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Educating for Democracy

Athenian democratic principles and democracy in contemporary Latvia

Learning Module

Abstract

The objective of this learning module is to support teachers and students in education for democratic citizenship. The module allows students to recapitulate the main principles underlying Athenian democracy, and then asks them to evaluate how these have changed in contemporary Latvia. It focuses on four main spheres of democratic life - governance, citizenship, right and duties, and values. The module offers background materials, tools and tips on how to cover these questions. There is a final assessment with opportunity for peer review at the end, as well as formative assessments throughout the learning module. The module aims to enable and encourage students in their roles as young citizens to play an active part in their societies and political communities.

Keywords

Democracy, governance, citizenship, values, rights, duties

Introduction

Civic or citizenship education has been present in various European countries for many years and has been implemented in many different ways. Mainly this has consisted of informing learners about the political system – that is to say, the constitution – in place in their country, using formal methods of instruction. The underlying model of citizenship has therefore been a passive and minimal one. Citizenship for the vast majority of ordinary people has consisted in little more than the expectation that they should obey the law and vote in public elections. These responsibilities have been prescribed by the legal and cultural environments that citizens live in.

In recent years, however, events experienced and changes taking place across Europe have challenged this model of citizenship. In face of these challenges, it has become clear that new kinds of citizens are required: citizens that are not only informed and understand their formal responsibilities as citizens, but also active – able to freely contribute to the life of their community, their country and the wider world, and actively participate in ways that express their individuality and help to solve problems.

As a former history teacher, and a current author of history and social sciences textbooks, I have often thought about how to form a solid understanding in students about what is democracy and to enable them to engage critically in its formation. I have used the new primary and secondary curriculum standard in Latvia to develop a learning module on how to educate for democracy in social sciences and history in the modern age.

 

Lesson 1: Introduction to the Module

For the Student

Lesson Goals

- I will know what I will learn in this module.

- I will know what resources I will need for this module.

- I will know what assessment I will have in this module.

Pre-Assessment

Image: The origins and meaning of the term "democracy". Source: Youth Parliament of Latvia. https://www.slideshare.net/JaunieuSaeima/1-nodala-demokratiska-valsts

Look at the image explaining the meaning and origins of the "term" democracy. What do you think that the different parts (demos and kratos) reveal about the meaning of the term "democracy"

What will I learn in this module?

The learning module Educating for Democracy is built around developing a deeper understanding of what is democracy, its origins and manifestations in contemporary Latvia. During this module you will:

- Revise the differences and similarities between Athenian democracy and contemporary democracy in Latvia.

- Critique governance, citizenship, rights and duties, and values in Athenian democracy and contemporary democracy in Latvia.

What resources will I need in this module?

- Computer with working internet.

- Headphones.

- Paper and pen or pencil for taking notes when needed.

- Camera for shooting a video (a phone camera is fine).

- A quite room for study and to complete the assessment.

- Book requirement: Goldmane, S., Kļaviņa, A., Misāne, I., & Straube, L. (2012). Pasaules vesture pamatskolai I. Rīga: Apgāds Zvaigzne ABC.

- Optional: printer to have online texts and worksheets in printed form.

How will I be assessed in this module?

Final assessment:

You will be asked to film a video in pairs, in which you discuss the benefits and challenges of Athenian democracy and democracy in contemporary Latvia. You will have to ask inquiring questions and reply with evidence-based statements. The videos will be peer reviewed and revised before final submission.

Other assessments:

Each week you will start the lesson with a pre-assessment (survey, test, etc.). You will return to it at the end of each lesson, so you can follow your progress. In addition, at the end of each lesson you will have to make an update on a specific topic, and you will need to comment on two of your peers' updates.

Update and Comments

Update: What questions do you have about this learning module, its objectives, resources and assessments? If you don't have any clarifying questions about the module, please write at least two questions on what you are interested in learning more about democracy.

Comment: Write responses to two of your peers' questions that they have about the objectives, resources and assessments of the learning module. You can also point them in the right direction where they can look for answers to these questions themselves. 

 

For the Teacher

Learning Module Overview

Subjects: History and social sciences. If taught almost entirely in English, the material can also be partially covered in English as a foreign language class. Thus, giving the students a chance to discuss and understand relevant terminology in another language and culture.

Students: Grade 10.

Time: 7 lessons total, each lesson being a 2 x 40 min lesson block.

Prior knowledge: The students should have been taught about ancient Greece and Athenian democracy before the course. However, this is not a mandatory precondition, because the module starts with an introduction about the history of democracy and provides additional materials for deeper understanding.

Language of instruction: The learning module uses materials (texts, videos, rubrics and tests) in English and in Latvian. The module can be taught as a hybrid in both languages, or the material can be translated to either language, depending on the age and language comprehension skill of the students.

