided into “negative rights” and “positive rights”.
“Negative rights” are rights that ban or forbid something unpleasant (such as the ban on torture). “Positive rights” are rights that explicitly ask one to do something or to have something done (such as the right to food: everyone is entitled to have adequate food). Whereas “negative rights” expect people not to carry out specific actions, “positive rights” expect individuals and authorities to carry out certain activities in order to provide those rights.
The teacher also explains that most of the human rights have both negative and positive sides. For example, the right not to be tortured means that authorities must not mistreat people who have been detained, but also that the authorities need to give clear instructions about this to their police forces.
The students are invited to return to their lists of human rights and to choose three of them. They should then look for examples of positive or negative action in their lives to illustrate their own moral responsibility. They should then look for other examples, this time to show the responsibility of the school or the local/national authorities. For this purpose, they could add a plus or minus sign to the responsibilities chosen: see example below.
(in school, at home) | | |
Right to privacy (= example) | (+) | (+) To take care that the students’ school file cannot be looked into by visitors |
| (-) Not to look into someone’s diary without being invited to do so | (-) (school) Not to search someone’s belongings if not strictly necessary (-) (state) To provide legislation protecting the privacy of individuals |
If teachers wish to use this activity as an introduction to project work, they could ask students to choose some of the human rights that will be treated more in depth over the next few weeks or months. Students then set up a plan in which they agree on the overall objective and the different steps to be taken. They also decide by when which task has to be completed and by whom.
|
What has to be done? | Who will do it? | When should this be ready? |
a | | |
a | | |
a | | |
During the course of the next few lessons, this plan has to be followed up and finally evaluated.
- Educating for democracy (I)
- Introduction
- Part 1 - Understanding democracy and human rights
- Unit 1 – What the concepts mean
- 1. Politics, democracy & democratic governance of schools
- 1.1 Politics
- 1.2 Democracy
- 1.3 Democratic governance of schools
- 9 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-1/chapter-2/" class="text-dark">2. Childrens Rights & the Right to Education 9
- 11 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-2/" class="text-dark">Unit 2 – The key to a dynamic concept of citizenship 11
- 1. Challenges to the traditional model of citizenship
- 1.1 A new kind of citizenship requires a new kind of education
- 2. Political culture
- 2.1 Democracy comes to life through its citizens
- 2.2 The cultural dimension of human rights
- 2.3 Teaching through democracy and human rights – democratic culture in school
- Unit 3 - Educating for democracy and human rights
- 1. The three dimensions of EDC/HRE
- 1.1 The cognitive dimension of EDC/HRE: learning “about” democracy and human rights
- 1.2 The participative dimension of EDC/HRE: learning “for” democracy and human rights
- 1.3 The cultural dimension of EDC/HRE: learning “through” democracy and human rights
- 13 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-2/" class="text-dark">2. HRE and its connection with EDC 13
- 3. Competences in EDC/HRE
- 3.1 “I would like my students to be able to …”
- 3.2 Competences – a general definition
- 3.3 How can teachers find out what competences students have? Competence and performance
- 3.4 A model of student competences in EDC/HRE
- 3.5 Teacher competences in EDC/HRE
- 16 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-4/" class="text-dark">4. “We create the world in our minds”: constructivist learning in EDC/HRE 16
- 4.1 Learners “construct” meaning – they discover and create something new
- 4.2 Learners “reconstruct” what they have learnt – they apply it and put it to the test
- 4.3 Learners “deconstruct”, or criticise, their own results or each other’s
- 5. Professional ethics of EDC/HRE teachers: three principles
- 5.1 Principle of non-indoctrination
- 5.2 Principle of controversial discussion
- 5.3 Empowering students to promote their interests
- 6. Key concepts in EDC/HRE
- 6.1 Why do we need key concepts in EDC/HRE?
