Civics Ethical Education: Teacher Guide Grade 10
Civics Ethical Education: Teacher Guide Grade 10
Civics Ethical Education: Teacher Guide Grade 10
ETHICAL
EDUCATION
Teacher Guide
Grade 10
Written and Edited by
Redesigned, printed and published for the Ministry of Education by Laxmi Publications (P) Ltd., India, under
GEQIP Contract No. ET-MoE/GEQIP/IDA/ICB/010/09.
ISBN: 978-99944-2-003-2
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Democratic Republic of Ethiopia, Federal Negarit Gazeta, Proclamation No. 410/2004 Copyright and Neighbouring Rights
Protection Proclamation, 10th year, No. 55, Addis Ababa, 19 July 2004.
Disclaimer:
Every effort has been made to trace the copyright owners of material used in this document. We apologise in
advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any
future edition.
Foreword
Education and development are closely related endeavours. This is the main reason why it is said that
education is the key instrument in Ethiopia’s development. The fast and globalised world we now live in
requires new knowledge, skills, attitudes and values on the part of each individual. It is with this objective
that the curriculum, which is a reflection of a country’s education system, must be responsive to changing
conditions.
It is more than fifteen years since Ethiopia launched and implemented the Education and Training Policy.
Since then our country has made remarkable progress in terms of access, equity and relevance. Vigorous
efforts also have been made, and continue to be made, to improve the quality of education.
To continue this progress, the Ministry of Education has developed a Framework for Curriculum
Development. The Framework covers all pre-primary, primary, general secondary and preparatory subjects
and grades. It aims to reinforce the basic tenets and principles outlined in the Education and Training Policy, and
provides guidance on the preparation of all subsequent curriculum materials — including this teacher guide
and the student textbooks that come with it — to be based on active-learning methods and a competency-
based approach.
Publication of a new Framework and revised textbooks and teacher guides are not the sole solution
to improving the quality of education in any country. Continued improvement calls for the efforts of all
stakeholders. The teacher’s role must become more flexible ranging from lecturer to motivator, guide and
facilitator. To assist this, teachers have been given, and will continue to receive, training on the strategies
suggested in the Framework and in this teacher guide.
Teachers are urged read this guide carefully and to support their students by putting into action the
strategies and activities suggested in it. The guide includes possible answers for the review questions at
the end of each unit in the student textbook, but these answers should not bar the students from looking
for alternative answers. What is required is that the students are able to come up with, and explain
knowledgeably, their own possible answers to the questions in the textbook.
Ministry of Education
Contents
Introduction to the Teacher Guide 1
Unit 1: Building a Democratic System 2
1. Principles and Values of a Democratic System 4
2. Rights 7
3. Obligations 9
4. Tolerance 11
5. The State in Ethiopia 13
6. Federalism in Ethiopia 15
7. Ethiopia’s Foreign Relations 17
Unit 3: Equality 33
1. The Concept of Equality 34
2. The Effects of Equality on Citizens 36
3. Gender Equality 38
4. Equality of Cultures 40
Unit 4: Justice 44
1. The Effects of Lack of Justice 45
2. Equal Provision of Social Services 47
3. Categories of Justice 49
4. Organization and Functions of the Judiciary 51
5. Equity of Taxation 52
Unit 5: Patriotism 56
1. Requirements to Increase Patriotism 57
2. Patriotism and the Common Good 59
3. Patriotism and Poverty Reduction 62
4. Voluntarism 64
Unit 6: Responsibility 69
1. A Citizen’s Duties 70
2. Taking the Consequences of your Actions 71
3. National Responsibility 73
4. Responsibilities for the Protection of our Natural Resources and Cultural Heritage 75
5. Creating a Common Front Against HIV/AIDS 78
Unit 7: Industriousness 82
1. Work and Well-being 83
2. The Importance of Good Work Habits 85
3. Choice of Economic Systems 87
4. Improving your Work Skills 89
Unit 8: Self-Reliance 93
1. Examples of Self-reliance 94
2. Examples of Dependency 96
3. Self-reliance and Decision-making 98
CLASS PREPARATION: INSTRUCTIONAL These are for guidance only. They can be
delivered in other ways or alternative activities
AIDS
can be included. To help you understand what is
This section includes any visual aid or other required from each activity there will be further
resources which may be useful in the lesson. information and suggested answers may be
provided. For example:
STARTER ACTIVITY
1. Discussion on how the three organs of govern-
Starter activities are included to: ment work.
• motivate the class; • Points that may arise from this are….
• identify prior knowledge and experience; Additional activities may also be included
with guidance on how they can be implemented.
• introduce the subject of the lesson;
At the end of each set of guidance notes there
• prepare the students for active participa-
are:
tion in the class.
LESSON PLANS
There will be a suggestion on how this starter
activity could be delivered. This should last A sample is provided for each unit to indicate
how one lesson could be planned. These are for
between 5 and 10 minutes to enable the rest of
guidance and show how other resources may be
the lesson to be covered.
used.
READINGS UNIT REVIEW EXERCISE ANSWERS
Those concepts that require further explana- These are at the end of each unit and, where
tion are supported by additional readings. For the answers may be confusing or where there may
example: be two or more correct answers, an explanation
is given. These questions are simply provided
1. Parliamentary and presidential democracy.
as examples and could be supplemented by
• This section compares the two forms of other exercises which the teacher presumes to be
democracy.... appropriate.
6 Federalism in • explain the political status of the Bahru Zewde and Pausewang S
Ethiopia federal and regional states of (ed)(2002) Ethiopia The Challenge
Ethiopia. of Democracy from Below Uppsala
• describe the structure set up to and Addis Ababa: Nordiska
avoid the abuse of power by the Afrikainstitutet and Forum for
government. Social Studies
• list the instruments which are in place
to safeguard the rights of citizens in
Ethiopia.
7 Ethiopia’s • explain the importance of international
Foreign conventions and agreements in
Relations guiding foreign relations.
• describe one of the main purposes
of Ethiopia’s foreign relations in
promoting the development of the
country.
LESSON 1
for a client’s political support. Clientism in this P (ed) (1995) Culture of democracy: a challenge for
form is extremely widespread and spreads schools UNESCO
out in waves from the centennial figure of the
system.” Source: p28 Corruption, Democracy and ACTIVITIES
Human Rights in East and Central Africa 1. Form groups to discuss the ways you can
• A response to this issue appears later, (p150) have participation in your community. Group
and advises that there is no ‘quick fix’. “The leaders should present their ideas to the
development of a national integrity system that class.
will effectively safeguard the public interest is • Student participation in the community can
a process that goes hand-in-hand with social be practical, such as helping in environmental
and economic evolution — constantly adapting or health projects as a volunteer, or becoming
to changing circumstances. politically educated by attending meetings,
• In terms of majority rule and minority rights, reading reports and observing the activities of
the idea is that the decision of the majority community leaders etc.
always prevails over the minority; and the 2. Form groups to discuss what you understand
minority, whatever noble idea it may have, has by universal suffrage and majority rule.
to abide by the decision of the majority. But
Group leaders should present their ideas to
the minority has the right to be heard and to
the class.
disseminate its ideas which could convince the
majority to change its position. The majority • Suffrage is the right to vote in political elec-
at any time has to respect the dissension of the tions. Therefore, universal suffrage is the right
minority, so long as it is within the framework of all persons (except those prohibited by law)
of the law, and treat its members equally with to vote in a political election.
other members. • Students should understand that in Ethiopia,
• Multi-party democracy is one value that can as in many countries, every person over the
provide checks on government activities and age of 18 has the vote. Majority rule is taken to
encourage greater openness. Here, also, the mean that the candidate achieving the highest
right to dissent has to be respected and the number of votes takes the seat in local, regional
winning party should refrain from treating the or national government. Majority rule and
losing party as an enemy. minority rule are explained on the previous
page.
CASE STUDY
• They may consider the possibility of lowering
1. Election for school council the age of voting, as has been discussed in
• Many schools across the world form their other countries.
own councils to enable students to have a say. • They may also be aware of proportional
In Colombia, each rural school had its own representation, an alternative method in
‘government’ elected by democratic procedures which the number of seats a party wins is
in the classroom. ‘Through the representatives roughly proportional to its share of the vote. In
they have elected to the ‘school government’ proportional representation every vote counts.
or to various committees, the pupils play a In the ‘first past the post’ system, in each
part in the running of the school, experience constituency it is only the winning candidate
its problems, suggest solutions and help to who has a seat in government. Yet, across the
implement them.” Source: p108 Meyer-Bisch whole country, the losing candidates’ parties
may have gained many votes but will only to complete a long list of characteristics, the
gain seats if they gain at least one vote more discussion on each value will help assess the
than the other candidates. This means that students’ understanding of these principles.
the proportion of votes won by each party 4. You have seen how representative democracy
may not be the same as the proportion of works in the student council. Now form groups
seats that each party has in government. With to discuss and compare how representative
proportional representation, even the smaller democracy works in your kebele and woreda
parties will gain seats in proportion to the councils. Group leaders should present their
votes that were cast for their candidates, and, ideas to the class.
although not all the candidates will have a
• Students may be aware of the involvement of
seat, there will be representatives from that
family members, not just as elected represen-
party in government.
tatives, but in their participation in meetings
3. Make six groups, discuss and list the and making their voice heard. These forms of
characteristics of democracy under each participation should encourage leaders to take
heading. Pick one heading each to discuss and account of their concerns and needs.
give feedback to the class.
AN ADDITIONAL ACTIVITY
• Other characteristics include: being involved
in campaigns, being able to vote at 18, lack of If there is no school council, discuss the value
corruption, openness and representation of all of setting one up. If there is a school council,
the people. Although it may not be possible evaluate its role and effectiveness.
LESSON 2
RIGHTS
regional assemblies, thus strengthening the • In addition to the student textbook, students
central power that he controlled. Other African could look at those human rights listed in part
leaders in 1960s favoured a one-party system, one of the FDRE Constitution.
thus avoiding the threat of any opposition. 2. Make groups then discuss and list some of
• Later in Ghana’s history, after resisting multi- your rights and how you use them without
party democracy for 11 years, the military affecting the rights of others.
leader, Jerry Rawlings, lifted the ban in 1992. • Students should list both their democratic and
However, he only gave the opposition parties human rights and identify what obligations
six months to prepare for an election. He used emerge such as the right to protection should
government resources — money, vehicles (in- mean that individuals cannot use force on
cluding helicopters) and the state owned me- others, e.g., using corporal punishment. These
dia — to boost his own campaign. Just prior obligations will be expanded on in the next
to the election he announced a major increase lesson.
in civil service salaries and launched new job 3. Form groups to discuss how Emmanuel and
programs. In the presidential elections held in Matios behaved and list down the actions
November 1992, Rawlings won the contest by and attitudes of each. Group leaders should
58.3% of the votes. present your ideas to the class.
• The main points that should emerge are the
ACTIVITIES
differences in attitudes to the democratic
1. Form groups to discuss in what ways human process, particularly the strong democratic
rights are essential to you. Group leaders principles that Matios held compared to his
should present their ideas to the class. friend.
LESSON 3
OBLIGATIONS
CLASS PREPARATION: INSTRUCTIONAL for granted the rights that they enjoy. There
AIDS are many more obligations that will emerge,
• FDRE and states’ constitutions such as the duty of enterprises to produce
goods which are up to the required standard,
STARTER ACTIVITY
through class activities over the lesson and in
• Can you list some of your obligations as future grades.
citizens and share them with the class?
Students could each write down at least one CASE STUDIES
obligation which could be read or posted on the 1. Stereotyping — wrong behaviour
board for all to see. • It is acceptable to find humour in life and
READINGS many comedians use it as the basis for their
jokes and stories. Laughing at ourselves is of-
• Explanations about obligations
ten healthy and enables us to recognize our
• This subject was introduced in the previous
faults. However, making fun of others is not
lesson as well as in Grade 9. Obligations are
acceptable. In this case study the ‘fun’ was not
also referred to as duties and responsibilities
appreciated by many in the class and need-
which everyone shares in order to enjoy their
ed to be stopped. By making fun of another
rights.
person’s accent, dress or custom, the students
• In order to enjoy human and democratic
were encouraging others to ridicule it rather
rights, individuals share obligations with
than respect it.
organizations (such as businesses and
NGOs) and the government. Industry has a • Stereotyping can lead to discrimination and
responsibility to provide the items essential lack of tolerance if it is not checked. Portray-
to meet basic needs and social needs may ing a particular culture or group as backward
be met by NGOs, particularly where state or aggressive leads to problems when others
support may be lacking. The government also accept this description. For example, boys
has an obligation to provide the conditions who shaved their heads in many western na-
and support to ensure rights are maintained tions were labelled skinheads and were often,
and not abused, often through security and usually wrongly, associated with crime and
defense services. violence.
• As an individual, everyone should be obliged 2. GTZ for clean Addis
to: do whatever they can within the framework
• GTZ is involved in many activities in Ethiopia
of the law of the land, vote in elections (when
they reach eighteen), participate in education, including environmental protection. In this
respect and defend the rights of others to particular case, its engagement as a partner to
freedom of expression, work at home and in keep the city clean is presented. This could be
the community to ensure the burden is shared, emulated by students in an effort to maintain
treat others with respect and, also, not take their kebeles, schools, etc., clean as well.