Learning Objectives

- Students will define democracy and describe the origins.

- Students will revise the differences and similarities between Athenian democracy and contemporary democracy in Latvia.

- Students will critique governance, citizenship, rights and duties, and values in Athenian democracy and contemporary democracy in Latvia.

- In pairs students will produce a debate and discuss the similarities/differences and advantages/disadvantages of Athenian democracy and contemporary democracy in Latvia.

Latvia's Curriculum Standard [English translation by the author]

1.1.3. Uses multiple sources and personal observations to compare human behavior, opinions and values in the past and today.

1.1.5. Uses personal experience and historical sources, and mass media, to describe Latvia's society and its cultural and historical legacy.

3.3.1. Proposes ideas why laws create opportunities and limitations, while overall improving human wellbeing.

3.3.1.2. Explains that people agree to create different institutions to ensure the regulation of the relationship between people and organizations (members of society). Describes that state institutions issue normative acts regulating the activities of people and organizations and takes care to comply with them.

6.6.1. Describes the peculiarity of Latvian culture, internal diversity and connection with European and world culture.

7.7.1. Compares different changes in society and technology to conclude what similarities and differences are observed in society in the past and today.

8.8.1. Critically evaluates and uses information provided by various media and historical sources. Compares facts found in different sources of information, looks for similarities and differences.

8.8.2. Compares the arguments used in different media to determine the validity of the views expressed, understands the difference between reality and its media coverage.

Theoretical Grounding

The learning module relies on Bransford, Brown and Cocking's (2000) theories about the importance of problem solving and reasoning in learning. Students are given a variety of media to explore in each instructor update and in their own updates they have to give a critical response to a question or statement as it relates to the media. In most cases there is no right or wrong answer; students are expected to reason and substantiate with evidence their own opinions. The final assessment also relies on student reasoning and peer-to-peer discussion, as students come to a critical understanding of democracy and its multiple aspects.

In order to give well-supported reasons and opinions, students must first gain conceptual understanding and knowledge, which is what they do in the first two updates. The learning module aims to provide a "productive struggle" (Reese, 2018), and as the updates progress, the students are expected to think more critically about the varying aspects of a democracy. In the end they synthesize the knowledge and opinions gained in the final assessment.

How to support students?

  1. The first lesson is about introducing the students to the learning module and making sure that they know and understand what will be expected of them. The lesson starts with a closer look at the term "democracy" and its origins and meaning. Discuss with students what the different parts of the term reveal about its meaning and start introducing how these parts relate to what will be covered in each lesson - governance, citizenship, rights and duties, and values.
  2. Because the final assessment will be focused around asking and answering questions, using the Socratic method, employ the method in teaching to model how it works. Continuously try to ask as many questions as possible and let the students find the answers themselves, even if it means looking for them among the peers.
  3. If at the end of the module students have questions remaining about its objectives, needed resources, and assessment, and none of the other students can answer these, make sure to reply to their enquires. 

 

Lesson 2: What is democracy?

For the Student

Lesson Goals

- I can define democracy and describe its origins.

- I understand the differences and similarities between Athenian democracy and contemporary democracy in Latvia.

Pre-Assessment

Complete the survey to evaluate your current understanding about the origins and meaning of the term "democracy". You will be asked to take this survey again at the end of the lesson. Please note your responses to the questions in the template under lesson 1 so you can compare how your responses have changed.

Template

Lesson Activities

  1. Watch the Ted-Ed (2015) video in English about the origins of democracy in Athens, ancient Greece. Pay particular attention to the features that make up governance, citizenship, right and duties, and values in Athenian democracy.
  2. Read pp. 48-49 in Pasules vesture pamatskolai I (Goldmane, Klavina, Misane, & Straube, 2012). Note different the features that make up governance, citizenship, right and duties, and values in Athenian democracy.
  3. Watch the video in Latvian "Kas ir demokrātija?" (2019) about the origins of the term and modern interpretations. Note what features make up the governance, citizenship, rights and duties, and values in contemporary democracy in Latvia.
  4. Complete worksheet 1 and note the main aspects of governance, citizenship, rights and duties, and values in Athenian democracy and in contemporary Latvia.

NOTE: You should write as many points for each sphere as you can but aim to have at least one under each - governance, citizenship, rights and duties, and values.

Please keep your worksheet, because you will need to use your notes in later lessons and for evidence in the final assessment.

Worksheet_1.docx
Media embedded November 28, 2020
Media embedded November 28, 2020

Media 1: Ted-Ed. (2015). What did democracy really mean in Athens? - Melissa Schwartzberg [Video]. Youtube. 

Media 2: Manas Tiesības ir Mans Spēks. (2019). Kas ir demokratija? [Video]. Youtube. 