- 6.2 The essence of the key concepts
- 7. The method carries the message: task-based learning in EDC/HRE
- 7.1 The shortcomings of traditional citizenship education
- 7.2 Teaching though and for democracy and human rights requires active learning
- 7.3 Tasks – the teacher’s tool to support active learning
- 7.4 Task-based learning is problem-based learning
- 7.5 The teacher’s roles in task-based learning sequences
- 7.6 Active learning requires a follow-up
- 23 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-8/" class="text-dark">8. A human rights-based approach to schooling 23
- 26 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-4/" class="text-dark">Unit 4 - Education for Democratic Citizenship and Human Rights Education – A short history of the Council of Europe approach 26
- 1. Background
- 2. Outcomes of the EDC/HRE project
- 3. Practical instruments
- 3.1 The EDC/HRE pack
- 3.2 Six volumes on EDC/HRE in school projects, teaching sequences, concepts, methods and models
- Part 2 - Teaching democracy and human rights
- Unit 1 - Conditions of teaching and learning
- 1. Introduction
- 2. Task and key questions for conditions of teaching and learning
- 2 - Work file 1: How to take students’ skills and knowledge into account
- 2 - Work file 2: How to take my teaching skills and knowledge into account
- 2 - Work file 3: Considering general teaching and learning conditions
- 2 - Work file 4: What are my basic attitudes towards students?
- 2 - Work file 5: Rethinking discipline and order from a democratic point of view
- 2 - Work file 6: Rethinking the teacher’s role from a democratic point of view
- 2 - Work file 7: How to develop a democratic atmosphere in the classroom
- 2 - Work file 8: How to develop school as a democratic community
- Unit 2 - Setting objectives and selecting materials
- 2. Task and key questions for setting objectives and selecting materials
- 2.1 Task
- 2.2 Key questions
- 2 - Work file 1: Students’ competences for EDC/HRE
- 2 - Work file 2: Two categories of materials in EDC/HRE
- 2 - Work file 3: Selecting and using materials in EDC/HRE
- Unit 3 - Understanding politics
- 1. Introduction: what must students learn?
- 2. Task and key questions to understand politics
- 2.1 Task for teachers in EDC/HRE
- 2 - Work file 1: How can I address politics in my EDC/HRE classes?
- 2 - Work file 2: How can I support my students in judging political issues?
- Unit 4 - Guiding processes of learning and choosing forms of teaching
- 2. Task and key questions for guiding processes of learning and choosing forms of teaching
- 2 - Work file 1: Three stages in a learning process
- 2 - Work file 2: Why chalk and talk is not enough, or “taught ≠ learned” and “learned ≠ applied in real life”
- 2 - Work file 3: Selecting adequate forms of teaching and learning
- 2 - Work file 4: Five basic forms of teaching and learning
- Unit 5 - Assessment of students, teachers and schools
- 2. Task and key questions for assessment of students, teachers and schools
- 2 - Work file 1: Different dimensions of assessment
- 2 - Work file 2: Perspectives of assessment
- 2 - Work file 3: Perspectives and forms of assessment
- 2 - Work file 4: Standards of reference
- 2 - Work file 5: Assessment of students – the influence of assessment on self-concepts
- 2 - Work file 6: Checklist “How do I assess my students?”
- 2 - Work file 7: Assessment of teachers
- 2 - Work file 8: Self-assessment of teachers
- 37 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-9/" class="text-dark">2 - Work file 9: Working with journals, logbooks, portfolios 37
- 2 - Work file 10: Co-operative teaching and peer feedback
- 2 - Work file 11: Assessment of EDC/HRE in schools
- 2 - Work file 12: Quality indicators of EDC/HRE in a school
- 2 - Work file 13: General principles for evaluating EDC/HRE
- 2 - Work file 14: Guidelines for self-evaluation of schools
- 2 - Work file 15: Involving the different stakeholders in evaluating EDC/HRE in a school
- 46 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-16/" class="text-dark">2 - Work file 16: Governance and management in a school 46
- 2 - Work file 17: Focus on democratic school governance
- 2 - Work file 18: How to analyse and interpret EDC/HRE evaluation results
- Part 3 - Tools for teaching and learning democracy and human rights
- Unit 1 - Toolbox for teachers
- Tool 1: Task-based learning
- Tool 2: Co-operative learning
- Tool 3: Chairing plenary sessions (discussion and critical thinking) in EDC/HRE classes
- Tool 4: Interviewing an expert – how to collect information
- 47 " href="https://www.living-democracy.com/textbooks/volume-1/part-3/unit-1/tool-5/" class="text-dark">Tool 5. Defining competence-based teaching objectives 47
- Unit 2 - Toolbox for students
- Tool 1: Worksheet for students to plan their learning schedules
- Tool 2: Worksheet for students to reflect on their learning
- Tool 3: Worksheet for students to reflect on their achievement
- Tool 4: Researching in libraries
- Tool 5: Researching on the Internet
- Tool 6: Carrying out interviews and surveys
- Tool 7: Interpreting images
- Tool 8: Mind maps
- Tool 9: Creating posters
- Tool 10: Holding exhibitions
- Tool 11: Planning and giving presentations
- Tool 12: Preparing overhead transparencies or a PowerPoint presentation
- Tool 13: Writing newspaper articles
- Tool 14: Putting on performances
- Tool 15: Holding debates
- Growing up in democracy (II)
- The conceptual framework of this manual
- Unit 1: Identity – Me in my community
- Lesson 1: This is what I like
- Lesson 2: My personal symbols (coat of arms part I)
- Lesson 3 - This is our coat of arms (coat of arms part II)
- Lesson 4 - Individuals and groups
- UNIT 2: Diversity and pluralism – At home in Europe
- Lesson 1: What is Europe?
