What do you mean by politics 1

Academia - 17 - Moving Learning: Social Studies / Law / Economics 1 Youth and Politics Class: 7-9 Topic: Introduction to the subject 1.1 Encounter with politics Location: classroom, location / city Material: - Description: The students have the task of their to write down your personal daily routine with a few bullet points as a small poster and especially to take into account all situations in which you are confronted with politics. In class, the A4 sheets with the daily routines are hung on the wall or laid out on tables. In a kind of tour, each student briefly explains the intersection with politics in their daily routine. In this way, the students get an overview and together a list of policy areas is drawn up. (For suggestions, see reverse) Variant: Tour during class through the town / town (Maier, 1998), observing political and economic issues Academia - 18 - Moving learning: Social studies / law / economics Possible policy areas (Nussbaum, 2018, appendix) Everyday situation Political areas “I ate a roll for breakfast.” Nutrition policy “A film with the label FSK 16/18 is shown on television in the evening.” Media policy (youth protection) “I take the bus / train / car / bike to school.” Transport policy “Today I'm learning at school ... "" A double lesson was canceled today. "Education policy" I buy myself ... "With my pocket money ..." Economic policy "It's cold at home. I'll turn the heat on. ”Energy Policy Note: Have students discover that all areas of their everyday life are linked to politics. Academia - 19 - Moving Learning: Social Studies / Law / Economics 1 Youth and Politics Class: 7-9 Topic: Introduction to the subject 1.2 What do the pictures say? Location: Classroom Material: Photos / Pictures Description: Photos / pictures containing a political statement are distributed on tables. The students go from table to table in small groups, try to describe the pictures displayed there and discuss their political content among themselves. At the end, a list of the policy areas is compiled (see reverse). Variation: The students write the individual topics on a poster. The events are then sorted or numbered according to their relevance and relevance (Pawleta, 2017). Academia - 20 - Moving Learning: Social Studies / Law / Economy Policy Areas (Nussbaum, 2018, Appendix) Foreign Policy Justice Policy Labor and Social Affairs Domestic Policy Education, Science and Research Right-Wing Extremism Family, Seniors, Youth and Women Environment and Sustainability Health Defense Policy Economy and Finance Source: Federal Working Group Political Education Online. Accessed on November 27, 2019 at http://www.politische-bildung.de/politikfelder.html Academia - 21 - Moved Learning: Community Studies / Law / Economy 1 Youth and Politics Grades: 7-9 Topic: Family as an instance of socialization 1.3 Parents -Child Conversation Location: Classroom Material: - Description: Three people each (parent and child) meet in the room. Each group discusses various problems, such as going to the disco, smoking, cell phone, etc. (see overleaf). After about five to ten minutes, the students change their conversation partners. There should also be a role reversal so that each student takes on the role of both parent and child. Finally, educational goals and methods are summarized together. Variants: Expand the discussion round to include grandma and / or grandpa in order to determine the change in educational goals and methods Include the rights and obligations of young people Academia - 22 - Moving learning: Social studies / law / economics Further examples of discussion points: increase in pocket money, use of mobile phones, computer games, visit to disco, drink alcohol in Helping out with friends staying overnight taking a part-time job in the supermarket going on vacation alone Academia - 23 - active learning: social studies / law / economy 1 youth and politics class: 7-10 Topic: democracy in schools and communities 1.4 student representatives Location: classroom, schoolhouse , School grounds Material: - Description: Group work: One part of the group simulates the role of the "student representative", the other that of the representatives of the community / city council / District. A school inspection is presented in a scenic way. Defects are shown, proposed solutions are mentioned, discussed and finally presented to all other groups. Variants: Creation of a list for the school management, expansion of positive changes, continuation in a real encounter with members of the local council / city council / district (as a lesson) For examples of tasks, see back page (Nussbaum, 2018, appendix) Economy Tasks: 1. Form groups of 6. Three pupils each take on the role of “pupil representatives” and “representatives of the municipality / city council / district” (see below). 2. Show a school tour in your group. The student representatives point out deficiencies and suggestions for improvement. The representatives of the municipality / city council / district question this critically. 3. Discuss the points raised and find arguments taking into account your roles. 4. Think out of your roles. Gather the discussion points and arguments in note form. 5. Present your results to the class. The roles: “Student representative” - you present your school. Shows positive and negative aspects. Make sure that your school receives (more) support from the community. "Representative of the municipality / city council / district" - You should use the financial resources of the municipality sensibly. Since you also want to support other schools, you have to weigh up to what extent this school is supported. Academia - 25 - Moving learning: Community studies / law / economy 1 Youth and politics Class: 7-10 Topic: Democracy in schools and communities 1.5 Reporter Location: classroom, school building Material: possibly school camera Description: Work in two groups: The young people go as “passers-by” through the room and are asked by “reporters” what they consider to be good in youth policy in the municipality / city / state and what should be changed. Role reversal. Each reporter puts together a ranking list with the facts they have heard. These are discussed together. Variants: belonging to selected interviews in the class