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Active Citizenship - Teacher’s Book i

Active Citizenship - Teacher’s Book i - moteoo.org fileLearning through active citizenship by taking part in activities that require learners to practice skills such as critical

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Page 1: Active Citizenship - Teacher’s Book i - moteoo.org fileLearning through active citizenship by taking part in activities that require learners to practice skills such as critical

Active Citizenship - Teacher’s Book i

Page 2: Active Citizenship - Teacher’s Book i - moteoo.org fileLearning through active citizenship by taking part in activities that require learners to practice skills such as critical

1 Active Citizenship - Teacher’s Book

Page 3: Active Citizenship - Teacher’s Book i - moteoo.org fileLearning through active citizenship by taking part in activities that require learners to practice skills such as critical

Active Citizenship - Teacher’s Book 2

IntroductionActive Citizenship is a civic education module designed for Myanmar adults. It encourages readers to participate fully in their community and its development. It aims to inspire informed citizens that are empowered to create positive change and support social justice. The activities and topics in Active Citizenship engage readers through three kinds of learning:

Civic Knowledge involves...Learning about active citizenship through exercises that promote knowledge about rights and responsibilities, social justice, participation and other issues that affect students’ communities. They encourage readers to develop critical and enquiring minds and to make informed decisions through discussion and group work.

Each chapter highlights one theme related to civic education and provide readers with relevant background information, case studies, interactive classroom activities, and questions to encourage analysis and discussion.

Civic Skills involves...Learning through active citizenship by taking part in activities that require learners to practice skills such as critical thinking, active listening, debate and teamwork.

It is not possible to “teach” active citizenship in the same way that some other subjects are taught. It has to be learned through experience. This is why many of the activities, especially the social action project in chapter 4, are designed to encourage learners to get direct experience of civic participation. These activities give the learners a chance to practice civic skills so that they can confidently apply them in their community.

Civic Values involves...Learning for active citizenship through activities that require learners to reflect on the values that they and their communities apply in their lives, and the values that they think are important for fair and peaceful communities.

The reflection and discussion activities in Active Citizenship are designed to give learners the opportunity to identify, clarify and express their own beliefs and values. Not everyone is the same. This gives learners opportunities to confront their differences in a framework based on freedom of thought and expression, and respect for others’ opinions.

Adapting the Module to your contextThere are many different ways of teaching and learning about active citizenship. You may be a youth worker, a trainer, schoolteacher or adult education tutor, a member of a discussion group or an activist. Whoever you are and wherever you are working, we trust there will be something for you in this module.

We hope you will develop the ideas in the module to meet your own needs and those of the people you work with. There is no “right” way to use Active Citizenship, it is a flexible resource. You do not need to follow every word of the book, it should be used to match the needs of your learners. For example:

� If you don’t have enough time to teach the whole course, leave out some sections and activities that will take a long time or won’t be very useful for your students.

� If an activity won’t work well in your class, change it to something that will. � If you want to teach the subject in more depth, supplement it with other materials: books, documentaries,

websites, magazines and so on. � ��������������������������ϐ�����ǡ������������������������������������ǡ������������������������������������

groups so stronger students can help weaker students.

� ��������������������������ϐ�����ǡ��������������������������������ǯ�ϐ�������������Ǥ������������������������������to use the Myanmar version of Active Citizenship.

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3 Active Citizenship - Teacher’s Book

Methods used in Active CitizenshipWhen writing the instructions for how to run activities, we have assumed that people know and understand terms such as “group work”, “brainstorm” and “discussion”. For convenience, they are clarified here.

BrainstormingBrainstorming is a way to introduce a new subject, check students previous knowledge of a subject, and generate a lot of ideas quickly. It can be used for solving a specific problem or answering a question. How to brainstorm:1. Write the topic or issue as a simple question or statement on the board.2. Students contribute their ideas. Write the ideas on the board (e.g. using a mind map or lists).3. Use the ideas generated in following activities by refering back to the brainstorm and adding to, or

discussing them if necessary.

Group workGroup work is the foundation of many of the exercises; it happens when learners are put in to groups to work together on a task. Smaller groups might be better for more personal topics, larger groups for activities that require negotiation or compromise. Try to form groups that are are mixed in terms of gender, ethnicity and beliefs so that learners have the opportunity to hear the experiences of other communities. Some of the important aspects of group work to encourage are:

� Developing communication and listening skills. � Developing co-operation and leadership skills � Developing decision-making and compromise skills.

DiscussionDiscussions are an important part of civic education. Through discussion, people learn to analyse information, think critically, develop communication skills , share opinions and learn from experience. Discussions usually involve the whole group, but can also be done in smaller groups. In this case, ask groups to share what they spoke about with the class. Discussions should take place in a safe environment where learners feel confident about expressing their ideas and opinions. This means it is important to make sure everyone has the opportunity to speak, not just the loudest or most talkative learners in the group.

Teaching sensitive issuesStudents will probably not agree with all the ideas mentioned in the texts, so they should provide a starting point for discussions. However, because topics like social exclusion, conflicting values and social justice can be sensitive topics in some communities, there are some things to think about when you are teaching Active Citizenship. Before each lesson, consider the needs of your group and think about how you might best manage each discussion and activity.

When addressing personal or controversial issues you need to make sure that participants feel secure and that they do not feel embarrassed or forced to reveal more than they wish to about themselves or their beliefs. �������������������� ��������������������������������Ǥ� ������ ������ ��� �����������������������ǡ������������it might cause resistance from the group, the community or people in authority. If this happens, consider addressing these issues indirectly. For example, get people to reflect on current issues by using an historical rather than contemporary example.

0DQDJLQJ�FRQÁLFWConflicts are difficult to anticipate and may be hard to resolve especially if they arise because participants feel insecure dealing with questions related to emotions and values.

Some tips for resolving conflict: � Take enough time for the discussion. If necessary make more time. � Help to clarify people’s positions, opinions and interests. � Encourage everybody to listen actively to each other. � Stress what unites people rather than what separates them. � Search for consensus. Get people to look at their common interests rather than trying to compromise and

move from their opinions. � Offer to talk to those involved privately at another time.

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Active Citizenship - Teacher’s Book 4

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Active Citizenship - Teacher’s Book 6

1.1 - Citizenship: A DefinitionPreview1. Brainstorm the meaning of Citizenship.

Write students’ ideas on the board.2. Students look at the pictures and choose one

which represents their idea of ‘citizenship’. �� 5Q�]RPb�RL_P�OSQ»N^Ü]b��L\U�]RPV�]X�]RSWU�LMX^]�`RL]�PLNR�YSN]^[P�VPLW\�]X�]RPV��based on their experiences as a citizen.

3. 5W�YLS[\��\]^OPW]\�OS\N^\\�]RPS[�LW\`P[\�

Reading�� Students read the text up to Activity.�� BRPW�\]^OPW]\�»WS\R��L\U�]RPV�`RL]�]`X�OP»WS]SXW\�`P[P�SW�]RP�]Pa]�

Answer

µ&LWL]HQVKLS¶�LV�GH¿QHG�DV�D�OHJDO�VWDWXV�DQG�DQ�DFWLYLW\�

Activity�� Write ‘A citizen is someone who...’ on the

board. �� Students spend a few minutes writing their X`W�OP»WS]SXW�XQ�L�citizen. If they are having OSQ»N^Ü]b�`S]R�]RS\��L\U�]RPV�]X�]RSWU�LMX^]�]RP�YXÜS]SNLÜ��\XNSLÜ��PNXWXVSN�LWO�N^Ü]^[LÜ�activities that a citizen takes part in.

�� >]^OPW]\�OS\N^\\�]RPS[�OP»WS]SXW\�`S]R�L�partner. Encourage them to discuss the differences and think of reasons why they have different ideas.

Possible answers: Political activities

» YRWLQJ » MRLQLQJ�SROLWLFDO�SDUWLHV » UXQQLQJ�IRU�RI¿FH » WDNLQJ�SDUW�LQ�FLYLO�VRFLHW\ » DFFHSWLQJ�FLYLO�ULJKWV�DQG�UHVSRQVLELOLWLHV

Social activities » WDNLQJ�FDUH�RI�SHRSOH�LQ�WKH�FRPPXQLW\�� » YROXQWHHULQJ� » REH\LQJ�ODZV » OLYLQJ�DQG�WUDYHOLQJ�LQ�WKH�FRXQWU\ » JHWWLQJ�DQ�HGXFDWLRQ

Cultural Activities » XQGHUVWDQGLQJ�FXOWXUDO�WUDGLWLRQV » WDNLQJ�SDUW�LQ�FXOWXUDO�HYHQWV�DQG�FHUHPRQLHV » WHDFKLQJ�KLVWRU\� » VWXG\LQJ�DQG�WHDFKLQJ�ORFDO�ODQJXDJHV

Economic activities

» SD\LQJ�WD[HV » VWDUWLQJ�D�EXVLQHVV » EHLQJ�D�SDUW�RI�D�WUDGH�XQLRQ » SURYLGLQJ�YRFDWLRQDO�WUDLQLQJ

Reading�� Ss read the text up to the end of page six.

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7 Active Citizenship - Teacher’s Book

Activity�� >]^OPW]\�[P�[PLO�]RPS[�X`W�OP»WS]SXW\�XQ�L�NS]ScPW�LWO�NXVYL[P�]RPV�]X�]RP�OP»WS]SXW\�on page six.

�� There will probably be some differences as ]RP�OP»WS]SXW\�XW�YLâP�\Sa�]LÜU�LMX^]�LW�³LN]S_P´�NS]ScPW��WX]�L�T^\]�L�³ÜPâLÜ´�NS]ScPW�

Possible answers for a legal citizen:

» 6RPHRQH� ZKR� EHORQJV� WR� WKH� FRXQWU\��FXOWXUDOO\��JHRJUDSKLFDOO\�DQG�KLVWRULFDOO\��

» 6RPHRQH�ZKR�KDV�15&�FDUG�,�'� » 6RPHRQH�ZKR� FDQ� EH� HIIHFWHG� E\� ODZV�� FDQ�EHQH¿W�IURP�VRFLDO�VXSSRUW�

» 6RPHRQH�ZKR�LV�DOORZHG�WR�YRWH� » 6RPHRQH�ZKR�ZDV�ERUQ�LQ�WKH�FRXQWU\�

Possible answer for an active citizen:

$�SHUVRQ�ZKR�WDNHV�SDUW�LQ�WKH�GHYHORSPHQW�RI�WKHLU�FRPPXQLW\��7KH\�DFFHSW�WKHLU�ULJKWV�DQG�UHVSRQVLELOLWLHV�DV�SDUW�RI�WKH�FRPPXQLW\��7KH\�SURPRWH�VRFLDO�MXVWLFH��HTXDOLW\�DQG�UHVSHFW�IRU�KXPDQ�ULJKWV�

Discussion�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�`RP]RP[�]RP�

actions are examples of active citizenship and why.

Answers: $OO�RI�WKH�DFWLRQV�FDQ�EH�FRQVLGHUHG�D�IRUP�RI�DFWLYH�FLWL]HQVKLS�VLQFH�WKH\�DOO�KDYH�WKH�SRWHQWLDO�WR�UHÀHFW�YDOXHV�TXDOLWLHV�WKDW�VRPHRQH�PD\�ZDQW�WR�SURPRWH�LQ�WKHLU�FRPPXQLW\�

1. 7DNLQJ�SDUW�LQ�D�SXEOLF�GHPRQVWUDWLRQ�±�SURPRWHV�D�SDUWLFLSDWRU\�FRPPXQLW\�ZKHUH�SHRSOH�DUH�DEOH�WR�IUHHO\�H[SUHVV�WKHPVHOYHV�

2. %HFRPLQJ�HGXFDWHG�±�SURPRWHV�D�FRPPXQLW\�ZKHUH�HYHU\RQH�FDQ�DFKLHYH�WKHLU�SRWHQWLDO�

3. -RLQLQJ�RU�VXSSRUWLQJ�D�SROLWLFDO�SDUW\���SURPRWHV�D�SDUWLFLSDWRU\�FRPPXQLW\�ZKHUH�DOO�JURXSV�FDQ�UHSUHVHQW�WKHLU�LQWHUHVWV�WR�WKH�JRYHUQPHQW�

4. %HLQJ�LQIRUPHG�DERXW�ORFDO�QHZV�DQG�FXUUHQW�HYHQWV�±�SURPRWHV�DQ�LQIRUPHG�FRPPXQLW\�

5. 5HF\FOLQJ�±�SURPRWHV�D�VXVWDLQDEOH�FRPPXQLW\�ZKHUH�HYHU\RQH�UHVSHFWV�WKH�HQYLURQPHQW�

6. 9RWLQJ�±�SURPRWHV�D�SDUWLFLSDWRU\�FRPPXQLW\�ZKHUH�HYHU\RQH�WDNHV�SDUW�LQ�FKRRVLQJ�WKHLU�OHDGHUV�

7. +HOSLQJ�DQ�ROG�SHUVRQ�±�SURPRWHV�D�FRPSDVVLRQDWH�FRPPXQLW\�ZKHUH�SHRSOH�KHOS�WKH�PRVW�YXOQHUDEOH�PHPEHUV�

Activity�� 5W�â[X^Y\��\]^OPW]\�]RSWU�XQ�\XVPXWP�`RX�]RPb�LÜÜ�]RSWU�S\�LW�³LN]S_P�NS]ScPW´��^\SWâ�these categories.

�� Some possible reasons why they might choose a person might be: » �7KH\�UHVSHFW�DQG�GHIHQG�KXPDQ�ULJKWV� » �7KH\� VXSSRUW� PDUJLQDOLVHG� PHPEHUV� RI� WKH�FRPPXQLW\�

» 7KH\�VXSSRUW�WKH�UXOH�RI�ODZ�DQG�¿JKW�DJDLQVW�FRUUXSWLRQ�

» �7KH\�DFFHSW�DQG� IXO¿O� WKHLU� UHVSRQVLELOLWLHV� WR�WKHLU�IDPLO\�DQG�FRPPXQLW\�

» �7KH\�ZRUN�WRZDUGV�WKH�FRPPRQ�JRRG�RI�WKHLU�FRPPXQLW\�

�� Groups prepare a short presentation. �� Groups present their active citizen to the

class.

1.2 - Is learning about citizenship important?Discussion�� -\�L�NÜL\\��OS\N^\\�]RP�[PL\XW\�NS]ScPW\RSY�

education is important.

Reading�� Students read the quotes on pages seven and

eight.

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Active Citizenship - Teacher’s Book 8

Discussion�� -\�L�NÜL\\��OS\N^\\�`RL]�]RP�Z^X]P\�]PÜÜ�^\�LMX^]�]RP�VXOP[W�`X[ÜO���Y[XMÜPV\��NRLÜÜPWâP\��SW]P[OPYPWOPWNP��P]N�

�� 5W�â[X^Y\��\]^OPW]\�]RSWU�LMX^]�]RP�challenges and opportunities in their own communities at the current time.

Activity�� 5W�â[X^Y\��\]^OPW]\�ÜS\]�]RP�NRLÜÜPWâP\�LWO�

opportunities of participating in community problem-solving.

�� Explain that a challenge is a factor that SWRSMS]\�SWOS_SO^LÜ\�Q[XV�YL[]SNSYL]SXW��`RSÜP�an opportunity is a need in the community that citizens can address by participating.

Possible answers:

Challenges

» ORZ�OHYHO�RI�HGXFDWLRQ » SRYHUW\ » ORQJ�ZRUNLQJ�KRXUV » KRPHOHVVQHVV » GHSUHVVLRQ » ORZ�VHOI�FRQ¿GHQFH » GLVFULPLQDWLRQ��JHQGHU��UDFH��HWKQLFLW\� » GLVDELOLW\ » IDPLO\�FRPPLWPHQWV » PDUJLQDOLVDWLRQ » EDG�KHDOWK

Opportunities

» ODFN�RI�WHDFKHUV » ODFN�RI�LQIUDVWUXFWXUH » QR�SODFH�IRU�FKLOGUHQ�WR�SOD\ » SHRSOH�FDQ¶W�DIIRUG�WR�EX\�IUHVK�IUXLWV�DQG�YHJHWDEOHV

» VRPH�VHUYLFHV�WRR�H[SHQVLYH�IRU�PRVW�SHRSOH » XQVDIH�RU�WHPSRUDU\�KRXVLQJ » ORFDO�JRYHUQPHQW�LV�WRR�EXUHDXFUDWLF » ODFN�RI�FRPPXQLW\�OHDGHUVKLS » VPDOO�FLYLO�VRFLHW\ » XQVDIH�URDGV » SROOXWLRQ�OLWWHU

1.2.1 - People-centred Development, Democratic DeficitPreview�� Brainstorm a list of changes students notice

happening in the world. Write their ideas on the board.

�� ;[XVY]�\]^OPW]\�`S]R�PaLVYÜP\�SQ�WPNP\\L[b��P�â��SW]P[WP]�LWO�\XNSLÜ�WP]`X[USWâ��bX^Wâ�people don’t wear traditional clothes as XQ]PW��\VLÜÜP[�QLVSÜb�\ScP\�P]N�

Reading�� Students read the texts on pages eight and

nine - People-centred Development and �]gf[jYla[��]Ý[al.

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9 Active Citizenship - Teacher’s Book

Discussion�� 5W�â[X^Y\�X[�L\�L�NÜL\\��\]^OPW]\�OS\N^\\�]RP�

questions. Possible answers:

2. 'RQDWLQJ�RU�YROXQWHHULQJ�ZLWK�FRPPXQLW\�RUJDQLVDWLRQV��UHDGLQJ�QHZVSDSHUV�DQG�ZHEVLWHV�WR�VWD\�LQIRUPHG��YRWLQJ��SODQWLQJ�WUHHV�HWF�

1.3 - Citizenship EducationPreview�� 5W�â[X^Y\��\]^OPW]\�RL_P�]PW�VSW^]P\�]X�

make a list of the different components �]XYSN\��]RPVP\��\USÜÜ\�P]N���]RPb�`X^ÜO�include in a three-month citizenship education course.

�� 3[X^Y\�`[S]P�]RP�VLSW�XMTPN]S_P�XQ�]RPS[�course (e.g. to prepare participants to be LN]S_P�VPVMP[\�XQ�]RPS[�NXVV^WS]b��]X�PWNX^[LâP�YL[]SNSYLW]\�]X�_X]P��P]N��

�� Groups discuss their ideas with the class.�� 0S\N^\\�`RP]RP[�\]^OPW]\´�XMTPN]S_P\�L[P�]RP�\LVP�L\�]RPS[�XMTPN]S_P\�QX[�]RS\�NX^[\P��

�� 5WOS_SO^LÜÜb��\]^OPW]\�`[S]P�L�ÜS\]�XQ�]RPS[�YP[\XWLÜ�NX^[\P�XMTPN]S_P\�

Reading�� Students read text to the end of page nine.

Discussion�� 5W�â[X^Y\�X[�L\�L�NÜL\\��\]^OPW]\�OS\N^\\�]RP�

questions. Possible answers:

6FKRROV���ERWK�IRUPDO�DQG�QRQ�IRUPDO���KDYH�D�UHVSRQVLELOLW\�IRU�FLYLF�HGXFDWLRQ�EHFDXVH�WHDFKHUV�KDYH�WKH�VNLOOV�WR�KHOS�VWXGHQWV�GHYHORS�WKH�NQRZOHGJH��VNLOOV�DQG�YDOXHV�QHHGHG�WR�EH�DQ�DFWLYH�FLWL]HQ�

2WKHU�LQVWLWXWLRQV�VXFK�DV�IDPLO\��UHOLJLRXV�LQVWLWXWLRQV��SROLWLFDO�SDUWLHV��FRPPXQLW\�EDVHG�DQG�FLYLO�VRFLHW\�RUJDQLVDWLRQV�FDQ�DOVR�SOD\�D�SDUW�LQ�FLYLF�HGXFDWLRQ�VLQFH�WKHVH�RUJDQLVDWLRQV�RIWHQ�KDYH�YDOXHV�WKDW�PDNH�WKHP�ZDQW�WR�LPSURYH�WKHLU�FRPPXQLWLHV��6RPH�DOVR�KDYH�NQRZOHGJH�DQG�VNLOOV�WR�KHOS�SXW�WKRVH�YDOXHV�LQWR�SUDFWLFH��

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Active Citizenship - Teacher’s Book 10

1.3.1 - Knowledge, Skills and ValuesPreview�� Write civic knowledge��civic skills��civic

values on the board.�� Explain that effective citizenship education \][L]PâSP\�QXN^\�XW�OP_PÜXY�NS_SN�UWX`ÜPOâP��skills and values.

�� >]^OPW]\�M[LSW\]X[V�UWX`ÜPOâP��\USÜÜ\�and values that are important for active citizenship.

Possible answers:

Knowledge:

» SROLWLFDO�SURFHVV » HQYLURQPHQW� » SROLWLFDO�VRFLDO�FXOWXUDO�HFRQRPLF�LVVXHV » ULJKWV�DQG�5HVSRQVLELOLWLHV » ODZV » WHFKQRORJ\��,7� » KLVWRU\

Skills

» PDQDJHPHQW » OHDGHUVKLS » OLVWHQLQJ » SXEOLF�VSHDNLQJ » FULWLFDO�WKLQNLQJ » GHFLVLRQ�PDNLQJ » DQDO\VLQJ » QHJRWLDWLRQ

Values:

» UHVSHFW » VHOI�FRQ¿GHQFH » WROHUDQFH » GLJQLW\ » PXOWLFXOWXUDOLVP » FRPSURPLVH » LQGHSHQGHQFH » SDUWLFLSDWLRQ » MXVWLFH

Reading�� Students read the text.

Exercise�� Students answer the three questions based

on the text and their own ideas.Possible answers

1. :LWKRXW�FLYLF�NQRZOHGJH��SHRSOH�ZLOO�QRW�XQGHUVWDQG�VRFLDO��SROLWLFDO�DQG�HFRQRPLF�LVVXHV�WKDW�DUH�DIIHFWLQJ�WKHLU�FRPPXQLW\��,I�SHRSOH�DUH�XQDZDUH�RI�WKHLU�FLYLF�ULJKWV��WKH\�ZLOO�QRW�EH�DEOH�WR�WDNH�DFWLRQ�LI�WKHLU�ULJKWV�DUH�EHLQJ�YLRODWHG��7KH\�ZLOO�QRW�NQRZ�ZKDW�WKH\�FDQ�GR�WR�GHIHQG�WKHLU�ULJKWV��7KLV�FDQ�OHDG�WR�H[SORLWDWLRQ�DQG�DEXVH�DQG�FDXVH�VRFLDO�FRQÀLFW�DQG�HYHQ�YLROHQFH�,Q�DGGLWLRQ��ZLWKRXW�WKH�ULJKW�FLYLF�NQRZOHGJH��SHRSOH�PLJKW�ODFN�WKH�FRQ¿GHQFH�RU�PRWLYDWLRQ�WR�SDUWLFLSDWH�LQ�WKHLU�FRPPXQLWLHV�EHFDXVH�WKH\�ZLOO�IHHO�LJQRUDQW��7KH\�PLJKW�WKLQN�WKDW�RQO\�³HGXFDWHG´�SHRSOH�FDQ�¿[�VRFLDO�SUREOHPV�DQG�QRW�WU\�WR�EH�D�SDUW�RI�WKH�VROXWLRQ�

2. :LWKRXW�FLYLF�VNLOOV��SHRSOH�ZLOO�EH�OHVV�HPSRZHUHG�WR�RUJDQLVH�WKHPVHOYHV�WR�DGGUHVV�VRFLDO�LVVXHV��,I�SHRSOH�GR�QRW�KDYH�VNLOOV�VXFK�DV�FULWLFDO�WKLQNLQJ�WKH\�ZLOO�QRW�EH�DEOH�WR�PDNH�LQIRUPHG�GHFLVLRQV�DERXW�WKH�SUREOHPV�DQG�LVVXHV�LQ�WKHLU�FRPPXQLWLHV��7KLV�FDQ�FDXVH�SUREOHPV�VLQFH�WKH\�PLJKW�EODPH�WKH�ZURQJ�SHRSOH�IRU�WKHVH�SUREOHPV��$QRWKHU�SUREOHP�LV�WKDW�WKH\�FDQ�EH�HDVLO\�PDQLSXODWHG�E\�SROLWLFLDQV�RU�RWKHU�OHDGHUV�ZKR�ZDQW�WR�PLVOHDG�WKHP�IRU�WKHLU�RZQ�SHUVRQDO�JDLQ�$OVR��FLYLF�VNLOOV�KHOS�SHRSOH�WR�DYRLG�FRQÀLFW��,I�SHRSOH�ODFN�WKH�DELOLW\�WR�OLVWHQ�DQG�WDON�DERXW�LVVXHV�LQ�D�FDOP�DQG�FRRSHUDWLYH�ZD\��JURXS�GHFLVLRQV�PLJKW�OHDG�WR�YLROHQFH��

3. :KLOH�GLIIHUHQW�SHRSOH�KDYH�GLIIHUHQW�YDOXHV��YDOXHV�VXFK�DV�UHVSHFW��WROHUDQFH��HTXDOLW\��FRRSHUDWLRQ�DQG�MXVWLFH�DUH�DOO�LPSRUWDQW�WR�EXLOGLQJ�VWURQJ�DQG�SHDFHIXO�FRPPXQLWLHV��,I�WKH�PHPEHUV�RI�D�FRPPXQLW\�GR�QRW�VKDUH�WKHVH�FLYLF�YDOXHV��WKLV�FDQ�OHDG�WR�PDQ\�VRFLDO�SUREOHPV�LQFOXGLQJ�

�� +XPDQ�ULJKWV�DEXVHV��LI�SHRSOH�GR�QRW�UHVSHFW�RWKHU�SHRSOH¶V�EDVLF�ULJKWV�

�� &RQÀLFW�DQG�YLROHQFH��LI�SHRSOH�GR�QRW�WROHUDWH�RWKHU�SHRSOH�ZKR�KDYH�GLIIHUHQW�EHOLHIV�DQG�YDOXHV�IURP�WKHP�

�� 0DUJLQDOLVDWLRQ�DQG�H[SORLWDWLRQ��LI�SHRSOH�GR�QRW�WUHDW�SHRSOH�DV�HTXDOV�

�� 8QGHU�GHYHORSPHQW��LI�SHRSOH�GR�QRW�FRRSHUDWH�WR�GHYHORS�FRPPXQLWLHV�WRJHWKHU�

�� &ULPH�DQG�FRUUXSWLRQ��LI�SHRSOH�GR�QRW�VKDUH�MXVWLFH�DQG�UHVSHFW�IRU�WKH�UXOH�RI�ODZ�DV�YDOXHV�

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11 Active Citizenship - Teacher’s Book

Activity1. Students think back to their active citizen

from Page 7. �� ?RPb�O[L`�]R[PP�NS[NÜP\��LWO�`[S]P�]RP�\USÜÜ\��

knowledge an values that person has in the circles.

2. -\�L�NÜL\\��\]^OPW]\�OS\N^\\�`RP]RP[�]RP\P�UWX`ÜPOâP��\USÜÜ\�LWO�_LÜ^P\�L[P�\YPNS»N�]X�]RL]�SWOS_SO^LÜ��X[�]RPS[�NXVV^WS]b��or whether these values are universal to community leaders throughout the world.

Exercise�� Students read the case study and answer the

questions.Possible answers:

1. &KLOG�SRYHUW\�DQG�FKLOG�ODERXU�2. 5DLVLQJ�DZDUHQHVV�DERXW�WKH�LPSRUWDQFH�

RI�HGXFDWLRQ��RIIHULQJ�VRPH�FODVVHV�WR�SRRU�VWXGHQWV�EHIRUH�DIWHU�WKHLU�ZRUNLQJ�KRXUV��VWDUWLQJ�D�SURMHFW�WR�ZRUN�ZLWK�VRPH�FKLOGUHQ�DQG�WKHLU�IDPLOLHV�

3. .QRZOHGJH��JHWWLQJ�LQIRUPDWLRQ�IURP�RUJDQLVDWLRQV�ZRUNLQJ�RQ�WKHVH�LVVXHV��VSHDNLQJ�WR�ORFDO�OHDGHUV�GHFLVLRQ�PDNHUV��XQGHUVWDQGLQJ�WKH�FDXVHV�RI�SRYHUW\��HWF� 6NLOOV��HIIHFWLYH�FRPPXQLFDWLRQ��RUJDQLVDWLRQ��IXQG�UDLVLQJ�

4. &RPSDVVLRQ��VRFLDO�UHVSRQVLELOLW\�GXW\��FRQFHUQ�IRU�ZHOIDUH�RI�RWKHUV�

Activity�� 5W�NÜL\\�X[�L\�RXVP`X[U��5WOS_SO^LÜÜb��SW�YLS[\�X[�â[X^Y\��\]^OPW]\�SOPW]SQb�L�NS]ScPW\RSY�PO^NL]SXW�Y[XTPN]�SW�]RPS[�community.

�� ?RPb�LW\`P[�]RP�Z^P\]SXW\�LMX^]�]RS\�Y[XTPN]��They might already know a lot about this Y[XTPN]��X[�]RPb�VLb�WPPO�]X�[P\PL[NR�S]���SW�person or online.

�� 5Q�]RS\�S\�WX]�YX\\SMÜP��]RPb�NX^ÜO�»WO�LWX]RP[�]bYP�XQ�NXVV^WS]b�SWS]SL]S_P��PO^NL]SXW��RPL]R��[SâR]\�ML\PO���[P\PL[NR�S]�LWO�LW\`P[�the questions.

Reflection�� 5W�NÜL\\�X[�L\�RXVP`X[U��\]^OPW]\�]RSWU�

of civic knowledge and skills they want to further investigate and develop.

�� ?RPb�`[S]P�WX]P\�PaYÜLSWSWâ�]RP\P��LWO�OS\N^\\�]RS\�`S]R�bX^��]RP�]PLNRP[�

�� @\P�]RP\P�[P¼PN]SXW�YLYP[\�]X�RPÜY�bX^�LOLY]�the course to your students’ needs/desires.

�� Keep the papers to share with the students at the end of the course as a form of course evaluation. This could be done by asking \]^OPW]\�]X�[P_SP`�]RP�[P¼PN]SXW�YLYP[��LWO�]RP�XMTPN]S_P\�]RPb�`[X]P��\PP�YLâP�WSWP��]X�\PP�SQ�]RPS[�LSV\�LWO�XMTPN]S_P\�`P[P�VP]�Mb�the course.

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Active Citizenship - Teacher’s Book 12

1.4 - Citizens’ Rights, Duties and ResponsibilitiesPreview�� Write the word CITIZENSHIP on the board.�� B[S]P�]RP�`X[O\�=534?>��0@?51>��LWO�

RESPONSIBILITIES around CITIZENSHIP creating a mind-map.

�� .[LSW\]X[V�]RP�[P\YXW\SMSÜS]SP\��O^]SP\�LWO�rights they have as citizens of their country. Write their ideas on the mind-map.