- Lesson 2: I am at home in Europe (building a physical map I)
- Lesson 3: I am at home in Europe (building a physical map II)
- Lesson 4: Europeans are different and equal
- UNIT 3: Equality – Minorities and majorities
- Lesson 1: All different, all equal
- Lesson 2: Is it fair? (research)
- Lesson 3: Is it fair? (follow-up)
- Lesson 4: A matrix of power
- UNIT 4: Conflict – Rules help to solve conflicts
- Lesson 1: Everything’s okay! Really?
- Lesson 2: This is how we do it
- Lesson 3: A list of ideas
- Lesson 4: Our contract of rules
- UNIT 5: Rules and law – The basis of living together
- Lesson 1: Why do we need rules and laws?
- Lesson 2: What happens if …?
- Lesson 3: Our new school rules
- Lesson 4: A campaign for our new school rules
- UNIT 6: Power and authority – I am the boss! Am I?
- Lesson 1: Superhero?
- Lesson 2: Good guys, bad guys?
- Lesson 3: One person does everything, the rest do nothing?
- Lesson 4: Sharing the power
- UNIT 7: Responsibility – I go eco … my school takes part!
- Lesson 1: Responsibility
- Lesson 2: School is life: living ecology?
- Lesson 3: How can I start to be responsible?
- Lesson 4: How did we do – what’s the plan?
- UNIT 8: Rights and freedom – My rights – your rights
- Lesson 1: Wants and needs: what is important to me?
- Lesson 2: Human rights: what do they say?
- Lesson 3: Survey: what people around us think and know
- Lesson 4: Human rights alive!
- UNIT 9: Media - Media in use: I would if I could
- Lesson 1: We prepare an exhibition
- Lesson 2: The power of knowledge and skills!
- Lesson 3: Presentation time!
- Lesson 4: We plan a media product
- Unit 9 - Teachers’ handout 1: media in democracies
- Unit 9 - Teachers’ handout 2: working with television
- Manual for students
- I. Handouts for students - Introduction
- Student handout for Unit 1, lesson 1: “I like and don’t like” table
- Student handout for Unit 1, lessons 2 and 3: Coat of arms template
- Student handout for Unit 1, lesson 4: 3-step discussion
- Student handout for Unit 2, lesson 1: Map of Europe (enlarge it to A3)
- Student handout for Unit 2, lesson 1: The countries and capitals of Europe
- Student handout for Unit 2, lesson 1: The flags of Europe
- Student handout for Unit 2, lesson 1: Rivers in Europe
- Student handout for Unit 2, lesson 1: Mountains and landforms in Europe
- Student handout for Unit 2, lessons 2 and 3: Country portrait
- Student handout for Unit 3, lesson 2: Table for notes
- Student handout for Unit 3, lesson 3: Statistics sheet
- Student handout for Unit 3, lesson 4: Word and power cards
- Student handout for Unit 4, lesson 1: Our problem – my problem
- Student handout for Unit 4, lesson 3: Voting cards
- Student handout for Unit 5, lesson 1: Rights, responsibilities and rules in our school
- Student handout for Unit 5, lesson 3: Voting cards
- Student handout for Unit 5, lesson 4: Criteria for good rules
- Student handout for Unit 6, lesson 1: Superhero?