together and discussing them, possibly recording individual interviews with the school camera, extending the survey to other classes or school environment (possibly as a project) communicating the results to those responsible and possibly discussing them Academia - 26 - Moving learning: Community studies / Law / economy Possible subject areas of (communal) youth policy Educational opportunities for young people: Quality and number of schools Youth work in clubs School and youth center Holiday program Public transport services Participation of young people: consideration of interests and wishes Opportunities for contact with politicians Opportunities for personal initiative Protection of minors, support for Adolescents: Care offer Advice from the youth welfare office Youth social work at schools Leisure time offerings for young people: V Diversity of events Youth cultural centers / youth clubs Football fields, playgrounds, skate parks, support for (sports) clubs, music schools, etc. Source: Nussbaum, 2018, appendix, based on: Bayerischer Jugendring (BJR). Accessed on July 18, 2019 at https://www.bjr.de/themen/jugendpolitik-und-jugendarbeit/kommunale-jugendpolitik/ praxisbeispiele-und-neuheiten.html Academia - 27 - Moving Learning: Community Studies / Law / Economy 1 Youth and politics Grades: 7-8 Topic: Democracy in schools and communities 1.6 City hall exploration Location: City hall Material: Questionnaire Description: In preparation, the students put together a questionnaire (possibly in connection with examples 1.4 and 1.5) and form groups City Hall, the building is explored from the outside and inside together (if possible from the basement to the tower and with someone in charge). Any structural or other special features (chain of mayors, certificates, flags, etc.) should also be included. In the small groups, it is then found out which departments you have to address with certain concerns (for examples, see overleaf) and in which rooms these are located. After the class has met again, the small groups lead the classmates to the appropriate rooms. The conclusion should be a conversation with the mayor or a z. B. form employees responsible for youth work and schools, during which the pupils can ask questions and discuss problems. Academia - 28 - Moving Learning: Social Studies / Law / Economics Variants: Participate in a city or local council meeting in a similar way to work on other visits, e.g. B. Extracurricular learning locations for environmental protection, art facilities, service companies Possible exploratory tasks: Who is the incumbent mayor? How many departments are there? Which? In which department are passports issued? What concerns do you address to the Citizens Service? Where is the lost and found office? Are renovation works being carried out in the town hall? Where is the archive located? Academia - 29 - Moving Learning: Social Studies / Law / Economics 1 Youth and Politics Class: 7-8 Topic: Democracy in Schools and Local Authorities 1.7 Participate in an active role Location: according to the content Material: see above Description: Together, ideas are gathered, like the young people can actively participate in local / regional development. The focus should be on the connection between nature and movement and strive for sustainability. Couples / small groups then choose one option each. You will learn about conversations and the Internet. A plan is made and discussed with the class. Simulation or role-playing games are also possible. In any case, the main aim is to put it into practice. Variants: if it makes sense, several couples / groups can be found working together interdisciplinary or interdisciplinary planning as a project week, possibly combined with a stay in the corresponding region in border areas, possibly implementing splinters of ideas see back page Academia - 30 - Moving learning: community studies / Law / economy Splinter of ideas: Nature conservation: In consultation with administrations of landscape protection areas / national parks and the like. Possibilities are planned and implemented in which the young people can actively participate in nature conservation measures, e.g. B. Preservation and expansion of hiking trails, rest areas or nature trails, maintenance of orchards or flowering butterfly meadows, planting campaigns, securing systems for flood protection, collecting rubbish in the mountains / on rivers (World Cleanup Day). Sports and games in nature: In consultation with those responsible, playgrounds and sports venues in nature can be repaired, maintained and expanded, e.g. B. playgrounds, adventure course, fitness trails, jogging or inline routes, possibilities for parkour, mountain biking, trail running, orienteering, geocaching, etc. At the end there is a game and sports festival with the respective target group. Out and about by bike: After activities at the school to check suitability for bicycles and safety, the planning and completion of a bicycle parkour should follow. In the following, safe bike paths to the school are explored, recorded (also for other classes) and, above all, used. The highlight is the planning and implementation of a bike tour. Energy saving: In small groups, the students look for ways to save energy in school, in the community and in their personal environment. You pay attention to z. B. on the use of energy-saving lamps or LED lamps, on devices in idle mode ("stand-by"). Academia - 31 - Moving Learning: Social Studies / Law / Economics 1 Youth and Politics Class: 7-8 Topic: Media Use 1.8 Media Use Location: Classroom Material: Description: The teacher asks the class questions about media use behavior and the students arrange themselves depending on the answer in the Space at different points. For example, the question can be asked: “How many social internet portals are you registered in?” Then there would be a location in each room for: no portal - 1 portal - 2 portals - more than 2 portals. This can also be done with YES or NO questions: “Do you play digital games on a console every day?” Then there would be a point in the room for “Yes” and one for “No”, for which the students classify themselves . You could then use this to create class statistics, for example. (Sieber, 2019) Variant: Use different modes of transport to the points