LESSON 4
TOLERANCE
CLASS PREPARATION: INSTRUCTIONAL to look at them and recognize them. Tolerance
AIDS does not only mean accepting the presence
• Pictures of Mahatma Gandhi and maps of the other, it means listening, entering into
showing India dialogue, respecting and even — why not? —
appreciating and loving.” Source: p139 Mayor F.
• FDRE and states’ constitutions
(1995) Memory of the Future UNESCO
STARTER ACTIVITY
CASE STUDIES
• How important do you think it is to tolerate
1. Culture meets culture
diversity in Ethiopia? What will happen if
you are not tolerant of cultural diversity in • This case study should encourage students
to think about times when they observed or
society?
shared another cultural, either in their locality
This could be discussed in pairs then shared or further a field. Even taking the initiative
with another pair. should motivate them to organize one.
READINGS 2. Mohandas (Mahatma) Gandhi
• Explanations about tolerance • Much has been written about Gandhi and there
is further information in the student text and
• It may help students to consider the
outcomes of intolerance in other countries. teacher guide at Grade 12. For the purpose of
The philosopher, Voltaire, wrote, “... grant this case study, it is Gandhi’s remarkable show
that all the faint shades of difference between of tolerance that is focussed on.
the atoms called men, may no longer be the • Rather than use violent means to force change,
signals for hate and persecution.” Over two Gandhi used peaceful techniques including
hundred years later we still see the impact of strikes, boycotts and marches. He was also
intolerance, every time we read a newspaper defiant, for example, wearing the Indian dress
or watch the news on the television. (dhoti) instead of a formal suit. He persuaded
• “The temptations of withdrawal into the self, followers to boycott British goods which
of ‘every man for himself’, of the rejection effectively resulted in a significant reduction
and exclusion of other, are all the greater of textile imports from Britain.
because, in a world that is growing smaller • In Grade 9, students were introduced to the
everyday, the presence of the other is coming caste system and the untouchables in India
to be increasingly asserted. Yet we know from which Gandhi peacefully protested against.
experience that such attitudes invariably lead The term ‘swaraj’ meant political and economic
to the weakest and most vulnerable ethnic and independence and personal self-control. In
social groups being singled out as scapegoats, 1921 he said, “Swaraj is a meaningless term if
and thus making the most flagrant injustices we desire to keep a fifth of India’s population
even worse.” So what should we do? “We have (the untouchable caste) under perpetual
to look into other people’s eyes, force ourselves subjection.”
Civics and Ethical Education — Grade 10 Teacher Guide 11
Unit 1 – Building a Democratic System Lesson 4
• In 1930, he led a peaceful protest against activity is to identify them and discuss how
British taxation, notably the salt tax, which the diversity can best be handled to ensure
he encouraged followers not to pay. He then harmony.
marched over 300 kilometres to the sea where 2. Form groups to discuss and list down what
he took a piece of natural salt, thus defying possible lessons the students could have learnt
the British salt monopoly. The British response from this visit.
was to arrest and imprison him and thousands • They could have learnt the prevalence of
of his followers, eventually culminating in the different cultures in the community. But, the
move to independence for India. main outcomes of the visit, in view of multi-
• He was given the name ‘Mahatma’ by the poet, culturalism, should be the lesson of how to
Rabindranath Tagore (see Unit 11, Lesson 1) live peacefully and in harmony with others
because he was ‘the living truth’. He visited through tolerance and sharing.
the poorest people of India, dressed and ate 3. Form groups, to discuss what lessons you
like them and spoke in their language. He also learn from Mahatma Gandhi’s role to keep
urged the people to be tolerant of each other, young India a peaceful country.
to think of themselves as Indians rather than • The main lessons will be: his means
Hindus, Muslims, Tamilians, Bengalis, upper of persuading others to follow him in
or lower castes. In this way they were united peaceful protests, boycotts and marches; his
and were able to overcome British rule and be encouragement of tolerance amongst the
independent. different groups, religions and classes in
India to bring about a united force; and his
ACTIVITIES
perseverance in the face of arrest, imprisonment
1. Form groups to discuss the diversities you see and occasional failure to continue to press for
in your school and surroundings and ways of what he believed to be right for the country.
handling them.
ADDITIONAL ACTIVITIES COULD INCLUDE
• There will be some different groups in most
schools with some students following different Students, in groups, might be persuaded to
religions, coming from a different regions, come up with proposals to strengthen multi-
speaking different language or having other culturalism in their community.
cultural differences. The purpose of this See sample lesson plan on page 19.
LESSON 5
LESSON 6
FEDERALISM IN ETHIOPIA
CLASS PREPARATION: INSTRUCTIONAL have also been defined in the constitution.
AIDS Accordingly, national defense, foreign policy,
currency, inter-regional trade and citizenship
• FDRE and states’ constitutions
are major functions left for the central
STARTER ACTIVITY government. Regional governments are made
• Can you describe how federalism works in responsible for executing economic and social
Ethiopia? development policies, strategies and plans of
the region, and establishing and administering
Students could work in pairs to discuss this and a regional police force and maintaining public
share their ideas with the whole class. order.” (136) See the FDRE Constitution
READINGS Articles 51 and 52.
• Explanations about federalism in Ethiopia • “Both the federal and the regional constitutions
provide for periodic democratic elections
• Many countries have a federal system of
and popularly elected councils at all levels,
government including Germany, India,
active citizen participation in government
Canada and Nigeria. Where there are different
and the establishment of local government
cultural groups, large populations and/or a
administrations that will be transparent and
vast geographical area, this division of power
accountable to the electorate.” (136)
between the state and the regional states,
federalism enables the people to have a voice • The Human Rights Commission is primarily
in their own affairs. responsible for issues concerning violation of
human rights.
• “The main objectives of Ethiopia’s
regionalization policy are to enable the • The Office of the Ombudsman deals with
different ethnic groups to develop their issues pertaining to maladministration in the
culture and language, manage socio-economic public sector.
development in their respective areas, exercise • The Ethics and Anti-Corruption Commission
self-rule and bring about an equitable share sees to cases of corruption and ethical
of the national resources among the regions.” behaviour of public officials. These insititutions
Source: p130 Mehert Ayenew ‘Decentralization in are constitutionally empowered to rectify
Ethiopia’ (2002) Ethiopia The Challenge of Democracy mistakes commited and take the necessary
from Below measures. For example, the Ethics and Anti-
• “Both the federal and regional state Corruption Commission has the power to sue
governments have legislative, executive wrong-doers.
and judicial functions. As in any other CASE STUDY
federal system, state sovereignty has been
constitutionally apportioned between the The State of the Hararri people
central government and the nine regional • The Hararri state is presented as an example to
states... In addition, central and regional show the rights started to be enjoyed by member
government powers and responsibilities states on the basis of the FDRE Constitution.
Students could be made to substantiate the 3. In these groups, examine how the State of
rights that their region exercises as a result of the Hararri People exercises its constitutional
the FDRE and the regions constitutions. rights to administer the region. List, with the
help of your teacher, some of the rights that
ACTIVITIES the state enjoys.
1. In groups, undertake research into the roles of • The state has set in place parliament which is
the three institutions and present your findings of three types. One is the Council of Peoples’
to the class. Representatives, having 22 representatives
elected by all members of the regional state.
• These are included in the readings on the
The other is the Hararri Congress, composed
previous page. of 14 representatives elected by the Hararri
2. Form groups to discuss and list what the people and empowered to forumulate laws
Hararri Regional State is doing to improve regarding the Hararri people’s culture,
the living conditions of its people. What more language and heritage. The Hararri People’s
do you think the state of the Hararri People Council is composed of the two institutions
and is the legislative organ concerning social,
could do for the people? Group leaders should
economic and political issues for the whole
present their ideas to the class.
regional state.
• By ‘executing economic and social development
• The state enjoys many rights as is stated in
policies, strategies and plans of the region, the case study but the main emphasis has to
and establishing and administering a regional be the state’s ability to do whatever it deems
police force’, Hararri Regional State should be important to improve the life of the people
improving the living conditions. and develop the region.
LESSON 7
and agreements that Ethiopia has ratified other countries. Moreover, due to the effects of
(accepted) and their benefits to the country. drought and famine on parts of its population
• These conventions improve the country’s and poverty across the country, it needs the
international image and enable her to have support in this area as well.
good relations with countries which are • In 2009, 4.6 million people were dependent on
prerequisites for her developmental effort. assistance to meet their basic food needs with
2. Form groups to discuss and list down some a further 7.3 million relying on a ‘safety net’
of the mutual benefits that Ethiopia and other food program. This situation recurs annually
countries obtain from their relationships. as climatic conditions prevent some crops
• The sources of information to answer this being harvested, people have no insurance or
question should be available in the media or credit to provide security in such periods and
through local knowledge such as promotion ineffective agricultural policies result in poor
of mutual trade, building of infrastructures, crop yields.
the establishment of a common front against
common enemies like international terrorism, ADDITIONAL ACTIVITIES COULD INCLUDE
drug trafficking, etc. • Reading from the FDRE’s Foreign Affairs
3. Why do you think Ethiopia received these and Security Policy and Strategy documents,
resources? Discuss in groups. Group leaders ask the students, in groups, to explain what
should present their ideas to the class. relations Ethiopia expects with other countries
• Ethiopia as a poor country needs the support of in the Horn of Africa.
LESSON 4
Time Teacher Activity Student Activity
6 Warm up activity Work in pairs then share ideas with another
• How important do you think it is to pair.
tolerate diversity in Ethiopia?
• What will happen if you are not
tolerant of cultural diversity in
society?
5 Note responses on board or paper, then Read individually stopping to reflect on
help students to read text. the need for tolerance and the impact of
intolerance.
8 Explain activity and help students to Work in small groups to discuss the
complete the table. diversities you see in your school and
surroundings and ways of handling them.
8 Read case study on culture and explain Read individually, then work in same
activity. groups to discuss and list down what
possible lessons the students could have
learnt from this visit.
8 Read case study on Gandhi and explain Read individually, then work in same
activity. groups to discuss what lessons you learn
from Mahatma Gandhi’s role to keep
young India a peaceful country.
5 Draw conclusions from the lesson and
ask students to read ‘remember’.
LESSON 1
and convict; equality before the law; right to appeared to elaborate citizenship, freedom
privacy; right of appeal. and rights.
3. List some of the differences of the two Imperial 5. List some of the basic differences of the
constitutions. What are the main differences? 1987 Constitution, and the 1995 FDRE
Discuss in a group. Present the summary of Constitution. Discuss in a group. Form groups
your discussion to the class. in the class, let each group present one of the
• There are no basic differences between the two Constitution’s basic concepts and discuss as a
constitutions as both were meant to serve the class.
feudal monarchy and its henchmen. However, • The 1987 Constitution of the Derg is already
the 1955 Constitution was more elaborate about
mentioned above. The 1995 Constitution has
the succession to the throne and the territorial
the following characteristics. It has:
demarcation of the country. Moreover, the
amended Constitution recognized the right of introduced the principles of the Constitu-
the people to choose their representatives to tion;
the Chamber of Deputies and human rights introduced a multi-party system;
got more depth than was given in the 1931 emphasized human and democratic rights
Constitution. of citizens which covers two-thirds of the
4. Discuss the characteristics of the 1987 Derg Constitution;
Constitution in a group. Present the summary recognized the rights of nations, nationali-
of your discussion to the class.
ties and people, including cesession to set
• Students, using the document, could locate the up their own independent states;
characteristics of the Derg Constitution. In gen-
given due attention to the rights of women
eral, the characteristics could include that it:
and children.
was socialist;
introduced a one-party system; AN ADDITIONAL ACTIVITY
put all the power under Mengistu Haile Students could work in groups to identify the
Mariam; basic differences between the Imperial and the
apparantly introduced autonomous Derg Constitutions; and between the Transitional
administrative areas; Charter and the FDRE Constitution.
LESSON 2
LESSON 3
government as well as respect for the human power. He suspended the constitution, banned
and democratic rights of citizens etc... all political activities and declared martial
• For the second one, they could mention the law. Like other dictators, Doe looted the state
autocratic nature of the monarchy, its ability to money. The fortune he amassed for himself
decide on the fate of citizens, the suppression and his supporters during the 1980s was
of citizens’ clamour for change etc... estimated at $300 million. He also promoted
the interests of his own tribal group — the
• For the third, they could say the arrest,
Krahn — numbering no more than 4 percent
custody and conviction of citizens arbitrarily,
of the population. They were assigned to key
the extra-judicial killings perpetrated by the
positions and his personal bodyguards. This
government etc...
created animosity between the Liberian people
• In a large class it may be appropriate to have
leading to civil war.
two or more sets of groups to ensure that the
3. Limiting the power and functions of
group size is small enough to enable each
government organs and their officials is
member to be involved in the discussion. In
important for the prevalence of rule of law.
feedback, each group can state one issue that
Why? Discuss in your groups and present
they discussed.
your findings for a class discussion.