- Student handout for Unit 6, lesson 2: Schema of political representation
- Student handout for Unit 6, lesson 3: Election information
- Student handout for Unit 7, lesson 1: Responsibility for what?
- Student handout for Unit 7, lesson 4: Who has what kind of responsibility?
- Student handout for Unit 8, lesson 1: Task to decide between “WANTS” and “NEEDS”
- Student handout for Unit 8, lesson 2: Human rights: a list for comparing rights and needs
- Student handout for Unit 8, lesson 3: Survey on human rights
- Student handout for Unit 9, lesson 1: Presentation cards giving a short description of the media devices
- II. Toolbox for students - Introduction
- 1. Researching in libraries
- 2. Researching on the Internet
- 3. Carrying out interviews and surveys
- 4. Interpreting images
- 5. Mind maps
- 6. Creating posters
- 7. Holding exhibitions
- 8. Planning and giving presentations
- 9. Preparing overhead transparencies or a PowerPoint presentation
- 10. Writing newspaper articles
- 11. Putting on performances
- 12. Holding debates
- Living in democracy (III)
- The conceptual framework of the manual: key concepts
- Part 1: Individual and community
- UNIT 1: Stereotypes and prejudices
- Lesson 1: How others see a person
- Lesson 2: How differently a person can be described...
- Lesson 3: Stereotypes and prejudices
- Lesson 4: Identity - Stereotypes about me!
- Student handout 1.1: (Group 1) Role play
- Student handout 1.1: (Group 2) Role play
- Student handout 1.1: (Group 3) Role play
- Background material for teachers: Stereotypes and prejudices
- Student handout 1.2: Self-perception – perception by others
- UNIT 2: Equality - Are you more equal than me?
- Lesson 1: Differences and similarities
- Lesson 2: Vesna’s story
- Lesson 3: Equality between men and women
- Lesson 4: Social justice
- Student handout 2.1: Vesna's story
- Student handout 2.2: Men and women: the story
- Student handout 2.3: The shipwreck
- UNIT 3: Diversity and pluralism - How can people live together peacefully?
- Lesson 1: How can people live together?
- Lesson 2: Why do people disagree?
- Lesson 3: In what ways are people different?
- Lesson 4: Why are human rights important?
- Student handout 3.1: The school on the edge of the forest
- Student handout 3.2: Hope is for everyone
- Student handout 3.3: Help for Hope College
- Student handout 3.4 - The islanders and the settlers (role cards)
- Student handout 3.5: Situation cards: the islanders
- 15 " href="https://www.living-democracy.com/textbooks/volume-3/part-1/unit-3/student-handout-10/" class="text-dark">Student handout 3.6: Key elements of human rights 15
- UNIT 4: Conflict
- Lesson 1: Conflict resolution
- Lesson 2: Applying the six-step approach
- Lesson 3: Conflicting human rights
- Lesson 4: Using violence
- Teacher’s resource sheet: International humanitarian law
- Student handout 4.1: A six-step approach to conflict resolution
- Student handout 4.2: Conflict scenarios
- Student handout 4.3: Five cases of conflicting human rights
- Student handout 4.4: Is violence acceptable in some cases?
- Part 2: Taking responsibility
- UNIT 5: Rights, liberties and responsibilities
- Lesson 1: Wishes, basic needs, human dignity and human rights
- Lesson 2: Detecting human rights violations
- Lesson 3: Rights and responsibilities
- Lesson 4: Human rights quiz
- Student handout 5.1: Wishes, needs and rights
- Student handout 5.2: List of human rights
- Student handout 5.3: Cases of human rights violations
- Student handout 5.4: Rights and responsibilities
- Student handout 5.5: Human rights quiz (training cards)
- Teacher’s resource sheet
- UNIT 6: Responsibility
- Lesson 1: Responsibilities at home
- Lesson 2: Why should people obey the law?
- Lesson 3: Whose problem is it?
- Lesson 4: Why do people become active citizens?
- Student handout 6.1: Milan makes a choice
- Student handout 6.2: Schmitt’s dilemma
- Student handout 6.3: Things are getting out of control!
