TASKs for democracy

Ensure that no train of thought is followed for too long. Encourage people to develop other people’s
ideas, or to use other ideas to create new ones.
Appoint one person to note down ideas that come out of the session (use a flip chart).
ALL ideas go on the flip chart, no selection!
The results should be studied and evaluated after the session.
4. With participants, prioritise the list on the flip chart according to importance and relevance to the goals
of the session.
5. Wrap up the discussion with a summing up of how teachers use sources. For example:
What is the source’s explicit content?
What is the source’s implicit content?
What does it emphasise?
What does it leave out?
Step 2 (map analysis – group work – 50 minutes)
1. Explain that you are now going to work on an example of a source: maps.
2. Distribute the map analysis task sheet (Task sheet 1) to the participants. Provide a map to each group of
participants for analysis using the task sheet.
3. In their groups, participants discuss their answers and prepare to share them with other groups.
4. Give each group time to present their map and the outcome of their analysis to other groups.
Step 3 (application – group work – 20 minutes)
1. Ask the groups to list different classroom activities where they can use a similar source. They should
describe two or three examples and write them each on an A4 sheet.
2. Post the A4s on a wall. Groups go around and read the proposals silently. Invite participants to add some
comments on the A4s if they have any.
3. Allow for a second round of reading if necessary.
4. The facilitator and participant can highlight some of the results.
Step 4 (debriefing – 10 minutes)
1. Go back to the flip chart and compare the answers with the preconceptions the participants voiced at
the beginning of the activity (thought shower).
2. Help teachers think of similar ideas that they can use in the classroom. For example:
Show a map without a legend or title and give students the chance to make up their own.
Compare with the actual legend or title.
Elaborate on differences and similarities.
Step 5 (evaluation – 10 minutes)
Ask participants to share what they have learned during the exercise.
What are the implications for your teaching?
How might you follow up these issues in your teaching?
What other questions are raised by this type of activity?
PLANNING
Preparation
Arrange the room for small group work (groups of four to five participants)
TASKs for democracy Page 172