Possible Answers:

Rights

» WR�YRWH�DQG�VWDQG�IRU�RI¿FH » IUHHGRP�RI�SROLWLFDO�VSHHFK�� » WR�RZQ�SURSHUW\ » WR�RUJDQLVH�DQG�MRLQ�ODERXU�XQLRQV » WR�VWDUW�D�EXVLQHVVHV » IUHHGRP�RI�H[SUHVVLRQ�DQG�IUHHGRP�RI�DVVRFLDWLRQ

» SULYDF\ » IUHHGRP�WR�PRYH�DERXW�\RXU�FRXQWU\�DQG�OLYH�ZKHUH�\RX�ZDQW

Responsibilities

» WR�REH\�WKH�ODZ� » WR�NHHS�WKH�SHDFH� » WR�SD\�WD[HV » WR�YRWH�LQ�GHPRFUDWLF�HOHFWLRQV

Duties

» WR�GHIHQG�\RXU�FRXQWU\ » WR�SURPRWH�\RXU�FXOWXUH » WR�UHVSHFW�RWKHU�FLWL]HQV » WR�OHDUQ�DERXW�\RXU�FRXQWU\¶V�KLVWRU\ » WR�VWD\�LQIRUPHG�DERXW�SXEOLF�LVVXHV

1.4.1 RightsReading�� Students read the text.

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13 Active Citizenship - Teacher’s Book

Discussion�� .[LSW\]X[V�L�ÜS\]�XQ�âXXO\��\P[_SNP\�LWO�

opportunities. Make class lists on the board. Possible answers:

*RRGV���KHDOWK\�IRRG��FOHDQ�ZDWHU��VDIH�DQG�DIIRUGDEOH�DFFRPPRGDWLRQ��SKRQH��FRPSXWHU�

6HUYLFHV���HGXFDWLRQ��KHDOWK�FDUH��EHWWHU�SHQVLRQV��VRFLDO�VXSSRUW�IRU�WKH�SRRU�SHRSOH�ZLWK�GLVDELOLWLHV�HOGHUO\�RWKHU�PDUJLQDOLVHG�JURXSV��DIIRUGDEOH�SXEOLF�WUDQVSRUWDWLRQ�

2SSRUWXQLWLHV���HPSOR\PHQW�ZLWK�D�IDLU�ZDJH��DFFHVV�WR�TXDOLW\�HGXFDWLRQ��RSSRUWXQLW\�WR�PHHW�ZLWK�SHRSOH�DQG�PRYH�IUHHO\��WUDYHO�

Exercise�� 5W�â[X^Y\��\]^OPW]\�ÜS\]�L[â^VPW]\�QX[�LWO�

against the UDHR.�� Encourage them to list their own ideas as

well as arguments from the previous text.

Possible answers: For

�� 7KH�DXWKRUV�RI�WKH�8'+5�WULHG�WR�ZRUN�ZLWK�DV�PDQ\�GLIIHUHQW�SHRSOH�DV�WKH\�FRXOG��,W�ZLOO�EH�LPSRVVLEOH�WR�ZULWH�D�GRFXPHQW�WKDW�ZLOO�¿W�ZLWK�HYHU\�FXOWXUH�LQ�WKH�ZKROH�ZRUOG��EXW�E\�IRFXVLQJ�RQ�WKH�PRVW�EDVLF�DQG�IXQGDPHQWDO�ULJKWV��LW�PLJKW�EH�SRVVLEOH�WR�¿QG�VRPH�FRPPRQ�JURXQG�

�� (YHQ�LI�LQGXVWULDOLVHG�FRXQWULHV�JRW�WR�ZKHUH�WKH\�DUH�QRZ�E\�DEXVLQJ�SHRSOHV�ULJKWV��WKDW�GRHV�QRW�PDNH�LW�DFFHSWDEOH�EHKDYLRXU��6RPHWLPHV�MXVWLFH�GRHV�QRW�PHDQ�HYHU\RQH�LV�DOORZHG�WR�GR�ZKDW�RWKHUV�KDYH�GRQH�LI�LW�UHVXOWV�LQ�VXIIHULQJ�DQG�H[SORLWDWLRQ�

�� (YHQ�LI�WKHUH�DUH�QRW�DOZD\V�OHJDO�RU�PLOLWDU\�ZD\V�WR�SXQLVK�KXPDQ�ULJKWV�DEXVHV�QRZ��WKH�8'+5�VWLOO�UHPLQGV�XV�DERXW�ZKDW�NLQG�RI�D�ZRUOG�ZH�ZDQW�WR�OLYH�LQ��:H�VKRXOG�WU\�DQG�PDNH�ODZV�DQG�V\VWHPV��VXFK�DV�VDQFWLRQV��WKDW�KHOS�XV�DFKLHYH�WKDW�JRDO�DQG�XVH�WKH�8'+5�WR�KHOS�XV�WR�GR�WKDW��

�� (YHQ�LI�SHRSOH¶V�ULJKWV�DUH�EHLQJ�DEXVHG�DOO�DURXQG�WKH�ZRUOG��WKH\�VWLOO�KDYH�ULJKWV��,I�QRW�IRU�WKH�8'+5��LW�ZRXOG�EH�KDUGHU�WR�GRFXPHQW�DQG�UHSRUW�RQ�WKHVH�ULJKWV�DEXVHV�EHFDXVH�ZH�ZRXOG�QRW�KDYH�WKH�ULJKW�ODQJXDJH�WR�GHVFULEH�WKHP��

�� 7KH�8'+5�KHOSV�SHRSOH�WR�EH�DZDUH�RI�EDVLF�ULJKWV�DQG�JLYHV�WKHP�D�ZD\�WR�FRPSODLQ�DERXW�DEXVHV�WR�WKH�PHGLD��7KLV�FDQ�FDXVH�QHJDWLYH�SXEOLFLW\�DQG�HPEDUUDVVPHQW�IRU�ULJKWV�DEXVHV�DQG�JLYH�SHRSOH�D�QRQ�YLROHQW�ZD\�WR�GHIHQG�WKHPVHOYHV�DJDLQVW�KXPDQ�ULJKWV�DEXVHV��

Against

�� 'LIIHUHQW�FXOWXUHV�KDYH�GLIIHUHQW�YDOXHV�DQG�VR�PDNLQJ�RQH�OLVW�RI�KXPDQ�ULJKWV�EDVHG�RQ�ZHVWHUQ�YDOXHV�ZLOO�QRW�UHÀHFW�WKH�YDOXHV�RI�WKH�ZKROH�ZRUOG�

�� ,W�LV�QRW�IDLU�IRU�LQGXVWULDOLVHG�FRXQWULHV��WKDW�KDYH�JRW�VR�ULFK�E\�LJQRULQJ�KXPDQ�ULJKWV�IRU�PRVW�RI�WKHLU�KLVWRU\��WR�IRUFH�RWKHU�FRXQWULHV�WR�UHVSHFW�WKH�KXPDQ�ULJKWV�WKDW�WKH\�KDYH�QRZ�DGRSWHG��VXFK�DV�ODERXU�ULJKWV��HQYLURQPHQWDO�ULJKWV�DQG�ULJKWV�DJDLQVW�VODYHU\�DQG�H[SORLWDWLRQ��

�� 7KHUH�LV�QR�ZD\�WKDW�WKH�ULJKWV�LQ�WKH�8'+5�FDQ�EH�HQIRUFHG�VR�WKHUH�LV�QR�SRLQW�LQ�KDYLQJ�WKHP�

�� ,I�WKHUH�DUH�SHRSOH�DOO�DURXQG�WKH�ZRUOG�ZKRVH�ULJKWV�DUH�EHLQJ�DEXVHG��WKHVH�ULJKWV�DUH�QRW�XQLYHUVDO�

�� 7KH�8'+5�KHOS�GRHVQ¶W�SHRSOH�ZKRVH�ULJKWV�DUH�EHLQJ�DEXVHG�LQ�VHFUHW�

Reading�� Students read the text.

Reflection�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\��� Discuss the questions as a class.Possible answers:

³,�WKLQN�FLYLO�DQG�SROLWLFDO�ULJKWV�DUH�WKH�PRVW�LPSRUWDQW�EHFDXVH�WKH\�HPSRZHU�SHRSOH�WR�WDNH�SDUW�LQ�WKH�VRFLDO��HFRQRPLF�DQG�SROLWLFDO�GHFLVLRQV�RI�WKHLU�FRPPXQLW\�´

³,�WKLQN�VRFLDO��HFRQRPLF�DQG�FXOWXUDO�ULJKWV�DUH�WKH�PRVW�LPSRUWDQW�EHFDXVH�EHLQJ�DOORZHG�WR�YRWH�RU�UXQ�IRU�RI¿FH�LV�XVHOHVV�LI�\RX�DUH��LOOLWHUDWH�DQG�OLYLQJ�LQ�SRYHUW\�´

³,�WKLQN�VROLGDULW\�ULJKWV�DUH�WKH�PRVW�LPSRUWDQW�EHFDXVH�SHRSOH�OLYH�LQ�FRPPXQLWLHV�DQG�XQOHVV�WKH�ULJKWV�RI�ZKROH�FRPPXQLWLHV�DUH�UHVSHFWHG��LW�ZLOO�OHDG�WR�FRQÀLFW�DQG�HQYLURQPHQWDO�GHVWUXFWLRQ�´

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Active Citizenship - Teacher’s Book 14

Activity�� Students classify the rights into NS_SÜ�YXÜS]SNLÜ��PNXWXVSN�\XNSLÜ�LWO�environmental/developmental. Some can go in more than one category.

Answers: &LYLO�SROLWLFDO�������������������������������������������������������������

(FRQRPLF�VRFLDO�����������������������������������

(QYLURQPHQWDO�GHYHORSPHQWDO���������

Discussion1. �5W�YLS[\��\]^OPW]\�ÜS\]�]RP�]R[PP�[SâR]\�]RL]�L[P�VX\]�SVYX[]LW]�SW�]RPS[�NX^W][b��LWO�]RP�three that are least important.

�� ;LS[\�TXSW�`S]R�LWX]RP[�YLS[��5W�â[X^Y\��Lâ[PP�on lists of the most and least important rights.

�� Discuss the results as a class.2. �5W�YLS[\��\]^OPW]\�ÜS\]�]RP�[SâR]\�]RL]�L[P�VX\]�

important for people working for change in their communities. Is the list different from the one in they did in Question 1?

�� ;LS[\�TXSW�`S]R�LWX]RP[�YLS[��5W�â[X^Y\��Lâ[PP�on a list of the most important rights for people who want positive change.

�� Discuss the results as a class.

Activity�� Students read the case studies.�� 5W�â[X^Y\��]RPb�LW\`P[�]RP�Z^P\]SXW\��� Groups present a case study to the class.Answers - Case Study A:

1. 5LJKW�WR�VSHDN�IUHHO\��IUHHGRP�RI�H[SUHVVLRQ���IUHHGRP�IURP�GHWHQWLRQ�ZLWKRXW�WULDO��ULJKW�WR�IDLU�WULDO��ULJKW�WR�MRLQ�SROLWLFDO�SDUWLHV��WUDGH�XQLRQV�DQG�RUJDQLVDWLRQV��RU�QRW��

2. &LYLO�DQG�SROLWLFDO�ULJKWV�3. 5LJKW�WR�VSHDN�IUHHO\��IUHHGRP�RI�H[SUHVVLRQ��

��KH�ZDV�DUUHVWHG�IRU�VKDULQJ�KLV�SROLWLFDO�LGHDV IUHHGRP�IURP�GHWHQWLRQ�ZLWKRXW�WULDO� ��KH�ZDV�KHOG�IRU����PRQWKV�EHIRUH�KLV�FDVH�ZDV�EURXJKW�WR�WULDO� 5LJKW�WR�IDLU�WULDO���KH�ZDV�VHQWHQFHG�IRU�D�FULPH�WKDW�ZDV�QHYHU�FRPPLWWHG� 5LJKW�WR�MRLQ�SROLWLFDO�SDUWLHV��WUDGH�XQLRQV�DQG�RUJDQLVDWLRQV��RU�QRW����KH�ZDV�VHQW�WR�MDLO�IRU�RUJDQLVLQJ�D�SROLWLFDO�SDUW\�

4. $UUHVWLQJ�SHRSOH�EDVHG�RQ�WKHLU�SROLWLFDO�DI¿OLDWLRQ�FDQ�SUHYHQW�SHRSOH�IURP�SDUWLFLSDWLQJ�LQ�SROLWLFDO�OLIH� $UUHVWLQJ�SHRSOH�IRU�VKDULQJ�WKHLU�RSLQLRQV�FDQ�SUHYHQW�SHRSOH�IURP�H[SUHVVLQJ�WKHLU�RSLQLRQV�DQG�LGHDV� 8QIDLU�WULDOV�PD\�FDXVH�SHRSOH�WR�PLVWUXVW�DXWKRULWLHV�ZKLFK�PD\�SUHYHQW�WKHP�IURP�SDUWLFLSDWLQJ�LQ�SXEOLF�OLIH�

Case Study B :

1. )UHHGRP�IURP�GLVFULPLQDWLRQ��ULJKW�WR�HTXDOLW\��ULJKW�WR�DGHTXDWH�OLYLQJ��ULJKW�WR�HGXFDWLRQ��ULJKW�WR�YRWH�

2. &LYLO�DQG�3ROLWLFDO�5LJKWV���)UHHGRP�IURP�GLVFULPLQDWLRQ��ULJKW�WR�YRWH� (FRQRPLF�&XOWXUDO�DQG�6RFLDO�5LJKWV���ULJKW�WR�DGHTXDWH�OLYLQJ��ULJKW�WR�HGXFDWLRQ�

3. )UHHGRP�IURP�GLVFULPLQDWLRQ���EDG�WUHDWPHQW�EDVHG�RQ�FDVWH��D�TXDOLW\�WKDW�LV�EDVHG�RQ�ELUWK 5LJKW�WR�DGHTXDWH�OLYLQJ���'DOLWV�VXIIHU�IURP�ZDJH�GLVFULPLQDWLRQ��RWKH\�DUH�RQO\�KLUHG�WR�GR�ORZ�SD\LQJ��GLUW\�ZRUN��$V�D�UHVXOW�WKH\�DUH�SRRU�PDOQRXULVKHG� 5LJKW�WR�HGXFDWLRQ���'DOLW�FKLOGUHQ�DUH�GLVFULPLQDWHG�DJDLQVW�LQ�VFKRROV�

4. /RQJ�VWDQGLQJ�GLVFULPLQDWLRQ�FDQ�DIIHFW�D�JURXS¶V�VHQVH�RI�VHOI�ZRUWK�ZKLFK�FDQ�SUHYHQW�WKHP�IURP�SDUWLFLSDWLQJ�LQ�SXEOLF�OLIH� :LWKRXW�DFFHVV�WR�HGXFDWLRQ��KHDOWK�FDUH�DQG�SURSHU�QXWULWLRQ�SHRSOH�PD\�ODFN�WKH�SK\VLFDO�VWUHQJWK�DQG�VNLOOV�WR�HIIHFWLYHO\�SDUWLFLSDWH�LQ�SXEOLF�OLIH� 7KUHDW�RI�YLROHQFH�FDQ�SUHYHQW�SDUWLFLSDWLRQ�

Case Study C:

1. 5LJKW�WR�D�IDLU�WULDO�2. &LYLO�DQG�SROLWLFDO�ULJKWV�3. �(YLGHQFH�ZDV�LQYHQWHG�DQG�VRPH�HYLGHQFH�

ZDV�NHSW�VHFUHW��3ROLFH�OLHG�4. �3HRSOH�ZLOO�EH�OHVV�OLNHO\�WR�SDUWLFLSDWH�LQ�SXEOLF�

OLIH�LI�WKH�ULJKWV�WKDW�DUH�VXSSRVHG�WR�SURWHFW�WKHP�DUH�QRW�XSKHOG�E\�WKH�JRYHUQPHQW�DQG�WKH�SROLFH�

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15 Active Citizenship - Teacher’s Book

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Active Citizenship - Teacher’s Book 16

1.4.2 - Our Duties and ResponsibilitiesPreview�� Ask students to think about the duties they

have to perform in their everyday lives and who they do these things for.

�� Ask students why they do these things and what would happen if they didn’t do them.

Reading�� Students read the text.

Exercise�� In pairs or groups. students classify ]RP�PaLVYÜP\�SW]X�[SâR]\��O^]SP\�LWO�responsibilities. Some examples can go into more than one category.

Answers: 1. ULJKW2. GXW\3. UHVSRQVLELOLW\4. �GXW\��ULJKW5. GXW\��UHVSRQVLELOLW\6. UHVSRQVLELOLW\7. �GXW\��ULJKW��UHVSRQVLELOLW\�LQ�VRPH�FRXQWULHV�8. GXW\9. GXW\

Activity�� Students write three more activities and ask

their partner to identify whether they are [SâR]\��O^]SP\�X[�[P\YXW\SMSÜS]SP\�

�� 5Q�]RP[P�S\�OS\Lâ[PPVPW]��RL_P�]RP�OS\N^\\SXW�as a class and try to reach consensus.

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17 Active Citizenship - Teacher’s Book

1.4.3 - No Rights without Duties & ResponsibilitiesPreview�� Students discuss the questions.Possible answers

1. 1R��EHFDXVH�LQ�PRVW�FDVHV�KDYLQJ�D�ULJKW�PHDQV�WKDW�\RX�DOVR�KDYH�D�UHVSRQVLELOLW\�QRW�WR�YLRODWH�WKH�VDPH�ULJKW�LQ�RWKHU�SHRSOH��)RU�H[DPSOH��LI�\RX�KDYH�WKH�ULJKW�WR�EH�UHVSHFWHG��WKHQ�\RX�DOVR�KDYH�WKH�UHVSRQVLELOLW\�WR�UHVSHFW�RWKHU�SHRSOH��2WKHUZLVH�\RX�ZRXOG�KDYH�D�VLWXDWLRQ�ZKHUH�VRPH�SHRSOH�KDYH�PRUH�ULJKWV�WKDQ�RWKHUV�DQG�WKLV�ZRXOG�EH�XQIDLU�

2. 1R��EHFDXVH�LI�VRPH�SHRSOH�KDG�WR�DFFHSW�UHVSRQVLELOLWLHV�ZLWKRXW�KDYLQJ�ULJKWV��WKHQ�WKLV�ZRXOG�EH�D�NLQG�RI�H[SORLWDWLRQ��)RU�H[DPSOH��LI�VRPHRQH�KDG�WKH�UHVSRQVLELOLW\�WR�PDNH�VXUH�WKDW�WKH\�IDUPHG�HQRXJK�ULFH�IRU�WKH�PHPEHUV�RI�D�FRPPXQLW\��EXW�GLG�QRW�KDYH�WKH�ULJKW�WR�JHW�D�IDLU�VKDUH�RI�LW��WKHQ�WKH\�ZRXOG�EH�IRUFHG�WR�GR�ZRUN�ZLWKRXW�KDYLQJ�WKH�ULJKW�WR�HTXDO�WUHDWPHQW�

Reading�� >]^OPW]\�[PLO�^Y�]X�]RP�»[\]�Exercise.

Exercise�� 5W�â[X^Y\��\]^OPW]\�NRXX\P�L�[SâR]�Q[XV�]RP�

UDHR on page 14 and answer the questions. �� Groups put their ideas on a piece of paper or YX\]P[��LWO�Y^]�S]�XW�]RP�`LÜÜ�

�� Students walk around the room and read the other groups’ posters.

Reading�� Students read up to the second Exercise.

Exercise�� 5WOS_SO^LÜÜb�X[�SW�YLS[\�X[�â[X^Y\��\]^OPW]\�

complete the sentences.Possible answers:

1. ����UHVSHFW�WKH�QDWLRQDOLW\�RI�RWKHUV�2. ���ZRUN�KDUG�DQG�WR�PDNH�VXUH�WKH�ZRUN�SODFH�

LV�VDIH�IRU�RWKHUV�3. ����DOORZ�RWKHUV�WR�DOVR�VSHDN��HYHQ�LI�ZH�GRQ¶W�

DJUHH�ZLWK�ZKDW�WKH\�VD\�4. ����OHDUQ�DV�PXFK�DV�ZH�FDQ�DQG�VKDUH�RXU�

NQRZOHGJH�ZLWK�RXU�FRPPXQLW\�5. ����XVH�WKH�(DUWK¶V�UHVRXUFHV�UHVSRQVLEO\�DQG�

UHVSHFW�WKH�HQYLURQPHQW�

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Active Citizenship - Teacher’s Book 18

1.5 - Social JusticePreview�� Brainstorm the term social justice. Write

students’ ideas on the board.�� Students read the text.�� Students add or change anything to the ideas

on the board.Possible answer:

(YHU\RQH�LQ�D�FRPPXQLW\�LV�JLYHQ�WKH�VDPH�ULJKWV��RSSRUWXQLWLHV�DQG�UHVSHFW�

Reading�� Students read the text to the activity.

Discussion�� In groups or as a class students discuss the

questions.Possible answers:

1. Knowledge » .QRZOHGJH�RI�WKH�EDVLF�LGHDV�RI�KXPDQ�ULJKWV�DQG�MXVWLFH�

» 8QGHUVWDQGLQJ�WKDW�VRPH�EHKDYLRXU��DWWLWXGHV�DQG�YDOXHV�FDQ�HLWKHU�SURPRWH�RU�GHQ\�VRFLDO�MXVWLFH�

» .QRZOHGJH�RI�VLWXDWLRQV�LQ�ZKLFK�KXPDQ�ULJKWV�DUH�DEXVHG�DQG�VRFLDO�MXVWLFH�LV�QRW�DYDLODEOH�WR�DOO�

» .QRZLQJ�ZKDW�SHRSOH¶V�ULJKWV�DQG�UHVSRQVLELOLWLHV�DUH�LQ�D�FRPPXQLW\�

Skills » +DYLQJ�WKH�VNLOOV�WR�SXW�YDOXHV�LQWR�SUDFWLFH�LQ�WKH�ZRUNSODFH��FODVVURRP��KRPH�DQG�FRPPXQLW\�

» (IIHFWLYH�DGYRFDF\�IRU�WKH�ULJKWV�RI�RQHVHOI�DQG�RWKHUV��LQFOXGLQJ�GLVFXVVLRQ��QHJRWLDWLRQ�DQG�DVVHUWLYHQHVV��

Values » 6\PSDWK\�ZLWK�WKRVH�ZKR�KDYH�EHHQ�GHQLHG�MXVWLFH�

» :LOOLQJQHVV�WR�WDNH�DFWLRQ�RQ�WKH�SDUW�RI�RWKHUV� » &RPPLWPHQW�WR�GHIHQGLQJ�RQH¶V�ULJKWV� » 3URPRWLQJ�WKH�YDOXHV�RI�WROHUDQFH��HTXDOLW\�DQG�UHVSHFW�IRU�GLYHUVLW\�

2. 'LVFULPLQDWLRQ�DQG�SRYHUW\�FDQ�FDXVH�SUREOHPV�IRU�DOO�PHPEHUV�RI�D�FRPPXQLW\��6XFK�HIIHFWV�LQFOXGH�

» /RZ�VHOI�HVWHHP� » +RVWLOLW\�DQG�VRFLDO�FRQÀLFW� » 2SSUHVVLRQ�DQG�VHJUHJDWLRQ� » 0DUJLQDOLVDWLRQ�DQG�H[SORLWDWLRQ� » 8QGHU�GHYHORSPHQW� » $WWUDFWLRQ�WR�YLROHQW�LGHDV� » 3RRU�FRPPLWPHQW�WR�HGXFDWLRQ� » +HDOWK�SUREOHPV��H�J��UHSURGXFWLYH�KHDOWK�� » 0HQWDO�KHDOWK�SUREOHPV��H�J��GHSUHVVLRQ��

3. » (GXFDWLRQ� » 3URJUDPPHV�WKDW�UDLVH�DZDUHQHVV�DERXW�SUHMXGLFH�DQG��LQWROHUDQFH�

» :RUNVKRSV�RQ�GLYHUVLW\�DQG�WROHUDQFH� » :RUNVKRSV�RQ�PDQDJLQJ�FRQÀLFW� » &RPPXQLW\�HYHQWV�WKDW�SURPRWH�SOXUDOLVP�DQG�GLYHUVLW\��IRU�H[DPSOH�LQ�JHQGHU��HWKQLFLW\��UHOLJLRQ�DQG�FXOWXUH��

» /DZV�DQG�DFWLRQV�DJDLQVW�KDWH�FULPHV��DQG�KDWH�VSHHFK�

» 6XSSRUWLQJ�YLFWLPV�RI�GLVFULPLQDWLRQ� » $GYRFDF\�WR�SURPRWH�FKDQJHV�LQ�ODZV�DQG�JRYHUQPHQW�SROLFLHV�

» &RPPXQLW\�RUJDQLVDWLRQV�WKDW�ZRUN�WR�GHYHORS�WKHLU�FRPPXQLWLHV�LQ�D�IDLU�DQG�MXVW�ZD\�

» &LYLF�SDUWLFLSDWLRQ�DQG�HGXFDWLRQ�

Activity�� 5W�â[X^Y\��\]^OPW]\�N[PL]P�L�ÜS\]�XQ�[^ÜP\�QX[�

their communities. The rules should increase \XNSL�T^\]SNP��

�� Create an example on the board with the students if necessary.

Possible answers:

1. 1R�RQH�PD\�KDUP�RU�WKUHDWHQ�DQ\RQH�HOVH�2. $OO�PHPEHUV�RI�WKH�FRPPXQLW\�KDYH�DQ�HTXDO�

RSSRUWXQLW\�WR�SDUWLFLSDWH�LQ�WKH�GHFLVLRQV�DQG�DFWLYLWLHV�RI�WKH�FRPPXQLW\�

3. (YHU\RQH�KDV�WKH�ULJKW�WR�JHW�VXSSRUW�IURP�WKH�FRPPXQLW\�XQWLO�WKH\�KDYH�VDPH�UHVRXUFHV�DQG�PDWHULDOV�DV�RWKHUV�

4. 6WXGHQWV�ZKR�DUH�KDYLQJ�GLI¿FXOW\�DW�VFKRRO�KDYH�WKH�ULJKW�WR�JHW�H[WUD�WXLWLRQ�IURP�WKH�WHDFKHUV�

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19 Active Citizenship - Teacher’s Book

1.6 - Social Contract TheoryPreview�� -\�L�NÜL\\��OS\N^\\�L�`X[ÜO�`S]RX^]�

government. What would be different about this world? What would be the advantages and disadvantages?

Exercise�� Students read the text.�� 5WOS_SO^LÜÜb�X[�SW�YLS[\�X[�â[X^Y\��\]^OPW]\�

answer the questions.Possible answers:

1. 7KH�IUHHGRP�WR�PXUGHU�RU�DVVDXOW�RWKHU�SHRSOH��WKH�IUHHGRP�WR�NHHS�RWKHU�SHRSOH�DV�VODYHV��WKH�IUHHGRP�WR�WDNH�RWKHU�SHRSOH¶V�SURSHUW\�

2. 7KH\�QHHG�WR�PDNH�VXUH�WKDW�WKH�JRYHUQPHQW�LV�VHUYLQJ�DQG�SURWHFWLQJ�WKHP��7KLV�PHDQV�WKH\�QHHG�WR�SDUWLFLSDWH�LQ�HOHFWLRQV�DQG�FLYLO�VRFLHW\�WR�PDNH�VXUH�WKDW�WKH�JRYHUQPHQW�LV�QRW�DEXVLQJ�LWV�SRZHU�

Reflection�� Students decide whether they agree with

Lock or Hobbes and give reasons.Possible answers:

,�DJUHH�ZLWK�+REEHV�PRUH�EHFDXVH�ZLWKRXW�D�JRYHUQPHQW�WR�HQIRUFH�ODZV�WKHUH�ZRXOG�EH�QR�ZD\�RI�VWRSSLQJ�WKLHYHV�DQG�PXUGHUHUV�

RU

,�DJUHH�ZLWK�/RFNH�EHFDXVH�SHRSOH�DUH�JHQHUDOO\�JRRG�DQG�ZRXOG�UHVSHFW�DQG�FDUH�IRU�HDFK�RWKHU�ZLWK�RU�ZLWKRXW�D�JRYHUQPHQW�

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Active Citizenship - Teacher’s Book 20

Chapter 1 ReviewComprehension�� Students answer the questions.Possible answers:

1. Legal Citizen: » ³6RPHRQH�ZKR�EHORQJV�WR�WKH�FRXQWU\��FXOWXUDOO\��JHRJUDSK\�DQG�KLVWRULFDOO\�´�

» ³6RPHRQH�ZKR�KDV�DQ�15&�FDUG�,�'�´ » 6RPHRQH�ZKR�FDQ�EH�HIIHFWHG�E\�ODZV��FDQ�EHQH¿W�IURP�VRFLDO�VXSSRUW�

» 6RPHRQH�ZKR�LV�DOORZHG�WR�YRWH� » 6RPHRQH�ZKR�ZDV�ERUQ�LQ�WKH�FRXQWU\�

Active Citizen:³$Q�DFWLYH�FLWL]HQ�LV�D�SHUVRQ�ZKR�WDNHV�SDUW�LQ�WKH�GHYHORSPHQW�RI�WKHLU�FRPPXQLW\��7KH\�DFFHSW�WKHLU�ULJKWV�DQG�UHVSRQVLELOLWLHV�DV�SDUW�RI�WKH�FRPPXQLW\��7KH\�SURPRWH�VRFLDO�MXVWLFH��HTXDOLW\�DQG�UHVSHFW�IRU�KXPDQ�ULJKWV�´

2. 3HRSOH�FHQWUHG�GHYHORSPHQW�DQG�GHPRFUDWLF�GH¿FLW�

3. &LWL]HQVKLS�HGXFDWLRQ�SURJUDPPHV�KHOS�SHRSOH�WR�JDLQ�WKH�NQRZOHGJH��VNLOOV�DQG�FRQ¿GHQFH�WR�DFWLYHO\�SDUWLFLSDWH�LQ�WKH�GHYHORSPHQW�RI�WKHLU�FRPPXQLWLHV��

4. Knowledge &LYLF�NQRZOHGJH�UHIHUV�WR�LGHDV�DQG�LQIRUPDWLRQ�WKDW�SHRSOH�PXVW�KDYH�WR�EHFRPH�HIIHFWLYH�DQG�UHVSRQVLEOH�FLWL]HQV��$FWLYH�FLWL]HQV�QHHG�WR�XQGHUVWDQG�KRZ�GLIIHUHQW�FRPPXQLWLHV�ZRUN�HFRQRPLFDOO\��SROLWLFDOO\��VRFLDOO\��FXOWXUDOO\�DQG�HQYLURQPHQWDOO\��&LYLF�NQRZOHGJH�DOVR�LQFOXGHV�EHLQJ�DZDUH�RI�RXU�ULJKWV�DQG�UHVSRQVLELOLWLHV�DQG�XQGHUVWDQGLQJ�WKH�VRFLDO�LVVXHV�WKDW�DUH�UHOHYDQW�WR�RXU�FRPPXQLWLHV�Skills &LYLF�VNLOOV�LQFOXGH�DQDO\VLV��HYDOXDWLRQ�DQG�GHEDWH�VNLOOV��7KH\�LQFOXGH�RWKHU�VNLOOV�VXFK�DV�FRRSHUDWLRQ��SUREOHP��VROYLQJ��DQG�GHPRFUDWLF�GHFLVLRQ�PDNLQJ��7KHVH�VNLOOV�DOORZ�SHRSOH�WR�XVH�WKHLU�FLYLF�NQRZOHGJH�WR�DFWLYHO\�SDUWLFLSDWH�LQ�SROLWLFV�DQG�VRFLDO�SURJUHVV�

Values &LYLF�YDOXHV�LQFOXGH�WKH�FKDUDFWHULVWLFV��DWWLWXGHV�DQG�EHOLHIV�WKDW�FLWL]HQV�QHHG�IRU�WKH�GHYHORSPHQW�DQG�PDLQWHQDQFH�RI�MXVW��LQFOXVLYH�DQG�SHDFHIXO�VRFLHWLHV��&LWL]HQVKLS�HGXFDWLRQ�DOVR�SURPRWHV�VKDUHG�FLYLF�YDOXHV�VXFK�DV�MXVWLFH��WROHUDQFH�DQG�WKH�FRPPRQ�JRRG�

5. +DYLQJ�D�ULJKW�PHDQV�WKDW�\RX�DOVR�KDYH�D�UHVSRQVLELOLW\�RU�GXW\�QRW�WR�YLRODWH�WKH�VDPH�ULJKW�LQ�RWKHU�SHRSOH��)RU�H[DPSOH��LI�\RX�KDYH�WKH�ULJKW�WR�EH�UHVSHFWHG��WKHQ�\RX�DOVR�KDYH�WKH�UHVSRQVLELOLW\�RU�GXW\�WR�UHVSHFW�RWKHU�SHRSOH�

6. :KHQ�HYHU\RQH�LQ�D�FRPPXQLW\�LV�JLYHQ�WKH�VDPH�ULJKWV��RSSRUWXQLWLHV�DQG�UHVSHFW�

7. 6RFLDO�FRQWUDFW�WKHRU\�LV�D�WKLQNLQJ�H[HUFLVH�WR�KHOS�SHRSOH�XQGHUVWDQG�WKH�UHODWLRQVKLSV�EHWZHHQ�LQGLYLGXDOV��WKH�FRPPXQLW\�DQG�WKH�JRYHUQPHQW��,W�DUJXHV�WKDW�SHRSOH�JLYH�XS�VRPH�RI�WKHLU�ULJKWV�WR�MRLQ�FRPPXQLWLHV�ZKHUH�WKH\�FDQ�EH�SURWHFWHG�IURP�KDUP�DQG�GDQJHU�

8. 7R�JLYH�D�SUHVHQWDWLRQ�RQ�DQ�DFWLYH�FLWL]HQ�LQ�\RXU�FRPPXQLW\��� WR�DQDO\VH�WKDW�SHUVRQ�LQ�WHUPV�RI�WKH�NQRZOHGJH��VNLOOV�DQG�YDOXHV�WKDW�WKH\�KDYH�WKDW�PDNH�WKHP�DQ�DFWLYH�FLWL]HQ�

�� WR�ZRUN�WRJHWKHU�WR�DQDO\VH�KXPDQ�ULJKWV�DEXVHV�DQG�WKLQN�DERXW�WKH�FRQVHTXHQFHV�IRU�SDUWLFLSDWLRQ�

�� WR�GHYHORS�\RXU�SHHU�OHDUQLQJ�VNLOOV�WR�WHVW�D�SDUWQHU�RQ�WKHLU�XQGHUVWDQGLQJ�RI�ULJKWV��GXWLHV�DQG�UHVSRQVLELOLWLHV�

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21 Active Citizenship - Teacher’s Book

Values and Opinions - Analysing Quotes�� 5W�â[X^Y\��\]^OPW]\�LW\`P[�]RP�Z^P\]SXW\�Possible answers:

a. 1. The author is saying that ordinary citizens

are the people who have the power and responsibility in a country.