2. Discuss the consequences of unlimited power.
• The groups should note that everyone in
Present the summary of your discussion to the
government is under the law of the country,
class
including the Prime Minister. Thus they are
• In the same groups the consequences relating
unable to do anything without appropriate
to unlimited power anywhere in the world
approval from the relevant sectors. The
could be discussed. There have been many
prevalence of rule of law creates equality
examples in recent years in African countries
between the governed and the governing,
including Zimbabwe where Mugabwe held
enabling mutual trust to surface.
onto power and denied opposition parties any
say until external negotiation talks led to his AN ADDITIONAL ACTIVITY
rival being offered office. Previously there had Students could identify whether there is rule of
been arrest and imprisonment. law, or not, in their school’s activities; and come
• In Liberia in the coup of 1980, a 28 year old up with proposals on how to improve the situation
muster sergeant named Samuel Doe came to so that rule of law fully prevails.
LESSON 4
are aware of the harm that corruption does. • The rule of law would have prevented such
In 1994, a meeting in East and Central Africa injustice by ensuring that no one person had
to discuss corruption noted that, “As the most authority to order arrests, imprisonments and
able party leaders and expert advisers become executions of prisoners without a fair trial
involved in central administration and policy, according to laws and procedures that are
regional and local party organisations as well the same for every person, regardless of their
as the local government apparatus are manned government position.
by less qualified personnel or they simply cease 2. List any manifestations of corruption that you
to function... (to install public confidence it is have observed in your school and in life and
necessary to) extend the reach of the state to present your ideas to your class.
the remote areas of the country and carefully
• Corruption can be found anywhere, including
monitor conducts of the agents of political
school, and needs to be recognized to help
groups.” Source: p29 Corruption, Democracy and
eradicate it. Although a criminal offence,
Human Rights in East and Central Africa ALF
corruption may be identified among those
CASE STUDY who are paid to uphold the law such as the
A victim of the Red Terror police. Students should try to identify where
they think corruption is taking place.
• There may be staff in school or people in the
locality who have similar stories about their AN ADDITIONAL ACTIVITY
experience of the Red Terror. If so, ask them
After identifying the manifestations of corruptions
to talk to the students.
in the last activity, students should be able to
ACTIVITIES describe the damage perpetrated by such acts
and suggest how to check for acts of corruption
1. Discuss this story of the woman and her life?
for the future.
• What do you think would have happened had
See sample lesson plan on page 30
there been rule of law?
LESSON 4
PART II – MATCHING
Column A Column B
1. The 1955 Constitution (D) A. Using public property for one’s benefit
2. International Law (C) B. The 1970s Summary execution
3. Corruption (A) C. International Covenant on Civil and
4. Red Terror (B) Political Rights
D. Absolute Monarchical power
(c) using public property for one’s own personal interest is, strictly speaking, not corruption.
(d) none
Answer: (b)
4. Which one of the following is true about rule of law?
(a) rule of law has no role of limiting the power of government.
(b) the gross violation of human rights is one aspect showing the breakdown of rule of law.
(c) in a government with a constitution, there is always prevalence of rule of law.
(d) all
Answer: (b)
UNIT 3 EQUALITY
1 The Concept • explain the new dimensions of The FDRE and states’
of Equality equality after the transition to constitutions
democracy in Ethiopia.
2 The Effects of • explain the effects of the existence The FDRE and states’
Equality of of equality among the citizens of constitutions
Citizens Ethiopia.
LESSON 1
for subsistence,” (141) and that some rulers never know when their persons or property
were so bad that the villagers would have are safe, on which account they are obliged to
deserted their farms “were it not for a law repair the habitations of their chief on holidays,
that empowered the local chief to seize them, some presenting bread, butter, honey, and corn,
and force them to cultivate their farms or give and others a goat, sheep, or fowls, to keep in
security for their share of the tax.” (142) favour and prevent him sending his soldiers
ACTIVITIES to live upon their premises.” Source: p140-1 A
Social History of Ethiopia
1. List the kinds of gibir the peasant paid to the
• Education for peasants in 19th century was
feudal lords.
limited to a small percentage of boys who
• Which group benefited more from this usually went to a church school run by a priest
relationship between the gebar and the feudal
of layperson where they were taught reading
lords?
and memorization of the psalms, often for no
• Do you think that gebars, or peasants of that payment. Health-care was largely restricted
time, had access to education and health-care to the use of local or traditional medicines
services? prepared by and for the peasants.
• The peasants of Ethiopia led a very hard life 2. How are people represented in the two
in the history of the country and their plight
Houses?
persisted well into the 20th century. According
to Pankhurst, “The peasantry throughout this • Which Article gives attention to minority
period (in the 19th century) had to pay the nationalities and peoples?
gentry an inordinate number of dues, and • In your opinion, what are the benefits of
were subject, as in the past, to frequent and peoples’ representation in the two Houses?
often arbitrary depredations by the soldiers. • The Constitution, particularly Articles 54 and
• ...The system of taxation constituted, in fact, a 64, clearly state how people will be represented
continual source of harassment and anxiety.” in the two houses. Students should identify
• ‘Pearce, who also had many opportunities to the benefits of peoples’ representation,
witness this at first hand, recalls: “The peasants particularly in relation to ensuring equality
or labouring people in all parts of Abyssinia, and thus avoiding conflict or mistrust.
LESSON 2
LESSON 3
GENDER EQUALITY
CLASS PREPARATION: INSTRUCTIONAL that affect their lives and the lives of their
AIDS families, the political economy and destiny of
• FDRE and states’ constitutions their communities and nations, as well as the
structure of international relations. Political
• Information on gender issues
participation and representation is essential
STARTER ACTIVITY for the achievement of these ends. This will
Have you ever observed your parents treating allow women and men of all ages and races
you and your brother/sister differently because the full exercise of their human rights. It is also
you are of a different gender? the avenue for influencing equitable resource
allocations for development that shape the lives
The whole class can discuss this issue.
of girls and boys, as well as women and men.”
READINGS Source: p3-4 UNDP Women’s Political Participation
• Explanations about gender equality and Good Governance: 21st Century Challenges
• Ethiopian women have had a marked historical • Women have fought for many years for
record for the role they played in the life of the equality. Sylvia Pankhurst, who was well-
nation. Pankhurst wrote, “Ethiopian women known in Ethiopia, was a suffragette in Britain
played an important role in economic, social where women, over the age of 30, eventually
and cultural life. Upon them, Henry Salt got the vote in 1919.
declared, devolved ‘most of the laborious • Gender inequalities exist today in parts of
occupations,’ including the grinding of corn Ethiopia where women are not allowed to
and the carrying of firewood and water, as well inherit properties, such as camels, and when
as much cultivation, especially in weeding, a man dies his widow is obliged to marry
reaping and winnowing. The country’s his brother. In parts of the Afar community,
womenfolk, who were, in Gobat’s view, ‘far a brother or cousin on the father’s side can
more active and industrious’ than members inherit a wife who has no right to protest.
of the opposite sex, were in fact prominent in Source: Rapid Assessment of FGM in Somale and
agriculture, trade and handicrafts as well as in Afar Regions Report 2008
the domestic field in general. Women were also • Abduction is another area which infringes
active as potters and weavers.” p248 However, upon the rights of women to equality and
despite all these commendable roles, society self assertion. Early marriage is yet another
had a low regard for women. dimension where women’s rights are violated.
• Gender inequality still exists in parts of In one incident, a district governor, who was
Ethiopia and elsewhere in the world but most 69 years old, making use of the power of his
females now enjoy better opportunities than office, ‘marries’ a girl of 12 years old. The girl,
previous generations. (See Grade 9 Unit 3 who was taken forcefully, refused to sleep
Lesson 1) with the governor.
• “Women want to influence the decisions • As a result, “He came close to her with the
38 Civics and Ethical Education — Grade 10 Teacher Guide
Unit 3 – Equality Lesson 3
alenga and swung several lashes on her back.... • The response to the second questions may
The old man, angry at the rejection, continued depend on whether the school is in a rural or
to flail her until she passed out. Finally, when urban area. In towns and cities the economic
his old hand got tired and he saw no more activities are likely to be completely different
resistance from her... he turned off the twaf than in rural areas. In towns and cities,
light. It was in the dark that the animal in him women may serve as drivers or lecturers in
came out.” Disgusted by what had happened
the universities, colleges and schools. This is
to her, the girl went as far as committing an
quite different from what the Dorze women
aborted suicide. Source: p154 The Prince of Africa
are contributing. But in rural areas in most
CASE STUDY parts of Ethiopia, women are engaged in farm
Women’s role in productive activities activities like the Dorze women and, by doing
• Women, in some places of Ethiopia, still take so, contribute their share.
on roles that are regarded as ‘female’ and are • The consequence of active participation
prevented from doing the ‘male’ tasks despite by women can be seen in countries like
the fact that education has provided a broader India which, “has shown a correlation
view of a world where men and women take between women’s education and economic
on identical roles in work and society. independence and increased child survival
ACTIVITIES rates..” Source: p8 UNDP
1. List the economic activities of Dorze women 1. Split the class into groups, female and male,
and discuss the contribution of each activity. and discuss among yourselves whether or not
• List economic activities of women in your you are treated differently from your brothers
area and compare them with that of the Dorze or sister at home. Choose a representative of
women. each group and present your points to the
• Do you think that we can achieve rapid class. Finally discuss all the issues in the class
economic development without the active considering gender equality and inequality.
participation of women? • The discussion will depend on the contributions
• Identifying what Dorze women are doing from of each group and their experiences. You may
the text, the students should be able to explain need to direct the discussion to relevant issues
the importance of each activity. For example, concerning gender equality and inequality.
weeding and harvesting enables them to have
AN ADDITIONAL ACTIVITY
greater yield capacities for the family and, by
extension through marketing, the community, What gender difference do students notice in their
to make them self sufficient in food. community? What are the reasons?
LESSON 4
EQUALITY OF CULTURES
CLASS PREPARATION: INSTRUCTIONAL in many countries. The Crusades in the 12th
AIDS Century between Christians and the Muslims
• Music and costume from different cultural were an early example of religious conflict. In
groups our contemporary world, religion, enmeshed
in politics, has increasingly become a cause of
• Celebrations by different cultural groups
conflict and instability.
STARTER ACTIVITY 3. Equality of other cultural traits
Do you think all cultures are equal? Why? • Culture is a symbol of identity for a given
The class could discuss this in groups after which person or group. Unless respect is accorded
each should state their answer and justify it to the to anyone’s culture, in a society marked by
class. multi-culturalism, it could be a cause for all
kinds of war which could result in mutual
READINGS destruction.
• Explanations about the equality of culture
CASE STUDY
1. Equality of language
Religious extremists trying to convert others
• According to UNESCO, of the 6,900 languages
spoken in the world, some 2,500 are threatened • The two cases, although centuries apart,
with extinction. In 2001, it appeared that 900 indicate how religious groups show intolerance
were classed as endangered (although this may towards others, sometimes resorting to violence
be due to research tools). India has the highest to achieve their own aims.
number of endangered languages (196), • The Indian sub-continent has absorbed many
followed by the US with 192 and Indonesia religions, often peacefully, but occasionally
with 147 at risk. In sub-Saharan Africa of the there have been violent confrontations. The city
2,000 languages currently spoken, over 10% of Delhi was Muslim until the end of the 14th
will disappear over the next century. Century when it was conquered by a Hindu
• Language diversity is important, as is the need state in the south of India which allowed the
to have pride in one’s own language, which Muslim traders to continue while they set up
is part of our culture, and thus needs to be a network of Hindu temples to consolidate
protected. The FDRE Constitution in Article their power.
5, sub-Article 1 ensures that, ‘All Ethiopian • When India gained its independence in 1947,
languages shall enjoy equal state recognition.’ Jinnah of the Muslim League, demanded that
2. Equality of religion there should be two separate, autonomous
• Respect for other religions is paramount to the states — one to accommodate the Muslims and
future peace and stability of this country and the other for the Hindus; despite opposition by
others across the world where different faiths people such as Mahatma Gandhi, the country
are followed. Conflicts and wars have been was partitioned into two countries — India
fought, and continue, over religious beliefs and Pakistan.
40 Civics and Ethical Education — Grade 10 Teacher Guide
Unit 3 – Equality Lesson 4
LESSON 2
UNIT 4 JUSTICE
1 The Effects • describe the effects of lack of Bahru Zewde & Pausewang (ed)
of Lack of justice. (2002)Ethiopia The Challenge of
Justice • explain how to react to acts of Democracy from Below Addis Ababa:
injustice. Forum for Social Studies
LESSON 1
LESSON 2
formal education has also provided children sustain justice and equity among members of
with a smaller curriculum which enables them the community.
to transfer to higher grades in less time. In these • The students’ contribution will depend on
kinds of comprehensive approaches, equitable
their experience of seeing distribution of social
provision of social services to all citizens can be
services. The perceptions of students who
attained and, through the contribution of the
have had access to the mobile provision may
educated citizens, the country’s development
differ from the perceptions of a city student. If
can be accelerated.
teachers can locate information on the syllabus
ACTIVITY for students who attend mobile schools it may
1. Discuss these questions as a class. help to compare provision.
• Do you think that mobile schools and clinics • Identifying the methods for allocating resources
are good ways of providing equal social to each region is also important. Is it based on
services? population alone or are their additional factors
• Do you think enough has been done to equally that are taken into consideration?
distribute social services among the nations,
nationalities and peoples of Ethiopia. AN ADDITIONAL ACTIVITY
• As is indicated in the case study, putting in • Identify information on other social services
place different approaches to make social in your area and, if possible, compare with a
services accessible to citizens is the bedrock to different region in Ethiopia.