Optional videos and texts to complete the worksheet or for general interest

  • "Demokrātija: Tekstu krājums" from the Riga Technical University (2015). The introduction talks about the origins of the term in ancient Greece and democratic manifestations in modern day states. The other texts are from noteworthy thinkers and philosophers about the meaning of "democracy".
  • Lecture from the classical linguist Agnese Irbe (2020) about the origins and main principles of Athenian democracy. Irbe also explains in more detail how the geography of Athens affected its political development and why.
  • Discussion of the president of Latvia, Egils Levits, with a youth organization in Latvia about what is democracy (2020). The conversation is particular important in thinking about the different rights and duties that citizens have, and how they are related.

Post-Lesson Assessment

Complete the survey about the origins and meaning of the term "democracy" again. Note in the template under lesson 1 how your responses to the questions have changed since the beginning of the lesson. Why do you think that is?

Update and Comments

Update: What do you think is a modern democracy and how is it different from Athenian democracy? In your response, please note at least four elements that you consider important for a modern state to be considered a democracy.

Comment: Post comments on two of your peers' updates. In your responses make sure to comment on which elements that your peers have noted as important do you agree or disagree with, and why.

For the Teacher

What is the purpose of the lesson?

This lesson is about gaining a solid understanding about what the term "democracy" means, where it came from and how it has changed over time. Doing so will enable the students to feel confident to discuss and engage with the term more critically as the lessons progress.

How to support students?

  1. Use the results of the pre-assessment survey to evaluate what students currently know and don't know about democracy. Provide extra support to the students who have responded "No" to the first question, if they have ever heard the term democracy. These are most likely to be the students who will need the greatest assistance as they go through all the lessons. 
  2. Keep the results from this survey for use in the following lessons. Because the survey asks students to think about all the concepts that will be discussed over the learning module, it can be useful to start the lesson of each new concept with a reminder about their current knowledge and opinions.
  3. If the students find the video in English too difficult, it can be omitted. Students can also use their notes from previous classes in which they have been taught about Athenian democracy, if applicable. ​
  4. Because students will have to use the template and worksheet in later lessons and for the final assessment, it's important that they keep these. Take notes on the questions asked and the material covered in case some students need to use your notes later.
  5. Use the post-lesson survey as an indication for what the students have learned and understood, what needs to be discussed in more detail, and which students might need additional support.
  6. If students are writing very short and unmeaningful responses for their updates and comments, write inquiring questions to prompt further discussion. Correct student knowledge where applicable. The updates and comments are a great place for collective learning, and it's important to make sure that the information posted there is correct. 

Latvia' s Curriculum Standards

1.1.3. Uses multiple sources and personal observations to compare human behavior, opinions and values in the past and today.

1.1.5. Uses personal experience and historical sources, and mass media, to describe Latvia's society and its cultural and historical legacy.

6.6.1. Describes the peculiarity of Latvian culture, internal diversity and connection with European and world culture. 

Lesson 3: Governance

For the Student

Lesson Goals

- I can describe how the government works together with the court system in contemporary Latvia. 

- I understand the democratic aspects of governance in Latvia.

Pre-Assessment

Use your current knowledge to complete the chart under lesson 2 in the template to explain how the government in Latvia is elected. Write the missing words in all the boxes where you can see a line (_____) and name the institution or title of a person that is missing. 

Template

Lesson Activities

  1. Watch the video (2017) from Saeima about the government of Latvia. Play particular importance to how the government in Latvia is elected and formed.
  2. Watch the video (2017) from Saeima abut the court system in Latvia. Note what type or level of courts Latvia has and what are the duties of each, how are they different.
  3. Complete worksheet 2 about the main points regarding governance in contemporary democratic Latvia. In the worksheet you should add the relevant points that you wrote during lesson 1 in worksheet 1.

NOTE: You don't have to re-write all the points that you noted in lesson 1. Write and add only the points that you still find relevant after learning more about the governance in Latvia.

Please keep both worksheets, because you will need to use your notes in later lessons and for evidence in the final assessment.

Worksheet_2.docx
Media embedded November 28, 2020
Media embedded November 28, 2020

Media 3: Saeima. (2017). Vai Saeima ir valdiba? [Video]. Youtube. 

Media 4: LV Portāls, Cilvēks. Valsts. Likums. (2017). Kā darbojas tiesu sistēma Latvijā? [Video]. Youtube. 

Optional video to complete the worksheet or for general interest

  • Entry into the National Encyclopedia (2020) about the government of Latvia, its functions and institutions. 

Post-Lesson Assessment

Look at the responses you filled out in the chart at the start of the lesson. Do you have any mistakes? Correct your mistakes and compare your work with other people in the class.

Update and Comments

Update: What do you think are the two main functions of the government in Latvia? How do you think that the court system aids and upholds these functions? Use evidence from the videos to support your answers. 