2. =PÜL]PO�]X&��� ��/S]ScPW\´�=SâR]\��0^]SP\�and Responsibilities 1.6 Social Contract ?RPX[b������/S]ScPW\RSY&�-�0P»WS]SXW�

b. 1. The author is talking about the importance

of taking part in your community. Unless citizens are active and take responsibility QX[�NRXX\SWâ�]RPS[�ÜPLOP[\��MLO�ÜPLOP[\�LWO�XQ»NSLÜ\�`SÜÜ�NXVP�]X�YX`P[�

2. =PÜL]PO�]X&��� ��/S]ScPW\´�=SâR]\��0^]SP\�LWO�=P\YXW\SMSÜS]SP\������/S]ScPW\RSY&�-�0P»WS]SXW�

c. 1. The author is saying that people should try

to develop their communities in ways that [P¼PN]�]RPS[�YP[\XWLÜ�_LÜ^P\�

2. Related to: 1.3 Citizenship Education ��7WX`ÜPOâP��>USÜÜ\�LWO�ALÜ^P\���� ��/S]ScPW\´�=SâR]\��0^]SP\�LWO�=P\YXW\SMSÜS]SP\����!�>XNSLÜ�6^\]SNP�

d. 1. The author is saying that we are all

interdependent and we should work together because when those closest to us \^QQP[��`P�\^QQP[�

2. Related to: 1.2 Is Learning about /S]ScPW\RSY�5VYX[]LW]+���� ��/S]ScPW\´�=SâR]\��0^]SP\�LWO�=P\YXW\SMSÜS]SP\

e. 1. ?RP�Y[X_P[M�S\�\LbSWâ�]RL]�ÜXWâ�]P[V��

sustainable development only comes from education.

2. Related to: 1.2 Is Learning about Citizenship Important?

f. 1. The author is saying that everyone

OP\P[_P\�]X�MP�][PL]PO�T^\]Üb��P\YPNSLÜÜb�]RP�most vulnerable.

2. =PÜL]PO�]X&��� ��/S]ScPW\´�=SâR]\��0^]SP\�LWO�=P\YXW\SMSÜS]SP\����!�>XNSLÜ�6^\]SNP�

g. 1. The author is saying that no leader should

be allowed to rule over someone without their permission.

2. Related to: 1.6 Social Contract Theory.

h. 1. Even though people around the world

VSâR]�RL_P�OSQQP[PW]�ÜPâLÜ�NS]ScPW\RSY\��we can all share our identity as active citizens.

2. =PÜL]PO�]X&������/S]ScPW\RSY&�-�0P»WS]SXW��1.2 Is Learning about Citizenship Important?

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Active Citizenship - Teacher’s Book 22

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23 Active Citizenship - Teacher’s Book

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Active Citizenship - Teacher’s Book 24

2.1 Citizenship and CommunityPreview

Students look at the pictures of different communities. In pairs or groups, they discuss the questions.Discuss the questions as a class.

Possible answers: 1. 0RQNV����YDOXHV��UHOLJLRQ��FORWKLQJ��OLYLQJ�

VSDFH�DFFRPPRGDWLRQ)DFWRU\�ZRUNHUV���VNLOOV��PRWLYDWLRQV��HFRQRPLF�VWDWXV��FORWKLQJ�XQLIRUP��UXOHV

6SRUWV�WHDP���JRDOV��XQLIRUP��VNLOOV

6WXGHQWV���JRDOV��XQLIRUP��DJH��FKDOOHQJHV��UXOHV�

(WKQLF�JURXS���KLVWRU\��YDOXHV��WUDGLWLRQV��KROLGD\V��ODQJXDJH

2. 0RQNV���WKH\�ZHUH�RUGDLQHG)DFWRU\�ZRUNHUV���WKH\�VWDUWHG�ZRUNLQJ�LQ�WKH�IDFWRU\

6SRUWV�WHDP���WKH\�MRLQHG�WKH�WHDP

6WXGHQWV���WKH\�HQUROHG�LQ�WKH�VFKRRO�

(WKQLF�JURXS���WKH\�ZHUH�ERUQ�LQWR�WKH�JURXS

2.1.1 - Community, A DefinitionReading�� Students read the text.

ReflectionStudents brainstorm all the communities they belong to. Encourage them to think of as many as possible, e.g. family, place, nationality, religion, interests, gender, ethnicity, job/study. They write the most important ones in bigger letters and the less important ones in smaller letters. In pairs, students compare their lists and discuss the questions.As a class, discuss the communities they have in common. Were they important (big text), or less important (small text)? Were they born into or did they choose the most important communities?

Reading�� Students read the text.

ActivityIn pairs, students make a Venn Diagram of their communities and discuss the differences and similarities..They write common communities in the middle section of the diagram. Communities they do not share go in the left or the right part of the diagram. Students put their diagrams around the room and walk around to look at other students’ diagrams.Discuss what people have discovered about themselves and about each other. - Did students have more or less in common than they expected? - Were there any communities that participants felt strongly that they were not part of? - How much are people judged by their individual identity and how much by the group that they belong to?

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25 Active Citizenship - Teacher’s Book

Reading�� Students read the text and case studies.

Exercise�� Students answer the questions.Answers

Islamic Community:

1. 6KDUHG�YDOXHV� 6KDUHG�KLVWRU\� 6KDUHG�WUDGLWLRQV�DQG�FXOWXUH 6KDUHG�JRDOV��SLOJULPDJH�WR�0HFFD� 6KDUHG�UXOHV�DQG�ODZV

2. *HRJUDSK\�LV�QRW�VKDUHG���0XVOLPV�OLYH�DOO�RYHU�WKH�ZRUOG���

The Salone:

1. �6KDUHG�KLVWRU\ 6KDUHG�WUDGLWLRQV�FXOWXUH 6KDUHG�JHRJUDSK\ 6KDUHG�LQWHUHVWV

2. 5XOHV�DQG�ODZV�PD\�QRW�EH�VKDUHG�DV�WKH\�OLYH�LQ�VPDOO�JURXSV�

Manchester United:

1. �6KDUHG�KLVWRU\� 6KDUHG�JRDOV 6KDUHG�JHRJUDSK\

2. 1RW�VKDUHG�WUDGLWLRQV�DQG�FXOWXUH���3OD\HUV�FRPH�IURP�GLIIHUHQW�FRXQWULHV��

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Active Citizenship - Teacher’s Book 26

Activity1. 6WXGHQWV�LGHQWLI\�ZKLFK�VKDUHG�FKDUDFWHULVWLFV�

GH¿QH�WKH�FRPPXQLWLHV�WKH\�EHORQJ�WR�2. 6WXGHQWV�LGHQWLI\�ZKLFK�FKDUDFWHULVWLFV�WKRVH�

FRPPXQLWLHV�GR�QRW�VKDUH�3. 6WXGHQWV�GHVFULEH�DQ\�UHVSRQVLELOLWLHV�WKH\�

KDYH�DV�PHPEHUV�RI�WKRVH�FRPPXQLWLHV�H�J��QRW�HDWLQJ�SRUN��0XVOLP���VWXG\LQJ�IRU�H[DPV��VWXGHQW���FRPLQJ�WR�ZRUN�RQ�WLPH��HPSOR\HH���

4. 6WXGHQWV�GHVFULEH�WKH�EHQH¿WV�WKH\�UHFHLYH�IURP�EHLQJ�PHPEHUV�RI�WKHVH�FRPPXQLWLHV�H�J��VSLULWXDO�VXSSRUW��JHWWLQJ�DQ�HGXFDWLRQ��JHWWLQJ�D�VDODU\�

2.2 - Modern CommunitiesPreview�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW�Possible answers:

&RPPXQLWLHV�DUH�QR�ORQJHU�ERXQG�E\�JHRJUDSK\��$�FRPPXQLW\�FDQ�EH�VSUHDG�RYHU�WKH�HQWLUH�JOREH�

Reading�� Students read the text.

2.2.1 - Urban CommunitiesActivity�� 5W�â[X^Y\��\]^OPW]\�NXVYÜP]P�]RP�]LMÜP���� They use the ideas from the text and add

their own ideas. �� 5Q�bX^�RL_P�]SVP��VLUP�L�NÜL\\�]LMÜP�XW�]RP�

board or wall.Possible answers:

Similarities���0DUULDJH��ELUWK�DQG�RWKHU�OLIH�HYHQWV�RIWHQ�VLPLODU�

Differences���3RSXODWLRQ�GHQVLW\��QXPEHU�RI�EXLOGLQJV��OLWHUDF\�UDWH��LQFRPH��KHDOWK��YDOXHV�

Advantages of urban communities » $FFHVV�WR�ELJJHU�UDQJH�RI�VHUYLFHV� » (PSOR\PHQW��0DMRULW\�RI�KLJKHU�SD\LQJ�MREV�FDUHHUV�DUH�IRXQG�WKHUH�

» $FFHVV�WR�ODUJHU�SROLWLFDO�DQG�FXOWXUDO�HYHQWV� » 0XOWL�FXOWXUDO�HQYLURQPHQW� » 7UDQVSRUWDWLRQ��0DVV�WUDQVLW��EXVHV��WD[LV��HWF�

Problems of urban communities » &ULPH� » 3ROOXWLRQ��PRUH�SHRSOH��PRUH�ZDVWH��PRUH�QRLVH��OHVV�WUHHV�DQG�QDWXUH�

» ,PSHUVRQDO�DQG�VRPHWLPHV�LVRODWLQJ� » &OHDU�GLVWLQFWLRQ�EHWZHHQ�VRFLDO�FODVVHV� » (QFRXUDJHG�WR�FRQVXPH�VSHQG�PRQH\�

Advantages of rural communities » 6WURQJ�VHQVH�RI�FRPPXQLW\���HYHU\RQH�NQRZV�HDFK�RWKHU�DQG�KHOSV�HDFK�RWKHU�

» /RZ�FULPH� » 6LPSOH�OLIHVW\OHV��JRRG�TXDOLW\�RI�OLIH�DQG�WUDGLWLRQDO�YDOXHV�

Problems of rural communities » )HZHU�RSSRUWXQLWLHV�LQ�HGXFDWLRQ�DQG�HPSOR\PHQW�

» /LIHVW\OH�FKRLFHV�DUH�OLPLWHG� » 6WURQJ�EHOLHI�LQ�IROORZLQJ�WUDGLWLRQDO�ZD\V�RI�OLYLQJ�DQG�GRLQJ�WKLQJV�

» /HVV�WROHUDQFH�RI�DOWHUQDWLYH�OLIHVW\OHV�

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27 Active Citizenship - Teacher’s Book

2.2.2 - Online CommunitiesReading�� Students read 2.2.2.

Discussion�� -\�L� NÜL\\�� \]^OPW]\�OS\N^\\� ]RPS[� PaYP[SPWNP�

of online communities. Do they belong to any?

�� Discuss whether students think online communities are real communities.

Possible answers:

<HV��EHFDXVH�SHRSOH�LQ�YLUWXDO�FRPPXQLWLHV�DOO�LQWHUDFW�ZLWK�HDFK�RWKHU�DQG�VKDUH�FRPPRQ�FKDUDFWHULVWLFV�

RU

1R��EHFDXVH�SHRSOH�LQ�YLUWXDO�FRPPXQLWLHV�QHYHU�DFWXDOO\�PHHW�HDFK�RWKHU��7KLV�PHDQV�WKDW�WKHVH�FRPPXQLWLHV�ODFN�WKH�H[SHULHQFH�RI�PHHWLQJ�DQG�LQWHUDFWLQJ�LQ�SHUVRQ�

2.2.3 - The global CommunityReading�� Students read 2.2.3.

Discussion�� Students answer the questions.�� Discuss the answers as a class.Possible answers:

1. Economic���*OREDOLVDWLRQ�LV�UHODWHG�WR�WKH�GHYHORSPHQW�RI�ZRUOG�FDSLWDOLVP� 6XSSRUWHUV�RI�JOREDOLVDWLRQ�VD\�LW�KDV�GHYHORSHG�HFRQRPLF�IUHHGRP�DQG�UDLVHG�OLYLQJ�VWDQGDUGV�ZRUOGZLGH��&ULWLFV�VD\�WKDW�LW�KDV�LQFUHDVHG�WKH�JDS�EHWZHHQ�ULFK�DQG�SRRU�DQG�LQFUHDVHG�HFRQRPLF�H[SORLWDWLRQ�DQG�HQYLURQPHQWDO�GHVWUXFWLRQ��

Political���*RYHUQPHQWV�DUH�QRZ�SDUW�RI�D�JOREDO�FRPPXQLW\��7KLV�JOREDO�FRPPXQLW\�FDQ�SDUWLFLSDWH�LQ�RWKHU�FRXQWULHV¶�GRPHVWLF�SROLWLFV�PXFK�PRUH�HDVLO\�WKDQ�EHIRUH�� &ULWLFV�VD\�WKDW�WKLV�GHFUHDVHV�FRXQWULHV�LQGHSHQGHQFH�DQG�DOORZV�SRZHUIXO�FRXQWULHV�WR�LQWHUIHUH�ZLWK�WKH�SROLWLFV�RI�RWKHUV��([DPSOHV�RI�WKLV�LQFOXGH�VWUXFWXUDO�UHDGMXVWPHQW�SROLFLHV��VDQFWLRQV�DQG�HYHQ�PLOLWDU\�LQWHUYHQWLRQ�� 6XSSRUWHUV�RI�JOREDOLVDWLRQ�VD\�WKDW�LW�LV�UHVSRQVLEOH�IRU�VSUHDGLQJ�GHPRFUDF\�DQG�KXPDQ�ULJKWV��7KH\�VD\�WKLV�FDQ�EH�VHHQ�LQ�LQWHUQDWLRQDO�PRYHPHQWV�ZRUNLQJ�RQ�LQFUHDVHG�SROLWLFDO�RSHQQHVV��DQ�HQG�WR�FRUUXSWLRQ�DQG�DEXVH�RI�SRZHU��DQG�LPSURYHG�SROLWLFDO�UHSUHVHQWDWLRQ�

Social���*OREDOLVDWLRQ�KDV�DIIHFWHG�WKH�FRQGLWLRQV�RI�HPSOR\PHQW�DQG�WKH�VRFLDO�ULJKWV�RI�ZRUNHUV�� 6XSSRUWHUV�VD\�WKDW�RUJDQLVDWLRQV�VXFK�DV�WKH�,QWHUQDWLRQDO�/DERXU�2UJDQLVDWLRQ�KDYH�SXW�SUHVVXUH�RQ�FRUSRUDWLRQV�DQG�JRYHUQPHQWV�WR�LPSURYH�ZRUNLQJ�FRQGLWLRQV�DURXQG�WKH�ZRUOG�� &ULWLFV�VD\�WKDW�JOREDO�FRPSHWLWLRQ�HQFRXUDJHV�FRPSDQLHV�WR�PRYH�WKHLU�IDFWRULHV�WR�FRXQWULHV�ZKHUH�VDODULHV�DQG�SURWHFWLRQ�RI�ZRUNHUV�DUH�WKH�ORZHVW���

Cultural���*OREDOLVDWLRQ�KDV�OHG�WR�WKH�GHYHORSPHQW�RI�FRPPRQ�OLIHVW\OHV�DQG�FRQVXPHU�KDELWV��� 6XSSRUWHUV�VD\�WKDW�JOREDOLVDWLRQ�JLYHV�EHWWHU�DFFHVV�WR�JOREDO�DUWV��PXVLF�DQG�IDVKLRQ�� &ULWLFV�VD\�WKDW�WKLV�GHVWUR\V�WUDGLWLRQDO�FXOWXUH�

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Active Citizenship - Teacher’s Book 28

2.2.4 - Diaspora CommunitiesPreview�� 5W� YLS[\� X[� \VLÜÜ� â[X^Y\�� \]^OPW]\� OS\N^\\�]RPS[� X`W�� LWO� ]RPS[� Q[SPWO\´� LWO� [PÜL]S_P\´�experiences of moving to another country.

�� They answer the questions. Possible answers:

1. ,I�SHRSOH�GHFLGH�IUHHO\�WR�PRYH�WR�DQRWKHU�FRXQWU\��YROXQWDU\�PLJUDWLRQ��LW�LV�RIWHQ�EHFDXVH�RI�WKLQJV�WKDW�WKH\�ZDQW�WR�DFKLHYH��7KHVH�³SXOO�IDFWRUV´�LQFOXGH�WKLQJV�OLNH�EHWWHU�ZRUN�RSSRUWXQLWLHV��EHWWHU�OLYLQJ�VWDQGDUGV�RU�EHWWHU�HGXFDWLRQDO�RSSRUWXQLWLHV� :KHQ�SHRSOH�PLJUDWH�EHFDXVH�WKH\�KDYH�WR��IRUFHG�PLJUDWLRQ���LW�LV�RIWHQ�EHFDXVH�WKH\�DUH�WU\LQJ�WR�JHW�DZD\�IURP�VRPHWKLQJ�EDG�LQ�WKHLU�KRPH�FRXQWULHV��([DPSOHV�RI�WKHVH�³SXVK�IDFWRUV´�LQFOXGH�KXPDQ�ULJKWV�YLRODWLRQV��SROLWLFDO�YLROHQFH��ZDU��SRYHUW\�DQG�HQYLURQPHQWDO�GLVDVWHUV�� +RZHYHU��LQ�PRVW�FDVHV��WKHUH�LV�D�PL[�RI�SXVK�DQG�SXOO�IDFWRUV�IRU�PRVW�SHRSOH��)RU�H[DPSOH��LI�VRPHRQH�LV�ÀHHLQJ�IURP�SRYHUW\��WKH\�DUH�DWWUDFWHG�WR�D�EHWWHU�LQFRPH�DQG�OLYLQJ�VWDQGDUG�LQ�DQRWKHU�FRXQWU\�

2. » 7KH\�GR�QRW�KDYH�WKH�VDPH�ULJKWV�DV�FLWL]HQV�RI�WKH�FRXQWU\�WKH\�PRYH�WR�

» 7KH\� QHHG� WR� JHW� VSHFLDO� SHUPLVVLRQ� IURP�WKH�JRYHUQPHQW� WR�ZRUN�� VWXG\�RU� OLYH� LQ� WKDW�FRXQWU\�

» 7KH\�GR�QRW�NQRZ�WKH�ORFDO�ODQJXDJH��ODZV�RU�VRFLDO�FXVWRPV��

» 7KH\�PD\�IDFH�GLVFULPLQDWLRQ�DQG�UDFLVP�

3. » %HWWHU� SDLG� MREV�� SHUKDSV�ZLWK� VDIHU� ZRUNLQJ�FRQGLWLRQV�

» $FFHVV� WR� EHWWHU� HGXFDWLRQ� IRU� WKHPVHOYHV�DQG�WKHLU�IDPLOLHV�

» 6RFLDO� EHQH¿WV� VXFK� DV� KHDOWK� FDUH� DQG�KRXVLQJ�

» 7KH\� PLJKW� EH� DEOH� WR� EHFRPH� FLWL]HQV� LQ�WKHLU�QHZ�FRXQWU\�

» 7KH\� FDQ� OHDUQ� QHZ� ODQJXDJHV� DQG� PDNH�IULHQGV�IURP�DQRWKHU�FRXQWU\�

Reading�� Students read the case study.

Exercise�� Students answer the questions.

1. » 3URYLGH�SROLFLHV�WKDW�VXSSRUW�WKH�GLDVSRUD� » 3URYLGH� OHJDO�� SV\FKRORJLFDO� DQG� RWKHU�VXSSRUW�WR�WKH�GLDVSRUD�

» 0DNH� VXUH� WKH� ULJKWV� RI� WKH� GLDVSRUD� DUH�SURWHFWHG�

» 0DLQWDLQ� FRQQHFWLRQV� EHWZHHQ� WKH� GLDVSRUD�DQG�WKHLU�KRPHODQG�

2. » 6HQG�UHPLWWDQFHV� » 'RQDWH�WR�GHYHORSPHQW�SURMHFWV� » 0DLQWDLQ�FRQQHFWLRQV�WR�WKHLU�KRPHODQG� » 5HWXUQ�ZLWKLQ�WZR�\HDUV�LI�WKH\�ZDQW�WR�YRWH�

3. » :DWFKLQJ�)LOLSLQR�HQWHUWDLQHUV� » 6HQGLQJ�FKLOGUHQ�WR�)LOLSLQR�VFKRROV� » .HHSLQJ�WKHLU�)LOLSLQR�YDOXHV� » 9RWLQJ�LQ�HOHFWLRQV�

([WUD�,GHDStudents research a diaspora community. @\P�]RP�PaP[NS\P�Z^P\]SXW\�L\�L�ML\S\��X[�encourage students to write their own.

Students present their research to the class and discuss it.

?RPb�NX^ÜO�[P\PL[NR�L�ábLWVL[�OSL\YX[L��P�â��7LbSW�SW�?RLSÜLWO��7LNRSW�SW�/RSWL��[P\P]]ÜPO�[PQ^âPP\�SW�]RP�@>-��-^\][LÜSL�X[�9X[`Lb�X[�LWX]RP[�OSL\YX[L��P�â��4LS]SLW�OSL\YX[L��;LÜP\]SWSLW�OSL\YX[L��6P`S\R�OSL\YX[L��P]N�

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29 Active Citizenship - Teacher’s Book

2.3 IdentityReading�� Students read the text and diagram.

Reflection�� Students make a mind-map about their own

different identities.

Reflection�� 5WOS_SO^LÜÜb�X[�SW�YLS[\��\]^OPW]\�LW\`P[�]RP�

questions.Possible answers:

1. 2XU�LGHQWLW\�GHSHQGV�RQ�WKH�FRPPXQLWLHV�ZH�JURZ�XS�LQ��H[SHULHQFH�RU�GHFLGH�WR�MRLQ��7KLV�GH¿QHV�WKH�ODQJXDJHV�ZH�OHDUQ�WR�VSHDN��WKH�IRRG�ZH�OLNH�EHVW�DQG�RXU�UHOLJLRXV�EHOLHIV��,GHQWLW\�LV�LQÀXHQFHG�E\�WKH�FRPPXQLWLHV�ZH�LQWHUDFW�ZLWK��+RZHYHU��RXU�LGHQWLW\�DOVR�GHWHUPLQHV�ZKLFK�FRPPXQLWLHV�ZH�FKRRVH�WR�MRLQ��)RU�H[DPSOH��LI�VRPHRQH¶V�LGHQWLW\�LV�VWURQJO\�LQÀXHQFHG�E\�QDWLRQDOLVP�RU�UHOLJLRQ��WKLV�PLJKW�GHWHUPLQH�VRPH�JURXSV�ZKR�WKH\�ZLOO�QRW�LQWHUDFW�ZLWK��

2. &RPPXQLWLHV�WKDW�\RX�ZHUH�ERUQ�LQWR�DUH�RIWHQ�WKH�PRVW�LPSRUWDQW�SDUW�RI�\RXU�LGHQWLW\� 7KH�SDUWV�RI�\RXU�LGHQWLW\�\RX�FKRRVH��OLNH�EHLQJ�D�IDQ�RI�D�FHUWDLQ�W\SH�RI�PXVLF�RU�D�PHPEHU�RI�D�SROLWLFDO�SDUW\��DOVR�VKDSH�\RXU�LGHQWLW\��+RZHYHU��WKHVH�SDUWV�DUH�PRUH�OLNHO\�WR�FKDQJH�

3. 7KH�UROHV�\RX�SOD\�LQ�D�FRPPXQLW\���D�GDXJKWHU��D�IULHQG��D�VFKRRO�VWXGHQW��D�WHDFKHU��D�EDQNHU���GH¿QH�\RXU�LGHQWLW\�DQG�JLYH�\RX�D�VHQVH�RI�YDOXH�DQG�LQFOXVLRQ�LQ�WKDW�FRPPXQLW\�

4. %HORQJLQJ�WR�D�PLQRULW\��HWKQLF��UHOLJLRXV�RU�FXOWXUDO��FDQ�DIIHFW�ZKHWKHU�\RX�IHHO�LQFOXGHG�LQ�D�FRPPXQLW\�� <RXU�JHQGHU��VH[XDOLW\��RU�DSSHDUDQFH�FDQ�DIIHFW�ZKHWKHU�\RX�IHHO�LQFOXGHG�

5. &RPPXQLWLHV�RIWHQ�H[FOXGH�RWKHU�SHRSOH�WR�JLYH�WKHPVHOYHV�D�VWURQJHU�VHQVH�RI�FRPPXQLW\�DQG�LGHQWLW\��)RU�H[DPSOH��UDFLVW�SHRSOH�PLJKW�GHVFULEH�WKHPVHOYHV�E\�WDONLQJ�DERXW�KRZ�WKH\�DUH�127�OLNH�SHRSOH�IURP�RWKHU�UDFHV�RU�HWKQLF�JURXSV��OD]\��XQWUXVWZRUWK\�HWF��

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Active Citizenship - Teacher’s Book 30

2.4 ValuesPreview�� Discuss what values are important to

students. Write their ideas on the board.

Reading�� Students read the text.

Reflection1. >]^OPW]\�[PLO�]RP�OP»WS]SXW\�XQ�]RP�OSQQP[PW]�

values. They classify them as very important �A���SVYX[]LW]��5���X[�WX]�SVYX[]LW]��9��

2. 5W� YLS[\�� \]^OPW]\� NXVYL[P� ]RPS[� [P\YXW\P\�and discuss the reasons they responded that way.

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31 Active Citizenship - Teacher’s Book

Exercise�� Think of two more values to add to the list.�� 5W�YLS[\��OS\N^\\�]RP\P��-â[PP�XW�]`X�]RL]�L[P�

important.�� B[S]P�L�M[SPQ�OP»WS]SXW�QX[�PLNR�XWP�

ActivityThis activity is designed to give the students experience of consensus decision making. Encourage the students to experiment with OSQQP[PW]�`Lb\�XQ�[P\XÜ_SWâ�NXW¼SN]�LWO�VLUSWâ�OPNS\SXW\�\^NR�L\�_X]SWâ��WPâX]SL]SXW�LWO�compromise. 1. 5W�YLS[\��\]^OPW]\�OPNSOP�XW�]RP�\Sa�VX\]�

important values. They should focus on the _LÜ^P\�]RL]�L[P�SVYX[]LW]�SW�]RPS[�X`W�ÜS_P\��not a general list for society.

�� ?RPb�`[S]P�]RP\P�_LÜ^P\�SW�L�Yb[LVSO��`S]R�their most important one at the top.

�� Point out that there are no right or wrong `Lb\�SW�`RSNR�]X�X[OP[�]RP�_LÜ^P\��L\�different people have different experiences LWO�Y[SX[S]SP\��4X`P_P[��]RP�LSV�S\�]X�][b�]X�reach consensus.

2. ;LS[\�TXSW�`S]R�X]RP[\�]X�VLUP�L�â[X^Y�XQ�four. Groups discuss and agree on a values pyramid.

�� Groups present and explain their pyramid to the class. How do the different groups’ pyramids compare? What are the similarities and differences?

�� Ask students if they want to change their pyramid as a result of listening to other groups’ presentations.