LESSON 3
CATEGORIES OF JUSTICE
CLASS PREPARATION: INSTRUCTIONAL of a rejection of their marriage proposal by
AIDS households with a relatively higher social
• Posters, pictures etc showing courts in status, and
session. Avoid expenses for wedding parties
(EWLA 2001)
STARTER ACTIVITY
• In the previous unit abduction was dealt
Have you heard of the different types of justice? with. “In general, marriage by abduction has
Discuss this issue in the class. serious harmful consequences for the girls. The
A class discussion will enable students to share mistreatment of the girl during the process of
previous knowledge and experience. abduction is very high. She is often beaten and
if not immediately intimidated suffers severe
READINGS punishment leading to bodily harm.” Source:
• Explanations about categories of justice p22 A Study on Violence against Girls in Primary
Schools and Its Impacts on Girls’ Education in
CASE STUDIES
Ethiopia
1. Land distribution by the kings of Ethiopia • The report claims that prevalence of marriage
• Land distribution has been discussed in by abduction was as high as 69% across the
previous lessons and in Grade 9 (Unit 4 whole country in 1997. Corrective justice is
Lesson 1). In parts of Ethiopia, land was essential to act as a punishment as well as a
shared by the nobles and provincial chiefs or deterrent in such cases.
taken from the church (which owned a very 3. The case of Ato Kibru
large part of land) to give to followers and
• There may be similar cases in the media or
soldiers. At the time of Haile Selassie students
discussed in the locality that will show how
were protesting that land should be owned by
procedural justice is used, regardless of the
those who farmed it.
status of the individual on trial.
• Distributive justice has to be implemented
to lead to a fair and just society and avoid ACTIVITIES
conflict. 1. Do you think it is justifiable to take all the land
2. Abduction from the farmers and give it to the noblemen
• This is regarded as a form of marriage by and kings? Discuss.
kidnapping in parts of Ethiopia and appears to • Did the workings of Haile Selassie’s
be on the increase in some regions according government violate the notion of distributive
to a 2008 report which cites the reasons for justice? Discuss.
marriage by abduction as to: • Students should identify the unfairness of such
Ensure that the girl of men’s choice will a system and may wish to compare it with the
not run away, current system where the state owns all the land
Avoid payment of bride-price in anticipation but enables it to be possessed for industrial or
agricultural use and accommodation. 3. Which side do you think is right? Discuss your
2. Do you think justice has been served in the views in the class.
case of Woinshet? Discuss. • It is hoped that the students will see the need
• The sentence received by the abductor and for procedural justice and expect any criminal
rapist may be a focus for discussion. How to face the same treatment regardless of their
much is a destroyed life worth? Can there position in society.
ever be a fair outcome when people’s lives are
See sample lesson plan on page 54
involved?
LESSON 4
READINGS ACTIVITIES
• Explanations about the organization and 1. When you go home ask your parents how the
functions of the judiciary courts were organized in previous regimes.
• Situations can be fair or not fair, depending Also ask them to tell you how cases were
upon different factors. What is fair for one taken from First Instance courts to Higher
person might be unfair for another. A person Courts and to the Supreme Court.
may treat someone else wrongly with a belief • Their response depends upon what they get
that he is doing right. Generally, because of from their parents but they must be geared
differences of interests, fairness is sometimes towards what is explained in the readings
difficult to achieve. above.
• It is to reconcile these differences legally that
2. Discuss the structure and organization of the
the judiciary is organized and set in motion. The
Ethiopian judiciary under the unitary and the
judges are the main elements in the judiciary,
federal systems.
and they, in most cases, are recruited on the
basis of their qualifications and merit. In most • This is already dealt with in the readings but
cases judges are free from the interference the students can be motivated to air their
of the legislative and the executive organs views.
of government, and are only accountable to AN ADDITIONAL ACTIVITY
their conscience and the law of the land. To
maintain their freedom, different provisions Students, in groups, could study how cases are
are set in place. (See the FDRE Constitution, presented in the First Instance court and how they
Articles 4 and 5.) are adjudicated.
LESSON 5
EQUITY OF TAXATION
CLASS PREPARATION: INSTRUCTIONAL rates are fair.
AIDS • In 2009, the Revenue and Customs Authority
• Pictures showing citizens paying taxes set about creating an integrated tax system
and agency to meet the 30 billion Birr revenue
STARTER ACTIVITY target for the fiscal year. Many companies
• How many types of taxes can you list? were requested to pay millions of Birr in tax
• How do you think taxation should be arrears.
conducted? CASE STUDIES
The activity could be discussed in small groups
Taxes in Ethiopia
and their ideas then fed back to the whole class.
• The message that this case study highlights
READINGS is that tax collection in Ethiopia is a problem
• Explanations about the equity of taxation as many individuals and companies do not
pay their taxes. A number of administration
• Taxation is not always easy and there are
systems had been introduced to enable the
constant efforts by those in power to gather
government to integrate the tax system,
as much as is required by the easiest and most
collect accurate information and help in the
appropriate methods. The people who have to
enforcement of revenue collection. Prosecution
pay do not always agree and this has led to
is one outcome for those who evade tax on a
many conflicts.
large scale and others will be expected to pay
• For example, in Nigeria, the Ibo Women’s
back the debts within a set period of time.
War of 1929 was a protest against taxation.
A grievance emerged over a woman, fearing ACTIVITIES
that she would be taxed, prevented an official 1. Discuss.
from counting her goats and was hit by the
Why do you think some people do not pay
colonial employee. “Shortly after the incident,
taxes?
thousands of nude women carrying mens
weapons (sticks and spears) surrounded What do you think should be done to solve
the houses of the accused parties and sang this problem?
ridiculing songs... However, the British • The students should identify reasons
response to the peaceful assembly was swift including: a desire to defraud the government
and violent, and about fifty women were killed and not pay their burden; a concern that the
or injured. Eventually the tax was imposed.” taxes are not being used appropriately; lack
Source: p852 (1998) In the Balance Vol 2 of knowledge of what they should be paying;
• In Ethiopia, income tax is supposed to be a belief that they are being overtaxed by an
paid by everyone who earns an income or has unfair system etc.
interest on their savings. The tax rates are set • Putting in place a functional system with
by the government and there is a threshold for officials free from corruption, and sensitizing
paying tax. Not everyone agrees that these tax the public on their obligations and the
52 Civics and Ethical Education — Grade 10 Teacher Guide
Unit 4 – Justice Lesson 5
necessity of paying taxes, could be mentioned a fair tax system which other groups could
as a solution to deal with the problem of tax evaluate.
evasion.
AN ADDITIONAL ACTIVITY
2. Devise an equitable tax rate for personal
If there is a tax authority in their locality, students
income then use it in the table below and
could investigate who actually pays tax, and what
calculate the tax amounts.
the major problems are related to the collection of
• Students could work in small groups to design
taxes.
LESSON 3
UNIT 5 PATRIOTISM
LESSON 1
• How does discrimination weaken patriotic • Students could produce a table or chart to
feelings? illustrate these differences. All the questions
2. How can we strengthen the sense of patriotism are indicative of differences among students,
in all Ethiopians? the recognition of which is important for the
development of patriotic feelings.
• The above explanations may help to support
some of the discussions. How many different 3. Form groups to discuss what people and the
languages do students in your row/class government should do to promote a sense of
speak? patriotism among all citizens and let the group
leaders summarize their ideas to the class for
• How many of them like reading the same
further discussion.
kinds of books?
• There may be suggestions such as joint
• How many students choose football as their
religious events, or publications and broadcasts
favourite sport?
in minority languages; celebration of national
• How many of them follow the same religion?
holidays and making every attempt to fully
• How many students like similar kinds of respect the human, democratic and cultural
music? rights of citizens, and also enabling them to
• How many different kinds of cultural foods be equitable beneficiaries of the resources of
can the students list? the country.
LESSON 2
• Films, posters, pictures etc., that show terrorist • He did not have sources to substantiate his
activities and the Holocaust etc. ideas and his descriptions justifying the actions
• Posters against corruption of the work of the military party are also
subjective. “The number of traitorous ministers
STARTER ACTIVITY and generals that Ethiopia’s revolutionary
• What do you think the common good or public courts have had to send before the firing
interest means? squad in three years — to prevent Andom
• Why is it important for everybody to do his or from becoming a Pinochet, or a fascist regime
her best for the public interest? such as Pretoria’s or Salisbury’s from setting
The class could work in pairs to answer these itself up in Addis Ababa — is insignificant
questions, sharing their information with another compared to the number of peasants the
pair. landlords murdered in a single month — and
continued doing so for decades — when their
READINGS Emperor held absolute, final and almighty
• Explanations about patriotism and the power.
common good • As for the lies about massacres of 500
• Having objective views of the past is one students a day, presented by the capitalist
theme of this lesson. Followers of a particular press in New York and Paris as coming from
leader or government may be biased in their “reliable sources,” I have heard US and French
interpretation of the events of that period. In diplomats in Addis Ababa deplore the fact
reading a book written during the period of that the press could have considered such
Haile Selassie, one can often identify patriotic stupidities credible.
support for his rule while another, written
• It is true that there has been sporadic crossfire
during the military period, would give a very
in which one or two terrorists, not to mention a
different impression.
kebele militiaman or policemen, died. However,
• This is mostly the case because the sources
the Revolution is not to blame; this is the work
used for writing the book, the writer’s political
of the counterrevolution.” (p84-5)
attitude etc., can be different at different
times. • Another theme discussed in this lesson is that
of personal versus public interests. Sometimes
• A Cuban, Raul Valdes Vivo, described the
this causes conflict, particularly if it means
emperor’s palace, “with its 800 servants, the
reducing personal interests to help the
rugs on which he stepped every morning at
community, region or the country.
around 11:00 were embroidered with gold. His
toilet seat was solid gold, as were the bicycle • But under a democracy as young as ours,
frame for his daily exercises, the washstand the system will not be deep rooted unless, at
• How do you feel when your nation or culture promote common good. They should realize
is regarded as inferior? that action can start in the classroom and school
• Discuss how we can avoid nationalistic e.g., joining clubs to support environmental
chauvinism. issues, HIV/AIDS and other worthy issues and
being an active member of that group. In their
• This discussion should encourage students to
locality they may take time to be involved in
speak what they feel but it should be managed
literacy schemes or clean up campaigns.
with discretion to ensure that it leads to a
5. Discuss the following questions as a class
positive outcome with consensus on how
nationalistic chauvinism can be avoided. • What do you think about Abebe’s action? Do
you think this is corruption? Why?
3. Using the above information, discuss the
• What would you do if you were in Abebe’s
effects of nationalistic chauvinism as a class.
position? Discuss the problem and mention
• The main point that should arise is the impact possible solutions.
on a country of such a huge population loss.
• It is assumed that students will denounce
4. Form groups to discuss how you can promote Abebe’s action and acknowledge that using
the public interest/common good in your resources identified for others is corrupt
area. Group leaders should present their ideas practice. It may be difficult for students to
to the class. put themselves in Abebe’s position but they
• This is quite a challenging task for students may be able to identify some solutions to the
and may require some support to enable them problem of corruption such as declaring high
to come up with their own ideas. As students value gifts.
they may feel that they are powerless to See sample lesson plan on page 66
LESSON 3
• How do you contribute to poverty reduction veterans and athletes can wear their medals
in your community? to show the patriotic role they have played for
• The student text and some of these examples the country, many people who have helped
may help them identify ways of reducing and others are not recognized. Some may be paid
eradicating poverty. Ways of reducing poverty for the work they do but others do the work
in the community may include avoiding waste, for no money. Even when they work for money,
providing education and training for those at when they do it diligently and with a sense of
risk and ensuring that health care includes accomplishment, they must be considered as
family planning. Students may identify patriots. Voluntarism will be discussed more
other ways that the government, NGOs and in the next lesson.
community groups can reduce poverty.
2. Do you think that Sado is a patriot? Why? AN ADDITIONAL ACTIVITY
Discuss. The students could discuss the problems that the
• This will encourage students to revise what country faces when it loses qualified students and
is meant by patriotism. Although many war workers to the Diaspora.
LESSON 4
VOLUNTARISM
CLASS PREPARATION: INSTRUCTIONAL CASE STUDIES
AIDS 1. Voluntary organizations and volunteers in the
• Films, pictures, posters etc., depicting citizens United States
engaged in community welfare activities. • In many countries, giving in terms of time
STARTER ACTIVITY and money to voluntary and charitable
organizations is common. In Ethiopia, there is
Do you think that it is possible to solve community
also evidence of people who do a valuable job
problems by giving free services? Who is
for no financial reward. The next case study
responsible for giving these kinds of services?
highlights one person.
The students could work in small groups to
2. Tibebe Meko — a volunteer who serves
discuss these questions.