Comment: Post comments on two of your peers' updates. Write how their explanation for the functions of the government in Latvia and its relation to the court system are indicative of a democracy.  

For the Teacher

What is the purpose of the lesson?

This lesson is about gaining knowledge how the government in Latvia works and how it relates to democracy. Governance is a key aspect of a democracy and students should know these basics before they engage more critically with other aspects of a democratic state. 

How to support students?

  1. Don't worry about correcting student mistakes in the pre-assessment chart - the students will need to do this at the end of the lesson themselves. When they correct their mistakes, make sure to give them an opportunity to compare their responses with others in the class. If you notice that there are still some students who are not grasping these basics, discuss the mistakes with them. It's important that students have this basic knowledge so they can use it critically in the final assessment. 
  2. After the videos, spend some time with the students to discuss the new terms - what is Saeima, the Cabinet of Ministers and the President, and what are their different functions. You can also ask them to name the people currently employing these offices, so students better understand how this relates to real life.
  3. Because students will have to use the template and worksheet in later lessons and for the final assessment, it's important that they keep these. Take notes on the questions asked and the material covered in case some students need to use your notes later.
  4. If students are writing very short and unmeaningful responses for their updates and comments, write inquiring questions to prompt further discussion. Correct student knowledge where applicable. The updates and comments are a great place for collective learning, and it's important to make sure that the information posted there is correct.

Latvia' s Curriculum Standards

3.3.1.2. Explains that people agree to create different institutions to ensure the regulation of the relationship between people and organizations (members of society). Describes that state institutions issue normative acts regulating the activities of people and organizations and takes care to comply with them.

Lesson 4: Citizenship

For the Student

Lesson Goals

- I know who are considered citizens in contemporary Latvia.

- I can explain what aspects of citizenship in Latvia align and oppose democratic principles. 

Pre-Assessment

Think about who do you think should have the right to be considered a citizen of a country. Would the right to citizenship apply equally in democratic and non-democratic countries? Please note your responses to the questions in the template under lesson 3 so you can compare how your responses have changed at the end of the lesson.

Template

Lesson Activities

  1. Read about citizenship in Latvia as the government of Latvia (2020) explains it. Pay particular attention to the ways in which people can gain citizenship to Latvia and what they need to know in order to get citizenship status.
  2. Read a news article about a Hungarian national who is struggling to gain citizenship in Latvia (2020). What are the reasons he is not being admitted as a citizen? Do you think that he should be given citizenship status? Do you think that "in the eyes of the law" he should be given citizenship status?
  3. Watch a Ted talk in English from Hugh Evans (2016) about global citizenship and what it means to belong to the human race. How does Evans definition of citizenship differ from the one given by the government of Latvia?
  4. Complete worksheet 2 about the main points regarding citizenship in contemporary democratic Latvia. In the worksheet you should add the relevant points that you wrote during lesson 1 in worksheet 1.

NOTE: You don't have to re-write all the points that you noted in lesson 1. Write and add only the points that you still find relevant after learning more about citizenship in Latvia.

Please keep both worksheets, because you will need to use your notes in later lessons and for evidence in the final assessment.

Media embedded November 28, 2020

Media 5: Ted. (2016, May 4). What does it mean to be a citizen of the world? | Hugh Evans [Video]. Youtube.

Optional videos and texts to complete the worksheet or for general interest

  • An article from the non-governmental organization Providus (2003) about being a citizen of the European Union and a non-citizen in Latvia. Note what are the political and legal difficulties in being born a non-citizen in Latvia.
  • An article from the jurist Linda Ņikona (2019) about changes to the non-citizen law in Latvia. Pay particular attention to the different criteria that people need to complete in order to become a citizen of Latvia.

Post-Lesson Assessment

Who do you think should have the right to be considered a citizen of a country? Would the right to citizenship apply equally in democratic and non-democratic countries? Has your response changed since the beginning of the class? Write your changed or updated responses in the template under lesson 3.

Update and Comments

Update: Latvia's government and laws treat all the people, regardless of their citizenship status, with equal fairness and rights. Please explain to what extent do you agree or disagree with this statement. 

Comment: Post comments on two of your peers' updates. Comment on one update that you largely agree with and use one real life example as supporting evidence. Comment on one update that you largely disagree with and use one real life example as supporting evidence.

For the Teacher

What is the purpose of this lesson?

This lesson is about establishing that there are people who live as citizens and non-citizens in contemporary Latvia, and what is the difference between the two. In particular how their rights are different. By using multiple sources, students need to engage critically with this division in citizenship and how it impacts modern democracy. 

How to support students?