- Student handout 6.4: Card sort: the life of Jelena Santic
- Part 3: Participation
- UNIT 7: A class newspaper
- Lesson 1: The newspapers around us
- Lesson 2: Our newspaper is the best... don't you agree?
- Lesson 3: We produce our wall newspaper
- Lesson 4: Our first issue!
- Background material for teachers
- Student handout 7.1: How to write an article
- Part 4: Power and authority
- UNIT 8: Rules and Law
- Lesson 1: Good law – bad law
- Lesson 2: At what age?
- Lesson 3: You make the law
- Lesson 4: Rules of evidence
- Student handout 8.1: A questionnaire: at what age?
- Student handout 8.2: Discussion cards
- 8.1 Background information for teachers: Integration, not criminalisation
- 8.2 Background information for teachers: Convention on the Rights of the Child
- UNIT 9: Government and politics
- Lesson 1: Who is in charge?
- Lesson 2: If you were the president
- Lesson 3: Me and my role
- Lesson 4: Student parliament
- Student handout 9.1: The Kingdom of Sikkal
- Student handout 9.2: Discussion cards
- Student Handout 9.3: Questionnaire
- Taking part in democracy (IV)
- Interactive constructivist learning in EDC/HRE
- Part 1: Taking part in the community
- UNIT 1: IDENTITY
- Lesson 1: Views on choices and identity
- Lesson 2: Looking back: what choices made me the person I am?
- Lesson 3: Looking forward: three choices that shape our future lives
- Lesson 4: Which job suits me?
- Materials for teachers 1.1: Quotes on choices and identity
- Materials for teachers 1.2: Job cards
- Unit 1.3: Background information for teachers
- UNIT 2: RESPONSIBILITY
- Lesson 1: Risk losing a friend – or break a rule?
- Lessons 2 and 3: What would you do?
- Lesson 4: What values must we share?
- Materials for teachers 2.1: How to use the tool for dilemma analysis
- Materials for teachers 2.2: Flipchart layout for the comparison of dilemma solutions (lesson 4)
- Materials for teachers 2.3: Liberty and responsibility - three lecture modules
- UNIT 3: DIVERSITY AND PLURALISM
- Lesson 1: If I were president …
- Lesson 2: What goals do we want to promote?
- Lesson 3: What is the common good?
- Lesson 4: Taking part in pluralist democracy
- Materials for teachers 3A: Four basic political standpoints
- Materials for teachers 3B: Lecture: what is the common good?
- Materials for teachers 3C: Suggestions for extensions and follow-ups
- Part 2 - Taking part in politics: settling conflict, solving problems
- UNIT 4: CONFLICT
- Lesson 1: The fishing game (1)
- Lesson 2: The fishing game (2)
- Lesson 3: How do we catch "as many fish as possible"?
- Lesson 4: How can we achieve sustainability?
- Materials for teachers 4.1: Fishing game: record sheet for players
- Materials for teachers (game managers) 4.2: Reproduction chart: recovery of the fish population (in tons of fish)
- Materials for teachers 4.3: Fishing game: record chart
- Materials for teachers 4.4: Fishing game: diagram of fish Stocks and total catches
- Materials for teachers 4.5: Homework Instructions (mini-handout for students)
- Unit 4.5: Background information for teachers: Reading list on the fishing game
- Unit 5: RULES AND LAW
- Lessons 1 and 2: Why does a community need rules?
- Lesson 3: What rules serve us best?
- Lesson 4: The conference
- Unit 6: Government and politics
- Lesson 1: “Our most urgent problem is …”
- Lesson 2: Politics - how a democratic community solves its problems
- Lesson 3: Applying the policy cycle model
- Lesson 4: How can we take part?
- Lesson 5: Feedback session (optional)
- Materials for teachers 6.1: Illustration of the policy cycle model - how can we reduce the number of car accidents?
- Materials for teachers 6.2: Key statements on the policy cycle model
- UNIT 7: EQUALITY
- Lesson 1: The majority always rules?
- Lesson 2: How can we balance majority and minority interests?
- Lesson 3: Draft statutes
- Lesson 4: What is a good way to govern a democratic community?
- Part 3 - Taking part in politics: participation through communication
- Unit 8: LIBERTY
- Lesson 1: What issues are interesting for us?