• ‘HAPCSO, the HIWOT HIV/AIDS Prevention,
READINGS Care and Support Organization was established
• Explanations about voluntarism as a local NGO in the capital of Addis Ababa in
• Voluntarism is a sort of self-help project 1999 by nurse Tibebe Meko as an indigenous,
rather than waiting for the government to do community-based response to the HIV/AIDS
something. For example, “By the middle of the epidemic.
nineteenth century,... Americans were forming • HAPCSO involves 65,000 people and includes
a great variety of voluntary associations to nine kebeles (sub-districts), located in the
achieve purposes through private efforts rather southwestern outskirts of Addis Ababa.
than through governments. The assumption
• Over the years HAPCSO has grown to
was that the public good could best be
achieved by enlightened self-interest, whereby provide a wide variety of programs including
individuals get what they want through their home-based care to HIV/AIDS patients; care,
own efforts.” Source: p365 Civitas medical treatment and education for orphans
• The voluntary work described in this lesson is and vulnerable children; prevention work
linked to supporting people with HIV/AIDS. through peer educators, drama and song clubs
for youths etc. HAPCSO works in partnership
• Sub-Saharan Africa has the highest incidence
with many community leaders dedicated to
of HIV/AIDS — approximately two-thirds of
all those living with the disease are here. breaking the silence and stigma surrounding
HIV/AIDS and taking action to stop its spread
• UNAIDS reports that in Sub-Saharan Africa:
through an integrated, community-based
For every two people gaining access to
approach.’
antiretroviral therapy, five more become
infected. • “We are reaching the people through their
own organizations — the men’s associations
Nearly 12 million children under age 18
and the women’s associations. As these
have lost at least one parent to HIV/AIDS.
Source: World Bank.
organizations learn to deal with AIDS, we have
strengthened the community to fight AIDS on perceptions of the voluntary service in their
its own.” –Tibebe Meko, founder, HAPCSO own area and any experience that they may
Source: HAPCSO website have of doing voluntary work.
2. Discuss these questions as a class:
ACTIVITIES
• Do you think that the contribution of volunteers
1. Discuss the following questions in groups and
such as Sister Tibebe helps to solve some of
list your answers and opinions and share your
our problems?
answers with the class.
• Do you know other Ethiopians who serve
• Compared to Americans, do you believe
children or other needy people in your area?
that Ethiopians actively engage in voluntary
Try to find one and write briefly about the
activities?
contribution of that person and share it with
• Do you know any voluntary organizations the class.
serving the community in your town or
• If there are any volunteers in the locality
village? What kind of services do they give to
who are willing to talk to students about
the community?
their experiences, it would be interesting for
• Have you taken part in any voluntary activity students to listen to them and ask questions,
to give free service to your community? by which they could be able to identify the
• The answers will depend on students’ merits and demerits of the volunteers.
LESSON 2
UNIT 6 RESPONSIBILITY
LESSON 1
A CITIZEN’S DUTIES
CLASS PREPARATION: INSTRUCTIONAL hard and helping others.
AIDS
CASE STUDY
• FDRE and states’ constitutions
Compromise — a gateway to common life
STARTER ACTIVITY • This case study introduces the importance
What duties do you think you have as a citizen? of leisure in life as well as study and work.
List down and present them in class. Getting the balance right is sometimes difficult
This can be an individual activity to check and students may need help in their time
how much students remember from previous management.
grades and lessons. • Time management skills are important
throughout life to ensure this most precious
READINGS
resource is not lost or wasted.
• Explanations about a citizen’s duties
ACTIVITIES
• To execute civic duties one should have civic
dispositions, civic commitments and civic 1. Form groups to discuss and list down some
virtues. According to Civitas (p11) “Civic of your civic duties as citizens. Group leaders
dispositions refer to those attitudes and habits should present their ideas to the class.
of mind of the citizen that are conducive to the • Civic duties can include voluntary activities or
healthy functioning and common good of the public service - helping a group or individual
democratic system. or taking part in environmental actions.
• Civic commitments refer to the freely-given, 2. Form groups to discuss the best way to spend
reasoned commitments of the citizen to the time in school, with friends and at home.
fundamental values and principles of American Discuss how you resolved differences of
constitutional democracy.” opinion among yourselves up to now. What
• Traditionally, “Civic virtue has meant the lessons have you learnt to help you solve
willingness of the citizen to set aside private differences of opinion in the future?
interests and personal concerns for the sake of • This activity can be combined with the
the common good.” But, nowadays, it is taken additional activity.
as the combination of civic commitments and
civic dispositions. That is, a person with civic AN ADDITIONAL ACTIVITY
commitments and civic dispositions is said to Students could draw up their own plan showing
be virtuous. how they intend to manage their time for studying,
• Many of the duties have been already covered working and leisure activities. Then they could
in previous grades and lessons. They include swap what they have produced with a partner.
obeying the law, active participation in the life Each could then work out their differences and
of the nation to make a difference, working reach a consensus.
LESSON 2
This should be done individually but some • As well as the responsibility that the child
has to the aunt and younger family members,
students could tell the rest of the class about their
this article also highlights the responsibility of
action.
the local charity. In this case, when the aunt
READINGS died, the charity worker took care of the five
• Explanations about taking consequences of children.
your actions CASE STUDY
• The different types of responsibility are Misbehaviour — a social curse
explained in more detail in this lesson. Some
• Everyone likes to have a good time and enjoy
of this has been covered in previous grades
and lessons. The main point here is to show themselves when there is no work. These
how responsibilities change according to friends are no exception but they had their
different situations. Individual responsibility fun at the expense of others. Students have
is different from organizational responsibility to be aware of the problems of irresponsible
etc. actions.
• In terms of individual responsibility, some ACTIVITIES
students may have more responsibilities than
1. Form groups to discuss and list down your
others due to their home circumstances. In the
personal responsibilities at home, in school, in
developing world many children are given the
your community and as a citizen of the nation.
responsibility of looking after younger siblings
or older families members as well as doing Group leaders should present their ideas to
household chores and other work to bring in the class.
some income. • This activity will depend on the students
• A case study in a report by UNICEF is typical in the class. Some students may face huge
of the lives of many children in Africa: responsibilities compared to others. In any case,
• A twelve year old looks after her aunt and four at school level students have the responsibility
young family members. The aunt is sick from to respect the rights of their school and
an AIDS-related illness. They all live in a small classmates, the rules and regulations of the
mud hut which leaks in the rain. They receive school, giving honour to their teachers and
the school community, actively participating 3. Form groups to discuss what you could do
in the activities of their class and school when you see misbehaviour in public places.
and endeavouring to achieve educational How would you behave in places meant for
excellence etc. recreation?
• At a community level they have the • Discuss times when you have been embarrassed
responsibility to respect the norms and values by the bad behaviour of other people. Do you
of the community, do their best to be part of have a responsibility to ask people to stop
a solution to the problems in their community behaving badly?
and contribute to its improvement.
• Again, this depends on the students’ personal
• At a national level they have the responsibility experiences. However, misbehaviour, as it
to be patriotic, acknowledging the flag and other endangers the common good and damages
national symbols, honouring and defending public property, must be dealt with
the sovereignty and territorial integrity of the courageously and students have to follow this
country as well as the Constitution. positive example.
2. Form groups to discuss and list down some of
your responsibilities in the table. Group leaders AN ADDITIONAL ACTIVITY
should present their ideas to the class. If there is time, the students could devise and
• This will extend the ideas contributed in the possibly perform simple role plays to demonstrate
first activity. the impact of irresponsible behaviour on others.
LESSON 3
NATIONAL RESPONSIBILITY
CLASS PREPARATION: INSTRUCTIONAL • Another active member of the association,
AIDS Yoftahe Nguse, employed the allegorical
• Pictures, posters etc., that show citizens technique... to depict the dangerous portents
engaged in different activities, institutions such hovering over Ethiopia...” Source: p216-7 (2008)
as the council of elders and citizens recruited Society, State and History AAU Press.
into national defence force. • Another intellectual, Kidana-Maryam, played
STARTER ACTIVITY a role in the capital by organizing the women
and youth “in a war of resistance. Leaflets
Discuss, as a class, what you think your national
rousing the city’s population to an uprising
and social responsibilities are.
against the Italians in June-July 1936, probably
This could be done as a brainstorm activity
to coincide with the ill-fated five-pronged
READINGS Patriot offensive on the capital, might also
• Explanations about national responsibility have been authored by some of the intellectuals
like Kidana-Maryam. The city-dwellers were
• As was already indicated in the first activities
enjoined to kill all Fascists at a signal from
of Lesson 1, one of the national responsibilities
that citizens have is to defend the country in those who issued the proclamation..” (222)
times of invasion. In Ethiopia’s history the • The Black Lion organization was another young
Italian invasion in 1935 was the most serious intellectual opposition group led by the British
threat to the country’s sovereignty. educated veterinary surgeon, Dr Alamawarq
• As well as those involved in the fighting, other Bayyana. Unfortunately for many, and for the
patriots took a different approach to defending future of Ethiopia, following the attempt on
the country using their intelligence. As Bahru Graziani’s life, “All those intellectuals whom
Zewde wrote: “An institution established on the Italians could lay their hands on were
the eve of the war, the Ethiopian Patriotic
rounded up and most of them were shot after
Association, helped to galvanize patriotic
perfunctory interrogations. These included
sentiments against the impending Italian
many of the leaders of the Black Lion..” (223)
aggression. It provided a forum above all for
that sector of the new elite with a traditional • While some of the intelligentsia collaborated
educational background, like Makonnen with the Fascists (notably Afawarq Gabra-
Habta-Wald...(who) castigated the world Iyyasus), others went into exile and some
for its mindless arms race, detailed Italian of those worked to build up solidarity for
arguments for expansion and argued that Ethiopia. Among these were Yoftahe Nguse
Italian aggressive designs had gained a new who had escaped to Sudan, disguised as a
momentum because of fears that Ethiopia’s
priest and then ‘divided his time between his
earnest efforts to modernize would thwart
literary activity and correspondence with the
Italy’s long standing desire to colonize the
country. emperor’.
LESSON 4
what ways do you think you can contribute? when artefacts or cultural heritages are stolen
Group leaders can present their ideas to the and sold. Group leaders can present their ideas
class for discussion. to the class for further discussion.
• Reforestation is only possible with the support • The additional information provided in the
of other agencies working in the area. Students teacher guide may help students to realize
may be aware of such groups locally or they the potential damage that is done when such
could be given information through the school artefacts disappear. The report by Degife
or kebele about ways that they can help. quotes a Dr Lenz who visited Ethiopia in 1976
1. Form groups and fill in the tables below, and whose statement of the objectives and
strategies of culture appeared in Ethiopia’s
discussing how cultural heritages attract
Ten Years Perspective Plan in 1983/4:
tourism and help develop the country.
• “Ethiopia’s cultural heritage, although
• Tourism could be one of Ethiopia’s leading
immense and rich in its diversity, has never
industries since it has a rich cultural history
been systematically identified and registered,
and extensive beautiful natural resources. Yet
preserved and presented. Whatever was
the number of visitors from other countries
identified and preserved is to be found
to these sites is relatively small (200,000 per
scattered in churches, mosques, palaces and in
year), especially compared to those visiting the
private hands. The government is to preserve
neighbouring countries of Egypt and Kenya.
records on history, economic and social issues.”
• A 63 million dollar five year project was (p153)
launched to turn tourist attractions into • Since that time, the Institute of Ethiopian
‘community based, sustainable tourism Studies acquired many records from home
development centres,’ to encourage tourists and abroad. Ongoing efforts are being made
to remain in Ethiopia for longer periods, to record older manuscripts digitally to ensure
media agencies reported in 2009. The projects their contents can be maintained, protected
would also have a role in conserving historical and used as a resource.
and cultural heritages for the nation. Nine
sites have been identified including Axum, AN ADDITIONAL ACTIVITY
Lalibela’s rock-hewn churches, Addis Ababa, Students, working in groups, could identify what
eastern Afar, Dire Dawa, south Konso and historical sites and wild animals are found in their
Bale. region/woreda and suggest ways to preserve
2. Form groups and discuss the damage done them and make them a source of income.
LESSON 5
help to stop such harmful practices which are • Students should fill in the tables after group
one cause of HIV e.g., when instruments are discussions, sharing ideas from their texts and
not clean. other sources.
ACTIVITIES 2. Do you think ensuring gender equality is
important to fight against HIV/AIDS? Why?
1. Form groups to discuss the effect of HIV/
AIDS on individuals and country. Use the • In addition to the information in their texts,
table below to list them in each column. students should be informed of the gender
• Look at the second table and list the roles of issues that can affect many girls in Ethiopia
individuals and organisations in combatting including forced sex, early marriage and
HIV/AIDS. abduction.