3. Discuss and agree on a class values pyramid.4. -\�L�NÜL\\��LWLÜb\P�]RP�LN]S_S]b��0S\N^\\�`RL]�

students have learned about the values of the class.

�� Discuss which values are not important to ]RP�\]^OPW]\��LWO�`Rb�

�� Discuss which values were important for all members of the group and why.

�� Discuss which values were controversial in their group and why.

!��0S\N^\\�`RL]�OSQ»N^Ü]SP\�\]^OPW]\�RLO�reaching agreement.

�� Discuss how these challenges apply to decision making in their community and country.

6. 0S\N^\\�RX`�]RPb�X_P[NLVP�]RX\P�OSQ»N^Ü]SP\��� Discuss how these strategies for reaching

consensus can be applied to their community and country.

Discussion�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. 1R��'LIIHUHQW�FRPPXQLWLHV�YDOXH�GLIIHUHQW�WKLQJV��9DOXHV�VXFK�DV�LQGHSHQGHQFH��WUDGLWLRQ��UHVSHFW�IRU�DXWKRULW\�RU�SDWULRWLVP�FDQ�EH�YHU\�LPSRUWDQW�LQ�VRPH�FRPPXQLWLHV�DQG�YHU\�XQLPSRUWDQW�LQ�RWKHUV�

2. 6WXGHQWV�GLVFXVV�ZKLFK�YDOXHV�DUH�PRVW�LPSRUWDQW�LQ�WKHLU�FRPPXQLWLHV�

3. 6WXGHQWV�LGHQWLI\�DQ\�YDOXHV�ZKLFK�DUH�FXUUHQWO\�EHLQJ�TXHVWLRQHG�LQ�WKHLU�FRPPXQLWLHV��5HODWLRQV�EHWZHHQ�PHQ�DQG�ZRPHQ��ROG�DQG�\RXQJ�DQG�PLQRULWLHV�DQG�PDMRULWLHV�DUH�RIWHQ�WRSLFV�WKDW�FDQ�KLJKOLJKW�YDOXHV�WKDW�DUH�FKDQJLQJ�RU�EHLQJ�TXHVWLRQHG��(QFRXUDJH�VWXGHQWV�WR�WKLQN�DERXW�WKH�UHDVRQV�ZK\�WKHVH�YDOXHV�DUH�EHLQJ�TXHVWLRQHG�

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Active Citizenship - Teacher’s Book 32

2.4.1 - Different ValuesReading�� Students read the text.

Activity1. Students decide on the six most important

rights. They should focus on the rights ]RL]�L[P�SVYX[]LW]�SW�]RPS[�X`W�ÜS_P\��WX]�L�general list for society.

�� ?RPb�`[S]P�]RP\P�_LÜ^P\�SW�L�Yb[LVSO��`S]R�their most important one at the top.

�� Point out that there are no right or wrong `Lb\�SW�`RSNR�]X�X[OP[�]RP�_LÜ^P\��L\�different people have different experiences LWO�Y[SX[S]SP\��4X`P_P[��]RP�LSV�S\�]X�][b�]X�reach consensus.

2. 5W�â[X^Y\�XQ�QX^[��\]^OPW]\�OS\N^\\�]RPS[�NRXSNP\�XQ�[SâR]\��LWO�]RP�[PL\XW\�]RPb�NRX\P�them.

�� They agree on a group list of six rights. 3. Students read the text. Explain anything they

don’t understand about the activity.�� -\�L�NÜL\\��Lâ[PP�XW�L�ÜS\]�XQ�\Sa�[SâR]\�]X�

keep.�� Discuss the challenges of choosing only 6

rights to keep. Ask: » +RZ�GLG�WKH�JURXS�UHDFK�FRQVHQVXV" » :KDW�ULJKWV�ZHUH�FRQWURYHUVLDO" » :KLFK�ULJKWV�ZHUH�FKRVHQ�E\�HYHU\RQH" » :KDW�GRHV�WKH�OLVW�RI�ULJKWV�FKRVHQ�WHOO�XV�DERXW�WKH�YDOXHV�RI�WKH�FODVV"

Reflection�� -\�L�NÜL\\��NXVYL[P�]RP�\Sa�[SâR]\�bX^�NRX\P�

with the six values you chose on page 31.�� Discuss the connection between rights and

values.Possible answers:

7KH�YDOXHV�RI�D�FRPPXQLW\�GHWHUPLQH�WKH�UXOHV�DERXW�KRZ�SHRSOH�VKRXOG�FRH[LVW��7KHVH�UXOHV�KHOS�WR�GH¿QH�ZKDW�WKH�ULJKWV� DQG�UHVSRQVLELOLWLHV�RI�FRPPXQLW\�PHPEHUV�DUH��H�J�

7KH�YDOXH�RI�SHUVRQDO�IUHHGRP�LV�FORVHO\�UHODWHG�WR�WKH�LGHD�RI�LQGLYLGXDO�ULJKWV��7R�OLPLW�VRPHRQH¶V�IUHHGRP�WDNHV�DZD\�KLV�RU�KHU�ULJKW�WR�OLYH��PRYH�DQG�ZRUN��DV�WKH\�ZDQW�WR��)RU�H[DPSOH��SXWWLQJ�VRPHRQH�XQGHU�KRXVH�DUUHVW�WDNHV�DZD\�WKHLU�IUHHGRP�RI�PRYHPHQW��WKHLU�ULJKW�WR�ZRUN��DQG�WKHLU�ULJKW�WR�OLYH�ZKHUH�WKH\�ZDQW�

7KH�YDOXH�RI�UHVSHFW�IRU�RWKHU¶V�ZRUWK�DQG�GLJQLW\�KDV�D�GLUHFW�UHODWLRQVKLS�WR�UHVSHFWLQJ�RWKHU�SHRSOH¶V�ULJKWV��,I�SHRSOH�GR�QRW�UHVSHFW�RWKHUV�DV�HTXDOV��WKH\�DUH�OLNHO\�WR�H[SORLW�WKHP��7KLV�PLJKW�OHDG�WKHP�WR�LJQRUH�ULJKWV�VXFK�DV�WKH�ULJKW�WR�VDIH�ZRUNLQJ�FRQGLWLRQV��IDLU�SD\��RU�WKH�ULJKW�WR�KHDOWKFDUH�DQG�HGXFDWLRQ��,Q�H[WUHPH�FDVHV�LW�FDQ�HYHQ�OHDG�WR�YLROHQFH��HWKQLF�FOHDQVLQJ�RU�HYHQ�JHQRFLGH���

7KH�YDOXH�RI�HTXDOLW\�LV�FORVHO\�UHODWHG�WR�UHVSHFWLQJ�WKH�ULJKWV�DQG�GLJQLW\�RI�RWKHU�SHRSOH��,I�VRPH�SHRSOH�DUH�FRQVLGHUHG�WR�EH�ORZHU�WKDQ�RWKHUV��WKLV�PLJKW�OHDG�WKHP�WR�LJQRUH�WKHLU�ULJKWV�WR�HTXDO�WUHDWPHQW�DQG�QRQ�GLVFULPLQDWLRQ��

7KH�YDOXH�RI�WROHUDQFH�LV�FORVHO\�UHODWHG�WR�SHRSOH¶V�ULJKWV�RI�IUHHGRP�RI�H[SUHVVLRQ��IUHHGRP�RI�UHOLJLRQ�DV�ZHOO�DV�PDQ\�FXOWXUDO�ULJKWV��,I�SHRSOH�GR�QRW�DFFHSW�WKH�YDOXH�RI�WROHUDQFH��WKLV�FDQ�OHDG�WR�UDFLVP�DQG�SUHMXGLFH��,W�FDQ�DOVR�UHVWULFW�SHRSOH¶V�IUHHGRP�RI�H[SUHVVLRQ��VWRS�IUHH�GHEDWH�DQG�OHDG�WR�FHQVRUVKLS�RU�UHSUHVVLRQ�

-XVWLFH�LV�D�YDOXH�WKDW�VXSSRUWV�PDQ\�GLIIHUHQW�ULJKWV��,I�D�FRPPXQLW\�GRHV�QRW�DFFHSW�MXVWLFH�DV�D�YDOXH��WKHUH�ZLOO�EH�QR�UXOH�RI�ODZ��7KLV�FDQ�OHDG�WR�VHYHUDO�ULJKWV�DEXVHV�LQFOXGLQJ�WKH�ULJKW�WR�D�IDLU�WULDO��WKH�ULJKW�WR�HTXDOLW\�EHIRUH�WKH�ODZ��WKH�ULJKW�WR�EH�IUHH�IURP�WRUWXUH�DQG�XQIDLU�LPSULVRQPHQW��HWF��

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33 Active Citizenship - Teacher’s Book

Reading�� Students read the text.

Activity1. 5W� â[X^Y\�� \]^OPW]\� OX� ]RP� MLÜÜXXW� LN]S_S]b�

from page 30 again as people from Mangoa. �� They choose six rights that are important to

Mangoan people.2. 3[X^Y\� NXVYL[P� ]RP� »[\]� ÜS\]� XQ� [SâR]\� `S]R�

the Mangoan list of rights.�� ?RPb�OS\N^\\�]RP�\SVSÜL[S]SP\�LWO�OSQQP[PWNP\��

and the reasons for these choices.

Discussion�� -\� L� NÜL\\�� OS\N^\\�`RP]RP[� \XVP� _LÜ^P\� L[P�

bad for society or not.Possible answers:

,Q�(QJOLVK��WKH�ZRUG�³YDOXH´�XVXDOO\�PHDQV�VRPHWKLQJ�JRRG��)RU�WKLV�UHDVRQ��WKHUH�DUH�YHU\�IHZ�YDOXHV�WKDW�DUH�DOZD\V�EDG�IRU�D�FRPPXQLW\��+RZHYHU��LI�WDNHQ�WRR�IDU��VRPHWLPHV�YDOXHV�FDQ�FDXVH�SUREOHPV��H�J��

� 9DOXHV�VXFK�DV�bravery�FDQ�EHFRPH�GDQJHURXV�LI�LW�UHVXOWV�LQ�YLROHQFH��

� 9DOXHV�VXFK�DV�authority�DQG�discipline�FDQ�EHFRPH�FUXHO�RU�DEXVLYH�LI�WKH\�UHVXOW�LQ�WKLQJV�OLNH�YLROHQW�SXQLVKPHQW�RI�FKLOGUHQ��RU�KXPDQ�ULJKWV�DEXVHV�

� 9DOXHV�OLNH�freedom�DQG�independence�FDQ�FDXVH�SUREOHPV�LI�SHRSOH�DUH�VH[XDOO\�DFWLYH�ZLWKRXW�KDYLQJ�WKH�ULJKW�NQRZOHGJH��FDXWLRQ�DQG�H[SHULHQFH��

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Active Citizenship - Teacher’s Book 34

2.4.2 - Values ChangePreview�� 5W�â[X^Y\��\]^OPW]\��OS\N^\\�]RP�Z^P\]SXW\��� Discuss the questions as a class.

Reading�� Students read the text and case study.

Reflection�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\�

Discussion�� 5W�â[X^Y\�X[�L\�L�NÜL\\��\]^OPW]\�OS\N^\\�]RP�

quote.�� Students apply the message of this quote

to their own communities. Ask them to think about the actions of people in their community and encourage them to think LMX^]�]RP�_LÜ^P\�]RL]�]RPS[�MPRL_SX^[�[P¼PN]\�

Possible answers:

,Q�WKH�VDPH�ZD\�WKDW�ZLQG�LV�invisible until we see the leaves move��YDOXHV�DUH�KLGGHQ�XQWLO�ZH�VHH�KRZ�SHRSOH�EHKDYH��:KHQ�ZH�DSSO\�WKLV�WR�FRPPXQLWLHV��LW�PHDQV�WKDW�WKH�ZD\�ZH�FDQ�XQGHUVWDQG�WKH�YDOXHV�RI�D�FRPPXQLW\�LV�E\�REVHUYLQJ�WKH�ZD\�WKH\�WUHDW�HDFK�RWKHU�DQG�WKH�HQYLURQPHQW��

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35 Active Citizenship - Teacher’s Book

2.4.3 - Putting Values into PracticePreview�� Students discuss whether their actions LÜ`Lb\�[P¼PN]�]RPS[�_LÜ^P\��

�� 5Q�\]^OPW]\�»WO�]RS\�OSQ»N^Ü]�L\U�]RPV�]X�think about a time when they felt like they didn’t do the “right” thing and felt guilty about it.

Reading�� Students read the text and scenarios.

Reflection�� 5W�YLS[\��\]^OPW]\�OS\N^\\�]RPS[�[P\YXW\P\�]X�

the scenarios.�� Some students explain their responses to the

class.

Discussion�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW�Possible answers:

&LYLF�SDUWLFLSDWLRQ�FDQ�EH�FRQVLGHUHG�D�ULJKW�DQG�D�GXW\�

&LYLF�SDUWLFLSDWLRQ�JLYHV�FLWL]HQV�WKH�DELOLW\�WR�WDNH�SDUW�LQ�GHFLVLRQV�WKDW�DIIHFW�WKHP��7KLV�LV�D�ULJKW�EHFDXVH�SHRSOH�VKRXOG�EH�IUHH�WR�PHHW�WKHLU�QHHGV��GHIHQG�WKHLU�LQWHUHVWV�DQG�FUHDWH�FRPPXQLWLHV�WKDW�UHÀHFW�WKHLU�YDOXHV�DQG�FRQFHUQV��

&LYLF�SDUWLFLSDWLRQ�LV�D�GXW\�EHFDXVH�OLYLQJ�LQ�D�VDIH��IDLU�DQG�SHDFHIXO�FRPPXQLW\�UHTXLUHV�ZRUN��7KLV�PHDQV�HYHU\RQH�KDV�WR�WDNH�UHVSRQVLELOLW\�IRU�ZRUNLQJ�IRU�WKH�FRPPRQ�JRRG�RI�WKH�FRPPXQLW\���

&LYLF�SDUWLFLSDWLRQ�LV�DOVR�D�GXW\�EHFDXVH�EHLQJ�DQ�DFWLYH�PHPEHU�RI�D�FRPPXQLW\�PHDQV�WKDW�\RX�KDYH�WR�UHVSHFW�WKH�QHHGV�DQG�LQWHUHVWV�RI�RWKHU�FRPPXQLW\�PHPEHUV��,I�\RX�ZDQW�WR�OLYH�LQ�D�IDLU�DQG�MXVW�FRPPXQLW\�DQG�SHRSOH�DUH�EHLQJ�DEXVHG�RU�H[SORLWHG��LW�LV�\RXU�GXW\�WR�GR�ZKDW�\RX�FDQ�WR�VWRS�LW���

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Active Citizenship - Teacher’s Book 36

Reflection1. 5W�YLS[\��\]^OPW]\�OS\N^\\�]SVP\�`RPW�]RPS[�LN]SXW\�OX�WX]�[P¼PN]�]RP�_LÜ^P\�XQ�YL[]SNSYL]SXW��NXXYP[L]SXW��PZ^LÜS]b��OS_P[\S]b�LWO�T^\]SNP��

2. They discuss the possible reasons for this. Possible answers:

)HDU��OD]LQHVV��EHLQJ�LQ�D�FURZG��REH\LQJ�FRPPDQGV��ZDQWLQJ�WR�³¿W�LQ´�WR�D�JURXS��IROORZLQJ�WKH�UXOHV�

3. 5W�YLS[\��\]^OPW]\�OS\N^\\�]RP�\S]^L]SXW\�Q[XV�YLâP��!��?RPb�]RSWU�XQ�]RP�_LÜ^P\�[PZ^S[P\�QX[�]RP�\NPWL[SX\��LWO�QLN]X[\�]RL]�NX^ÜO�\]XY�[P¼PN]SWâ�]RP\P�_LÜ^P\��

�� Students create tables with notes about the _LÜ^P\� ]RL]� SW¼^PWNPO� ]RPS[� [PLN]SXW\� ]X� ]RP�scenarios.

Possible answers:

Scenario 1 Values -�5HVSRQVLELOLW\��6XVWDLQDELOLW\��5HVSHFW Factors stopping values - %HLQJ�VK\��$YRLGLQJ�FRQÀLFW��1RW�FDULQJ

Scenario 2 Values -�-XVWLFH��(TXDOLW\��3HDFH Factors stopping values - 5HVSHFW��)HDU��'RXEW

Scenario 3 Values -�(PSDWK\��(TXDOLW\��&RPSDVVLRQ��-XVWLFH Factors stopping values - )HDU��1RW�FDULQJ��)HHOLQJ�SRZHUOHVV

Scenario 4 Values -�(TXDOLW\��-XVWLFH��5HVSHFW Factors stopping values - $YRLGLQJ�FRQÀLFW��6HOI�LQWHUHVW��'RXEW

Scenario 5 Values -�-XVWLFH��(TXDOLW\��5HVSHFW Factors stopping values -�)HDU��/D]LQHVV��$YRLGLQJ�FRQÀLFW��'RXEW

Scenario 6 Values -�-XVWLFH��(TXDOLW\��+RQHVW\ Factors stopping values - 'RXEW��1RW�FDULQJ��/D]LQHVV

Scenario 7 Values -�7ROHUDQFH��5HVSHFW��'LYHUVLW\��3DUWLFLSDWLRQ Factors stopping values - 'RXEW��/D]LQHVV��1RW�FDULQJ

Scenario 8 Values -�-XVWLFH��5XOH�RI�ODZ��(TXDOLW\��+RQHVW\ Factors stopping values - )HDU��/D]LQHVV

4. 5W�â[X^Y\��]RPb�NXVYL[P�]RPS[�]LMÜP\�

([WUD�,GHD5W�â[X^Y\��\]^OPW]\�OX�L�[XÜP�YÜLb�`S]R�L�response to one of the scenarios.

Reflection�� 5W�YLS[\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\��

2.5 Conflicting ValuesPreview�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\��� Draw the following diagram on the board to

illustrate the three separate but overlapping parts that communities are made up of.

Individuals

Wider Community

Sub-community

Reading�� Students read the text.�� 1aYÜLSW�]RL]�L�\XNSP]LÜ�OSÜPVVL�S\�L�OSQ»N^Ü]�

choice between two decisions that affects \XNSP]b��2X[�PaLVYÜP��YXX[�NXVV^WS]SP\�]RL]�rely on natural resources such as wood need to cut down trees for their people to survive. 4X`P_P[��SQ�]XX�VLWb�][PP\�L[P�N^]�OX`W�then the community will have no resources L]�LÜÜ��LWO�]RP�YX_P[]b�`SÜÜ�âP]�V^NR�`X[\P���

`

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37 Active Citizenship - Teacher’s Book

Activity�� 5WOS_SO^LÜÜb� X[� SW� YLS[\�� >]^OPW]\� [PLO� ]RP�\XNSP]LÜ�OSÜPVVL\��LWO�VL]NR�]RPV�`S]R�]RP�explanations.

Answers:

1. b 2. a3. d4. e!��f6. c7. g8. h

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Active Citizenship - Teacher’s Book 38

Activity�� Write this example on the board. The government makes a law banning smoking in cinemas. Some people are protesting this law by continuing to smoke in cinemas.�� Students identify which societal dilemmas

this represents.Answers:

�������

�� 5W�â[X^Y\��\]^OPW]\�[PLO�]RP�\NPWL[SX\�LWO�match them to the societal dilemmas.

Answers:

a. �b. �c. �d. �e. �f. �

([WUD�,GHDDivide the class into groups. Give each group one of the dilemmas.

Groups write a paragraph describing an example of their dilemma. Encourage students to think about real situations they have encountered in their lives.

They should write about the dilemma from the points of view of different people SW_XÜ_PO��\]LUPRXÜOP[\��

Groups present their dilemma to the class.

The class votes on which stakeholder they would support in each of the dilemmas.

Activity1. ,Q�WKH�VDPH�JURXSV��VWXGHQWV�WKLQN�RI�WKUHH�

VRFLHWDO�GLOHPPDV�IDFLQJ�WKHLU�FRPPXQLW\�FRXQWU\�

2. 7KH\�UDQN�WKHP�IURP�PRVW�WR�OHDVW�VHULRXV�3. 7KH\�LGHQWLI\�ZKLFK�NLQGV�RI�GLOHPPD�WKHVH�DUH�

H[DPSOHV�RI��4. 7KH\�DQDO\VH�WKH�PRVW�VHULRXV�GLOHPPD��

,GHQWLI\�WKH�GLIIHUHQW�VWDNHKROGHUV��KRZ�WKH\�DUH�DIIHFWHG�E\�LW�DQG�WKHLU�RSLQLRQV��7KH\�ORRN�DW�VROXWLRQV���ZD\V�WR�¿QG�D�EDODQFH�RU�FRPSURPLVH�EHWZHHQ�WKH�SHRSOH�DQG�JURXSV�DIIHFWHG�

Some dilemmas that students could talk

about include: » ,QGLYLGXDO�YV�PDMRULW\�UXOH��IUHHGRP�RI�H[SUHVVLRQ��PLQRULW\�ULJKWV��OLIHVW\OH�FKRLFHV�

» 2EH\LQJ�WKH�ODZ�YV�GLVVHQW��GHPRQVWUDWLRQV��UDOOLHV��ER\FRWWV�

» &XOWXUDO�GLYHUVLW\�YV�FXOWXUDO�XQLW\��UHOLJLRXV�RUJDQLVDWLRQV�DQG�PRYHPHQWV��HWKQLF�JURXSV��VH[XDOLW\�

» ,QGLYLGXDO�ULJKWV�YV�SXEOLF�VDIHW\��VSUHDGDEOH�GLVHDVHV��FULPLQDOV�

» 8VH�YV�SUHVHUYDWLRQ�RI�QDWXUDO�UHVRXUFHV��VXVWDLQDEOH�DJULFXOWXUH��PLQLQJ

» %XVLQHVV�YV�QDWLRQDO�LQWHUHVWV��JOREDOLVDWLRQ��IRUHLJQ�LQYHVWPHQW��PXOWLQDWLRQDO�FRUSRUDWLRQV��LPSRUWLQJ�IRUHLJQ�JRRGV�

» /RFDO�YV�QDWXUDO�FRQWURO��IHGHUDOLVP » 3ULYDF\�YV�ULJKW�WR�NQRZ��DQWL�FRUUXSWLRQ��VH[XDO�DEXVH��FULPLQDO�UHFRUGV

Discussion�� Students discuss what happens when NXVV^WS]SP\�NLW´]�»WO�L�MLÜLWNP��[PLNR�L�\XÜ^]SXW��]X�\XNSP]LÜ�OSÜPVVL\�

Possible answers:

3URWHVWV��FKDQJH�LQ�OHDGHUVKLS��FRQÀLFW���YLROHQFH��ZDU�

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39 Active Citizenship - Teacher’s Book

2.6 - Leadership and communityPreview�� -\�L�NÜL\\��M[LSW\]X[V�]RP�Z^LÜS]SP\�XQ�L�âXXO�

leader. Write students’ ideas on the board.

Reading�� Students read the text.

Activity�� 5WOS_SO^LÜÜb�X[�SW�YLS[\�X[�â[X^Y\��\]^OPW]\�ÜXXU�L]�]RP�TXM\�SW�.Xa�-�LWO�LW\`P[�]RP�questions.

Activity�� >]^OPW]\�VL]NR�]RP�[XÜP\�LWO�TXM�]S]ÜP\�Possible answers:

» 3UREOHP�VROYHU��SROLWLFLDQ�FRPPXQLW\�KHDOWK�ZRUNHU

» 5HIHUHH��MXGJH » 9LVLRQDU\��DFWLYLVW » 0RWLYDWRU��PLGZLIH��WHDFKHU » &ULVLV�0DQDJHU��SROLFH�RI¿FHU » ([SHUW��SKDUPDFLVW » 5LVN�7DNHU��MRXUQDOLVW » 7DVN�0DVWHU��EXVLQHVV�PDQDJHU » &RXQVHOORU��UHOLJLRXV�OHDGHU��PLGZLIH��WHDFKHU��FRPPXQLW\�KHDOWK�ZRUNHU

Discussion�� -\�L�NÜL\\��\]^OPW]\�OS\N^\\�`RSNR�[XÜP\�

are most important for a leader in their NXVV^WS]b��LWO�PaYÜLSW�]RPS[�[PL\XW\�

([WUD�,GHD5WOS_SO^LÜÜb�X[�SW�YLS[\�X[�SW�â[X^Y\��\]^OPW]\�`[S]P�L�OP»WS]SXW�XQ�L�âXXO�ÜPLOP[�and put it on the wall.

Students go around the room and read the OP»WS]SXW\�

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Active Citizenship - Teacher’s Book 40

2.6.1 - Leadership stylesPreview�� 5W� â[X^Y\�� \]^OPW]\� OS\N^\\� `RSNR� ÜPLOP[\�]RPb� LOVS[P�� LWO� `RL]� ]RPb� LOVS[P� LMX^]�them.

�� Groups report their ideas to the class.

Reading�� Students read the text and case studies.

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41 Active Citizenship - Teacher’s Book

Activity�� -\�L�NÜL\\��ÜXXU�L]�]RP�\YPN][^V��-\U�\]^OPW]\�

what information it shows.Answer:

,W�VKRZV�KRZ�DXWKRULWDULDQ�RU�FRRSHUDWLYH�D�OHDGHU�LV��DQG�FRPSDUHV�OHDGHUV�WR�HDFK�RWKHU�LQ�WHUPV�RI�FRRSHUDWLRQ�DXWKRULWDULDQLVP�

1. 5W�â[X^Y\��\]^OPW]\�]RSWU�XQ�L�ÜS\]�XQ�»_P�leaders. They should think of some leaders ]RPb�LOVS[P��LWO�ÜPLOP[\�]RPb�OS\ÜSUP�

2. 3[X^Y\�YÜLNP�]RPS[�ÜPLOP[\�XW�]RP�\YPN][^V��depending on how authoritarian or cooperative they are.

3. Discuss the advantages and disadvantages of the different leaderships styles. Use the leaders on the spectrum as examples.

Possible answers:

Authoritarian - Advantages 3URYLGH�FOHDU�H[SHFWDWLRQV�IRU�ZKDW�QHHGV�WR�EH�GRQH�DQG�KRZ�LW�VKRXOG�EH�GRQH��7KHUH�LV�DOVR�D�FOHDU�GLYLVLRQ�EHWZHHQ�WKH�OHDGHU�DQG�WKH�IROORZHUV��$XWKRULWDULDQ�OHDGHUV�PDNH�GHFLVLRQV�LQGHSHQGHQWO\�

Disadvantages: 'HFLVLRQ�PDNLQJ�LV�OHVV�FUHDWLYH�XQGHU�DXWKRULWDULDQ�OHDGHUVKLS��DQG�KDV�OHVV�LQSXW�IURP�RWKHUV��$EXVH�RI�WKLV�VW\OH�LV�XVXDOO\�YLHZHG�DV�FRQWUROOLQJ�DQG�GLFWDWRULDO�

Cooperative - Advantages &RRSHUDWLYH�OHDGHUV�RIIHU�JXLGDQFH�WR�JURXS�PHPEHUV��EXW�WKH\�DOVR�SDUWLFLSDWH�LQ�WKH�JURXS�DQG�DOORZ�LQSXW�IURP�RWKHU�JURXS�PHPEHUV��*URXS�PHPEHUV�IHHO�HQJDJHG�LQ�WKH�SURFHVV�DQG�DUH�PRUH�PRWLYDWHG�DQG�FUHDWLYH�

Disadvantages: ,W�RIWHQ�OHDGV�WR�SRRUO\�GH¿QHG�UROHV�DQG�D�ODFN�RI�RUGHU��'HFLVLRQV�FDQ�WDNH�D�ORQJ�WLPH�LI�SHRSOH�GRQ¶W�DJUHH�

Discussion�� 5W�YLS[\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\�LWO�

explain their answers to the class.Possible answers:

1. $EOH�WR�PDNH�GHFLVLRQV�TXLFNO\��$Q�DXWKRULWDULDQ�OHDGHU�FDQ�GR�WKLV��DV�WKH\�GRQ¶W�VSHQG�WLPH�JHWWLQJ�LQSXW�

2. 7UHDWV�HYHU\RQH�IDLUO\��)DLU�OHDGHUV�KDYH�D�PRUH�OR\DO�IROORZLQJ��DQG�DUH�PRUH�VXFFHVVIXO�RYHU�WKH�ORQJ�WHUP�

3. 6RPHWLPHV�PDNLQJ�MXVW�GHFLVLRQV�WDNHV�D�ORQJ�WLPH��6RPHWLPHV�PDNLQJ�GHFLVLRQV�TXLFNO\�PHDQV�WKH�GHFLVLRQ�PLJKW�QRW�EH�IDLU�

2.7 Rules and lawsPreview�� 5WOS_SO^LÜÜb�X[�SW�YLS[\��\]^OPW]\�OS\N^\\�]RP�

difference between a rule and a law. �� Students read the text and check their

answers.Possible answers:

/DZV�DUH�PDGH�E\�JRYHUQPHQWV�DQG�DUH�XVXDOO\�ZULWWHQ�GRZQ��5XOHV�DUH�RIWHQ�QRW�ZULWWHQ�GRZQ�DQG�FDQ�EH�PDGH�E\�VPDOO�JURXSV�OLNH�IDPLOLHV�

Reading�� Students read the text.

Exercise�� >]^OPW]\� NÜL\\SQb� ]RP� \]L]PVPW]\� SW]X� [^ÜP\��

laws and both.Answers:

1. UXOH2. UXOH��XQOHVV�\RX�OLYH�VRPHZKHUH�ZKHUH�VSLWWLQJ�

EHWHO�LV�LOOHJDO��3. UXOH4. ODZ5. ODZ�

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Active Citizenship - Teacher’s Book 42

2.7.1 - What Are Laws?Reading�� Students read the text.