  1. Start the lesson by asking some students to share their responses to the question of who they think should be considered as citizens. Note these responses and return to them again at the end of the lesson. Then ask other students to share if they agree with these previously expressed opinions and have them give concrete evidence from the media for their position.
  2. After the students have engaged with the media, have them share their responses to the prompting questions. Use inquiring questions to guide student discussion and thought where you think that they have misunderstood the material. Aim not to give any right or wrong answers yourslef, but allow the students to draw their own conclusions. 
  3. Because students will have to use the template and worksheet in later lessons and for the final assessment, it's important that they keep these. Take notes on the questions asked and the material covered in case some students need to use your notes later.
  4. If students are writing very short and unmeaningful responses for their updates and comments, write inquiring questions to prompt further discussion. Correct student knowledge where applicable. The updates and comments are a great place for collective learning, and it's important to make sure that the information posted there is correct.

Latvia' s Curriculum Standards

8.8.1. Critically evaluates and uses information provided by various media and historical sources. Compares facts found in different sources of information, looks for similarities and differences.

8.8.2. Compares the arguments used in different media to determine the validity of the views expressed, understands the difference between reality and its media coverage.

Lesson 5: Rights and Duties

For the Student

Lesson Goals

- I know my rights as a human being and as a citizen of a democratic state. 

- I know my duties as a citizen of a democratic state and the duties of the governing institutions.

- I can explain the relationship between human rights and duties, as well as the rights and duties of democratic governments. 

Pre-Assessment

Complete the chart about citizen rights and duties in democratic societies. Read a list of rights and duties on the second page. Note that the rights and duties have not been made distinct. Group rights and duties according to their type - social, legal, moral and political. You can have the same statement under both rights and duties but be ready to give an explanation.

Rights_20and_20Duties.pdf

Lesson Activities

  1. Watch a video from Saeima (2017) about Latvia's Satversme (constitution). Note what is the main objective of the Satversme, and what are the main rights and duties that it covers.
  2. Read the preamble and "Chapter I. General provisions" of The Constitution of the Republic of Latvia (1922). The document is available in Latvian and with an English translation so you can choose which language to use.
  3. Complete the test to evaluate your knowledge about Latvia's Satversme. The test gives immediate feedback so you can correct your responses when needed.
  4. Read the Universal Declaration of Human Rights (UDHR, 1948) in English or in the Latvian translation. How are the rights and duties listed in the UDHR different and similar from the Satversme?
  5. Complete worksheet 2 about the main points regarding citizen and government rights and duties in contemporary democratic Latvia. In the worksheet you should add the relevant points that you wrote during lesson 1 in worksheet 1.

NOTE: You don't have to re-write all the points that you noted in lesson 1. Write and add only the points that you still find relevant after learning more about rights and duties in Latvia.

Please keep both worksheets, because you will need to use your notes in later lessons and for evidence in the final assessment.

Media embedded November 28, 2020

Media 6: Saeima. (2017). Satversmei 95 [Video]. Youtube.

Optional videos and texts to complete the worksheet or for general interest

  • News video (2010) about the duties of underage citizens in Estonia and their comparison to Latvia. 
Media embedded November 28, 2020

Media 7: LTV Ziņu dienests. (2010). Bernu pienakumi noteikti ari Latvijas likumdosana [Video]. Youtube. 

  • A video about the making of the United States Constitution (2012). 
Media embedded November 28, 2020

Media 8: Ted-Ed. (2012). The Making of the American Constitution - Judy Walton [Video]. Youtube.

Post-Lesson Assessment

Look again at the chart about citizen rights and duties in democratic societies. Do you think any of the rights or duties should belong to any other type (moral, political, legal or social)? Can you add any other rights and duties?

Update and Comments

Update: Choose and answer one of the questions below. If you wish, you can post several updates and answer more than one question, but this is not mandatory.

  1. Are your rights as a human being the same as your rights as the citizen of a democratic country? Support your answer with evidence from Satversme and UDHR. 
  2. What must a democratic government do and what type of institutions should a state have in order to uphold your rights as a citizen and a human being? Support your answer with at least one government action and one example for an institution. 
  3. Discuss what are your duties or responsibilities in a democratic state and society. Support your answer with at least two examples how your actions and decisions can create a more democratic state and society. 

Comment: Post comments on two of your peers' updates. For updates that have discussed rights, reply with what actions, whose actions or institutions are needed in order to maintain these rights. For updates that have discussed duties, reply why such duties are needed in a democratic society. 

For the Teacher

What is the purpose of the lesson?

This lesson is about seeing the complex relationship between rights and duties in democratic states. It also asks students to consider rights and duties not just as something that exists within national boundaries, but as something that extends to all humans and is universal. 

How to support students?