LESSON 5
UNIT 7 INDUSTRIOUSNESS
LESSON 1
• There are assumptions that some jobs can only (b) Say that you had to go to lunch and he
be done by men (particularly if it requires would have to wait until afternoon.
physical strength) or by women (often linked
• Finally, have a vote in class to see how many
to their caring capacity) but in many countries
people agree with (a) or (b).
there is no gender barrier unless it relates to
caring responsibilities of females where a male • This should lead to an interesting short debate
would be inappropriate. Women in Ethiopia on the decisions made by students. It could
carry out physical labour on building sites and be done by asking all students agreeing with
in road construction and men are employed as (a) to go to one side of the room and all those
nurses so there is already acceptance that these agreeing with (b) to go to the other side then
skills and attributes are not gender based.
ask representatives from each side why they
3. Lunchtime is from 12:30 to 1:30. At 12:25 your made that choice. This would enable those
boss asked you to do a small task. It was an
who wish to change their mind on the basis
important part of the bigger job which you
of the discussion to change sides.
were working on and would require just a few
minutes. AN ADDITIONAL ACTIVITY
• Discuss in the class whether you would: Students could be asked which jobs they
(a) Do what your boss asked, even if it took would prefer to do stating the advantages and
you until 12:35, because it was important disadvantages.
to get the work done.
LESSON 2
impact on employees who work with them. • Students should share their views on Tassew’s
Therefore, the good working habits has performance. This could be done in small
enabled them to gain more contracts across groups as a role play with one person acting as
different countries because of their reputation Tassew and another playing the bank manager
and the finished products. or the personnel manager explaining why
2. Discuss the story of Tassew. Tassew’s employment had to be terminated.
LESSON 3
LESSON 4
• But the problem was the sustainability of the • Students may believe that their grandparents
program which discontinued at some point and older people living in their community
and some of the beneficiaries relapsed into are too old to learn. Hopefully the case study
and other information will make them realize
illiteracy.
that this need not be the case.
ACTIVITY
AN ADDITIONAL ACTIVITY
1. Is age a factor to be considered when There could be a class debate on the importance
improving one’s skills and knowledge. Discuss of learning new skills for work and for life.
in groups. See sample lesson plan on page 91
LESSON 4
UNIT 8 SELF-RELIANCE
LESSON 1
EXAMPLES OF SELF-RELIANCE
CLASS PREPARATION: INSTRUCTIONAL and deliberately towards their goal.
AIDS • Other social skills include being friendly
• Pictures, posters etc., showing a student towards people — smiling, making eye contact
studying in class and a person talking easily and showing respect e.g., speaking to them in
with others a way that recognizes their position.
• Encourage students to watch others on
STARTER ACTIVITY
television or in the school and community
What do you think are the main characteristics of to identify what social skills they exhibit.
a self-reliant person? Talk about some self-reliant Teachers should provide a good role model
people whom you have met. for students.
This could be done in pairs, sharing the ideas
CASE STUDY
with another pair.
Polite shopkeeper and rude customer
READINGS
• This dialogue provides an example of two
• Explanations about examples of self-reliance extremes of social skills through the words
• One example is, when attending an interview, a and actions of the characters.
person needs to demonstrate their self-reliance
ACTIVITIES
to demonstrate that they will be a good asset
to the organization they are applying to join. 1. Make a list of examples of good social skills.
Helping students recognize and develop these • With the information provided in the students
social skills is one responsibility of the teacher texts supported by additional information
and fellow students. in this text, students should be able to list
• Dependability is demonstrated in a number of examples of social skills.
ways including handing in work on time and 2. Discuss these questions as a class
being responsive in group activities. Who has good social skills? Nesru or
• Relationships with others is evidenced by social Debebe?
interactions in the classroom and outside. The How do you see the communication skills
loner or the loud, boisterous individual has to of Debebe and those of Nesru?
develop the skills to communicate confidently List the bad and polite words Debebe used
while not being too bossy with others. in his conversation with Nesru. Is it good
• Confidence is a key sign of a self-reliant person to use these kinds of words?
who is able to adapt to any situation without How did Nesru manage to cool down
fear. A person demonstrates confidence Debebe’s temper? Is Nesru a good
through their body language and voice — shopkeeper? Why?
remaining calm but clear, moving smoothly The students should be able, with your
guidance, to pick up from the text points could be used to demonstrate some of the positive
that give answers to the above questions. traits as well as the negative actions. The case
study provided one example but another could be
AN ADDITIONAL ACTIVITY
based on an interview for a job or college place.
One way of teaching self-reliance is through
See sample lesson plan on page 100
practice and observation. In this lesson, role play
LESSON 2
EXAMPLES OF DEPENDENCY
CLASS PREPARATION: INSTRUCTIONAL e.g., not knowing what to do in a situation and
AIDS relying on others to show them. They may
• Films, pictures, posters etc., showing beggars appear afraid of unfamiliar situations and
and poverty show lack of self-confidence, seeking support
from others. Some are lacking in self-reliance
STARTER ACTIVITY due to factors relating to their upbringing
• What are the main characteristics of a (they may have had overprotective parents or,
dependent person? on the contrary, were afraid of their carers).
Some may have learnt that dependency can
• What, in your opinion, are the negative impacts
lead to an easy life — not doing homework
of dependency?
and copying from someone else when it has to
Students could do this independently be submitted. It is the latter group that have
providing some answers to share with the rest of the least excuse for their problems.
the class.
• Countries, because of their level of development,
READINGS poor resources, prevalence of corruption and
maladministration culminating in political
• Explanations about examples of dependency
instability etc., remain poor and dependent
• In the previous lesson, students explored the on affluent countries for their survival. This
signs of self-reliance through observing the is the case in many Africa, Asian and Latin-
actions and words people use. In this lesson, American countries. As these countries, for
observation of dependent people should many years, continued to solicit the support
enable them to consider how to avoid this of the rich countries, it is said that they have
situation. developed a dependency syndrome, finding
• The first group to observe are young children it difficult to extricate themselves from this
or the very elderly who are dependent on fatigue.
parents or adult for their basic needs. When • To avoid being dependent on others, teachers,
they are hungry, thirsty or in need of comfort students and community members need to be
or attention, they display different types of motivated to act independently, to identify
body language as well as spoken language. their goals and work towards them, unlike the
These people are usually incapable of being student in the first case study.
able to support themselves.
• When observing beggars, many may appear CASE STUDY
able to do some form of work but may be The ups and downs of school life
hindered by age, childcare responsibilities or • Having a role model helps to develop goals
a disability. and provides motivation to succeed. In Mola’s
• In school and in the community there may be case, lack of parental support may have been
others who show signs of dependency. This one factor for lack of ambition. There are
may be evident through their inconsistency some young people who choose to remain
LESSON 3
• From these comments Hirut could have learnt 3. Discuss the following questions as a class
her weaknesses and strengths and ended ‘Do not focus on people; do not criticize
up appreciating Takele; this would have people but their ideas; be ready to listen.’
strengthened their relationship.
These are among the rules of public de-
• There is no person in the world who knows bate.
everything. We may be an expert in one area
What kind of problems do you observe in
but a layperson in another. This gap is always
this discussion?
bridged by being open-minded to learn new
things and being ready to listen to others. Who spoke politely? How?
2. How can you persuade other people to agree How can they resolve their differences for
with your point of view when you take part the future?
in a discussion? Do you use statements like This activity could be delivered as a class
these: I am right! You are completely wrong! debate or with students role playing alter-
Why do you not accept my ideas? native solutions.
• Persuade your partner to give you something
AN ADDITIONAL ACTIVITY
of theirs. Think about that language that you
use and listen to their side. The class could discuss whether or not students
• Observe students doing this activity and believe that, in terms of politeness, they are on
provide constructive criticism where needed. the right track.
LESSON 1
UNIT 9 SAVING
LESSON 1
TRADITIONAL PRACTICES
WHICH AFFECT OUR SAVING HABITS
CLASS PREPARATION: INSTRUCTIONAL a better life in future, then culture positively
AIDS contributes to a higher national saving.
• Pictures, posters showing youngster sitting On the other hand, if citizens spend their
income extravagantly in unproductive areas
idle and a large poor family
emanating from religion, tradition and/or
STARTER ACTIVITY contact with the high living standards of the
Which traditional practices do you think have a affluent classes of the rich countries, culture
bad effect on our saving habits? adversely affects saving.
Discuss this issue in the class. • “Since ancient times human societies have used
language and art to describe and understand
READINGS their world. While many living in post-1800
• Explanations about traditional practices which societies used the tools and language of
affect our saving habits science for these purposes, the role of faith
and belief in a supernatural dimension did not
• The range of traditional practices relating to
disappear... For most people in the world,..
weddings and funerals was introduced in
religious convictions have provided both
Grade 9. One basic reason for low savings is
personal solace in the age of uncertainty and
that the per capita income in less developed
a source of community in a world of rapid
countries is low. Since most of the income is
social, economic, and political change.” Source:
spent on consumption with the objective of
p930 In the Balance
meeting the basic needs of society, there is
little by way of a surplus that can be saved. CASE STUDY
The financial institutions’ weakness is another
The farmer and his family
reason that demotivates saving. There is neither
enough, nor the tight types of institutions, • Families with large numbers of offspring are
to encourage and mobilize savings. The among the poorest in the world and, for many,
financial institutions like banks, insurance the lack of family planning knowledge is the
companies, micro-finance institutions etc., are reason. Some choose to have a large family
grossly inadequate. Capital market is either because their faith does not allow them to
non-existent or less developed. The habit of use contraception. Some, as in the case study,
share-holding is very weak too. Furthermore, believe it is God’s will.
the interest rates do not portray a picture of • Particularly in developing countries, an
coherence, and lenders are not attracted by increase in the mortality rate of children is a
them. catalyst for a family to have more offspring,
• Culture also significantly affects saving i.e., as a mechanism to offset the rate of child
behaviour. If citizens are prudent in their mortality.
spending on basic consumption and determine • Contraception has been available since 19th
to save a certain portion of their income for century following the development of a
Civics and Ethical Education — Grade 10 Teacher Guide 103
Unit 9 – Saving Lesson 1
flexible rubber that was used to produce would you like to plan your family for the
condoms. However, the oral contraceptive was future?
not introduced until 1954 and by the 1980s an • Students should take account of previous
implantation device was available that could lessons relating to poverty and dependency
prevent contraception for a number of years. and the continuous increase in life expenditure,
• The desire to decrease family size also developed school fees, minimal job opportunities etc.
pace in the 20th century as “children became when considering the problems of having a
economic liabilities rather than assets, because large family.
child labour laws and compulsory education 2. Try to list the different traditional practices
postponed their economic contribution and that affect saving in your surrounding. Think
lengthened their period of dependency... The of some solutions to avoid these extravagant
general downward spiral of the birthrate activities.
(particularly in Euro-American urban society) • Exaggerated wedding ceremonies, funerals,
during the early twentieth century was holy day feasts and saints’ days may be among
attributed to the legalization of contraception the traditions that cost a lot of money and/or
and its widespread acceptance by the female prevent saving.
population.” (923)
AN ADDITIONAL ACTIVITY
ACTIVITIES There could be a discussion on the saving cultures
1. What problems do you think the family face of students’ families, exploring ways of improving
because of the number of children? How some of the more extravagant expenses at home.
LESSON 2
family but which nobody uses. Also, think of much does it cost to use the following for an
a time when people you know spent a lot of hour:
money without a good reason. Make a list and a light bulb
exchange it with your classmates in the next
a radio
lesson. Compare the many ways you can help
a single ring stove
to reduce household spending.
a television
• This will be an individual effort which can be
discussed at the start of the next lesson. a fridge
Students could also find out what their families
AN ADDITIONAL ACTIVITY
pay for water and what is wasted when a tap is
Find out the cost of using electrical items — how left running for a period of time.
LESSON 3
LESSON 4
CHOOSING A CAREER
CLASS PREPARATION: INSTRUCTIONAL to them, may be located on the internet and
AIDS in universities. For students in Grade 10
their decision about which subjects to take at
• Films, pictures, posters etc., showing citizens
Preparatory School is the first step on this route.
engaged in different activities which they
Others may be seeking to follow training and
appear to enjoy. vocational education or go into employment.
STARTER ACTIVITY They too will need guidance and support.
LESSON 4
LESSON 1
• Manifestos and literature on political and • Having gained this freedom in Ethiopia it is
civic organizations in the locality and FDRE essential that the people take advantage of it
Constitution to ensure at local, regional and national level
they elect the right people to govern and
STARTER ACTIVITY represent them.
• What do you think is the difference between • All participation that promotes the common
political and social participation? good of society can be taken as social
• Have you ever contributed to your community? participation. These include, amongst others,
Explain what you did? Iddir, ikubs and mahiber.
This can be discussed in class with some
CASE STUDIES
individuals contributing their own experiences.
1. The Girls’ Empowerment and Management
READINGS project
• Explanations about levels of community • This is an example of how a project for girls
participation was able to have a significant impact on the
• Participation in political activities is explained government.
by Betty Reardon who writes: “Political 2. Taitu’s new-found literacy skills
freedom and democracy have inspired some
• The importance of literacy skills for people
of the major recent changes within nations
of any age was discussed in Unit 7 Lesson 4.
and in the international system, much of
This also highlights the behaviour change that
them impelled by citizen action and popular
movements. Citizens’ organizations have follows literacy.
become a significant factor in both national ACTIVITIES
and international politics.” Source: p123 (1995)
1. Discuss other ways in which you can take part
Educating for Human Dignity-Learning about Rights
in the politics of your country.
and Responsibilities University of Pennsylvania
• In his opening address to the 1994 Seminar, the • Try to identify and critically evaluate the
president of Uganda, Yoweri Museveni, said, different policies of the parties in your area.