ExercisePossible answers:

1. WR�HQFRXUDJH�VWXGHQWV�WR�EHFRPH�HGXFDWHG�2. WR�NHHS�WKH�FRPPXQLW\�FOHDQ�DQG�KHDOWK\�3. WR�VWRS�FKLOGUHQ�IURP�JHWWLQJ�LQ�WURXEOH�4. WR�SURWHFW�ULGHUV�IURP�VHULRXV�LQMXULHV�5. WR�NHHS�WKH�VWUHHWV�VDIH�DQG�RUGHUO\�

2.7.2 Evaluating Rules and lawsReading�� Students read the text.

Activity�� 5W� â[X^Y\�� \]^OPW]\� N[PL]P� L� ÜS\]� XQ� [^ÜP\� QX[�

tourists.�� Encourage students to think about what is

unique to their culture that foreigners might not understand. Some examples are: » Do not touch people’s heads. » Do not point your feet at Buddha images. » Women should not sit next to monks. » Turn away from the public when you tie

your longyi.�� Groups put their rules on the wall. Students

walk around looking at other groups’ rules. �� 5Q�LWbXWP�RL\�LWb�Z^P\]SXW\��â[X^Y�VPVMP[\�

explain their reasons for the rules.Possible answers:

Allow tourists to enjoy Myanmar H�J��WRXULVWV�VKRXOG�OHDUQ�VRPH�RI�WKH�ORFDO�ODQJXDJH��WRXULVWV�VKRXOG�VSHDN�VORZO\�DQG�FOHDUO\�

Allow Myanmar people to enjoy tourism H�J��WRXULVWV�PXVW�QRW�UDLVH�WKHLU�YRLFHV�RU�DFW�DQJULO\�LQ�SXEOLF�

$OORZ�0\DQPDU�SHRSOH�WR�EHQH¿W�¿QDQFLDOO\�from tourism H�J��DOO�DLUSRUWV�PXVW�DGYHUWLVH�KRPH�VWD\V�DQG�ORFDOO\�UXQ�JXHVW�KRXVHV�DV�ZHOO�DV�ELJ��IRUHLJQ�RZQHG�KRWHOV��

Stop tourists exploiting Myanmar people H�J��WKH�PLQLPXP�IDUH�IRU�D�WD[L�VKRXOG�EH������.\DW��GR�QRW�VXSSRUW�EXVLQHVVHV�WKDW�XVH�FKLOG�ODERXU�

Stop Myanmar people from exploiting tourists H�J��DOO�FXVWRPHUV�VKRXOG�SD\�WKH�VDPH�UDWH�IRU�D�WD[L��ORFDO�DQG�WRXULVW���WKH�PD[LPXP�FKDUJH�IRU�D�URRP�LQ�D�JXHVW�KRXVH�VKRXOG�EH����GROODUV�

Help tourists understand and respect the culture of Myanmar H�J��DOO�ZKR�HQWHU�D�PRQDVWHU\�JURXQG�RU�SDJRGD�PXVW�UHPRYH�VKRHV�DQG�VRFNV��WRXULVWV�VKRXOG�QRW�VWHS�RYHU�DQ\�SDUW�RI�WKH�SHUVRQ��WRXULVWV�VKRXOG�EHQG�D�ELW�ZKHQ�FURVVLQJ�FORVH�LQ�IURQW�RI�WKH�HOGHUV�

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43 Active Citizenship - Teacher’s Book

Reading�� Students read the text at the top of page 43.

Check students understand fair��useful and necessary.

� Fair�¯�LYYÜSPO�PZ^LÜÜb��OXP\�WX]�QL_X^[��XWP�â[X^Y�X_P[�LWX]RP[��WP^][LÜ��S�P��OXP\�S]�affect all members of the community in the same way?

� Useful�¯�_LÜ^LMÜP��LMÜP�]X�MP�^\PO�QX[�L��practical purpose. i.e. does the rule achieve the effect it is designed to have?

� Necessary – meets a clear need. i.e. is the problem serious enough that it needs a law to address it?

Activity�� -\�L�NÜL\\��ÜXXU�L]�]RP�»[\]�ÜL`��1ÜSNS]�]RP�

purpose of this law and whether is is fair, useful and necessary.

Possible answer:

Purpose���7R�SUHYHQW�DFFLGHQWV� Fair���<HV��DV�LW�LV�WKH�VDPH�IRU�HYHU\RQH� Useful���<HV��DV�LW�PDNHV�URDGV�OHVV�GDQJHURXV� Necessary���$�FURVVLQJ�FDQ�EH�QHFHVVDU\�LI�WKHUH�LV�D�JRRG�UHDVRQ�IRU�LW��)RU�H[DPSOH�LI�WKHUH�KDYH�EHHQ�D�ORW�RI�DFFLGHQWV�RQ�D�VSHFL¿F�URDG��RU�LI�WKH�URDG�LV�QH[W�WR�D�VFKRRO�

�� 5W�â[X^Y\��\]^OPW]\�VLUP�L�]LMÜP�LMX^]�]RP�laws. They identify the purpose of each law LWO�OPNSOP�`RP]RP[�S]�S\�QLS[��^\PQ^Ü�LWO�necessary. Remind students there are no right or wrong answers.

Possible answers:

2. Purpose���7R�SURPRWH�SXEOLF�KHDOWK� Fair���<HV��DV�LW�LV�WKH�VDPH�IRU�HYHU\RQH� Useful���'LI¿FXOW�WR�HQIRUFH� Necessary���<HV��EHFDXVH�LW�SUHYHQWV�GLVHDVH�

3. Purpose���7R�VWRS�SHRSOH�OHDYLQJ�WKHLU�JXP�RQ�WKH�VWUHHW�RU�RQ�EHQFKHV� Fair����3HUKDSV��%XVLQHVVHV�WKDW�VHOO�FKHZLQJ�JXP�DQG�SHRSOH�ZKR�OLNH�WR�FKHZ�JXP�ZLOO�EH�QHJDWLYHO\�HIIHFWHG�PRUH�WKDQ�RWKHUV�� Useful����3HUKDSV��7KH�SROLFH�FDQ�PDNH�VXUH�VKRSV�GR�QRW�VHOO�JXP�SXEOLFO\� Necessary���3HUKDSV��,I�WKH�JXP�SHRSOH�OHDYH�DURXQG�WKH�FRPPXQLW\�LV�FDXVLQJ�VHULRXV�SUREOHPV��WKHQ�LW�PLJKW�EH�QHFHVVDU\�

4. Purpose���7R�SUHYHQW�GLVFULPLQDWLRQ� Fair���<HV��DV�LW�LV�WKH�VDPH�IRU�HYHU\RQH� Useful����3HUKDSV��7KLV�UXOH�PDNHV�LW�PRUH�GLI¿FXOW�IRU�HPSOR\HUV�WR�PDNH�D�¿UVW�MXGJHPHQW�RQ�WKH�EDVLV�RI�JHQGHU��DJH�RU�UDFH��

Necessary���,Q�D�VLWXDWLRQ�ZKHUH�PLQRULWLHV�¿QG�LW�PXFK�PRUH�GLI¿FXOW�WR�JHW�MRE�LQWHUYLHZV�WKDQ�RWKHUV��WKLV�NLQG�RI�ODZ�FDQ�EH�QHFHVVDU\�WR�SURPRWH�IDLUQHVV��

5. Purpose���7R�SUHYHQW�FKLOG�PDUULDJH� Fair���<HV��DV�,W�LV�WKH�VDPH�IRU�HYHU\RQH� Useful����,I�EHLQJ�PDUULHG�UHTXLUHV�SHRSOH�WR�UHJLVWHU�ZLWK�WKH�JRYHUQPHQW��WKHQ�WKLV�UXOH�ZRXOG�EH�YHU\�HIIHFWLYH� Necessary���,I�WKH�VRFLHW\�KDG�VHULRXV�VRFLDO�DQG�KHDOWK�SUREOHPV�DV�D�UHVXOW�RI�XQGHUDJH�PDUULDJHV��WKHQ�WKLV�ODZ�ZRXOG�EH�QHFHVVDU\�

6. Purpose���7R�SUHYHQW�RYHU�¿VKLQJ� Fair���,I�WKH�OLFHQVHV�DUH�H[SHQVLYH��LW�PLJKW�QRW�EH�IDLU�WR�SRRU�SHRSOH� Useful����'LI¿FXOW�WR�HQIRUFH� Necessary���,I�¿VK�DUH�EHFRPLQJ�HQGDQJHUHG��WKLV�LV�RQH�WKLQJ�WKDW�FDQ�KHOS�

7. Purpose���7R�SURWHFW�SHRSOH�ZKR�DUH�QRW�PHQWDOO\�KHDOWK\� Fair���,I�SHRSOH�DUH�LQ�D�ORW�RI�SDLQ�PD\EH�WKH\�VKRXOG�EH�DOORZHG�WR�GLH� Useful����,PSRVVLEOH�WR�HQIRUFH� Necessary���1R��DV�LPSRVVLEOH�WR�HQIRUFH��$OVR�LI�VRPHRQH�FRPPLWV�VXLFLGH��ZKDW�SXQLVKPHQW�ZRXOG�WKH\�JHW"

8. Purpose���7R�VWRS�\RXQJ�SHRSOH�IURP�GULQNLQJ�� Fair���<HV��DV�,W�LV�WKH�VDPH�IRU�HYHU\RQH� Useful����1R��DV�GLI¿FXOW�WR�HQIRUFH� Necessary���3HUKDSV��LI�DOFRKRO�FDXVHV�FULPH��YLROHQFH�RU�DFFLGHQWV�

Activity�� 5W�â[X^Y\��\]^OPW]\�NRXX\P�]R[PP�XQ�]RP\P�

categories. Make sure they don’t choose the same categories - you might want to give the categories to the groups.

�� Groups decide the purpose of each law and VLUP�\^[P�S]�S\��QLS[��^\PQ^�LWO�WPNP\\L[b��

�� Groups explain their laws to the class.�� 5Q�bX^�ÜSUP��]RPb�Y^]�]RPS[�ÜL`\�XW�]RP�`LÜÜ�

and go around looking at other groups’ laws.

Discussion�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW�Possible answer:

8QGHUVWDQGLQJ�WKH�SXUSRVH�RI�UXOHV�DQG�ODZV�FDQ�KHOS�FLWL]HQV�HYDOXDWH�WKH�OHJLWLPDF\�DQG�HIIHFWLYHQHVV�RI�WKHLU�OHDGHUV�DQG�ODZ�PDNHUV��,W�FDQ�HQFRXUDJH�FLWL]HQV�WR�VSHDN�RXW�DJDLQVW�ODZV�WKDW�QRW�IDLU��XVHIXO�RU�XQQHFHVVDU\�

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Active Citizenship - Teacher’s Book 44

2.7.3 Just and unjust lawsPreview�� Discuss whether there are laws that students

disagree with. Brainstorm a class list and write them on the board.

�� Discuss the reasons students disagree with ]RP\P�ÜL`\��-[P�]RPb�^WQLS[��WX]�^\PQ^Ü�X[�unnecessary?

Reading�� Students read the text at the top of Page 44.�� Check students understanding of the words

just and unjust. � 6^\]���based on, or behaving according to, what is morally right and fair

Activity1. 5W�â[X^Y\��\]^OPW]\�PaLVSWP�]RP�ÜL`\�LWO�OS\N^\\�`RP]RP[�]RPb�L[P�T^\]�X[�^WT^\]�

Possible answers:

1. 8QMXVW��EHFDXVH�LW�GLVFULPLQDWHV�DJDLQVW�SDUWLHV�ZLWK�PHPEHUV�IURP�GLIIHUHQW�UDFHV��7KLV�LV�D�NLQG�RI�UDFLVP�

2. -XVW��EHFDXVH�LW�VWRSV�SHRSOH�IURP�FDXVLQJ�YLROHQFH�DQG�KDWUHG�DJDLQVW�PLQRULWLHV�� 8QMXVW�EHFDXVH�LW�OLPLWV�IUHHGRP�RI�VSHHFK�

3. 8QMXVW��EHFDXVH�LW�PHDQV�WKDW�SHRSOH�KDYH�WR�EX\�VDOW�LQVWHDG�RI�PDNLQJ�LW�WKHPVHOYHV��7KLV�LV�D�NLQG�RI�GLVFULPLQDWLRQ�DJDLQVW�SRRU�SHRSOH�

4. 8QMXVW�EHFDXVH�LW�OLPLWV�IUHHGRP�RI�FKRLFH�DQG�WKH�ULJKW�WR�KDYH�D�IDPLO\�

5. 8QMXVW�EHFDXVH�LW�PHDQV�WKDW�WKH�JRYHUQPHQW�FDQ�DUUHVW�DQG�MDLO�SHRSOH�IRU�QR�UHDVRQ�DQG�ZLWK�QR�IDLU�WULDO��7KLV�LV�DQ�DEXVH�RI�WKHLU�ULJKWV�WR�IUHHGRP�RI�PRYHPHQW�

2. 5W�â[X^Y\��\]^OPW]\�NRXX\P�XWP�XQ�]RP\P�ÜL`\���� They make a presentation to the class about `RP]RP[�X[�WX]�S]�S\�T^\]��LWO�`Rb�]RPb�decided this.

Discussion�� 5W�â[X^Y\��OS\N^\\�]RP�Z^X]P��0PNSOP�RX`�

this is relevant for the people affected by the laws above.

Possible answers:

Against:

3HRSOH�GR�QRW�KDYH�WKH�ULJKW�WR�GHFLGH�ZKDW�D�³MXVW´�ODZ�LV��,I�WKH\�GLG��WKHQ�SHRSOH�FRXOG�GHFLGH�ZKLFK�ODZV�WKH\�ZDQWHG�WR�IROORZ�DQG�WKHUH�ZRXOG�EH�FULPH�DQG�FRQIXVLRQ��

7KHUH�DUH�EHWWHU�DOWHUQDWLYHV�WKDQ�EUHDNLQJ�WKH�ODZ�WR�PDNH�D�SRLQW�DERXW�MXVWLFH��PHGLD��SURWHVW��SHWLWLRQ��YRWLQJ��OHJDO�DFWLRQ�HWF���

� 3HRSOH�FRXOG�EH�KXUW�RU�LQMXUHG�LI�SHRSOH�VWDUW�EUHDNLQJ�ODZV�EHFDXVH�WKH\�WKLQN�WKDW�WKH\�DUH�XQMXVW�

� %UHDNLQJ�ODZV�LV�D�NLQG�RI�FULPLQDO�DFWLYLW\��ZKLFK�PDNHV�RWKHU�SURWHVWRUV�ZKR�REH\�WKH�ODZ�ORRN�EDG�

/DZV�H[LVW�WR�PDNH�SHRSOH�IHHO�VDIH�DQG�VHFXUH�LQ�WKH�IDFH�RI�WKH�SRVVLELOLW\�RI�ODZOHVVQHVV�DQG�GDQJHU��

For:

� 7KURXJKRXW�KLVWRU\�SHRSOH�KDYH�EURNHQ�XQMXVW�ODZV�WR�SURWHVW�DJDLQVW�RSSUHVVLRQ��FRUUXSWLRQ�DQG�DEXVH��,W�KDV�DOVR�FDXVHG�YHU\�LPSRUWDQW�VRFLDO�FKDQJHV��

� 3URWHVWHUV�VKRXOG�WU\�WR�SHDFHIXOO\�SURWHVW�ZLWKLQ�WKH�JXLGHOLQHV�RI�WKH�ODZ��EXW�VRPHWLPHV�LW�LV�QHFHVVDU\�WR�EUHDN�WKH�ODZ�WR�SURWHVW�LI�WKH�JRYHUQPHQW�GRHVQ¶W�OLVWHQ�WR�SHDFHIXO�SURWHVW�

$V�FLWL]HQV��LW�LV�RXU�GXW\�WR�KHOS�RXU�JRYHUQPHQW�ZKHQ�WKH\�DUH�ZURQJ��3URWHVWRUV�KHOS�RXU�JRYHUQPHQW�JHW�D�EHWWHU�LGHD�RI�ZKDW�WKH�SHRSOH�EHOLHYH�LQ��

,W�LV�RIWHQ�WKH�ODZ�EUHDNLQJ�DFWV�WKDW�GUDZ�DWWHQWLRQ�WR�XQMXVW�VLWXDWLRQV�LQ�WKH�ORFDO�DQG�JOREDO�PHGLD��

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45 Active Citizenship - Teacher’s Book

2.7.4 Values and lawsPreview�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. *RYHUQPHQW��PLOLWDU\��SROLFH�2. $�OHJDO�GRFXPHQW�WKDW�GHFODUHV�WKH�KLJKHVW�VHW�

RI�ODZV�LQ�D�FRXQWU\�3. 7KH�ODZV�RI�D�FRXQWU\�UHÀHFW�RI�WKH�YDOXHV�RI�

WKH�SHRSOH�RI�WKDW�FRXQWU\��(YHU\�FRXQWU\¶V�UHOLJLRQ��FXOWXUH�DQG�LGHRORJLHV�DUH�DOO�GLIIHUHQW��,Q�FRPPXQLWLHV�ZKHUH�WKH�LGHDV�RI�LQGLYLGXDO�IUHHGRP�DQG�OLEHUW\�DUH�VWURQJ�YDOXHV��WKHQ�ODZV�ZLOO�EH�GHVLJQHG�WR�SURWHFW�LQGLYLGXDOV¶�ULJKW�WR�SULYDF\�DQG�IUHHGRP�RI�H[SUHVVLRQ��,Q�FXOWXUHV�ZKHUH�OHDGHUVKLS�DQG�KLHUDUFK\�DUH�VWURQJ�YDOXHV��WKHQ�WKHUH�PD\�EH�VRPH�OLPLWV�RQ�WKHVH�IUHHGRPV�LQ�WKH�LQWHUHVW�RI�PDLQWDLQLQJ�D�VWURQJ�DQG�XQL¿HG�OHDGHUVKLS�

Reading�� Students read the text and the preamble of

the Myanmar constitution.

Activity�� Students read the constitution preamble.

Explain anything they can’t understand. �� Remind students that governments that

represent the best interest of the people L[P� VX[P� ÜSUPÜb� ]X� O[LQ]� ÜL`\� ]RL]� [P¼PN]�the values and concerns of the community. Remind students of social contract theory ��� ����LWO�]RP�[P\YXW\SMSÜS]SP\�XQ�ÜPLOP[\��

�� =P_SP`� ]RP� OP»WS]SXW� XQ� L� NXW\]S]^]SXW� LWO�read about the purpose it serves.

�� 5W��â[X^Y\��OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. 1DWLRQDO�VROLGDULW\��VRYHUHLJQW\��MXVWLFH��OLEHUW\��HTXDOLW\��UDFLDO���SHDFH��GRPHVWLF�DQG�LQWHUQDWLRQDO���SURVSHULW\�RI�1DWLRQDO�SHRSOH��SDWULRWLVP�

Activity�� 3[X^Y\� [P`[S]P� ]RP� NXW\]S]^]SXW� ]X� [P¼PN]�

their own values and concerns. Remind students to think about their answers for ]RP� LN]S_S]SP\� LMX^]� âXLÜ\�� _LÜ^P\� LWO� [SâR]\�earlier in the book.

Reflection�� -\�L�NÜL\\��\]^OPW]\�`[S]P�L�âXLÜ�\]L]PVPW]��� Make sure students understand the

difference between goals and values - ��-�âXLÜ�S\�LW�XMTPN]S_P�]RL]�]RP�NÜL\\�VSâR]�work together to achieve. - A value is a belief that helps the class to LNRSP_P�]RPS[�âXLÜ��P�â�� Goal: peace building. ALÜ^P&�WXW�OS\N[SVSWL]SXW��T^\]SNP�P]N.

Possible answers:

» 7R�VKDUH�RXU�FLYLF�NQRZOHGJH�ZLWK�RXU�FRPPXQLW\��

» 7R�XVH�RXU�FLYLF�VNLOOV�WR�GHYHORS�RXU�FRPPXQLW\��WR�SDUWLFLSDWH�PRUH�LQ�RXU�FRPPXQLW\�

�� BRPW�]RP�NÜL\\�Lâ[PP\�XW�]RP�âXLÜ��Y^]�S]�XW�the wall.

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Active Citizenship - Teacher’s Book 46

Chapter 2 Review Comprehension�� Students answer the questions.Possible answers:

1. &RPPXQLWLHV�DUH�JURXSV�RI�SHRSOH�WKDW�DUH�XQLWHG�E\�FRPPRQ�FKDUDFWHULVWLFV��

2. ��XUEDQ�FRPPXQLWLHV ��RQOLQH�FRPPXQLWLHV ��WKH�JOREDO�FRPPXQLW\ ��GLDVSRUD�FRPPXQLWLHV7KHVH�GD\V�FKDQJHV�LQ�WHFKQRORJ\��WUDQVSRUWDWLRQ�DQG�PLJUDWLRQ�DUH�FKDQJLQJ�WKH�ERXQGDULHV�RI�WKHVH�FRPPXQLWLHV��&RPPXQLWLHV�DUH�QR�ORQJHU�ERXQG�E\�JHRJUDSK\��$�FRPPXQLW\�FDQ�EH�VSUHDG�RYHU�WKH�HQWLUH�JOREH�

3. 2XU�LGHQWLW\�GHSHQGV�RQ�WKH�FRPPXQLWLHV�ZH�JURZ�XS�LQ��H[SHULHQFH�RU�GHFLGH�WR�MRLQ��7KLV�GH¿QHV�WKH�ODQJXDJHV�ZH�OHDUQ�WR�VSHDN��WKH�IRRG�ZH�OLNH�EHVW�DQG�RXU�UHOLJLRXV�EHOLHIV��,GHQWLW\�LV�LQÀXHQFHG�E\�WKH�FRPPXQLWLHV�ZH�LQWHUDFW�ZLWK��+RZHYHU��RXU�,GHQWLW\�DOVR�GHWHUPLQHV�ZKLFK�FRPPXQLWLHV�ZH�FKRRVH�WR�MRLQ��)RU�H[DPSOH��LI�VRPHRQH¶V�LGHQWLW\�LV�VWURQJO\�LQÀXHQFHG�E\�QDWLRQDOLVP�RU�UHOLJLRQ��WKLV�PLJKW�GHWHUPLQH�VRPH�JURXSV�ZKR�WKH\�ZLOO�QRW�LQWHUDFW�ZLWK�

4. 7KH�YDOXHV�RI�D�FRPPXQLW\�GHWHUPLQH�WKH�UXOHV�DERXW�KRZ�SHRSOH�VKRXOG�FRH[LVW��7KHVH�UXOHV�KHOS�WR�GH¿QH�WKH�ULJKWV�DQG�UHVSRQVLELOLWLHV�RI�FRPPXQLW\�PHPEHUV�

5. 3HRSOH¶V�YDOXHV�GHWHUPLQH�WKHLU�DWWLWXGH�WRZDUGV�ULJKWV��)RU�H[DPSOH��� 7KH�YDOXH�RI�SHUVRQDO�IUHHGRP�LV�FORVHO\�UHODWHG�WR�WKH�LGHD�RI�LQGLYLGXDO�ULJKWV�

�� 7KH�YDOXH�RI�UHVSHFW�IRU�RWKHU¶V�ZRUWK�DQG�GLJQLW\�KDV�D�GLUHFW�UHODWLRQVKLS�WR�UHVSHFWLQJ�RWKHU�SHRSOH¶V�ULJKWV�

�� 7KH�YDOXH�RI�HTXDOLW\�LV�FORVHO\�UHODWHG�WR�UHVSHFWLQJ�WKH�ULJKWV�DQG�GLJQLW\�RI�RWKHU�SHRSOH�

�� 7KH�YDOXH�RI�WROHUDQFH�LV�FORVHO\�UHODWHG�WR�SHRSOH¶V�ULJKWV�RI�IUHHGRP�RI�H[SUHVVLRQ��IUHHGRP�RI�UHOLJLRQ�DV�ZHOO�DV�PDQ\�FXOWXUDO�ULJKWV��

�� -XVWLFH�LV�D�YDOXH�WKDW�VXSSRUWV�PDQ\�GLIIHUHQW�ULJKWV�

6. $�VRFLHWDO�GLOHPPD�LV�D�GLI¿FXOW�FKRLFH�EHWZHHQ�WZR�GHFLVLRQV�WKDW�DIIHFWV�VRFLHW\��)RU�H[DPSOH��SRRU�FRPPXQLWLHV�WKDW�UHO\�RQ�QDWXUDO�UHVRXUFHV�VXFK�DV�ZRRG�QHHG�WR�FXW�GRZQ�WUHHV�IRU�WKHLU�SHRSOH�WR�VXUYLYH��+RZHYHU��LI�WRR�PDQ\�WUHHV�DUH�FXW�GRZQ�WKHQ�WKH�FRPPXQLW\�ZLOO�KDYH�QR�UHVRXUFHV�DW�DOO��DQG�WKH�SRYHUW\�ZLOO�JHW�PXFK�ZRUVH�

7. Authoritarian Advantages:3URYLGH�FOHDU�H[SHFWDWLRQV�IRU�ZKDW�QHHGV�WR�EH�GRQH�DQG�KRZ�LW�VKRXOG�EH�GRQH��7KHUH�LV�DOVR�D�FOHDU�GLYLVLRQ�EHWZHHQ�WKH�OHDGHU�DQG�WKH�IROORZHUV��$XWKRULWDULDQ�OHDGHUV�PDNH�GHFLVLRQV�LQGHSHQGHQWO\�

Disadvantages:'HFLVLRQ�PDNLQJ�LV�OHVV�FUHDWLYH�XQGHU�DXWKRULWDULDQ�OHDGHUVKLS��DQG�KDV�OHVV�LQSXW�IURP�RWKHUV��$EXVH�RI�WKLV�VW\OH�LV�XVXDOO\�YLHZHG�DV�FRQWUROOLQJ�DQG�GLFWDWRULDO�

Cooperative

Advantages:&RRSHUDWLYH�OHDGHUV�RIIHU�JXLGDQFH�WR�JURXS�PHPEHUV��EXW�WKH\�DOVR�SDUWLFLSDWH�LQ�WKH�JURXS�DQG�DOORZ�LQSXW�IURP�RWKHU�JURXS�PHPEHUV��*URXS�PHPEHUV�IHHO�HQJDJHG�LQ�WKH�SURFHVV�DQG�DUH�PRUH�PRWLYDWHG�DQG�FUHDWLYH�

Disadvantages:,W�RIWHQ�OHDGV�WR�SRRUO\�GH¿QHG�UROHV�DQG�D�ODFN�RI�PRWLYDWLRQ��'HFLVLRQV�FDQ�WDNH�D�ORQJ�WLPH�LI�SHRSOH�GRQ¶W�DJUHH�

8. 7KH�ODZV�RI�D�FRXQWU\�UHÀHFW�WKH�YDOXHV�RI�WKH�SHRSOH�RI�WKDW�FRXQWU\��(YHU\�FRXQWU\¶V�UHOLJLRQ��FXOWXUH�DQG�LGHRORJLHV�DUH�GLIIHUHQW��,Q�FRPPXQLWLHV�ZKHUH�WKH�LGHDV�RI�LQGLYLGXDO�IUHHGRP�DQG�OLEHUW\�DUH�VWURQJ�YDOXHV��WKHQ�ODZV�ZLOO�EH�GHVLJQHG�WR�SURWHFW�LQGLYLGXDOV¶�ULJKW�WR�SULYDF\�DQG�IUHHGRP�RI�H[SUHVVLRQ��,Q�FXOWXUHV�ZKHUH�OHDGHUVKLS�DQG�KLHUDUFK\�DUH�VWURQJ�YDOXHV��WKHQ�WKHUH�PD\�EH�VRPH�OLPLWV�RQ�WKHVH�IUHHGRPV�LQ�WKH�LQWHUHVW�RI�PDLQWDLQLQJ�D�VWURQJ�DQG�XQL¿HG�OHDGHUVKLS�

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47 Active Citizenship - Teacher’s Book

Values and Opinions - Analysing Quotes�� 5W�â[X^Y\��\]^OPW]\�LW\`P[�]RP�Z^P\]SXW\�Possible answers:

a. 1. The author is saying that it is the

responsibility of every individual to participate in the development of their community.

2. Related to: 2.3 Identity.

b. 1. The author is saying that people should

LNNPY]�]RP�OSQQP[PWNP\�XQ�X]RP[\��LWO�QXN^\�on the things they share.

2. Related to: 2.3 Identity.

c. 1. The author is saying that shared civic

values are important for maintaining the security of the country/community.

2. =PÜL]PO�]X&��� �ALÜ^P\�

d. 1. The author is saying that our actions

become our habits and then our habits become our values. This means that it is SVYX[]LW]�]X�OX�LN]SXW\�]RL]�[P¼PN]�]RP�values we want to have.

2. =PÜL]PO�]X&��� ��ALÜ^P\��;^]]SWâ�ALÜ^P\�SW]X�;[LN]SNP��

e. 1. The author is saying that the values of

young people are getting worse and they are causing social problems.

2. =PÜL]PO�]X&���!��/XW¼SN]SWâ�ALÜ^P\�

f. 1. The author is saying that it is the

actions of a leader that inspire people to YL[]SNSYL]P��WX]�]RPS[�`X[O\�

2. Related to 2.6 Leadership and Community.

g. 1. The author is saying that laws are not

effective because good people will obey ]RPV�LWb`Lb��LWO�]RL]�MLO�YPXYÜP�`SÜÜ�»WO�`Lb\�]X�M[PLU�]RP�[^ÜP\�`S]RX^]�MPSWâ�punished.

2. Related to: 2.7 Rules and Laws.

h. 1. The author is saying that in our globalized

`X[ÜO��]RP�\XNSLÜ�Y[XMÜPV\�]RL]�LQQPN]�\XVP�NXVV^WS]SP\��`SÜÜ�L]�\XVP�]SVP�affect all communities.

2. Related to: 2.1 Citizenship and /XVV^WS]b�������áXOP[W�/XVV^WS]SP\

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Active Citizenship - Teacher’s Book 48

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49 Active Citizenship - Teacher’s Book

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Active Citizenship - Teacher’s Book 50

3.1 What is Civic Participation?Preview�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\���� Encourage students to think of as many

examples of ‘civic participation’ as they can.Possible answers:

1. ³<HV��YRWLQJ�LV�LPSRUWDQW�EHFDXVH�LW�JLYHV�FLWL]HQV�WKH�FKDQFH�WR�FKRRVH�WKHLU�OHDGHUV�´� RU� ³1R��YRWLQJ�LV�QRW�LPSRUWDQW�EHFDXVH�QRQH�RI�WKH�FDQGLGDWHV�UHSUHVHQW�P\�LQWHUHVWV�´

2. 7DONLQJ�DERXW�SXEOLF�LVVXHV��ZULWLQJ�OHWWHUV�WR�SXEOLF�RI¿FLDOV��SUHVHQWLQJ�D�SUREOHP�WR�ORFDO�JRYHUQPHQW��VWD\LQJ�LQIRUPHG�DERXW�LPSRUWDQW�LVVXHV�E\�UHDGLQJ�WKH�QHZVSDSHU��OLVWHQLQJ�WR�WHOHYLVLRQ�QHZV��RU�DWWHQGLQJ�SXEOLF�PHHWLQJV�

Reading�� Students read the text.

Discussion�� 5W�â[X^Y\��OS\N^\\�`RSNR�\XNSLÜ��YXÜS]SNLÜ�LWO�

cultural activities are ‘civic participation’.�� Draw a table on the board with social

activities��political activities��cultural activities. Write groups’ answers in the table.