  1. Discuss briefly student responses to the pre-lesson assessment and return to this again at the end of the lesson. Pay particular attention to the any of the statements that students have listed as both a right and a duty. Ask students reasons for their responses but try to avoid giving any of your own opinions.
  2. After students have watched the video and read the materials, discuss with them what rights and duties did they notice. Ask them to compare the rights and duties written in Satversme and the UDHR.
  3. After students have completed the test about Satversme, ask them to share how they did - what did they know, what did they learn, what did they struggle with and if they still have any questions.
  4. Because students will have to use the chart and worksheet in later lessons and for the final assessment, it's important that they keep these. Take notes on the questions asked and the material covered in case some students need to use your notes later.
  5. If students are writing very short and unmeaningful responses for their updates and comments, write inquiring questions to prompt further discussion. Correct student knowledge where applicable. The updates and comments are a great place for collective learning, and it's important to make sure that the information posted there is correct.

Latvia' s Curriculum Standards

3.3.1. Proposes ideas why laws create opportunities and limitations, while overall improving human wellbeing.

8.8.1. Critically evaluates and uses information provided by various media and historical sources. Compares facts found in different sources of information, looks for similarities and differences.

8.8.2. Compares the arguments used in different media to determine the validity of the views expressed, understands the difference between reality and its media coverage.

 

Lesson 6: Values

For the Student

Lesson Goals

- I have a personal sense of what values are relevant and important in a democracy.

- I have thought about actions I can take in order to promote democratic values.

Pre-Assessment

Think about everything that you have learned about democracy so far. What values would you say should be at the basis of any democratic state and society? Why? In the template under lesson 5 make a list of at least five values. You will return to these at the end of the lesson.

Template

NOTE: Recall that you filled out a survey at the start of this learning module where you had to check the values you thought were most important in a democracy. See in the template what values you had listed then.

Lesson Activities

  1. Watch an excerpt in English from the film To kill a mockingbird (1962), based on the novel by the same name from American author Harper Lee (1960). What values is the protagonist naming and why are they important in a democracy?
  2. Watch a video (2008) and listen to the song "Pledge" from the Latvian composer I. Kalniņš. What values do you think the song espouses? Are they universal or just national?
  3. Read an article from the novelist Artis Ostups (2015) about the role of literature in a democracy. Why are the arts and culture important in a democracy?
  4. Look at the painting from the Italian painter Raphael (1509-1511) The School of Athens. How do you think that this painting relates to democracy?
  5. Complete worksheet 2 and list the main values you think are important in a democracy. In the worksheet you should add the relevant points that you wrote during lesson 1 in worksheet 1.

NOTE: You don't have to re-write all the points that you noted in lesson 1. Write and add only the points that you still find relevant after learning more about rights and duties in Latvia.

Please keep both worksheets, because you will need to use your notes in later lessons and for evidence in the final assessment.

Media embedded November 28, 2020

 

Media embedded November 28, 2020

Media 9: Universal Pictures. (2020). To Kill a Mockingbird | Atticus Finch's Closing Argument [Video]. Youtube. 

Media 10: Dziesmusvetki2008. (2008). Apliecinājums (Dziesma, ar ko tu sāksies) / Pledge (Song, how will you begin) - 2000 [Video]. Youtube. 

Post-Lesson Assessment

What would you say are the five most important values in a democracy? Has your list change since starting this learning module? How about since the beginning of this lesson?

Update and Comments

Update: Choose and answer one of the questions below. If you wish, you can answer both, but this is not mandatory.

  1. Write about a piece of art, a song, a movie, a book or a fictional text that you think showcases democratic values. Explain what values are highlighted in your chosen artwork and why do you think they are important in a democracy.
  2. What can you do as a citizen of a democratic state to support democratic values? List three actions that you could take. 

Comment: Post comments on two of your peers' updates. Try to engage in a conversation in a respectful way, because a person's values are deeply personal.

For the Teacher

What is the purpose of the lesson?

This lesson is meant to encourage in students a more personal and symbolic understanding about what is democracy. The students are also given a chance to think about what they can do to take part in a democracy and uphold its values.

How to support students?

  1. Because this can be a deeply personal and sensitive topic, students shouldn't be forced to share their values, unless they wish to do so.
  2. You can select other materials and media for the students to explore. For example, you can work together with a teacher for Latvian language and literature to find texts that are relevant in both classes and explore democratic values in those.
  3. Follow the responses that students give to other's posts and make sure these are considerate and respectful. If you find at any time that students are forgetting about this, ask them to rephrase what they have written in a different, more considerate way.

Latvia' s Curriculum Standards

6.6.1. Describes the peculiarity of Latvian culture, internal diversity and connection with European and world culture.

7.7.1. Compares different changes in society and technology to conclude what similarities and differences are observed in society in the past and today.

 

Lesson 7: Assessment and Review

For the Student

Lesson Objective

- With a partner I will produce a debate and discuss the similarities/differences and advantages/disadvantages of Athenian democracy and contemporary democracy in Latvia.