“Popular participation leads to the creation of Discuss this as a class.
a strong civil society with a keen awareness of • This is a complex task that will require
their rights and responsibilities. ...democratic resources from the community outlining the
governance must be open so that the people policies of the different parties. Students will
know what is going on at all times to be able need to consider their own position and, while
112 Civics and Ethical Education — Grade 10 Teacher Guide
Unit 10 – Active Community Participation Lesson 1
it will not be necessary to share with others 3. Form groups and discuss the different purposes
their political affiliation, they can discuss the of social participation, then present your ideas
ways that they might be able to participate. to the class.
2. List some articles from FDRE Constitution • List some of the social problems in your
which promote women’s participation in the community. Try to propose ways of solving
politics of their country. these problems.
• Why do we need groups like the Girls’ • This will entirely depend on the prevailing
Empowerment and Management (GEM) conditions in each school.
project when we have these articles in the 4. Have you ever taken part in literacy activities
Constitution? Discuss in pairs. in your community?
• Article 35 is concerned with the rights of • Discuss the possibilities of engaging in literacy
women among others; Article 38, while not activities during your school holidays.
gender specific, is related to the right to vote • This will depend on the activities and
and be elected; Article 25, the right to equality opportunities available for individual
is also linked to women’s promotion. students.
LESSON 2
• Each student will need to undertake this in 3. How do programs like the Future Farmers
their own time and bring information back to Program promote the interests of farmers?
show what they have learnt. Discuss this with your group and the class.
2. Evaluate the different nature and purposes • Do you think that educating children can also
of civic societies under democratic and be a benefit to the community at large? Explain
undemocratic governments. your answer.
• Under democratic governments the civic • This project, and similar ones organized by the
societies are expected to play a role NGO TEACH, acknowledges the importance
in democratising the nation — giving of teaching through a context that the people
responsibility for development to the local understand, in this case, through agriculture.
people for improving the environment, As the future workers and leaders of a
helping care for the sick and needy and community, it is important to teach skills and
mobilizing the youth to play an active role in knowledge that is relevant to the life in that
their community. community as well as the transferable skills
• By contrast, civic societies under an that will enable them to progress through
undemocratic government were more likely to formal education.
be government controlled providing support
for its policies and forming groups by means AN ADDITIONAL ACTIVITY
of coersion and even threat. Hitler’s youth and Students could identify the work of the Youth
China’s Red Guards under Chairman Mao Association, or any other association, during the
are examples of civic groups which became time of the Derg.
synonymous with their undemocratic leaders. See sample lesson plan on page 116
LESSON 2
LESSON 1
LESSON 2
LESSON 3
USE OF INFORMATION
CLASS PREPARATION: INSTRUCTIONAL and reports may provide recent information
AIDS gathered by trusted sources (government and
• Films, pictures showing modern electronic non-governmental organizations) while books
gadgets like the Internet, TV, radio etc. can be used where information does not have
to be recent but still needs to be authentic.
STARTER ACTIVITY Judging the accuracy of any information
What is information and how do you obtain and is important but can be difficult with the
use it? modern communication systems, particularly
Using information gathered over the previous the Internet, enabling anyone to publish
week (if the additional activity was to be carried ‘information’ which may seem factual but may
out) or previous lessons, students could work in be distorted or fabricated. This is one reason
groups to discuss this question. why students need to verify their facts, find
more than one source of information and be
READINGS
rigorous in their research activity.
• Explanations about the use of information
CASE STUDY
• In the last lesson, facts were discussed in
general terms. This lesson focuses on the Enrolments in secondary schools
specific types of facts which form information. • The table of secondary school students in
We gather information through observing, 1999 EC provides data that can lead to some
reading and listening and either retain it for a generalizations about the ratio of males to
purpose or discard it (though a lot of random females in each area and across the country.
information remains in our brains for years
and is sometimes retrieved when faced with a ACTIVITIES
question or problem). 1. Form groups to discuss the use of information
• Observation is one method of gathering and data. Group leaders should present their
information — for example watching students ideas to the class for discussion.
working can reveal a lot of information about • If the students did the additional activity
their behaviour and characters. after the last lesson, this information and its
• Written sources is the main way that uses could be discussed. Otherwise, students
information is collected both in data (facts should consider from their own experience
and figures gathered from questionnaires, the different uses that data and information
statistics etc.) and in other forms. Newspapers can have including: decision/policy
contain up to date information that may be making, educational purposes e.g., essays;
local as well as national and international. The communication to others e.g., media etc.
Internet also has current information. Journals 2. Using the data above, gathered by the Ministry
of Education, provide information about the possibility is that the construction of many
number of male and female students across schools has made accessibility for students
the different regions at Grade 11. relatively easy. Most rural areas show a very
• Why do you think some regions have far fewer low ratio of females to males — possibly as
females in education at Grade 11? a result of traditional cultures, distances to
schools and lack of role models.
• Why do you think there are more Grade 11
female students in two regions? AN ADDITIONAL ACTIVITY
• In Addis Ababa and Tigray the females In groups, students could look into educational
outnumber males but it is difficult to identify opportunities in their localities and make
the reasons without further information. One generalizations based on their information.
LESSON 4
leaders should present their ideas to the encyclopaedia and give them a list of words to
class. locate or facts to retrieve. The activity could be
• Students should realize the value of having treated as a game if the groups have a limited
some plan to help manage time. It need not time to gather the answers before passing the
be as prescriptive as the one in the case study questions and books to the next group. Examples
of words to locate in a dictionary could include:
but could identify times in the week outside
philanthropy; hybrid; squalid; antidote and trivial;
school, homestudy, chores and rest, where
words which most students may not have used
leisure activities and reading could be done.
and therefore will be unable to guess the meaning
AN ADDITIONAL ACTIVITY without using a dictionary.
Provide groups of students with a dictionary or See sample lesson plan on page 128
LESSON 5
TRUTHFULNESS
CLASS PREPARATION: INSTRUCTIONAL the best outcome would be. See the additional
AIDS activity.
• Pictures, film showing a person testifying CASE STUDY
before a court
Dishonest behavior
STARTER ACTIVITY • In this case the outcome for the students who
Is it always good to be truthful? told lies is severe. This case may lead to a
Use examples to explain your answer. discussion regarding the scale of punishments
in your school. Are some punishments harsh
The activity could be done individually with
and, therefore, students withhold the truth
answers written on a piece of paper and shared
and take the risk of being found out? Do some
with the class on the board or wall.
punishments act as a deterrent to those who
READINGS would otherwise tell a lie?
• Explanations about truthfulness ACTIVITIES
• If possible, bring in evidence of cases where
1. Form groups then discuss and list the benefits
people were not truthful, such as from the
of truthfulness and the damage that telling
newspaper or other media. These could
lies could cause in the table below. Examples
demonstrate how being dishonest may lead
are provided.
to trouble for example where there is tax
evasion. • Students should be able to complete this table
based on their own experiences and what they
• The lesson also considers the issue of accepting
have learnt.
that mistakes can be made and being honest
about them rather than trying to cover them 2. Form groups to discuss what lessons you can
up. A shopkeeper who gives the wrong learn from such an event. Group leaders should
change to a customer will gain more respect present your ideas to the class for discussion.
if he/she admits the mistake and refunds the • The main lesson should be not to accuse people
difference. The same is true when a customer without justification. Telling lies is most often
realizes that the change given is more than morally wrong and leads to trouble so should
it should be. Telling the truth often leads to be discouraged.
greater respect.
AN ADDITIONAL ACTIVITY
• Students need to understand, however, that
sometimes it is not easy to be honest, for Students could role play the following scenarios
example when the outcome may hurt another and decide whether telling the truth is the right
person. Role play activities can enable students thing to do:
to explore these situations and decide what 1. A student loses his/her new textbook on the
way to school and tells the teacher that it was of fear of abduction. When asked by the
stolen. teacher where the friend is, the student claims
2. A student has lent the textbook to his/her not to know.
friend who has not returned it. He/she tells 4. A student’s friend is staying off school to watch
the teacher that they forgot to bring it to the a football match. When asked by the teacher
lesson. where the friend is, the students claims not to
3. A student’s friend is staying off school because know.
LESSON 4
5 Note responses on board or share them Read individually stopping to reflect on the
aloud then help students to read text. importance of knowledge and reading
5 Explain activity and share some Work in small groups and discuss how you
feedback with the rest of the class. can develop the habit of reading.
5 Read case study and explain activity. Read individually reflecting on Paul Gnogno
then discuss with the rest of the group
5 Read second case study and explain Read individually reflecting on the program
activity. then discuss its benefits with the group.
10 Hand out sets of words and dictionaries Identify the meanings of the words in the
to the groups and ask them to locate the dictionary and note them in the time allowed.
words and write down the meanings. At the end the groups can check how many
The class could swap lists with another words they found in the time given.
group if time allows.
5 Draw conclusions from the lesson and
ask students to read ‘remember’.
PART II – MATCHING
Column A Column B
1. The skill of reading could be A. Data collected to undertake a given
developed through (C) research
2. Facts, concepts and generalization (E) B. Instruments for data collection
3. Sample (A) C. Practice
4. Questionnaire, observations, group D. The rational use of knowledge
discussion etc. (B) E. The three forms of knowledge
5. Wisdom (D)
Major
No. Content Minimum Learning Competencies (MLCs)
Competencies
2 To be governed Rule of Law 2.2 Recognizing the place of rule of law under a
by the rule of democratic system.
law
2.2.1 Identifying which constitution of Ethiopia is
formulated by popular consent.
4 Patriotism and Patriotism 4.2 Realise patriotism as a factor that creates cohesion
Responsibilities among the people of Ethiopia and the various expected
responsibility of a citizen.
INTRODUCTION
Ethiopia is a land of antiquity that has long centuries of political existence. The long years of political
experience to which the country was exposed capacitated her to maintain its sovereignty and territorial
integrity in the face of attempts by foreign powers to violate its independence from time to time. The
country has also played a commendable role in international affairs which enabled her to be one of the
founding members of the Organization of African Unity, now the African Union, the United Nations
Organization and many more others. But the country’s good international image had been dwarfed by
her internal instability and backwardness which was the results of her political system.
Internally Ethiopia was ruled for many years by autocratic emperors, and in her recent history,
by a military dictatorship of the worst kind. The rulers of Ethiopia had never been accountable to the
people and never observed the rule of law. Consequently, the Ethiopian peoples were forced to pass
through gross violation of rights in the hands of their governments, leading them to revolt against
their oppressors, resulting in civil wars that brought human and material destruction and negatively
impacted on the development of the country.
Following the transition to democracy in the 1990s, attempts have been made to institutionalize the
protection of human and democratic rights of citizens, and also a popular constitution was set in place.
To further enhance the ideals of democracy and constitutionalism, civics education was introduced into
the education system. In the quest to consolidate the democratic process in the country and enlighten
citizens in their rights and obligations, since 2002/03 the curriculum of civic education was revised
and a new Civics and Ethical Education, which is based on major social values, is adopted across the
grade levels.
140
• Explain the necessity of 1.2.2 Level of human and democratic All humans are naturally born free and have
imposing limits on any rights practices in Africa (the case the right to life. But there are times when these
kind of right. of some African countries before rights are violated by an autocratic political
• Defend their human and the coming of colonialism) system. Human rights are respected only under
democratic rights. a democratic system. So, although human and
democratic rights seem to be apparently different,
• Describe the human and
one cannot exist without the other.
democratic practices in
Africa before colonialism. Also, let the students discuss in their groups
whether there should be limitations on their rights
or not. Do they believe that all rights should
have a limit? Why? Read relevant articles from
the federal and regional constitutions which deal
with limitation of rights. African countries before
colonialism had a political system, like that of the
Oromo gada, marked by elements of democracy
and respect to the rights of the individuals. Let
the students comment on this in groups and give
142
These struggles culminated in armed struggles
which eventually overthrew the dictatorial Derg
from power in 1991. Since then the country has
started to exercise a democratic system. Divide
the students into groups to discuss and appreciate
the present democratic system in view of the
autocratic rule the country passed through.
Let the students explain whether they want to live
in a walled room through which they could not
see outside, or in a room having a window to see
what is happening outside. By the same token,
a government is said to be democratic if what it
is doing is transparent and is accountable to the
people. Let the students comment in groups.