Possible answers

Social activities ��2UJDQLVLQJ�IXQG�UDLVLQJ�HYHQWV��KDYLQJ�LQIRUPDO�PHHWLQJV�EHWZHHQ�SHRSOH�ZLWK�VKDUHG�FRQFHUQV��UXQQLQJ�FOXEV�IRU�SHRSOH�ZLWK�VKDUHG�LQWHUHVWV�

Political activities ��2UJDQLVLQJ�FDPSDLJQV�WR�FKDQJH�ORFDO�ODZV�RU�OHJDOO\�FKDOOHQJH�WKLQJV�ZKLFK�DIIHFW�ORFDO�FRPPXQLWLHV��KHOSLQJ�SURPRWH�WKH�HOHFWLRQV�RI�JRRG�ORFDO�SROLWLFDO�OHDGHUV�

Cultural activities ��2UJDQLVLQJ�HYHQWV�ZKLFK�KHOS�EULQJ�WRJHWKHU�GLIIHUHQW�JHQHUDWLRQV�WR�VKDUH�KLVWRU\�DQG�VWRULHV��RUJDQLVLQJ�WKHDWUH�RU�DUWV�HYHQWV�WR�SURPRWH�RU�WHDFK�DERXW�LVVXHV�

Activity1. 5W�YLS[\�X[�â[X^Y\��\]^OPW]\�ÜXXU�L]�]RP�

picture and answer the question.Possible answers:

a. 7XWRULQJ���³+RZ¶V�\RXU�KRPHZRUN"´�b. 3HWLWLRQLQJ���³6XSSRUW�RXU�VFKRROV�´�c. 9ROXQWHHULQJ��7HOOLQJ�VWRULHV�WR�FKLOGUHQd. +HOSLQJ�DQ�ROG�ZRPDQ���³&DQ�,�KHOS"´�e. 'HPRQVWUDWLQJ���³(GXFDWLRQ�QRW�ZDU�´�f. 2UJDQLVLQJ�DWWHQGLQJ�PHHWLQJV�g. 9RWLQJ���³5HJLVWHU�WR�YRWH�´�h. 2UJDQLVLQJ�FRPPXQLW\�JURXSV���³-RLQ�RXU�

SDUHQW�WHDFKHU�DVVRFLDWLRQ��37$��´�i. 7DNLQJ�SDUW�LQ�FRPPXQLW\�JURXSV���³+RZ�LV�P\�

FKLOG�GRLQJ"´�j. )XQG�UDLVLQJ���³%RRN�VDOH�IRU�HGXFDWLRQ´�k. /REE\LQJ�JRYHUQPHQW�

2. 5W�]RP�\LVP�YLS[\�X[�â[X^Y\��\]^OPW]\�ÜXXU�L]�the picture and answer the question.

Possible answers:

a. 7XWRULQJ���SURPRWH�HGXFDWLRQ�b. 3HWLWLRQLQJ���JHW�PRUH�VXSSRUW�IRU�VFKRROV�c. 9ROXQWHHULQJ��WHOOLQJ�VWRULHV�WR�FKLOGUHQ���FUHDWH�

D�FRPPXQLW\�ZKHUH�FKLOGUHQ�DUH�ORRNHG�DIWHU�LI�WKHLU�SDUHQWV�DUH�EXV\�

d. +HOSLQJ�DQ�ROG�ZRPDQ���FUHDWH�D�FRPPXQLW\�ZKHUH�WKH�HOGHUO\�DUH�ORRNHG�DIWHU�LI�WKHLU�IDPLO\�DUH�EXV\�

e. 'HPRQVWUDWLQJ���JHW�WKH�JRYHUQPHQW�WR�FKDQJH�WKHLU�SROLFLHV�VR�WKDW�PRUH�PRQH\�LV�VSHQW�RQ�HGXFDWLRQ�LQVWHDG�RI�WKH�PLOLWDU\�

f. 2UJDQLVLQJ�DWWHQGLQJ�PHHWLQJV���WR�LQFUHDVH�FLYLF�SDUWLFLSDWLRQ�

g. 9RWLQJ���WR�HOHFW�OHDGHUV�WKDW�UHSUHVHQW�SHRSOH¶V�LQWHUHVWV�

h. 2UJDQLVLQJ�FRPPXQLW\�JURXSV���WR�LQFUHDVH�FRRSHUDWLRQ�EHWZHHQ�SDUHQWV�DQG�WHDFKHUV�

i. 7DNLQJ�SDUW�LQ�FRPPXQLW\�JURXSV���WR�LQFUHDVH�FRRSHUDWLRQ�EHWZHHQ�SDUHQWV�DQG�WHDFKHUV�

j. 5DLVLQJ�IXQGV�IRU�FKDULW\���WR�LQFUHDVH�WKH�IXQGLQJ�RI�SRRU�VFKRROV�

k. /REE\LQJ�JRYHUQPHQW���WR�DGYRFDWH�IRU�LQFUHDVHG�IXQGLQJ�IRU�HGXFDWLRQ�

3. 5W�]RP�\LVP�YLS[\�X[�â[X^Y\��\]^OPW]\�OS\N^\\�the question.

Possible answer

$FWLYLWLHV�e�DQG�k�ZLOO�XVXDOO\�EH�WKH�PRVW�GLI¿FXOW�EHFDXVH�LW�LQYROYHV�LQÀXHQFLQJ�WKH�JRYHUQPHQW�RI�WKH�ZKROH�FRXQWU\�QRW�MXVW�WKH�FRPPXQLW\��7KLV�PHDQV�WKHUH�ZLOO�EH�PRUH�FRPSHWLQJ�LQWHUHVWV�DQG�SURFHGXUHV�LQYROYHG��

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51 Active Citizenship - Teacher’s Book

3.1.1 Types of Civic ParticipationPreview�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW��3P]�\]^OPW]\´�

ideas on advantages or disadvantages of group and individual activity.

�� Find out whether most people like working individually or collectively.

�� Discuss what this implies about the values of the class.

Reading�� Students read the text and look at the

diagram.

Activity�� Discuss formal and informal engagement

- check that students understand the difference.

� formal engagement is when citizens engage with government and political YL[]SP\�P�â��_X]SWâ��[^WWSWâ�QX[�XQ»NP��X[�presenting a concern to local government.

� informal engagement is when citizens engage with each other through civil \XNSP]b�X[âLWS\L]SXW\�X[�SWOPYPWOPW]Üb��P�â��_XÜ^W]PP[SWâ��L]]PWOSWâ�VPP]SWâ\�X[�workshops.

1. Students look back at the list of civic actions ]RPb�VLOP�XW�YLâP�!��LWO�Y^]�]RPV�SW�]RP�right place on the diagram.

Possible answers:

6HH�([DPSOH�'LDJUDP���

2. 5W�YLS[\�X[�â[X^Y\��\]^OPW]�M[LSW\]X[V�VX[P�civic activities.

�� They add them to their diagram.�� Groups put their diagrams on the wall. �� Groups go around looking at each other’s

diagrams. They should ask and answer questions about the reasons different activities were put in different categories.

Possible answers:

6HH�([DPSOH�'LDJUDP���

WXWRULQJ

UDLVLQJ�IXQGV�IRU�FKDULW\

WDNLQJ�SDUW�LQ�FRPPX�QLW\�JURXSV

RUJDQLVLQJ�FRPPXQLW\�JURXSV

OREE\LQJ�JRYHUQPHQW

SHWLWLRQLQJ

YROXQWHHULQJ

KHOSLQJ�DQ�ROG�ZRPDQ

YRWLQJ

RUJDQLVLQJ�DWWHQGLQJ�PHHWLQJV

GHPRQVWUDWLQJ

FROOHFWLYH�DFWLRQ

LQGLYLGXDO�DFWLRQ

IRUPDO�HQJDJHP

HQW

LQIRUPDO�HQJDJHP

HQW

DGYRFDWLQJ�IRU�PDUJLQDOLVHG�JURXSV

OHDGLQJ�D�ZRUNVKRS

UDLVLQJ�FRQFHUQV�ZLWK�ORFDO�JRYHUQPHQW

VWD\LQJ�LQIRUPHG

5DLVLQJ�DZDUHQHVV�DERXW�D�VRFLDO�LVVXH

JHWWLQJ�DQ�HGXFDWLRQ

UXQQLQJ�IRU�RI¿FH

GLVFXVVLQJ�SXEOLF�LVVXHV

6XSSRUWLQJ�D�SROLWLFDO�FDQGLGDWH

FROOHFWLYH�DFWLRQ

LQGLYLGXDO�DFWLRQ

IRUPDO�HQJDJHP

HQW

LQIRUPDO�HQJDJHP

HQW

DGYRFDWLQJ�IRU�PDUJLQDOLVHG�JURXSV

ZULWLQJ�D�OHWWHU�WR�D�SROLWLFLDQ

Example Diagram 1

Example Diagram 2

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Active Citizenship - Teacher’s Book 52

3.1.2 - Community membersReading�� Students read the text.

Activity�� 5WOS_SO^LÜÜb�X[�SW�YLS[\�X[�â[X^Y\��\]^OPW]\�

complete the table with characteristics and actions of the different types of community members.

Possible answers:

Personally responsible���:RUNV��SD\V�WD[HV��REH\V�WKH�ODZV��KHOSV�WKRVH�LQ�QHHG�GXULQJ�F\FORQHV�RU�HDUWKTXDNHV��JHWV�DQ�HGXFDWLRQ��VWD\V�LQIRUPHG�E\�UHDGLQJ�QHZVSDSHUV��OLVWHQV�WR�WKH�QHZV�RQ�WKH�UDGLR��HWF��UHVSHFWV�RWKHU�SHRSOH¶V�SURSHUW\��UHVSHFWV�RWKHU�SHRSOH¶V�ULJKWV��UHVSHFWV�RWKHU�SHRSOH¶V�RSLQLRQV��VHUYHV�LQ�WKH�PLOLWDU\��VHUYHV�RQ�D�MXU\��NHHSV�WKH�HQYLURQPHQW�FOHDQ�

Participatory ��3DUWLFLSDWHV�LQ�UHOLJLRXV�QHLJKERXUKRRG�DFWLYLWLHV��YRWHV�LQ�HOHFWLRQV��SDUWLFLSDWHV�LQ�SROLWLFDO�OLIH��WDONV�DERXW�SXEOLF�LVVXHV��MRLQV�D�FLWL]HQV¶�JURXS�WR�ZRUN�RQ�D�FRPPXQLW\�SUREOHP��GRHV�YROXQWHHU�ZRUN�ZLWK�FRPPXQLW\�RUJDQLVDWLRQV��H�J��D�VFKRRO��D�KRPHOHVV�VKHOWHU��D�QHLJKERXUKRRG�FULPH�ZDWFK���

Justice oriented���RUJDQLVHV�ZLWK�RWKHUV�LQ�WKH�ZRUNSODFH�RU�FRPPXQLW\�WR�PDNH�FKDQJH�FRRSHUDWLYHO\��H[SORUHV�WKH�URRW�FDXVHV�RI�SUREOHPV��TXHVWLRQV�ZKR�EHQH¿WV�IURP�JRYHUQPHQW�GHFLVLRQV��ZULWHV�OHWWHUV�WR�SXEOLF�RI¿FLDOV�DERXW�LPSRUWDQW�LVVXHV��UXQV�IRU�HOHFWLRQ�

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53 Active Citizenship - Teacher’s Book

Activity�� 5W�YLS[\�X[�â[X^Y\��\]^OPW]\�[PLO�]RP�

statements and answer the questions.�� Discuss the answers as a class.Answers:

1. 7KUHH�RI�WKH�VHYHQ�SHRSOH�DUH�SODQQLQJ�WR�YRWH��7KLV�LV�TXLWH�ORZ��EXW�UHÀHFWV�WKH�³GHPRFUDWLF�GH¿FLW´�WUHQG�PHQWLRQHG�LQ�&KDSWHU���

2. ³0\�YRWH�ZLOO�QRW�PDNH�D�GLIIHUHQFH�´ ³,�GRQ¶W�OLNH�UXOHV�´ ³7KH�UHVXOWV�ZLOO�EH�PDQLSXODWHG�´��FRUUXSWLRQ�

3. ³+HOSV�WR�FRPPXQLFDWH�WR�WKH�JRYHUQPHQW�ZKLFK�LVVXHV�DUH�LPSRUWDQW�WR�WKH�FLWL]HQV�´ ³,W¶V�P\�FLYLF�GXW\�´ ³9RWLQJ�PDNHV�D�GLIIHUHQFH�´ ³*LYHV�SHRSOH�WKH�SRZHU�WR�UHPRYH�OHDGHUV�ZKR�DOORZ�LQMXVWLFH�LQ�RXU�FRPPXQLW\�´

Activity1. Students identify the examples of civic

participation from these quotes.2. 5W�YLS[\��\]^OPW]\�NXVYL[P�]RPS[�»WOSWâ\�3. 5W�YLS[\��\]^OPW]\�NL]PâX[S\P�]RP�OSQQP[PW]�

examples from the texts into the three NL]PâX[SP\�Q[XV�YLâP�!����personally responsible, participatory, justice orientated.

Possible answers:

Personally responsible - 7DNLQJ�FDUH�RI�P\�NLGV��SD\LQJ�ELOOV��ZRUNLQJ�KDUG�DW�P\�MRE��UHVSHFWLQJ�P\�QHLJKERXUV��WDNH�FDUH�RI�P\�SDUHQWV��JHW�DQ�HGXFDWLRQ��EHLQJ�D�VDIH�GULYHU�

Participatory - 9RWLQJ��YROXQWHHULQJ��FKLOG�FDUH�

Justice-oriented ��9RWHU�HGXFDWLRQ��VWDUWLQJ�DQ�RUJDQLVDWLRQ�

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Active Citizenship - Teacher’s Book 54

Reflection�� 5W�YLS[\�X[�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�

questions.

Possible answers:

3. 6RPH�SROLWLFDO�VFLHQWLVWV�DUJXH�WKDW�FRPPXQLWLHV�VKRXOG�WU\�WR�GHYHORS�MXVWLFH�RULHQWHG�FLWL]HQV��7KLV�LV�EHFDXVH�MXVWLFH�RULHQWHG�FLWL]HQV�WU\�WR�FUHDWH�VRFLDO�FKDQJH�DQG�DGGUHVV�WKH�FDXVHV�RI�VRFLDO�SUREOHPV�UDWKHU�WKDQ�MXVW�UHVSRQGLQJ�WR�SUREOHPV�ZLWKLQ�WKH�FRPPXQLW\��

4. Knowledge��8QGHUVWDQGLQJ�WKH�FRPPXQLW\µV�QHHGV��XQGHUVWDQGLQJ�WKH�FRPPXQLW\µV�YDOXHV��XQGHUVWDQGLQJ�WKH�FRPPXQLW\µV�SUREOHPV��XQGHUVWDQGLQJ�ULJKWV�DQG�UHVSRQVLELOLWLHV��

Skills��3UREOHP�VROYLQJ��GHFLVLRQ�PDNLQJ��HYDOXDWLRQ��WHDP�ZRUN��SXEOLF�VSHDNLQJ��FRQVHQVXV�EXLOGLQJ��QHJRWLDWLRQ�

3.2 The Benefits of ParticipationPreview�� -\�L�NÜL\\��M[LSW\]X[V�]RP�MPWP»]\�XQ�NS_SN�

participation. Write students ideas on the board.

Reading�� Students read the text.

Activity�� 5W�â[X^Y\��\]^OPW]\�OP\SâW�LW�LO_P[]S\PVPW]�

for a youth leadership training course. �� Make sure groups include all the information

listed.�� Groups put their advertisement on the wall.

Students go around the room and look at the different advertisements.

�� Have a vote on which advertisement they feel is the most effective. Get some students to explain their choices.

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55 Active Citizenship - Teacher’s Book

3.2.1 - Getting InformedPreview�� -\� L� NÜL\\�� \]^OPW]\� OS\N^\\� ]RP� Z^P\]SXW��

Write students’ answers on the board. Possible answer:

1HZVSDSHUV�DQG�PDJD]LQHV��ZKHWKHU�SULQWHG�RU�RQOLQH��DQG�QHZV�SURJUDPPHV�RQ�79�DQG�UDGLR�DUH�VRPH�RI�WKH�PRVW�LPSRUWDQW�VRXUFHV�ZKHUH�FLWL]HQV�FDQ�¿QG�LQIRUPDWLRQ��2WKHU�VRXUFHV�RI�LQIRUPDWLRQ�FDQ�FRPH�IURP�FRPPXQLFDWLQJ�ZLWK�RWKHU�FRPPXQLW\�PHPEHUV�

Reading�� Students read the text.

Exercise�� 5WOS_SO^LÜÜb� X[� SW� YLS[\�� \]^OPW]\� ÜXXU� QX[�

connections between the words and phrases. Write an example on the board if this is OSQ»N^Ü]�

�� Make a class list on the board or on pieces of paper on the wall.

Civic participation – Responsibility �$V�FLWL]HQV�ZH�KDYH�D�UHVSRQVLELOLW\�WR�SDUWLFLSDWH�LQ�RXU�FRPPXQLWLHV���

Media – Information �7KH�PHGLD�SURYLGHV�FLWL]HQV�ZLWK�LQIRUPDWLRQ�DOORZLQJ�WKHP�WR�PDNH�LQIRUPHG�DQG�UHVSRQVLEOH�GHFLVLRQV��

Opinions – Information �,QIRUPDWLRQ�JDWKHUHG�IURP�ERRNV��WKH�PHGLD��IULHQGV��IDPLO\�DQG�RWKHU�VRXUFHV�KHOS�WR�IRUP�RXU�LQGLYLGXDO�RSLQLRQV��

Civic participation - Social Change �&LYLF�SDUWLFLSDWLRQ�FDQ�OHDG�WR�VRFLDO�FKDQJH��

Discussion�� 5W�â[X^Y\��OS\N^\\�]RP�Z^P\]SXW\��� Groups explain their ideas to the class.

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Active Citizenship - Teacher’s Book 56

Activity�� In pairs or groups students read the four

scenarios.�� ?RPb�OS\N^\\�RX`� ]RPb� NX^ÜO�»WO�X^]�VX[P��

and what might be the problems of trying to get more information.

Possible answers:

a. Sources of information ��$VN�\RXU�4XDUWHU�/HDGHU�RU�µ<DK�.ZHW�/XJ\L¶� 7KH�RI¿FH�RI�RQH�RI�WKH�SROLWLFDO�SDUWLHV�SDUWLFLSDWLQJ�LQ�WKH�HOHFWLRQ�Barriers���/DFN�RI�FDSDFLW\�RU�IXQGV�WR�LQIRUP�SHRSOH�DERXW�WKH�HOHFWLRQ��SROLWLFDO�PDQLSXODWLRQ�E\�SDUWLHV�RU�FDQGLGDWHV�ZKR�GRQ¶W�ZDQW�SHRSOH�WR�YRWH��UHVWULFWLRQV�RQ�IUHHGRP�RI�H[SUHVVLRQ��FHQVRUVKLS�HWF����ORZ�OHYHO�RI�OLWHUDF\�HGXFDWLRQ��SRRU�KHDOWK��EXV\�ZLWK�ZRUN�RU�IDPLO\�HWF�

b. Sources of information ��7KH�FRQVWUXFWLRQ�FRPSDQ\��\RXU�ORFDO�JRYHUQPHQW��UHVLGHQWV�RI�WKH�DUHD��MRXUQDOV�QHZVSDSHUV�Barriers���/DFN�RI�FDSDFLW\�RU�IXQGV�WR�LQIRUP�SHRSOH�DERXW�WKH�QHZ�URDG��UHVWULFWLRQV�RQ�IUHHGRP�RI�H[SUHVVLRQ��FHQVRUVKLS�HWF���ORZ�OHYHO�RI�OLWHUDF\�HGXFDWLRQ��SRRU�KHDOWK��EXV\�ZLWK�ZRUN�RU�IDPLO\�HWF��

c. Sources of information -�-RXUQDOV��QHZVSDSHUV��)DFHERRN��JURXS�HPDLOV��/RRN�IRU�DQ�DGGUHVV�RU�FRQWDFW�LQIRUPDWLRQ� ,I�WKH�DFWLYLVW�LV�YHU\�IDPRXV�KH�VKH�PD\�KDYH�D�ZHEVLWH�RU�D�EORJ��$VN�IULHQGV�WKDW�\RX�NQRZ�DUH�DOVR�LQWHUHVWHG�LQ�HQYLURQPHQWDO�LVVXHV��Barriers���1R�DGYHUWLVLQJ��SRRU�SODQQLQJ��EXV\�ZLWK�ZRUN�RU�IDPLO\�HWF�

d. Sources of information - $UWLFOHV�SXEOLVKHG�E\�IRUHLJQ�QHZVSDSHUV�� +XPDQLWDULDQ�RUJDQLVDWLRQV�WKDW�DUH�ZRUNLQJ�LQ�WKH�DUHD��H�J��WKH�,QWHUQDWLRQDO�5HG�&URVV��8QLWHG�1DWLRQV��5HIXJHH�$JHQFLHV� 3HRSOH�\RX�NQRZ�WKDW�DUH�OLYLQJ�LQ�DQG�DURXQG�WKH�FRQÀLFW�DUHD�Barriers���/RFDO�RU�LQWHUQDWLRQDO�PHGLD�PD\�PLVUHSUHVHQW�WKH�FRQÀLFW��&RPPXQLFDWLRQ�LQIUDVWUXFWXUH�FRXOG�KDYH�EHHQ�GDPDJHG�E\�WKH�¿JKWLQJ��MRXUQDOLVWV�PLJKW�QRW�KDYH�DFFHVV�WR�LQIRUPDWLRQ�EHFDXVH�LW�LV�WRR�GDQJHURXV�

Discussion�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. » 3ROLWLFDO�RU�OHJDO�OLPLWV�RQ�WKH�ULJKW�WR�LQIRUPDWLRQ��H�J��FHQVRUVKLS�

» 'LVFULPLQDWLRQ��PLQRULW\�JURXSV�PLJKW�QRW�EH�DEOH�WR�DFFHVV�GRFXPHQWV�DERXW�WKHLU�SHUVRQDO�UHFRUGV�EHFDXVH�RI�ODQJXDJH�RU�H[WUD�SHUPLVVLRQV�QHHGHG�

» /DFN�RI�IXQGLQJ��VWDII�RU�RWKHU�UHVRXUFHV�PHDQV�WKDW�FRPPXQLW\�QHZV�FDQQRW�EH�UHSRUWHG�RQ�HIIHFWLYHO\��

» /DFN�RI�DFFHVV�WR�FRPPXQLFDWLRQV�WHFKQRORJLHV��QR�RU�VORZ�LQWHUQHW��PRELOH�SKRQHV�DQG�FRPSXWHUV�DUH�H[SHQVLYH�DQG�QRW�DYDLODEOH�HYHU\ZKHUH��

» /RZ�OHYHO�RI�HGXFDWLRQ��OLWHUDF\��

2. » 3ROLWLFDO�RU�OHJDO�OLPLWV�RQ�WKH�ULJKW�WR�LQIRUPDWLRQ��SXW�SUHVVXUH�RQ�WKH�JRYHUQPHQW�WR�LQFUHDVH�IUHHGRP�RI�LQIRUPDWLRQ�

» 5HGXFH�GLVFULPLQDWLRQ��SXW�SUHVVXUH�RQ�WKH�JRYHUQPHQW�WR�PDNH�V\VWHPV�WKDW�PDNH�LW�HDVLHU�IRU�PLQRULWLHV�WR�DFFHVV�LQIRUPDWLRQ�LQ�WKHLU�RZQ�ODQJXDJH�

» 6XSSRUW�SXEOLF�DQG�FRPPXQLW\�PHGLD��ORFDO�QHZVSDSHUV�DQG�UDGLR�VWDWLRQV

» ,PSURYH�LQIRUPDWLRQ�RQ�WKH�,QWHUQHW��SXW�SUHVVXUH�RQ�WKH�JRYHUQPHQW�WR�LQFUHDVH�LQWHUQHW�DFFHVV��

» 6KDUH�LQIRUPDWLRQ�ZLWK�DV�PDQ\�SHRSOH�DV�SRVVLEOH��FRPPXQLW\�ZRUNVKRSV�HWF���

» )RUP�FRPPXQLW\�LQWHUQHW�FDIHV�DQG�FRPSXWHU�FOXEV��

» 0HGLD�HGXFDWLRQ��HGXFDWH�SHRSOH�WR�EHFRPH�PRUH�FULWLFDO�UHDGHUV�DQG�OLVWHQHUV��DQG�WR�DQDO\VH�WKH�PHGLD�

3.3 Evaluating informationPreview�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\�

Reading�� >]^OPW]\�[PLO�]RP�]Pa]�XW�YLâP\�!"�LWO�!#�

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57 Active Citizenship - Teacher’s Book

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Active Citizenship - Teacher’s Book 58

Exercise�� Students read the scenario. �� Clarify students’ understanding - they `Yn]� lf� l`aec� YZfml� l`]� Ýn]� kfmj[]k� f^�information mentioned on the page, and decide whether they are credible, accurate, reasonable and supported.

�� Discuss these as a class.Answers:

1. Credible��/LNHO\�WR�EH�FUHGLEOH��7KH�PDQ�KDV�EHHQ�ZRUNLQJ�DW�WKH�IDFWRU\�IRU�D�ORQJ�WLPH�DQG�KDV�EHHQ�LQ�D�SRVLWLRQ�WR�GHVFULEH�WKH�ZRUNLQJ�FRQGLWLRQV�KH�H[SHULHQFHG�Accurate��/LNHO\�WR�EH�TXLWH�DFFXUDWH��DOWKRXJK�KH�PD\�KDYH�IRUJRWWHQ�VRPH�WKLQJV��$OVR�KH�ZRXOG�GHVFULEH�HYHQWV�LQ�D�ZD\�WKDW�VXSSRUWV�KLV�RSLQLRQV�DQG�PRWLYDWLRQV�

Reasonable��7KLV�GHSHQGV�RQ�ZKDW�KLV�YLHZ�RI�WKH�FRPSDQ\�LV��,I�KH�LV�YHU\�FULWLFDO�RU�VXSSRUWLYH�RI�WKHP��KH�PLJKW�QRW�EH�UHDVRQDEOH��

Well-supported��+LV�SHUVRQDO�DFFRXQW�ZRXOG�QRW�EH�YHU\�ZHOO�VXSSRUWHG�XQOHVV�KH�WROG�\RX�DERXW�RWKHU�SHRSOH�WKDW�FDQ�FRQ¿UP�KLV�VWRULHV�

2. Credible��7KH�UHSRUW�FRXOG�EH�FUHGLEOH�VLQFH�WKH�UHSRUW�ZDV�IXQGHG�E\�D�ODUJH�FRPSDQ\�WKDW�FDQ�DIIRUG�WR�SD\�SURIHVVLRQDO�UHVHDUFKHUV�Accurate��7KH�LQIRUPDWLRQ�LQ�WKH�UHSRUW�PLJKW�EH�DFFXUDWH�HYHQ�LI�LW�LV�ELDVHG�DQG�PLVOHDGLQJ�

Reasonable��8QOLNHO\�WR�EH�UHDVRQDEOH��7KH�UHSRUW�ZDV�ZULWWHQ�E\�0\DQPDU�0RELOH��7KLV�SUHVHQWV�D�FRQÀLFW�RI�LQWHUHVW�

Well-supported��7KH�LQIRUPDWLRQ�LQ�WKH�UHSRUW�PLJKW�EH�ZHOO�VXSSRUWHG�HYHQ�LI�LW�LV�ELDVHG�DQG�PLVOHDGLQJ�

3. Credible��7KH�,QWHUQDWLRQDO�/DERXU�2UJDQLVDWLRQ�DQG�6DYH�WKH�&KLOGUHQ�DUH�ZHOO�UHVSHFWHG�LQWHUQDWLRQDOO\�DQG�FDQ�EH�JHQHUDOO\�WUXVWHG�DV�FUHGLEOH�VRXUFHV�Accurate��7KH�UHSRUW�LV�IURP������DQG�GHVFULEHV�ODERXU�FRQGLWLRQV�LQ�������ZKLFK�PHDQV�WKDW�VRPH�RI�WKH�LQIRUPDWLRQ�PD\�QR�ORQJHU�EH�DFFXUDWH�

Reasonable��7KHVH�WZR�RUJDQLVDWLRQV�VKDUH�WKH�JRDOV�RI�SURWHFWLQJ�YXOQHUDEOH�SHRSOH�IURP�H[SORLWDWLRQ��,I�D�IDFWRU\�LV�H[SORLWLQJ�LWV�ZRUNHUV��WKH\�ZLOO�FULWLFLVH�WKH�IDFWRU\��+RZHYHU��WKH\�ZLOO�XVXDOO\�GR�WKLV�LQ�DQ�REMHFWLYH�DQG�EDODQFHG�ZD\�WR�PDLQWDLQ�WKHLU�SURIHVVLRQDO�UHSXWDWLRQ��

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4. Credible��%HFDXVH�ZH�GRQ¶W�NQRZ�ZKR�WKH�DXWKRU�LV��LW�LV�LPSRVVLEOH�WR�NQRZ�KRZ�FUHGLEOH�LW�LV��Accurate��%HFDXVH�WKH�DXWKRU�VHHPV�YHU\�VXSSRUWLYH�RI�0\DQPDU�0RELOH�ZH�FDQ�DVVXPH�WKDW�WKH\�PLJKW�LQFOXGH�LQDFFXUDWH�LQIRUPDWLRQ�LI�LW�SHUVXDGHV�WKH�UHDGHU��

Reasonable��8QOLNHO\�WR�EH�UHDVRQDEOH��7KH�RSLQLRQ�SUHVHQWHG�LV�YHU\�RQH�VLGHG�

Well-supported��8QOLNHO\�WR�EH�ZHOO�VXSSRUWHG��7KHUH�LV�QR�FOHDU�DXWKRU��ZKLFK�PDNHV�LW�YHU\�GLI¿FXOW�WR�GHWHUPLQH�ZKHWKHU�WKH�FRQWHQW�RI�WKH�HPDLO�LV�ZHOO�VXSSRUWHG�

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Reasonable��8QOLNHO\�WR�EH�UHDVRQDEOH��7KH�WLWOH�RI�WKH�ZHEVLWH�XVHV�YHU\�VWURQJ�ODQJXDJH�DQG�WKH�DUJXPHQWV�SUHVHQWHG�DUH�YHU\�RQH�VLGHG�

Well-supported��,W�LV�XQOLNHO\�WKDW�WKLV�VRXUFH�LV�YHU\�ZHOO�VXSSRUWHG��(YHQ�LI�WKH\�GR�LQFOXGH�VRXUFHV��WKH\�PLJKW�QRW�EH�UHOLDEOH�RU�XS�WR�GDWH���

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59 Active Citizenship - Teacher’s Book

Activity�� Students read the texts and answer the

questions.�� The answers can be discussed in pairs or in

groups. �� Alternatively this could be set as a writing

assignment.Possible answers:

1. 7H[W�WZR�LV�PRUH�WUXVWZRUWK\��6PLWK��7H[W����JHQHUDOLVHV�EDVHG�RQ�D�VPDOO�JURXS�RI�SHRSOH��SUHGLFWV�GDQJHU�RQ�WKH�EDVLV�RI�DQ�LPDJLQDU\�VLWXDWLRQ�DQG�DVVXPHV�WKDW�RQH�HYHQW��LPPLJUDWLRQ��LV�FDXVLQJ�WKH�RWKHU��VRFLDO�SUREOHPV���(YHQ�WKRXJK�-HQNLQV�GRHV�XVH�DQ�HPRWLRQDO�DWWDFN�RQ�WKRVH�ZKR�GLVDJUHH�ZLWK�KLP��WKH�XVH�RI�UHIHUHQFHV�DQG�HYLGHQFH�PDNHV�KLV�FDVH�VWURQJHU�WKDQ�WKH�DUJXPHQW�SUHVHQWHG�E\�6PLWK�

2. Text 1 Strengths��6PLWK�VD\V�WKDW�EHFDXVH�RI�KLV�FRXQWU\¶V�OLPLWHG�ZDWHU�UHVRXUFHV��LPPLJUDWLRQ�PLJKW�FDXVH�SUREOHPV�LQ�WKH�IXWXUH��+H�JLYHV�HYLGHQFH�WKDW�WKLV�LVVXH�LV�EHLQJ�GLVFXVVHG�E\�SROLWLFLDQV�DQG�H[SHUWV�Text 1 Weaknesses��6PLWK�VD\V�WKDW�LPPLJUDQWV�GRQ¶W�ZDQW�WR�EHFRPH�FLWL]HQV��+LV�HYLGHQFH�IRU�WKLV�LV�EDVHG�RQ�RQO\�WZR�SHRSOH�VR�LW�LV�QRW�UHOLDEOH��$OVR�WKH�IDFW�WKDW�JURXSV�NHHS�WKHLU�RZQ�ODQJXDJHV�DQG�FXOWXUH�GRHVQ¶W�SURYH�WKDW�WKH\�DUH�DJDLQVW�KLV�FRXQWU\¶V�FXOWXUH��

+H�GRHVQ¶W�JLYH�DQ\�HYLGHQFH�WKDW�WKHUH�LV�D�GDQJHU�RI�´OLWWOH�IRUHLJQ�QDWLRQV´�EHLQJ�IRUPHG�LQ�KLV�FRXQWU\��+RZHYHU��KH�VWLOO�XVHV�WKLV�DV�D�UHDVRQ�WR�VD\�WKDW�LPPLJUDQWV�ZRXOG�¿JKW�DJDLQVW�KLV�SHRSOH�LI�WKHUH�ZDV�D�ZDU��7KHUH�LV�DOVR�QR�UHDVRQ�WR�EHOLHYH�WKDW�WKHUH�ZLOO�EH�D�ZDU�ZLWK�WKHVH�FRXQWULHV��

6PLWK�VD\V�WKDW�LPPLJUDWLRQ�LV�WKH�FDXVH�RI�VRFLDO�SUREOHPV��+RZHYHU�MXVW�EHFDXVH�LPPLJUDWLRQ�DQG�VRFLDO�SUREOHPV�KDYH�ERWK�LQFUHDVHG�RYHU�WKH�VDPH�WLPH��WKLV�GRHV�QRW�PHDQ�WKDW�WKDW�LPPLJUDWLRQ�LV�FDXVLQJ�VRFLDO�SUREOHPV��

6PLWK�XVHV�VWURQJ�HPRWLRQDO�ODQJXDJH�WR�LQÀXHQFH�WKH�UHDGHU��)RU�H[DPSOH�KH�UHIHUV�WR�D�³WVXQDPL´�RI�PLJUDQWV��+H�DOVR�FDOOV�LPPLJUDQWV�DV�µXQGHVLUDEOHV¶��7KH�ODQJXDJH�VHHPV�WR�EH�XVHG�WR�LQÀXHQFH�WKH�UHDGHU�WR�RSSRVH�LPPLJUDWLRQ�

3. Text 2 Strengths��-HQNLQV�DUJXHV�WKDW�GLIIHUHQW�FXOWXUDO�JURXSV�FDQ�H[LVW�WRJHWKHU�SHDFHIXOO\��+H�JLYHV�WKH�H[DPSOH�RI�WKH�SHRSOH�IURP�WZR�LVODQGV�WR�SURYH�WKLV��7KH�UHIXJHHV�RI�RQH�LVODQG�ZHUH�DFFHSWHG�E\�WKH�SHRSOH�RI�WKH�RWKHU�LVODQG��7KLV�ZDV�VXFFHVVIXO�HYHQ�WKRXJK�WKH\�KDYH�FXOWXUDO�GLIIHUHQFHV�DQG�D�WUDGLWLRQ�RI�EDG�UHODWLRQVKLSV��7KH�DXWKRU�DOVR�H[SODLQV�KRZ�LQWHUDFWLRQ�EHWZHHQ�WKH�JURXSV�FDQ�OHDG�WR�EHWWHU�XQGHUVWDQGLQJ��+H�JLYHV�WKH�H[DPSOH�RI�WKH�SHDFHIXO�UHODWLRQVKLS�RI�FKLOGUHQ�IURP�WKH�FXOWXUDOO\�GLYHUVH�LVODQG�JURXSV�WR�SURYH�WKLV�

-HQNLQV¶�DUJXPHQW�LV�VWURQJHU�EHFDXVH�RI�KLV�UHIHUHQFH�WR�VRXUFHV��+H�SURYLGHV�UHIHUHQFH�WR�DFDGHPLF�VRXUFHV�VXFK�DV�%URZQ��*DVSDU�DV�ZHOO�DV�QHZVSDSHU�VRXUFHV��HJ�µ:KLWH�'RYH�*D]HWWH¶��IRU�IDFWXDO�LQIRUPDWLRQ��

Text 2 Weakness��-HQNLQV�XVHV�HPRWLRQDO�ODQJXDJH�DQG�PDNHV�RSLQLRQV�ZLWKRXW�HQRXJK�HYLGHQFH��+H�VD\V�WKDW�SHRSOH�ZKR�RSSRVH�KLV�DUJXPHQWV�DUH�SUHMXGLFHG�DQG�FDXVH�YLROHQFH�DQG�FRQÀLFW��

4. Text 1�7KLV�FRXOG�OHDG�WR�[HQRSKRELD��VRFLDO�FRQÀLFW��GLVFULPLQDWLRQ�DQG�PDUJLQDOLVDWLRQ��EXW�DOVR�SRVVLEO\�PRUH�VXVWDLQDEOH�LPPLJUDWLRQ�SROLFLHV��Text 2��7KLV�ZRXOG�OHDG�WR�XQLW\��WROHUDQFH��DFFHSWDQFH�DQG�GLYHUVLW\��EXW�FRXOG�DOVR�FDXVH�GLVDJUHHPHQWV�EHWZHHQ�MRXUQDOLVWV�DQG�DFDGHPLFV��

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Active Citizenship - Teacher’s Book 60

3.4 - Civic Skills for Assessing InformationReading�� Students read the text.

3.4.1 - Critical ReadingPreview�� -\�L�NÜL\\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW�Possible answer:

7R�QRQ�FULWLFDO�UHDGHUV��WH[WV�SURYLGH�IDFWV��1RQ�FULWLFDO�UHDGHUV�JDLQ�NQRZOHGJH�E\�PHPRULVLQJ�WKH�VWDWHPHQWV�ZLWKLQ�D�WH[W��7KH\�GR�QRW�TXHVWLRQ�ZKHWKHU�WKHVH�IDFWV�DUH�WUXH�RU�IDOVH��EXW�DFFHSW�WKHP�ZLWKRXW�WKLQNLQJ�

)RU�FULWLFDO�UHDGHUV��DQ\�WH[W�RQO\�JLYHV�RQH�YHUVLRQ�RI�WKH�IDFWV��&ULWLFDO�UHDGHUV�ORRN�IRU�WKH�DXWKRU¶V�RSLQLRQV�DQG�ELDVHV��7KH\�GRQ¶W�RQO\�ORRN�DW�ZKDW�WKH�WH[W�VD\V��EXW�DOVR�KRZ�DQG�ZK\�WKH�DXWKRU�VD\V�LW��

Reading�� Students read the newspaper article.

Activity�� 5WOS_SO^LÜÜb� X[� SW� YLS[\� X[� â[X^Y\�� \]^OPW]\�

make lists of the facts and opinions in the article.

Answers:

Facts

�� 5HVHDUFK�VKRZV�WKDW�WKHUH�KDV�EHHQ�DQ�LQFUHDVH�LQ�DUPHG�UREEHULHV��LI�WKH�VRXUFH�LV�FUHGLEOH��

�� $�JURXS�RI�DUPHG�PHQ�ZHUH�VKRW�GHDG�RXWVLGH�D�VKRSSLQJ�FHQWUH�

�� 7KH�SROLFH�ZHUH�WROG�WKDW�WKH�PHQ�SODQQHG�WR�URE�D�ORFDO�EDQN��DOWKRXJK�WKLV�FRXOG�EH�D�OLH��

�� 6RPH�H\H�ZLWQHVVHV�VD\�WKDW�WKH�UREEHUV�VKRW�DW�WKH�SROLFH�¿UVW�DQG�WKDW�WKH�SROLFH�VKRW�EDFN�

�� 2WKHU�H\H�ZLWQHVVHV�VDLG�WKDW�ZKHQ�WKH�WUXFN�WKDW�WKH�DUPHG�PHQ�ZHUH�LQ�VWRSSHG��WKH�SROLFH�LPPHGLDWHO\�VWDUWHG�¿ULQJ�

�� $IWHU�WKH�VKRRWLQJ�WKH�¿YH�UREEHUV�ZHUH�GHFODUHG�GHDG�

Opinions

�� 7KH�SROLFH�ZRQ�D�VPDOO�YLFWRU\�IRU�ODZ�DQG�RUGHU�

�� ,W�GRHV�QRW�UHDOO\�PDWWHU�ZKR�¿UHG�¿UVW��� 7KH�UREEHUV�ZHUH�VWHDOLQJ�DQG�NLOOLQJ�LQQRFHQW�SHRSOH�

�� 7KH�RQO\�ZD\�WR�VWRS�WKHP�LV�WR�DFW�TXLFNO\�DQG�UHVSRQG�LQ�WKH�RQO\�ODQJXDJH�WKH\�XQGHUVWDQG�

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61 Active Citizenship - Teacher’s Book

Discussion�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\���� Groups explain their answers to the class.Possible answers:

1. 7KH�DUWLFOH�FRQWDLQV�DOPRVW�WKH�VDPH�DPRXQW�RI�IDFWV�DQG�RSLQLRQV��,I�WKH�DUWLFOH�FRQWDLQHG�RQO\�IDFWV��LW�ZRXOG�QRW�LQÀXHQFH�WKH�HPRWLRQV�DQG�RSLQLRQV�RI�WKH�UHDGHUV�DV�PXFK��7KLV�ZRXOG�DOORZ�UHDGHUV�WR�PDNH�WKHLU�RZQ�RSLQLRQV�DERXW�WKH�VWRU\�PRUH�HDVLO\��

2. $�QHZVSDSHU�PD\�LQFOXGH�RSLQLRQV�EXW�LW�PXVW�PDNH�LW�FOHDU�ZKDW�LV�D�IDFW�DQG�ZKDW�LV�DQ�RSLQLRQ��2WKHUZLVH��UHDGHUV�ZLOO�QR�ORQJHU�WUXVW�LW�DV�D�FUHGLEOH�VRXUFH�RI�LQIRUPDWLRQ�

3. $�FULWLFDO�UHDGHU�VKRXOG�WKLQN�IRU�KLP�RU�KHUVHOI��6�KH�VKRXOG�DVN�TXHVWLRQV�DQG�UHFRJQLVH�WKDW�HYHU\�DXWKRU�KDV�KLV�KHU�RZQ�RSLQLRQ�

3.4.2 - Active ListeningPreview�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^X]L]SXW��� Groups explain their ideas to the class.Answers:

,Q�HYHU\GD\�VSHHFK�OLVWHQLQJ�DQG�KHDULQJ�DUH�RIWHQ�XVHG�WR�GHVFULEH�WKH�VDPH�DFWLRQ��7KLV�TXRWDWLRQ�SRLQWV�RXW�WKH\�DUH�GLIIHUHQW�DFWLRQV� 7KLV�TXRWDWLRQ�FDQ�EH�XQGHUVWRRG�LQ�PDQ\�GLIIHUHQW�ZD\V��2QH�XQGHUVWDQGLQJ�LV�WKDW�OLVWHQLQJ�LQYROYHV�VLPSO\�WDNLQJ�LQ�WKH�VRXQGV�VRPHRQH�LV�PDNLQJ�ZKHQ�WKH\�VSHDN�ZKHUHDV�KHDULQJ�LQYROYHV�ERWK�OLVWHQLQJ�DQG�XQGHUVWDQGLQJ�� )RU�H[DPSOH��LI�D�IULHQG�FRPHV�WR�\RX�DQG�WHOOV�\RX�WKDW�KH�LV�GHSUHVVHG�\RX�PD\�OLVWHQ�WR�KLP�DQG�WKHQ�FRPH�WR�WKH�FRQFOXVLRQ�µ2K�KH�LV�GHSUHVVHG��+H�IHHOV�VDG�DQG�ORQHO\�¶�+RZHYHU��WR�hear \RXU�IULHQG�PD\�LQYROYH�XQGHUVWDQGLQJ�ERWK�WKDW�KH¶V�GHSUHVVHG�DQG�WKDW�E\�FRPLQJ�WR�VSHDN�WR�\RX�KH�LV�DVNLQJ�IRU�\RXU�KHOS�

Reading�� Students read the text.

Activity�� 5W�YLS[\��\]^OPW]\�]LUP�]^[W\�Y[P\PW]SWâ�]RPS[�

opinions on a controversial topics. Give each pair a topic. Here are some suggestions: � Forest conservation is more important than

farming. � Smoking should be banned in public

places. � Alcohol should be made illegal. � Women make better nurses than men. � Arranged marriage is an unhappy

marriage. � Couples should not live together before

getting married.�� ?RPb� NLW� OX� ]RS\� SW� 1WâÜS\R� X[� ]RPS[� »[\]�

language.�� -Q]P[�;L[]WP[�-�\YPLU\��;L[]WP[�.�YL[LYR[L\P\�

what has been said before responding. �� Partner A and B must agree that the YL[LYR[L\SWâ� LNN^[L]PÜb� [P¼PN]\� `RL]� `L\�said.

�� >`LY� [XÜP\� �� ;L[]WP[� .� \YPLU\�� ;L[]WP[� -�YL[LYR[L\P\��]RPW�]RPb�[PLNR�Lâ[PPVPW]�

�� Give students enough time to discuss their topics.

�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. :H�GLG�QRW�LQWHUUXSW�HDFK�RWKHU� :H�ZHUH�DEOH�WR�UHVSRQG�WR�VSHFL¿F�FRPPHQWV�PDGH�E\�RXU�SDUWQHUV� ,W�KHOSHG�XV�WR�XQGHUVWDQG�HDFK�RWKHU¶V�DUJXPHQWV�PRUH�GHHSO\�

2. ,I�ZH�SDUDSKUDVH�ZKDW�ZH¶YH�KHDUG�LQ�FODVV�EHIRUH�DVNLQJ�TXHVWLRQV�ZH�PD\�JHW�PRUH�XVHIXO�UHVSRQVHV�IURP�RXU�WHDFKHUV� 'XULQJ�DQ�DUJXPHQW�RU�GLVDJUHHPHQW�SDUDSKUDVLQJ�FDQ�KHOS�WR�FDOP�HPRWLRQV�DQG�HQFRXUDJH�PRUH�SURGXFWLYH�GLVFXVVLRQ�

Activity�� Students repeat the activity with an issue

that is important to them.

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Active Citizenship - Teacher’s Book 62

3.4.3 DebateReading�� Students read the text to Activity.

Activity1. 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\��� Discuss the questions as a class.Possible answers:

Advantages ��-REV��LQIUDVWUXFWXUH��URDGV��UDLOZD\���ZLWK�LPSURYHG�HPSOR\PHQW�SHRSOH�ZLOO�KDYH�PRUH�VSHQGLQJ�PRQH\�ZKLFK�PD\�HQFRXUDJH�WKH�GHYHORSPHQW�RI�VWRUHV��UHVWDXUDQWV�DQG�RWKHU�EXVLQHVVHV�

Disadvantages ��'LVWXUE�ZLOGOLIH��GHVWUR\�ORFDO�HQYLURQPHQW��UXLQ�ORFDO�WRXULVP�LQGXVWU\��XJO\�LQGXVWU\�

2. Students write their opinions on Giant Oil’s YÜLW���`RP]RP[�]RPb�\^YYX[]�X[�XYYX\P�S]��and the reasons they think this.

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63 Active Citizenship - Teacher’s Book

Activity�� Divide students into four groups (or eight â[X^Y\�SW�L�ÜL[âP�NÜL\\���3S_P�PLNR�â[X^Y�L�role: � Giant Oil employees � unemployed people � environmental activists � hotel and guest house workers

�� Groups prepare their arguments for about 20 minutes. � Remind them they should not use their X`W�XYSWSXW\��M^]�]RP�XYSWSXW\�XQ�]RP�group they represent.

� Remind them all group members must participate in the debate.

�� 5Q�YX\\SMÜP��L[[LWâP�]RP�[XXV�ÜSUP�L�]X`W�meeting. Giant Oil and the unemployed sit XW�XWP�\SOP�XQ�]RP�[XXV��LWO�PW_S[XWVPW]LÜ�activists and hotel workers on the other.

�� 3SLW]�:SÜ�\YPLU\�QX[�!�VSW^]P\��:]RP[�â[X^Y\�listen and think of questions to ask.

�� Other groups question Giant Oil for 2 minutes.

�� ?RPW�]RP�^WPVYÜXbPO�\YPLU��QXÜÜX`PO�Mb�questions. Other groups follow.

�� BRPW�LÜÜ�]RP�â[X^Y\�RL_P�»WS\RPO�]LÜUSWâ��see if they can agree on a conclusion or an agreement which resulted from the debate.

�� This might reveal if there was a “winner” of ]RP�OPML]P��SQ�]RPb�[PLNRPO�L�NXW\PW\^\�X[�SQ�they did not make any progress in resolving ]RP�NXW¼SN]��

([WUD�,GHDIf the students did not reach a consensus O^[SWâ�]RP�OPML]P��]RPb�NLW�`X[U�]XâP]RP[�to write a draft solution for the various characters in the role play. The solution should suggest a way that all groups can meet their needs in the best way possible.

Reflection1. >]^OPW]\�]RSWU�LMX^]�]RP�OPML]P��LWO�

whether it changes any of their ideas about Giant Oil’s plans.

�� 5W�YLS[\��]RPb�OS\N^\\�LWb]RSWâ�]RL]�NRLWâPO�2. -\�L�NÜL\\��OS\N^\\�]RP�MPWP»]�XQ�PLNR�â[X^Y�

having equal time to speak.Possible answers:

+HOSV�WR�NHHS�GLVFXVVLRQ�FDOP��DOORZV�WKH�OHVV�DJJUHVVLYH�VSHDNHUV�D�FKDQFH�WR�VKDUH�WKHLU�RSLQLRQV��DOORZV�IRU�D�PRUH�EDODQFHG�FRPSDULVRQ�RI�WKH�WZR�SHUVSHFWLYHV�

3. -\�L�NÜL\\��M[LSW\]X[V�OSQQP[PW]�YÜLNP\�`RP[P�people might have debates.

Possible answers:

2QOLQH�GHEDWH�IRUXPV��XQLYHUVLWLHV��SDUOLDPHQW��FRXUWV�HWF�

3.5 The role of the media in public debatePreview�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW�Possible answers:

7KH�PHGLD�SURYLGHV�WKH�LQIRUPDWLRQ�WKDW�SHRSOH�EDVH�WKHLU�RSLQLRQV�DERXW�SXEOLF�LVVXHV�RQ��,I�WKH�PHGLD�LV�IUHH��IDLU�DQG�REMHFWLYH��LW�DOORZV�FLWL]HQV�WR�PDNH�GHFLVLRQV�EDVHG�RQ�DFFXUDWH�LQIRUPDWLRQ��+RZHYHU�LI�WKH�PHGLD�SUHVHQWV�LQIRUPDWLRQ�WKDW�LV�LQDFFXUDWH�RU�ELDVHG��WKHQ�WKLV�FDQ�OHDG�WR�FRQÀLFW��

Reading�� Students read the text on pages 63 and 64.

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Active Citizenship - Teacher’s Book 64

Exercise�� Students answer the questions.�� Discuss the questions as a class.Possible answers:

1. $�IUHH�PHGLD�FDQ�FROOHFW��HGLW�DQG�SUHVHQW�LQIRUPDWLRQ�ZLWKRXW�OLPLWDWLRQ�RU�LQWHUIHUHQFH��7KLV�KHOSV�FLWL]HQV�WR�EHFRPH�EHWWHU�LQIRUPHG��$�PRUH�LQIRUPHG�FLWL]HQ�LV�PRUH�OLNHO\�WR�IRUP�RSLQLRQV�RQ�GLIIHUHQW�SXEOLF�LVVXHV�ZKLFK�ZLOO�DIIHFW�KRZ�WKH\�SDUWLFLSDWH�LQ�WKHLU�FRPPXQLW\��,W�DOVR�SURYLGHV�FLWL]HQV�ZLWK�LQIRUPDWLRQ�DERXW�GHFLVLRQV�RU�SROLFLHV�WKDW�DUH�EHLQJ�PDGH�DERXW�WKHLU�FRPPXQLW\�DQG�JLYHV�WKHP�WKH�RSSRUWXQLW\�WR�LQYROYH�WKHPVHOYHV�LQ�WKH�SURFHVV�

2. 7KH�PHGLD�KHOSV�WR�NHHS�FLWL]HQV�LQIRUPHG�RI�JRYHUQPHQW�DFWLRQV�DQG�SURYLGHV�D�VSDFH�IRU�FLWL]HQV�WR�GHEDWH�JRYHUQPHQW�SHUIRUPDQFH��&LWL]HQV�WKDW�DUH�DZDUH�RI�WKHLU�JRYHUQPHQW¶V�DFWLRQV�DUH�PRUH�OLNHO\�WR�VSHDN�RXW�DJDLQVW�FRUUXSWLRQ��7KH�PHGLD�FDQ�DOVR�SXW�SUHVVXUH�RQ�LQGLYLGXDO�SROLWLFLDQV�E\�GUDZLQJ�DWWHQWLRQ�WR�WKHLU�DFWLRQV�DQG�PDNLQJ�WKHP�ORRN�EDG��6LQFH�PRVW�SROLWLFLDQV�ZDQW�WR�PDLQWDLQ�D�JRRG�SXEOLF�LPDJH��LQ�WKLV�ZD\�WKH�PHGLD�HQFRXUDJHV�JRRG�EHKDYLRXU��

3. )UHHGRP�RI�H[SUHVVLRQ�FDQ�FRQÀLFW�ZLWK�RWKHU�KXPDQ�ULJKWV��PDLQO\�SULYDF\�ULJKWV���SHUVRQDO�SULYDF\��SULYDF\�LQ�WKH�IDPLO\�DQG�SURIHVVLRQDO�SULYDF\��7KH�PHGLD�LV�RIWHQ�EODPHG�IRU�YLRODWLQJ�WKH�SULYDF\�RI�FHOHEULWLHV�DQG�OHDGHUV�E\�SXEOLVKLQJ�SKRWRV�DQG�LQIRUPDWLRQ�DERXW�WKHLU�SULYDWH�OLIH�DQG�IDPLOLHV�ZLWKRXW�WKHLU�FRQVHQW� 6RPHWLPHV�WKH�PHGLD�LV�XVHG�WR�LQFLWH�KDWUHG�DJDLQVW�SHRSOH�IURP�RWKHU�FXOWXUHV�RU�UHOLJLRQV��+DWH�VSHHFK�PD\�KDYH�D�ELJJHU�DQG�PRUH�GDPDJLQJ�LPSDFW�ZKHQ�LW�LV�LQ�WKH�PDVV�PHGLD�� 7KH�JRYHUQPHQW�PD\�SUHYHQW�WKH�PHGLD�IURP�SXEOLVKLQJ�LQIRUPDWLRQ�WKDW�PD\�SXW�FLWL]HQ¶V�VDIHW\�DW�ULVN��)RU�H[DPSOH�LI�WKH�JRYHUQPHQW�UHFHLYHV�D�ERPE�WKUHDW�LW�PD\�SUHYHQW�WKH�PHGLD�IURP�SXEOLVKLQJ�LQIRUPDWLRQ�DERXW�WKH�WKUHDW�WR�SUHYHQW�SXEOLF�SDQLF�ZKLOH�WKH\�DUH�GHDOLQJ�ZLWK�WKH�WKUHDW��

Discussion�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. 7KH�ULJKWV�PRVW�FORVHO\�UHODWHG�WR�WKH�PHGLD�DUH�SUREDEO\�WKH�ULJKW�WR�IUHHGRP�RI�RSLQLRQ�DQG�H[SUHVVLRQ��)UHHGRP�RI�H[SUHVVLRQ�FRYHUV�WKH�ULJKW�WR�UHFHLYH�RU�UHSRUW�LQIRUPDWLRQ��WKH�ULJKW�WR�VLOHQFH��WKH�ULJKW�WR�KDYH�\RXU�RZQ�RSLQLRQV��,W�DOVR�LQFOXGHV�DUWLVWLF�H[SUHVVLRQ��SROLWLFDO�VSHHFK��FRPPHUFLDO�VSHHFK��DFDGHPLF�IUHHGRP�DQG�WKH�ULJKWV�RI�MRXUQDOLVWV��

2. » 7KH�PHGLD�VKRXOG�QRW�KLGH�RU�PDQLSXODWH�QHZV�VWRULHV�

» 7KH�PHGLD�VKRXOG�QRW�SXEOLVK�LQIRUPDWLRQ�WKH\�DUH�QRW�VXUH�DERXW�

» 7KH�PHGLD�VKRXOG�QRW�LQFLWH�KDWUHG�RU�SUHMXGLFH�DJDLQVW�PLQRULWLHV�RU�LQGLYLGXDOV��

» 7KH�PHGLD�VKRXOG�QRW�EH�DIIHFWHG�E\�¿QDQFLDO�RU�SROLWLFDO�SUHVVXUH�RU�FRUUXSWLRQ�

» 7KH�PHGLD�PXVW�UHVSHFW�WKH�ULJKW�WR�SULYDF\�DQG�WKH�UHSXWDWLRQ�RI�LQGLYLGXDOV�

» 7KH�PHGLD�PXVW�QRW�SXEOLVK�QHZV�WKDW�SXWV�DQ\RQH�LQ�GDQJHU���

Reading�� Students read the case study.

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65 Active Citizenship - Teacher’s Book

Exercise�� Students read the texts and answer the

questions.Possible answers:

1. For » 7R�SURWHFW�ORFDO�FXOWXUH� » 6RPH�PHVVDJHV�DUH�QRW�WKH�VDPH�DV�WKH�SROLF\�DQG�LGHDV�RI�JRYHUQPHQW��

» 7R�SURWHFW�SXEOLF�PRUDOLW\��VRPH�VRQJV�DUH�QRW�µVXLWDEOH¶���

» %DG�IRU�ORFDO�PXVLF�DQG�FXOWXUH�LI�WKHUH�DUH�WRR�PDQ\�IRUHLJQ�LQÀXHQFHV�

Against » .HHSV�VRFLHW\�FRORXUIXO��3HRSOH�FDQ�H[SUHVV�WKHPVHOYHV�IUHHO\�

2. 7KH�DXWKRUV�VXSSRUW�WKH�VDPH�SRVLWLRQ��OLPLWHG�FHQVRUVKLS�RI�WKH�PHGLD��+RZHYHU�WKH\�SUHVHQW�GLIIHUHQW�DUJXPHQWV�WR�VXSSRUW�WKHLU�SRVLWLRQ��$UWLFOH���DUJXHV�WKDW�PXVLF�VKRXOG�EH�FHQVRUHG�WR�SUHVHUYH�ORFDO�FXOWXUH�DQG�WR�VXSSRUW�\RXQJ�PXVLFLDQV�� ,Q�FRQWUDVW��$UWLFOH���DUJXHV�WKDW�WKH�PXVLF�VKRXOG�QRW�FKDOOHQJH�JRYHUQPHQW�SROLF\�RU�LGHDV��7KLV�DUJXPHQW�LV�SUREOHPDWLF�EHFDXVH�LW�LV�QRW�FOHDU�ZK\�PXVLF�VKRXOG�QRW�FKDOOHQJH�JRYHUQPHQW�SROLF\��,V�WKH�DXWKRU�DIUDLG�WKDW�DQWL�JRYHUQPHQW�PXVLF�ZLOO�OHDG�WR�LQVWDELOLW\"�2U�GRHV�WKH�DXWKRU�VLPSO\�WKLQN�LW�LV�LQDSSURSULDWH�XQGHU�DQ\�FLUFXPVWDQFH�WR�FKDOOHQJH�WKH�JRYHUQPHQW"�:LWKRXW�NQRZLQJ�ZK\�WKH�DXWKRU�EHOLHYHV�PXVLF�VKRXOG�QRW�FKDOOHQJH�WKH�JRYHUQPHQW�LW�LV�GLI¿FXOW�WR�DVVHVV�WKH�DXWKRU¶V�DUJXPHQW�

Discussion�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW\��� Groups explain their ideas to the class.Possible answers:

1. » 3URPRWHV�WKH�H[SUHVVLRQ�RI�QHZ�LGHDV�DQG�QHZ�ZD\V�RI�GRLQJ�WKLQJV�

» 3URPRWHV�FUHDWLYLW\�ZKLFK�LV�JRRG�IRU�PHQWDO�GHYHORSPHQW�

» 3URPRWHV�GHPRFUDWLF�YDOXHV��DUWLVWLF�IUHHGRP�LV�D�IRUP�RI�IUHH�VSHHFK��

2. » $UW��PXVLF��OLWHUDWXUH�WKDW�SUHVHQW�VH[��YLROHQFH��GUXJV��HWF��LQ�ZD\V�WKDW�PD\�SURPRWH�XQKHDOWK\�EHKDYLRXU�

» 6RQJV�ZLWK�O\ULFV�WKDW�LQFLWH�KDWH�FDQ�OHDG�WR�SXEOLF�YLROHQFH��LH��D�VRQJ�WKDW�LV�DQWL�0XVOLP�PD\�OHDG�WR�YLROHQFH�DJDLQVW�0XVOLPV�DQG�HQFRXUDJH�UDFLVW�WKLQNLQJ��

Reflection�� 5W�NÜL\\�X[�QX[�RXVP`X[U��\]^OPW]\�`[S]P�L�

letter to the editor responding to the two ÜP]]P[\��X^]ÜSWSWâ�]RPS[�X`W�XYSWSXW\�XW�music censorship.

�� Students include details and examples from their personal experience and local context.

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Active Citizenship - Teacher’s Book 66

3.5.1 - Social mediaPreview�� -\�L�NÜL\\��\]^OPW]\�OS\N^\\�\XNSLÜ�VPOSL��

List all the types of social media used by NÜL\\�VPVMP[\�XW�]RP�MXL[O��P�â��2LNPMXXU��?`S]]P[��MÜXâ\�P]N�

�� Ask students what they use these for? What else can social media be used for?

�� 2X[�PLNR�OSQQP[PW]�]bYP�XQ�\XNSL�VPOSL��discuss whether people think it is credible or WX]��LWO�`Rb���`Rb�WX]�

Reading�� Students read the text.