1. Know what you need to do

Imagine a situation in which you and your partner have met for a conversation as a contemporary citizen of democratic Latvia and a citizen of Athenian democracy. One of you should play the role of the Latvian, the other should be the Athenian. 

You will need to film a conversation in which you discuss the differences and similarities, advantages and disadvantages of Athenian democracy and contemporary democracy in Latvia. The Latvian should challenge the democratic principles in Athens, while defending the democracy of Latvia, and vice versa. In order do this, you will be using the Socratic method, which was developed in ancient Greece. You will ask one another questions and respond with evidence-based statements. See the video below to better understand the method.

Media embedded December 5, 2020

Media 11: KNT. (2017). The Paper Chase 1973 - The Socratic Method [Video]. Youtube.

2. Write a script

Before you film the video, you need to write a draft script of the main questions you wish to ask, and the main ideas and arguments you will discuss. You will get feedback on the script and can use that to improve before you film the final version and submit. 

For the final video you will mostly be assessed on the content and form that you use - what type of questions you ask, what answers and evidence you give, and how clear is the conversation. You will also need to give conclusions about Athenian and Latvia's democracy. See the rubric below to learn more precisely what you will be assessed on.

Assessment_Rubric.docx

For the draft script you needn't include all the points that you will need to be assessed. However, the more detailed your script will be, the easier it will be for your peers' to give actionable and specific feedback. You can use the script tips and examples on this website to guide your work. But, most importantly, focus on what the rubric asks you to do.

You should write your script in a document that can be uploaded, shared and commented in Dropbox.

2. Give feedback to the draft scripts of two other pairs

Once your peers have submitted their draft script, you need to provide feedback. In their document write as comments:

  1. Two positive things about their work. Note where they have managed to complete any of the requirements listed in the rubric or they are close to doing so.
  2. Two areas of improvement in their work. Where do you think they have missed the mark and are not doing as per the rubric's requirements? Be specific and make concrete suggestions that you know they will be able to use.
  3. Two questions you still have about their work. This can be related to any terminology that they have used or for any information that you think they might be missing. Make sure that the questions can also be used to guide their work during revision.

3. Film your video, upload to Dropbox and submit for final review.

Your final video should include all the points that the rubric asks and should use the comments your peers have made. Your video should be no longer than six minutes, but your grade will not be lowered if it is. You can use props in your video - be creative! 

Upload the rubric with your self-assessment along with the video to Dropbox.

 

For the Teacher

What is the purpose of the lesson?

This lesson will be a final assessment for the learning module and will give you an opportunity to see what the students have learned, understood and what reasoned opinions they have developed.

​How to support students?

  • This lesson really is all about the students. They need to bring together all the knowledge that they have gained, work independently and be ready to receive and provide feedback.
  • Before each step, cover with the students what is it that they will have to do and make sure that they are clear on the task.
  • If any of the groups are not providing clear and specific feedback, support them in the process. For example, model what you would say for feedback in a given situation.
  • Model Socratic dialogue with another teacher, so the students know what the end result should look like.
  • Grade the students according to the rubric.

References

Books

Goldmane, S., Kļaviņa, A., Misāne, I., & Straube, L. (2012). Pasaules vesture pamatskolai I. Riga: Apgads Zvaigzne ABC

Nussbaum, M.C. (2010). Not for profit: Why democracy needs the humanities. Woodstock, Oxfordshire: Princeton Univeristy Press

Electronic Sources

Anderson, F.M., (ed.). (1904). The Constitutions and Other Select Documents Illustrative of the History of France 1789–1901. Minneapolis: H. W. Wilson. pp. 170–74.

Constitutional Assembly. (1922, February 15). The Constitution of the Republic of Latvia. https://likumi.lv/ta/en/en/id/57980-the-constitution-of-the-republic-of-latvia 

Gollob, R., Krapf, P., Weidinger, W. (2010, December). Educating for democracy: Background materials on democratic citizenship and human rights education for teacher. Council of Europe Publishing, EDC/HRE Volume 1. https://rm.coe.int/16802f727b 

Latvija.lv. (2020). Pilsonība. In Mana Latvija digitalie resursi. Retreived November 28, 2020, from https://mana.latvija.lv/pilsoniba/ 

LV Portāls, Cilvēks. Valsts. Likums. (2019, 5. novembris). Nepilsoņi Latvijas sabiedrībā. https://lvportals.lv/norises/310087-nepilsoni-latvijas-sabiedriba-2019 

Ministru kabineta noteikumi. (2018, 27. novembris). Noteikumi par valsts pamatizglitibas standartu un pamatizglitibas programmu paraugiem. https://likumi.lv/ta/id/303768