• Explain the political status 1.6 Federalism in Ethiopia: (2 periods) Create two groups. Provide them with the federal
of the federal and regional 1.6.1 Constitutional status of the federal constitution. Let one group come up with the
states of Ethiopia. and regional governments duties and responsibilities of the federal and
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
144
A student working at the minimum requirement level will be able to: describe the main principles and values of a democratic
system, participate in the democratic process of their country within the limit of their capacity, describe the interdependence
between democratic and human rights, explain the necessity of imposing limits on any kind of right, defend their human and
democratic rights, describe the human and democratic practices in Africa before colonialism, state what their obligations are as
citizens of their country, explain the importance of tolerance of diversity, describe the implications of tolerance of diversity for
Ethiopia which is a multicultural country, be tolerant to differences of culture, explain the history of state formation in Ethiopia.,
describe the kind of states that had been prevalent in Ethiopia until 1991, explain the kind of struggle the Ethiopian people
waged against the autocratic states of the country, state the transition to democracy and its effects in terms of transparency and
accountability, explain the political status of the federal and regional states of Ethiopia, describe the mechanism set to protect
abuse of power by branches of government bodies in Ethiopia, enumerate the instruments in place to preserve the rights of
citizens in Ethiopia, explain the importance of international conventions and agreements in guiding foreign relations, describe
that the main purpose of Ethiopian’s foreign relations is promoting the sovereignty of the country.
(Periods Allotted: 9)
146
2.2.3 Varieties of laws assumed that God had given them the right; hence
- Divine law. they were believed to have a divine right i.e. a right
- Natural law. given to them by God-divine law. Let at last the
- Common law. students give their own conclusion which law they
- Statute law. prefer.
- International law.
• Describe that rule of law 2.3 Rule of Law as an Instrument Suppose the class monitor did what he/she felt to
serves to limit the power to Limit the Political Power of be right without regard to the rules of the school.
of the government. the Government: (2 periods) For example, beating and harassing students. Do
• Abide themselves by the 2.3.1 The concept of rule of law in students have the peace of mind to learn under these
rule of law. Ethiopian history conditions? Divide the class into groups and let them
2.3.2 The necessity of limiting discuss and give their own conclusions why it is
the power and functions of necessary to limit the powers of authorities.
governmental organs and
elected officials
• Describe the consequences 2.4 Breakdown of Rule of Law: Divide the class into two groups. Let each group read
of breakdown of rule of (2 periods) relevant literature (like a magazine, news paper etc.)
148
(Periods Allotted: 9)
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
150
A student working at the minimum requirement level will be able to: explain the new dimension of equality after the transition
to democracy in Ethiopia, explain the effects of the existence of equality between the people of Ethiopia, describe the importance
of gender equality, explain the constitutional response to gender equality in Ethiopia, respect gender equality, explain what is
meant by equality of cultures.
152
• Differentiate the various 4.3 Categories of Justice: The whole idea of this lesson is to raise students’
categories of justice. (2 periods) awareness of types of justice. So the teacher has to be
4.3.1 Distributive justice. able to explain these categories of justice as simply
as possible. For example, distributive justice deals
4.3.2 Corrective justice.
with fairness and equality when justice is served.
4.3.3 Procedural justice.
Corrective justice deals with correcting wrongs and
compensating the wronged one Procedural justice deals
with procedures which should be clear and equally
applied to all. Open discussion with the students on
the importance of each category of justice.
• Explain the organizational, 4.4 Organization and Functions of Form two groups which consisted of four students
structural and functions of the Judiciary: (2 periods) each. Let one group ask their parents or any one they
courts under the different 4.4.1 Organization and functions like to describe the structure of the court under the
political systems of of the judiciary under the previous regime. Let the other group study the federal
Ethiopia. unitary system. constitution and come up with the structure of courts
in Ethiopia at present. Let both group present their
4.4.2 Organization and functions
findings to the class and deliberate upon them. Let
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
STUDENTS AT MINIMUM REQUIREMENT LEVEL
A student working at the minimum requirement level will be able to: describe the effects of the prevalence of injustice, struggle
against acts of injustice, explain the importance of fair distribution of social services among the citizens of Ethiopia, differentiate
the various categories of justice, explain the organizational structural and functions of courts under the different political systems
of Ethiopia, Identify the types of taxes collected in Ethiopia, explain the principles of taxation.
154
(Periods Allotted: 8)
Unit Learning Outcomes: The students will be able to:
realize the requirement for patriotism to prevail.
understand the relation between patriotism and the common good.
Competencies Contents Suggested Activities
• Enumerate the factors 5.1 Requirements to Increase Begin the lesson by asking the students what they
that are essential for Patriotism: (2 periods) understand by the term “patriotism”. Divide the
the creation of the 5.1.1 Equality as an essential unifying students into groups and let them discuss what they
feeling of patriotism. force leading to patriotism among require for love of their country to prevail. Would
• Respect the equality of the nations, nationalities and they feel patriotic to their country if their rights or
citizens. peoples of Ethiopia the rights of the nation, nationalities and peoples of
Ethiopia, of which they are a part, are violated? All
5.1.2 Absence of any kind of
the other contents can be treated in this way.
discrimination
5.1.3 Absence of oppression
156
• Explain what 5.4 Voluntarism: (2 periods) Ask students to explain in their own words what
voluntarism means. 5.4.1 Working for the well-being of voluntarism means. Let students try to explain what
• Commit to give one’s community they feel the duties of the government of Ethiopia are.
voluntary services to Can a government fulfil the needs of the community
their community. all by itself? For example, can the government clean
each village in the country; or preserve the peace of
each village by its army or the police force. Let the
student’s comment being divided into groups. What
free service do they desire to give to their community?
In this way enlighten students to the purpose of
voluntarism.
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
158
- Keeping one’s promise. teaching-learning process be run smoothly?
- Punctuality. Then let the group present its idea to the class. By
- Honesty. the same token let the second group discuss the
responsibilities of an organization, for example, what
- Thanks giving as basis of
would happen to the country if a given political party
moral and/or social norms.
resorts to a show of force to win an election? Let the
members discuss among themselves first and then
present their ideas to the group.
On the other hand, suppose a student promised he
that he/she would study his/her lessons for one hour
everyday.
Should he/she break his/her promise on a day he/she
wants to play with friends? Let the students comment
on this. One should not break one’s promise-honesty
is a mark of integrity.
Whatever service they received from their family, or
160
6.5.2 The need for combating HIV/
AIDS
- Protecting one self and
ones family.
- Protecting the community.
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
(Periods Allotted: 8)
Unit Learning Outcomes: The students will be able to:
understand the relation between work and well-being.
realize the damaging impact good working habits.
appreciate the necessity of improving one’s skills.
Competencies Contents Suggested Activities
• Explain the reward that 7.1 Work and Well-being: Let each student explain whether or not his or her
work gives. (2 periods) families have enough material for fair living and
• Describe the elements that 7.1.1 Work and self-fulfilment are happy. Let those who say their families are self-
are essential for work. fulfilled and happy and those who have an opposite
7.1.2 Work and happiness
view give reasons for the condition of life in their
7.1.3 Work and the concept of time
families. In this way draw the students’ attention
7.1.4 Giving respect for physical towards the importance of work as an instrument for
labour self-fulfilment and happiness.
7.1.5 Accepting women as a Work exists within time. We do a certain thing within
productive force a defined period of time. If a given task takes more
time than it should it is hardly possible to say that
we have accomplished our work objective. Let the
students comment on this. Divide students into groups
to discuss the value of physical labour. Whatever
their conclusion is, physical labour is a noble job
that transformed the world into its present stage. Let
students in their groups discuss and give conclusion
on the difference between males and females in terms
of their abilities to do things. In Ethiopia females
constitute almost half of the population; hence no
achievement could be registered without accepting
them as productive force of the society.
162
• Explain the effects of 7.2 Importance of Good Work Ask students to air their views which continent,
absence of good working Habits: (2 periods) Europe or Africa, is more advanced. What is the
habits on personal and 7.2.1 Misuse of time and wastage of reason behind this? Whatever economic and social
national development. resources differences there are, what induced these differences,
among others, is the European devotion to and
7.2.2 The consequences of lack of
discipline towards work. Hard work is the only way
good working habits and
out of poverty leading towards prosperity. Let the
discipline
students comment on this.
• Explain the importance of 7.3 Choice of Economic Systems: Here explanation should be given to show that a
sound economic systems (2 periods) national economy is not something to be conducted
for development. 7.3.1 Choice of economic systems without a system to follow. The system is chosen taking
• Describe the positive for quick development into consideration the country’s economic potential,
and negative sides of the forces engaged in the inter-play of the production
- Exploring the national and
globalization in general. process and the global economic trend at large. A
international situations.
system designed after exhaustively investigating
7.3.2 Globalization (general
all he options should lead to development. In light
overview)
of the imperative to develop the national economy
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
164
(Periods Allotted: 6)
Unit Learning Outcomes: The students will be able to:
realize the distinguishing factors of self-reliance and dependency.
understand the necessity for citizens to fight against contraband.
appreciate the relation between self-reliance and decision-making.
Competencies Contents Suggested Activities
• Explain factors 8.1 Examples of Self-reliance: Divide the students into groups and hold discussions on why
that manifest self- (2 periods) a person who is self-reliant is said to easily harmonize his/
reliance. 8.1.1 Dependability her relations with others. Also a self-reliant person is said
• Be self-reliant. not to suffer from inferiority complex, and is always ready to
8.1.2 Harmonious relations with
learn from others. After a thorough discussion among them
other people
let the groups present their points of views to class and reach
8.1.3 Appreciation of other’s
conclusions.
achievement and readiness to
learn from them
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
166
(Periods Allotted: 8)
Unit Learning Outcomes: The students will be able to:
appreciate the traditional practices that affect saving.
appreciate the level of saving habit in Ethiopia.
recognize the necessity of leading a planned life.
Competencies Contents Suggested Activities
• Elaborate the traditional 9.1 Traditional Practices which It is customary in most communities of Ethiopia to
practices that negatively Affect our Saving Habits: believe that God controls our lives and the things
influence saving in (2 periods) that happen to us. Thus, we don’t have to worry for
Ethiopia. 9.1.1 Religious dogmatism (in terms tomorrow and live only today. Ask students whether
of being inconsiderate for they agree with this idea or not. The discussion
tomorrow) should lead to a conclusion that God is believed to
have said to the disciples: “help me so that I can
9.1.2 Absence of family planning
help you” suggesting they too should do their best
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
168
Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.
(Periods Allotted: 4)
Unit Learning Outcomes: The students will be able to:
understand the essence of the various levels of participation.
recognize the role of civil societies.
Competencies Contents Suggested Activities
• Describe the 10.1 Levels of Community Divide the students into groups and let them
importance of Participation: (2 periods) identify political and social participation. And which
political and social 10.1.1 Political participation participation they value most, and for what reasons?
participation. Suppose a Keble official is involved in acts of
- Being a member of political
• Make political and parties. corruption. Whose duty should it be to expose such
social participation behaviour and recall the official from power or not
- Contacting public officials.
within the limit of their to re-elect him/her next time? Could this be possible
- Commenting on the political
capacity. if citizens refrain from taking part in voting? Let the
programs of parties.
students comment.
10.1.2 Social participation
On the other hand there are many social problems
- Standing for the rights of the in any community. Get the students to identify the
socially discriminated groups. social problems in their locality. How do they think
- Common front against other these social problems can be overcome? Can they
social evils. tackle these problems alone? Should they join hands
with like-minded people to solve these problems? Or
should the problems be left to the government to deal
with? Let the students discuss this. Lead the discussion
towards the importance of civic societies.
• State the different types 10.2 Types and Roles of Civic The students have already touched upon the role of
of civic societies. Societies: (2 periods) civic societies in the previous lesson. However, ask
• Describe the role 10.2.1 Types of civic societies (national them what the roles of civic societies are. Let them
of civic societies and international) mention some national and international associations
in democratic and (Non-Government organizations-NGOs) that are
- Youth associations.
working in their localities. Do they believe that these
170
- Professional associations. associations (organizations) are doing important things
- Charity associations. for the community? Divide the students into groups
and let them discuss the pros and cons of civic societies
- Environment protection
that they know in their localities. Then relate the works
association.
of the civic societies mentioned in the contents.
10.2.2 The contrasting roles of civic
Civic societies are established to monitor the works
- Societies in democratic and
of the government; and also to do the tasks that the
undemocratic systems.
government cannot do all by itself. Can civic societies
work with liberty and effectiveness in an undemocratic
system? Why? Let in their groups the students discuss
this issue relating it with the principles of democracy.
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
(Periods Allotted: 8)
172
• Explain what is meant by 11.3.1 Sources of information our farming system is. Divide the students into groups
skills of using information. - Observation. and let them come up with their own conclusion where
• Describe how data is and how they could get information on a given topic.
- Print materials.
collected. They could get from books (print materials) TV and
- Electronic media.
radio (electronic media).
11.3.2 Skills of using information
On the other hand, let’s assume that the students
- Determining the purpose want to study about HIV/AIDS. What kind of
of information. information would best serve their interest? Does
- Identifying (choosing) knowing the number of students in a given school
appropriate sources of serve their interest? Why who can give them the
information. right information, the Ministry of Agriculture or the
- Checking (proving) the Ministry of Health? Let the students in their groups
reliability of information. discuss this point and come up with a conclusion that
appropriate use of sources and proving the reliability
11.3.3 Collection of data
of sources are very much important in order to have
- Determining reliable
the right information.
samples.
Acquaint the students with different instruments used
ASSESSMENT
The teacher should assess each student’s work continuously over the whole unit and compare it with the following description,
based on the competencies, to determine whether the student has achieved the minimum required level.
174
Students working above the minimum requirement level should be praised and their achievements recognized. They should be
encouraged to continue working hard and not become complacent.