- Lesson 2: Preparing for the debate
- Lesson 3: We debate – we decide – we report
- Lesson 4: One debate – different perspectives
- Materials for teachers 8.1: Why freedom depends on framing by rules and laws
- UNIT 9: The media
- Lesson 1: We are the gatekeepers!
- Lessons 2 and 3: We are the gatekeepers!
- Lesson 4: Do we control the media – or do the media control us?
- Materials for teachers 9A: Skills and strategies for media education
- Student handout 1.1: What choices have made me the person I am today - and who made them?
- Student handout 1.2: Three options that shape our futures
- Student handout 1.3: My criteria for choosing a job
- Student handout 1.4: Questionnaire: job shadowing
- Student handout 2.1: The dilemma concept
- Student handout 2.2: A tool to analyse and solve dilemmas
- Student handout 2.3: How would you decide? Dilemma case stories
- Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)
- Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)
- Student handout 2.6: Convention for the Protection of Human Rights and Fundamental Freedoms (The European Convention on Human Rights), as amended by Protocol No. 11 with Protocol Nos. 1, 4, 6 (excerpts)
- Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”
- Student handout 3.2: Taking part in democracy – basic rules and principles
- Student handout 3.3: Establishing a political party
- Student handout 3.4: How does a democratic political system handle diversity and pluralism?
- Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship
- Student handout 3.6: Map of social cleavages and political parties
- Student handout 4.1: Case story: the conflict in the fishing community
- Student handout 4.2: A model of sustainability goals
- Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?
- Student handout 4.4: What is the optimum balance between fish reproduction and harvest?
- Student handout 5.1: Preparations for the conference on a framework of rules
- Student handout 5.2: Basic questions to consider in institutional design
- Student handout 5.3: Comparing frameworks of rules
- Student handout 5.4: Procedural rules for the conference – draft version
- Student handout 5.5: Summary: what can we learn through these games?
- Student handout 5.6: Feedback on units 4 and 5
- Student handout 6.1: The policy cycle model: politics as a process of solving problems in a community
- Student handout 6.2: The policy cycle – a tool to observe and understand political decision-making processes
- Student handout 6.3: Feedback on the unit “Government and politics”
- Student handout 7.1: Is majority rule unfair to the minority? A case story
- Student handout 7.2: How do democracies care for the protection of minorities?
- Student handout 7.3: Task: drafting a statute for the sports club
- Student handout 7.4: Record of group presentations: draft statutes for a micro-community
- Student handout 8.1: Suggestions for a debating issue
- Student handout 8.2: Rules for debating
- Student handout 8.3: Planning sheet for the debating teams
- Student handout 8.4: Planning sheet for the chairpersons
- Student handout 8.5: Record sheet for the audience
- Student handout 8.6: Worksheet for news story writers
- Student handout 9.1: Creating a wall newspaper - making choices
- Student handout 9.2: Tips for producing a wall newspaper
- Student handout 9.3: Tips for writing a good news story
- Exploring Children’s Rights (V)
- Introduction: What the nine units have to offer (Class 1– 9)
- Part 1: Lesson plans
- Unit 1 (Primary school, Class 1) - I have a name – we have a school
- Unit 2 (Primary school, Class 2) - Names are more than just letters!
- Unit 3 (Primary school, class 3) - We are wizards!
- Unit 4 (Primary school, Class 4) - Our rights - our treasure
- Unit 5 (Primary school, Class 5) - We make rules for our classroom
- Unit 6 (Primary school, Class 6) - Children's rights: a work of art!
- Unit 7 (Primary school, Class 7) - Is what I want also what I need?
- Unit 8 (Primary school, Class 8) - Children's rights - thoroughly researched
- Unit 9 (Primary school, Class 9) - Why must we obey rules?