Ministru kabineta noteikumi. (2019, 3. septembris). Noteikumi par valsts vispārējās vidējās izglītības standartu un vispārējās vidējās izglītības programmu paraugiem. https://likumi.lv/ta/id/309597

Nacionālā enciklopēdija. (2020, 3. novembris). Valsts pārvalde Latvijā. In Nacionala enciklopedija. Retrieved November 28, 2020, from https://enciklopedija.lv/skirklis/22285-valsts-p%C4%81rvalde-Latvij%C4%81 

Ostups, A. (2015, 13. oktobris). Nav demokrātijas bez literatūras. Punctum Magazine. https://www.punctummagazine.lv/2015/10/13/nav-demokratijas-bez-literaturas/ 

Rīgas Tehniskā Universitāte. (2015). Demokrātija. Tekstu krājums. Mācību līdzeklis. https://wpweb2-prod.rtu.lv/ebooks/wp-content/uploads/sites/32/2020/02/9789934106934_Demokratija_tekstu_krajums.pdf 

Skaties.lv. (2020, 15. augusts). "Māku runāt latviski." Latvijā dzīvojošam ungāram liegta iespēja iegūt Latvijas pilsonību. Latvijas Avize. https://www.la.lv/maku-runat-latviski-latvija-dzivojosam-ungaram-liegta-iespeja-iegut-latvijas-pilsonibu 

United Nations. (1948, December 10). The Universal declaration of human rights. https://www.un.org/en/universal-declaration-human-rights/ 

Ziemele, I. (2003, 16. septembris). Eiropas Savienības pilsonība un Latvijas nepilsoņi. Latvijas vestnesis. http://providus.lv/article/eiropas-savienibas-pilsoniba-un-latvijas-nepilsoni 

Audiovisual Media

Dziesmusvetki2008. (2008, 1. novembris). Apliecinājums (Dziesma, ar ko tu sāksies) / Pledge (Song, how will you begin) - 2000 [Video]. Youtube. https://www.youtube.com/watch?v=ItOGZC5CyVQ

Jauniešu Saeima. (2011, 22. aprīlis). 1. nodala. Demokratiska valsts [Image]. Slideshare. https://www.slideshare.net/JaunieuSaeima/1-nodala-demokratiska-valsts 

Jesajas Berlina Centrs. (2020). Svarigu ideju vesture: demokratija [Video]. Facebook. https://www.facebook.com/watch/live/?v=672973820019758&ref=watch_permalink 

KNT. (2017, March 7). The Paper Chase 1973 - The Socratic Method [Video]. Youtube. https://www.youtube.com/watch?v=lE1ImIZpn_w 

LTV Ziņu dienests. (2010, 10. jūlijs). Bernu pienakumi noteikti ari Latvijas likumdosana [Video]. Youtube. https://www.youtube.com/watch?v=KvxUD2_Pg-E 

LV Portāls, Cilvēks. Valsts. Likums. (2017, 11. oktobris). Kā darbojas tiesu sistēma Latvijā? [Video]. Youtube. https://www.youtube.com/watch?v=sREjSZFnffQ&list=PLsQYTpZFH97tAW8Agw2fJf1hpC3BmKU4W&index=2 

Manas Tiesības ir Mans Spēks. (2019, 14. maijs). Kas ir demokratija? [Video]. Youtube. https://www.youtube.com/watch?v=F9CnoFMGfj0 

Saeima. (2017, 10. februāris). Satversmei 95 [Video]. Youtube. https://www.youtube.com/watch?v=X6lLB3nF4-Y 

Saeima. (2017, 12. septembris). Vai Saeima ir valdiba? [Video]. Youtube. https://www.youtube.com/watch?v=FHTsa_Ekmrg&list=PLsQYTpZFH97tAW8Agw2fJf1hpC3BmKU4W

Ted. (2016, May 4). What does it mean to be a citizen of the world? | Hugh Evans [Video]. Youtube. https://www.youtube.com/watch?v=ODLg_00f9BE 

Ted-Ed. (2012, October 23). The Making of the American Constitution - Judy Walton [Video]. Youtube. https://www.youtube.com/watch?v=uihNc_tdGbk 

Ted-Ed. (2015, March 24). What did democracy really mean in Athens? - Melissa Schwartzberg [Video]. Youtube. https://www.youtube.com/watch?v=0fivQUlC7-8 

Universal Pictures. (2020, January 22). To Kill a Mockingbird | Atticus Finch's Closing Argument [Video]. Youtube. https://www.youtube.com/watch?v=tNxrnOC_WTs 

Valsts prezidents. (2020, 12. oktobris). 12.10.2020.Valsts prezidents piedalās diskusijā ar jauniešiem “Jaunietis. Valstsgriba. Demokrātija.” [Video]. Youtube. https://www.youtube.com/watch?v=Af-VcJKbU3k