- Part 2: Background information
- 1. Frequently asked questions about the children's rights convention
- 2. Children's rights - part of the human rights process
- 3. How children's rights were created
- 4. Children's rights: experiencing, getting to know and implementing them
- 5. Pedagogical approach: learning by example
- 6. Task-based learning: accompanying learning
- 7. Teaching children's rights: key questions to guide the choice of teaching methods
- 8. "But that means that I have the right to have a break, doesn't it?" - Children's rights in the classroom
- Part 3: Documents and Teaching Materials
- 1. Pupil's version of the Convention on the Rights of the Child
- 2. Grouping children's rights into four dimensions
- 3. The UN Convention on the Rights of the Child (20 November 1989)
- 4. The illustrated Children's Rights (Children's Rights cards)
- Teaching Democracy (VI)
- Chapter 1 - Building up classroom atmosphere
- Exercise 1.1. - Matching cards
- Exercise 1.2. - Rights, responsibilities and rules in the classroom
- Exercise 1.3. - Identity coat of arms
- Exercise 1.4. - A bouquet of flowers
- Exercise 1.5. - Chinese sticks
- Chapter 2 - Clarifying values
- Exercise 2.1. - The raft game
- Exercise 2.2. - Value Systems
- Exercise 2.3. - Philosophy of life
- Chapter 3 - Getting to know human rights
- Exercise 3.1. - The human rights poster
- Exercise 3.2. - The strings
- Exercise 3.3. - The human rights tree
- Exercise 3.4. - The balloon ride
- Exercise 3.5. - Wants and needs
- Exercise 3.6. - The treasure box
- Chapter 4 - Perceiving others
- Exercise 4.1. - All different, all equal
- Exercise 4.2. - Difference
- Exercise 4.3. - True and false
- Exercise 4.4. - First impressions
- Exercise 4.5. - We all have prejudices
- Exercise 4.6. - We are all equal, but some are more equal than others
- Exercise 4.7. - The tourists
- Exercise 4.8. - Globingo: "A human being is part of the whole world".
- Chapter 5 - Making justice work
- Exercise 5.1. - It's not fair
- Exercise 5.2. - The exception
- Exercise 5.3. - The jigsaw puzzle
- Exercise 5.4. - The role of law
- Exercise 5.5. - Perspectives on justice
- Chapter 6 - Understanding political philosophy
- Exercise 6.1. - Basic concepts of political thought
- 5 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-6/exercise-2/" class="text-dark">Exercise 6.2. - Attitudes to power 5
- Exercise 6.3. - If I were a magician
- Chapter 7 - Taking part in politics
- Exercise 7.1. - The wall of silence
- Exercise 7.2. - My feelings about dictatorship
- Exercise 7.3. - Questionnaire on attitudes to change
- 6 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-7/exercise-4/" class="text-dark">Exercise 7.4. - The planning project 6
- Exercise 7.5. - We and the world
- Exercise 7.6. - Should we take part in politics?
- Exercise 7.7. - How does government affect your life?
- Exercise 7.8. - Ways of participating in democracy
- Exercise 7.9. - The policy cycle
- Chapter 8 - Dealing with conflict
- Exercise 8.1. - Win-win solutions
- Exercise 8.2. - A structured approach to conflict resolution
- Exercise 8.3. - Family and peer conflict
- Exercise 8.4. - Brainstorming session on conflict and peace
- Exercise 8.5. - The statues
- Exercise 8.6. - Punishment versus positive conflict resolution
- Exercise 8.7. - Minorities
- Exercise 8.8. - Images of war and peace
- Illustrations
IMAGES
COMMENTS
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2. Childrens Rights & the Right to Education 9 ; Unit 2 - The key to a dynamic concept of citizenship 11 ; 1. Challenges to the traditional model of citizenship ; 1.1 A new kind of citizenship requires a new kind of education ; 2. Political culture ; 2.1 Democracy comes to life through its citizens ; 2.2 The cultural dimension of human rights
Freedom comes with responsibility essay for class 9 in English See answer Advertisement Advertisement tishakpatel26 tishakpatel26 It is a universal truth. Without responsibility. freedom of any type cannot be acquired. The history of mankind is a proof to. the fact. The ancient man was a slave of circumstances; however, as his understanding ...
Freedom Comes With Responsibility. It is a universal truth. Without responsibility freedom of any type cannot be acquired. The history of mankind is a proof to the fact. The ancient man was a slave of circumstances; however, as his understanding and experience grew, he became more and more responsible. He realized he was not around only for ...
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Freedom comes with responsibility essay for class 9 in English - 2141832. nivekitty9283 nivekitty9283 02.01.2018 English Secondary School ... Advertisement bhumipandole22 bhumipandole22 Freedom is one of those words that you only hear on holidays that have something to do with remembering war veterans who fought for our freedom, in kindergarten ...