Exercise�� -\�L�NÜL\\��OS\N^\\�\XNSLÜ�VPOSL��.[LSW\]X[V��

all the types of social media.�� Students answer the questions. Possible answers:

1. 6SUHDGLQJ�UXPRXUV��FDXVLQJ�IHDU��HQFRXUDJLQJ�VWHUHRW\SHV��PLVLQIRUPDWLRQ�DQG�HWKQLF�FRQÀLFW��VSUHDGLQJ�IDOVH�LQIRUPDWLRQ��

2. &HQVRULQJ�FLWL]HQV�ZKR�DUH�FULWLFLVLQJ�WKH�JRYHUQPHQW�

3. %ORFNLQJ�ZHE�SDJHV�DQG�WZLWWHU�DFFRXQWV��EORFNLQJ�PRELOH�SKRQH�PDVV�WH[W�PHVVDJHV��FDOOLQJ�IRU�ODZV�WKDW�ZRXOG�IRUFH�VRFLDO�PHGLD�VLWHV�WR�GHOHWH�RIIHQVLYH�LPDJHV��YLGHRV�DQG�WH[WV��7KHLU�UHDVRQV�ZHUH�WR�SURWHFW�PLQRULWLHV�IURP�UDFLVW�DWWDFNV�DQG�LQVXOWV��

Reflection�� -\�L�NÜL\\��OS\N^\\�`RP]RP[�]RP�âX_P[WVPW]´\�

actions were fair or not. Students give their opinion for and against.

�� Write class lists for and against the government’s actions on the board.

Possible answers:

1. 3HDFH��WROHUDQFH��XQLW\��GLJQLW\��PLQRULW\�ULJKWV��UHVSHFW�

2. )UHHGRP�RI�VSHHFK��IUHHGRP�RI�H[SUHVVLRQ��IUHHGRP�RI�WKH�SUHVV��

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67 Active Citizenship - Teacher’s Book

3.6 Social Exclusion: Barriers to ParticipationPreview�� -\�L�NÜL\\��M[LSW\]X[V�L�ÜS\]�XQ�S\\^P\�

or problems that prevent people from community participation.

�� Write students’ ideas on the board.

Reading�� Students read the text.

Discussion�� 5W�YLS[\�X[�â[X^Y\��\]^OPW]\�OS\N^\\�RX`�PLNR�

factor prevents community participation.�� Pairs/groups explain their ideas to the class.

Activity�� 5W�â[X^Y\��\]^OPW]\�ÜXXU�MLNU�L]�]RP�YSN]^[P�XW�YLâP�!��LWO�NRXX\P�XWP�XQ�]RP�NS_SN�LN]S_S]SP\�YSN]^[PO���PaNPY]�_X]SWâ��1W\^[P�groups each choose different activities.

�� Groups identify how the risk factors could stop someone participating in the activity.

�� They make a table on a large piece of paper explaining this. They use the voting example as a model.

�� Groups present their table to the class and put them on the wall.

Possible answers:

Lobbying government » 8QHPSOR\PHQW�ORZ�SDLG�ZRUN���QR�WLPH�PRQH\�WR�SDUWLFLSDWH�

» ,OOLWHUDF\���QR�DELOLW\�WR�UHDG�JRYHUQPHQW�GRFXPHQWV�RU�WKH�PHGLD��1R�DELOLW\�WR�ZULWH�WR�JRYHUQPHQW�PLQLVWHUV�WR�UDLVH�DZDUHQHVV�DERXW�\RXU�FDXVH�

» +HDOWK�LVVXHV���XQDEOH�WR�WUDYHO�RU�DWWHQG�ORQJ�PHHWLQJV�

» +RPHOHVVQHVV���ORZ�VHOI�FRQ¿GHQFH��GLVFULPLQDWLRQ�DQG�SUHMXGLFH�

» 'LVFULPLQDWLRQ���XQIDLU�WUHDWPHQW��EHLQJ�LJQRUHG��KDUDVVPHQW�E\�WKH�SROLFH��

Tutoring » 8QHPSOR\PHQW�ORZ�SDLG�ZRUN���WRR�EXV\�GRLQJ�WHPSRUDU\�ZRUN�IRU�ORQJ�KRXUV�WR�EH�LQYROYHG�LQ�RWKHU�DFWLYLWLHV��ORZ�VHOI�HVWHHP�RU�GHSUHVVLRQ��

» ,OOLWHUDF\���QRW�DEOH�WR�WXWRU�VWXGHQWV�ZLWKRXW�UHDGLQJ�DQG�ZULWLQJ�VNLOOV�

» +HDOWK�LVVXHV���,OOQHVV�PLJKW�EH�FRQWDJLRXV� » +RPHOHVVQHVV���1R�KRPH�WR�WXWRU�LQ� » 'LVFULPLQDWLRQ���,I�SDUHQWV�DUH�UDFLVW�RU�SUHMXGLFHG�WKH\�ZRXOG�QRW�DOORZ�WKHLU�FKLOGUHQ�WR�EH�WXWRUHG�

Organising community groups » 8QHPSOR\PHQW�ORZ�SDLG�ZRUN���QR�WLPH�RU�PRQH\�WR�RUJDQLVH�FRPPXQLW\�JURXSV�

» ,OOLWHUDF\���QRW�DEOH�WR�WDNH�PLQXWHV��DGYHUWLVH�RU�ZULWH�UHSRUWV�IRU�WKHLU�JURXS�

» +HDOWK�LVVXHV���WRR�PXFK�HIIRUW�IRU�VHULRXVO\�LOO�SHRSOH��

» +RPHOHVVQHVV���ORZ�VHOI�FRQ¿GHQFH�RU�GHSUHVVLRQ�

» 'LVFULPLQDWLRQ���FRPPXQLW\�JURXSV�PLJKW�EH�KDUDVVHG�RU�LQWLPLGDWHG�E\�RWKHU�JURXSV�

Fund-raising » 8QHPSOR\PHQW�ORZ�SDLG�ZRUN���XQOLNHO\�WR�UDLVH�IXQGV�IRU�D�FKDULW\�LI�WKH\�GR�QRW�KDYH�HQRXJK�PRQH\�IRU�WKHPVHOYHV�

» ,OOLWHUDF\���XQDEOH�WR�PDQJH�¿QDQFH�ZHOO�ZLWKRXW�¿QDQFLDO�OLWHUDF\�VNLOOV�

» +HDOWK�LVVXHV���WRR�PXFK�HIIRUW�IRU�VHULRXVO\�LOO�SHRSOH��

» +RPHOHVVQHVV���ORZ�VHOI�FRQ¿GHQFH�RU�GHSUHVVLRQ�

» 'LVFULPLQDWLRQ���SHRSOH�ZLOO�QRW�ZDQW�WR�GRQDWH�WR�D�FDXVH�WKDW�WKH\�DUH�SUHMXGLFHG�DJDLQVW�

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Active Citizenship - Teacher’s Book 68

3.6.1 Access to educationPreview�� -\�L�NÜL\\��OS\N^\\�LNNP\\�]X�PO^NL]SXW�SW�

students’ communities. Who cannot get access to education? Why not?

�� Encourage students to think of all types of PO^NL]SXW���Y[SVL[b�\NRXXÜ\��RSâR�\NRXXÜ\��^WS_P[\S]SP\��LO^Ü]�PO^NL]SXW�Y[Xâ[LV\��P]N��

Reading�� Students read the text and case study.

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69 Active Citizenship - Teacher’s Book

Exercise�� Students answer the questions.Possible answers:

1. *LUOV¶�HGXFDWLRQ���HQVXULQJ�WKDW�JLUOV�HQURO�LQ�VFKRRO�DW�WKH�ULJKW�DJH��DWWHQG�VFKRRO�UHJXODUO\��DQG�FRPSOHWH�HOHPHQWDU\�VFKRRO�HGXFDWLRQ�� 0HHQD�0HQFK�PHPEHUV�DUH�DOVR�LQGLUHFWO\�DGGUHVVLQJ�WKH�VRFLDO�LPSDFWV�RI�HDUO\�PDUULDJH��PDLQO\�DV�LW�UHODWHV�WR�JLUOV¶�VFKRRO�HQUROPHQW�

2. 7KH\�H[SODLQHG�WKDW�PDUULDJH�EHIRUH����\HDUV�RI�DJH�LV�D�FULPH�DQG�ZRXOG�GDPDJH�KLV�GDXJKWHU¶V�KHDOWK��7KH\�DOVR�HQFRXUDJHG�$QMX�WR�VSHDN�WR�KHU�IDWKHU�DERXW�KRZ�VKH�ZDQWHG�WR�FRQWLQXH�KHU�VWXGLHV�DQG�GHPRQVWUDWHG�WKHLU�VXSSRUW�IRU�KHU�E\�VLWWLQJ�LQ�IURQW�RI�KHU�KRXVH�

Discussion�� 5W�â[X^Y\��\]^OPW]\�OS\N^\\�]RP�Z^P\]SXW��� Groups explain their ideas to the class.Possible answers:

/DFN�RI�HGXFDWLRQ�UHSUHVHQWV�D�VLJQL¿FDQW�ULVN�IDFWRU�IRU�VRFLDO�H[FOXVLRQ��3HRSOH�ZKR�ODFN�EDVLF�HGXFDWLRQ�PD\�IHHO�GLVHPSRZHUHG�DQG�XQDEOH�WR�SDUWLFLSDWH�LQ�WKH�SROLWLFDO��VRFLDO�DQG�HYHQ�FXOWXUDO�OLIH�RI�WKHLU�FRPPXQLWLHV�

Reflection�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. » ,Q�VRPH�FRPPXQLWLHV�LW�LV�EHOLHYHG�WKDW�LW�LV�QRW�VDIH�IRU�D�ZRPDQ�WR�WUDYHO�DORQH�RU�JR�RXW�DW�QLJKW��7KLV�EHOLHI�PD\�UHVWULFW�ZRPHQ¶V�DELOLW\�WR�DWWHQG�FRPPXQLW\�HYHQWV�RU�DFFHVV�HGXFDWLRQ�DQG�RWKHU�VHUYLFHV��

» 6RPH�VFKRROV�VHUYLFHV�DUH�RQO\�DYDLODEOH�WR�SHRSOH�IURP�VSHFL¿F�FRPPXQLWLHV��DQG�SHRSOH�IURP�RWKHU�HWKQLF�JURXSV�RU�UHOLJLRQV�FDQ¶W�XVH�WKHVH�VHUYLFHV�

» 6RPHWLPHV�SK\VLFDO�RU�PHQWDO�GLVDELOLW\�SUHYHQWV�SHRSOH�IURP�DFFHVVLQJ�VHUYLFHV��IRU�HLWKHU�FXOWXUDO�RU�SUDFWLFDO�UHDVRQV�

2. » (GXFDWLRQ�GLUHFWHG�DW�WHDFKLQJ�FRPPXQLWLHV�DERXW�WKH�LPSRUWDQFH�RI�EDVLF�HGXFDWLRQ�

» ,PSURYHG�VDIHW\�±�SROLFH��EHWWHU�OLJKWLQJ��OHVV�FURZGHG�SXEOLF�WUDQVSRUW�

» 3URYLGLQJ�VHUYLFHV�LQ�PRUH�PLQRULW\�ODQJXDJHV�

3.6.2 StatelessnessPreview�� -\�L�NÜL\\��OS\N^\\�]RP�Z^P\]SXW\�Possible answers:

1. 6WDWHOHVV�SHRSOH�DUH�QRW�OHJDO�FLWL]HQV�RI�WKH�FRXQWU\�ZKHUH�WKH\�OLYH��RU�DQ\�RWKHU�FRXQWU\�

2. a. 7KLV�SLFWXUH�VKRZV�D�UHIXJHH�FDPS�ZKHUH�

VWDWHOHVV�SHRSOH�OLYH��7KHVH�FDPSV�RIWHQ�KDYH�YHU\�EDG�FRQGLWLRQV�ZKHUH�SRYHUW\��SRRU�KHDOWK�DQG�KXPDQ�ULJKWV�DEXVHV�DUH�VHULRXV�LVVXHV��

b. &KLOGUHQ�ZKR�DUH�ERUQ�VWDWHOHVV�KDYH�D�YHU\�GLI¿FXOW�WLPH�EHFRPLQJ�OHJDO�FLWL]HQV�RI�D�FRXQWU\�EHFDXVH�WKH\�KDYH�QR�ELUWK�GRFXPHQWV��

c. 3HRSOH�ZKR�PDUU\�VWDWHOHVV�SHRSOH�PLJKW�QRW�EH�DEOH�WR�SDVV�RQ�WKHLU�FLWL]HQVKLS�WR�WKHLU�VSRXVH��7KLV�LV�EHFDXVH�WKH�ODZV�RI�WKDW�FRXQWU\�PLJKW�GLVFULPLQDWH�DJDLQVW�WKHP�RQ�WKH�EDVLV�RI�JHQGHU�RU�HWKQLFLW\�

d. 6WDWHOHVV�SHRSOH�FDQQRW�VKDUH�LQ�WKH�QDWLRQDO V\PEROV�DQG�FXOWXUDO�HYHQWV�RI�WKH�FRXQWULHV�WKH\�OLYH�LQ�

Reading�� Students read the text on pages 69 and 70.

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Active Citizenship - Teacher’s Book 70

Exercise�� 5WOS_SO^LÜÜb�X[�SW�YLS[\�X[�â[X^Y\��\]^OPW]\�

answer the questions.Possible answers:

1. » 7KH\�OLYH�LQ�DQRWKHU�FRXQWU\�ZKHUH�WKH\�GR�QRW�KDYH�FLWL]HQV�ULJKWV�

» 7KH\�GR�QRW�KDYH�GRFXPHQWV�IURP�WKHLU�³KRPH´�FRXQWU\�VR�WKH\�GR�QRW�KDYH�WKH�ULJKWV�RI�YLVLWRUV�

» 7KH\�PD\�QRW�NQRZ�WKH�ORFDO�ODQJXDJH��ODZV�RU�VRFLDO�FXVWRPV��

» %HFDXVH�WKH\�³GR�QRW�EHORQJ´�WR�HLWKHU�FRXQWU\��WKH\�PD\�EH�VXEMHFW�WR�GLVFULPLQDWLRQ�IURP�ERWK�SRSXODWLRQV�

» %HFDXVH�WKH\�DUH�VHHQ�DV�RXWVLGHUV��WKH\�DUH�IDFHG�ZLWK�UDFLVP�DQG�[HQRSKRELD��DQG�EHFRPH�WDUJHWV�RI�KDWH�FULPHV�

» 6WDWHOHVV�SHRSOH�ZLWKRXW�GRFXPHQWV�PD\�EH�GHWDLQHG�IRU�D�SURORQJHG�SHULRG�RI�WLPH�LI�FDXJKW�E\�DXWKRULWLHV�

» 8QGRFXPHQWHG�VWDWHOHVV�ZRUNHUV�DUH�DOVR�YXOQHUDEOH�WR�DEXVH�DQG�H[SORLWDWLRQ�E\�HPSOR\HUV��PLJUDWLRQ�DJHQWV��FRUUXSW�EXUHDXFUDWV�DQG�FULPLQDO�JDQJV��

» 6WDWHOHVV�ZRPHQ�DQG�FKLOGUHQ�FDQ�HDVLO\�EHFRPH�WDUJHWV�IRU�VH[XDO�H[SORLWDWLRQ��+XPDQ�WUDI¿FNHUV�DOVR�RIWHQ�WDNH�DGYDQWDJH�RI�VWDWHOHVV�SHRSOH�

2. 'LVFULPLQDWLRQ�LV�D�PDMRU�EDUULHU�WR�SDUWLFLSDWLRQ��,I�SHRSOH�DUH�QRW�DFFHSWHG�LQ�WKHLU�FRPPXQLW\�LW�LV�PRUH�GLI¿FXOW�IRU�WKHP�WR�SDUWLFLSDWH�LQ�FRPPXQLW\�DFWLYLWLHV��

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71 Active Citizenship - Teacher’s Book

Reading�� Students read the case study.

Exercise�� Students answer the questions.Possible answers:

1. » 'LVFULPLQDWLRQ�DJDLQVW�ZRPHQ� » &RORQLDOLVP� » %UHDNXS�RI�VWDWHV�

2. » 'LI¿FXOWLHV�UHJLVWHULQJ�DW�XQLYHUVLW\� » )UHGG\¶V�ODFN�RI�FLWL]HQVKLS�PDNHV�KLP�XQGHVLUDEOH�DV�D�KXVEDQG�

3. 'LVFULPLQDWLQJ�DJDLQVW�ZRPHQ��ZKHQ�LW�FRPHV�WR�SDVVLQJ�RQ�QDWLRQDOLW\��LV�SURKLELWHG�E\�WZR�LQWHUQDWLRQDO�KXPDQ�ULJKWV�WUHDWLHV��WKH������&RQYHQWLRQ�RQ�WKH�1DWLRQDOLW\�RI�0DUULHG�:RPHQ��DQG�WKH������&RQYHQWLRQ�RQ�WKH�(OLPLQDWLRQ�RI�$OO�)RUPV�RI�'LVFULPLQDWLRQ�$JDLQVW�:RPHQ��&('$:���

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Active Citizenship - Teacher’s Book 72

Reading�� Students read the case study.

Exercise�� Students answer the questions.Possible answers:

1. %UHDN�XS�RI�VWDWHV2. 7KH\�GR�QR�HQMR\�EDVLF�FLWL]HQV¶�ULJKWV��7KH\�

DUH�XQDEOH�WR�UHJLVWHU�IRU�VFKRRO��JHW�D�GULYHU¶V�OLFHQVH�RU�¿QG�D�GHFHQW�MRE��7KH\�PRVWO\�OLYH�LQ�XUEDQ�VOXPV

3. 6RPH�ROGHU�%LKDUL�SHRSOH�VWLOO�LGHQWLI\�ZLWK�3DNLVWDQ�VLQFH�WKHLU�DQFHVWRUV�FDPH�IURP�ZKDW�ZDV�RQFH�(DVW�3DNLVWDQ��7KH�\RXQJHU�JHQHUDWLRQ�PRVWO\�FRQVLGHU�WKHPVHOYHV�%DQJODGHVKL��3RVVLEO\�EHFDXVH�WKH\�ZHUH�ERUQ�LQ�%DQJODGHVK�DQG�KDYH�QHYHU�NQRZQ�DQ\�RWKHU�FRXQWU\�

4. &RPPRQ�DQFHVWU\��JHRJUDSK\��VKDUHG�KLVWRU\�DQG�JRDOV�

Discussion�� -\�L�NÜL\\��OS\N^\\�]RP�[PL\XW�.SRL[S\�L[P�WX]�[PNXâWS\PO�L\�NS]ScPW\��P_PW�]RX^âR�]RPb�L[P�legally citizens.

Possible answers:

7KH�SUHYLRXV�YLROHQFH�WKDW�WRRN�SODFH�EHWZHHQ�JURXSV�RI�%LKDULV�ZKR�ZHUH�VWUDQGHG�DIWHU�3DNLVWDQ¶V�FLYLO�ZDU�DQG�RWKHU�%DQJODGHVK�QDWLRQDOV�PD\�KDYH�FRQWULEXWHG�WR�PLVWUXVW�EHWZHHQ�WKH�WZR�JURXSV��7KLV�ODFN�RI�WUXVW�PD\�SDUWLDOO\�H[SODLQ�ZK\�%LKDULV�UHPDLQ�ZLGHO\�XQUHFRJQLVHG�DV�FLWL]HQV�LQ�%DQJODGHVK�

Activity�� 5W� â[X^Y\�� \]^OPW]\� [P\PL[NR� L� â[X^Y� XQ�

stateless people. �� Make sure they cover all the questions.�� 3[X^Y\�Y[P\PW]�]RPS[�»WOSWâ\�]X�]RP�NÜL\\��L\�

a presentation and poster.�� -\�L�NÜL\\��OS\N^\\�PLNR�â[X^Y´\�\XÜ^]SXW\��0X�

students think these are good solutions?

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73 Active Citizenship - Teacher’s Book

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Active Citizenship - Teacher’s Book 74

Chapter 3 Review Comprehension�� Students answer the questions.Possible answers:

1. 5DLVLQJ�IXQGV�IRU�FKDULW\��RUJDQLVLQJ�FRPPXQLW\�JURXSV��WXWRULQJ��KHOSLQJ�DQ�ROG�ZRPDQ��SHWLWLRQLQJ��OHDGLQJ�D�ZRUNVKRS��UDLVLQJ�DZDUHQHVV�DERXW�VRFLDO�LVVXHV��DGYRFDWLQJ�IRU�PDUJLQDOLVHG�JURXSV��UDLVLQJ�FRQFHUQV�ZLWK�ORFDO�JRYHUQPHQW��VXSSRUWLQJ�D�SROLWLFDO�FDQGLGDWH��ZULWLQJ�D�OHWWHU�WR�D�SROLWLFLDQ��DGYRFDWLQJ�IRU�PDUJLQDOLVHG�JURXSV��JHWWLQJ�DQ�HGXFDWLRQ��VWD\LQJ�LQIRUPHG�

2. Personally responsible community members DFFHSW�WKHLU�SHUVRQDO�UHVSRQVLELOLWLHV�WR�KLV�KHU�FRPPXQLW\��([DPSOHV�RI�WKLV�LQFOXGH��SLFNLQJ�XS�OLWWHU��JLYLQJ�EORRG��REH\LQJ�ODZV��DQG�YROXQWHHULQJ�WR�KHOS�WKRVH�LQ�QHHG�GXULQJ�HPHUJHQFLHV�VXFK�DV�F\FORQHV�DQG�HDUWKTXDNHV��Participatory community members ZRUN�ZLWK�RWKHUV�WR�SODQ�DQG�WDNH�SDUW�LQ�RUJDQLVHG�DFWLYLWLHV�WR�DFKLHYH�VKDUHG�JRDOV��:KLOH�WKH�SHUVRQDOO\�UHVSRQVLEOH�FLWL]HQ�PD\�YROXQWHHU�GXULQJ�D�F\FORQH��WKH�SDUWLFLSDWRU\�FRPPXQLW\�PHPEHU�PLJKW�RUJDQLVH�D�YROXQWHHU�SURJUDP��

Justice-oriented community members RUJDQLVH�ZLWK�RWKHUV�LQ�WKH�ZRUNSODFH�RU�FRPPXQLW\�WR�PDNH�FKDQJH�FRRSHUDWLYHO\��H[SORUH�WKH�URRW�FDXVHV�RI�SUREOHPV��TXHVWLRQ�ZKR�EHQH¿WV�IURP�JRYHUQPHQW�GHFLVLRQV��ZULWH�OHWWHUV�WR�SXEOLF�RI¿FLDOV�DERXW�LPSRUWDQW�LVVXHV��UXQ�IRU�HOHFWLRQ�

3. Challenges /RZ�OHYHO�RI�HGXFDWLRQ��SRYHUW\��ZRUNLQJ�ORQJ�KRXUV��EHLQJ�KRPHOHVV��GHSUHVVLRQ��ORZ�VHOI�FRQ¿GHQFH��GLVFULPLQDWLRQ��JHQGHU��UDFH��HWKQLFLW\���GLVDELOLW\��IDPLO\�FRPPLWPHQWV��PDUJLQDOLVDWLRQ��EDG�KHDOWK�

Opportunities » /DFN�RI�WHDFKHUV��ODFN�RI�LQIUDVWUXFWXUH��QR�SODFH�IRU�FKLOGUHQ�WR�SOD\��SHRSOH�FDQ¶W�DIIRUG�WR�EX\�IUHVK�IUXLWV�DQG�YHJHWDEOHV��VRPH�VHUYLFHV�DUH�WRR�H[SHQVLYH�IRU�PRVW�SHRSOH��XQVDIH�RU�WHPSRUDU\�KRXVLQJ��ORFDO�JRYHUQPHQW�LV�WRR�EXUHDXFUDWLF��ODFN�RI�FRPPXQLW\�OHDGHUVKLS��VPDOO�FLYLO�VRFLHW\��XQVDIH�URDGV��SROOXWLRQ�OLWWHU�

%HQH¿WV�&RPPXQLW\�EHQH¿WV

» ,W�PDNHV�VXUH�WKDW�WKH�OHDGHUV�GR�QRW�DEXVH�WKHLU�SRZHU�

» ,W�NHHSV�OHDGHUV�DQG�JRYHUQPHQW�PRUH�LQIRUPHG�RI�WKH�QHHGV�DQG�FRQFHUQV�RI�WKH�FRPPXQLW\�

» ,W�LQYROYHV�FLWL]HQV�LQ�WKH�OHDGHUVKLS�DQG�JRYHUQDQFH�RI�WKH�FRPPXQLW\�

» ,I�FLWL]HQV�SDUWLFLSDWH�LQ�GHFLVLRQ�PDNLQJ��WKRVH�GHFLVLRQV�ZLOO�UHÀHFW�WKH�YDOXHV�RI�WKH�SHRSOH�

,QGLYLGXDO�EHQH¿WV

» *DLQLQJ�LQIRUPDWLRQ�DQG�NQRZOHGJH� » /HDUQLQJ�DERXW�ULJKWV�DQG�UHVSRQVLELOLWLHV� » 8QGHUVWDQGLQJ�RWKHUV¶�SRLQWV�RI�YLHZ�E\�DFWLYH�OLVWHQLQJ��

» ,PSURYLQJ�FRPPXQLFDWLRQ�VNLOOV��FULWLFDO�WKLQNLQJ�DQG�RUJDQLVDWLRQDO�DQG�OLIH�VNLOOV��

» 'HYHORSLQJ�FLYLF�YDOXHV�WKDW�VXSSRUW�IDLU��SHDFHIXO�DQG�GHPRFUDWLF�FRPPXQLWLHV�

4. $�PRUH�LQIRUPHG�FLWL]HQ�LV�PRUH�OLNHO\�WR�IRUP�RSLQLRQV�RQ�GLIIHUHQW�SXEOLF�LVVXHV�ZKLFK�ZLOO�DIIHFW�KRZ�WKH\�SDUWLFLSDWH�LQ�WKHLU�FRPPXQLW\��,I�D�FLWL]HQ�KDV�LQIRUPDWLRQ�DERXW�WKH�GHFLVLRQV�RU�SROLFLHV�WKDW�DUH�EHLQJ�PDGH�DERXW�WKHLU�FRPPXQLW\��WKLV�ZLOO�JLYH�WKHP�WKH�RSSRUWXQLW\�WR�LQYROYH�WKHPVHOYHV�LQ�WKH�SURFHVV�

5. )UHHGRP�RI�H[SUHVVLRQ�FRYHUV�WKH�ULJKW�WR�UHFHLYH�RU�UHSRUW�LQIRUPDWLRQ��WKH�ULJKW�WR�VLOHQFH��WKH�ULJKW�WR�KDYH�\RXU�RZQ�RSLQLRQV��,W�DOVR�LQFOXGHV�DUWLVWLF�H[SUHVVLRQ��SROLWLFDO�VSHHFK��FRPPHUFLDO�VSHHFK��DFDGHPLF�IUHHGRP�DQG�WKH�ULJKWV�RI�MRXUQDOLVWV��&HQVRUVKLS�UREV�SHRSOH�RI�WKH�VRFLDO�DZDUHQHVV��NQRZOHGJH��DQG�UHOLDEOH�LQIRUPDWLRQ�WKDW�WKH\�QHHG�WR�IRUP�DQG�H[SUHVV�WKHLU�RSLQLRQV��,W�DOVR�OLPLWV�LQIRUPDWLRQ�DERXW�WKH�VWDWH�RI�WKH�HFRQRP\��SROLWLFDO�GHYHORSPHQWV�DQG�VRFLDO�LVVXHV�VR�WKDW�SHRSOH�FDQQRW�H[SUHVV�WKHLU�FRQFHUQV�RU�FULWLFLVH�WKH�JRYHUQPHQW�

6. Positive:6RFLDO�PHGLD�DOORZV�SHRSOH�WR�SXEOLVK�QHZV�LQ�FRXQWULHV�ZKHUH�PHGLD�LV�FHQVRUHG��,W�DOVR�DOORZV�SHRSOH�WR�H[SUHVV�SROLWLFDO�YLHZV�LQ�SODFHV�ZKHUH�SROLWLFDO�GLVVHQW�LV�LOOHJDO��

Negative:+RZHYHU��VRFLDO�PHGLD�FDQ�DOVR�FDXVH�VHULRXV�SUREOHPV�ZKHQ�SHRSOH�XVH�WKHVH�VLWHV�WR�SURPRWH�SUHMXGLFH�DQG�KDWUHG��1HZV�WKDW�LV�VKDUHG�RQ�VRFLDO�PHGLD�VSUHDGV�H[WUHPHO\�IDVW��VR�GDQJHURXV�UXPRXUV�FDQ�HDVLO\�FDXVH�VRFLDO�FRQÀLFW�DQG�HYHQ�YLROHQFH�

(answers continued on next page)

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75 Active Citizenship - Teacher’s Book

7. Barriers » /RQJ�WHUP�XQHPSOR\PHQW�RU�XQVWDEOH��ORZ�SDLG��RU�ORZ�TXDOLW\�HPSOR\PHQW

» /RZ�OHYHO�RI�OLWHUDF\�DQG�HOHFWURQLF�OLWHUDF\ » 'LVDELOLW\�SRRU�KHDOWK » +RPHOHVVQHVV�RU�XQVWDEOH�KRXVLQJ » 5DFLVP�DQG�GLVFULPLQDWLRQ�EDVHG�RQ�HWKQLFLW\��JHQGHU��UHOLJLRQ��VH[XDO�RULHQWDWLRQ�HWF�

Social problems » &ULPH » ,QHTXDOLW\ » &RQÀLFW » 5LJKWV�DEXVHV » ([SORLWDWLRQ » /DFN�RI�SDUWLFLSDWLRQ » 'LVHPSRZHUPHQW� » 3RYHUW\

8. Causes » %UHDN�XS�RI�6WDWHV » &RORQLDOLVP » 3RRU�5HFRUG�.HHSLQJ » 'LVFULPLQDWLRQ�DJDLQVW�:RPHQ » 5DFLDO�DQG�(WKQLF�'LVFULPLQDWLRQ

Effects » 6WDWHOHVV�SHRSOH�ZLWKRXW�GRFXPHQWV�PD\�EH�GHWDLQHG�IRU�D�SURORQJHG�SHULRG�RI�WLPH�LI�FDXJKW�E\�DXWKRULWLHV�

» 8QGRFXPHQWHG�VWDWHOHVV�ZRUNHUV�DUH�DOVR�YXOQHUDEOH�WR�DEXVH�DQG�H[SORLWDWLRQ�E\�HPSOR\HUV��PLJUDWLRQ�DJHQWV��FRUUXSW�EXUHDXFUDWV�DQG�FULPLQDO�JDQJV��

» 6WDWHOHVV�ZRPHQ�DQG�FKLOGUHQ�FDQ�HDVLO\�EHFRPH�WDUJHWV�IRU�VH[XDO�H[SORLWDWLRQ��6PXJJOHUV�DQG�KXPDQ�WUDI¿FNHUV�DOVR�RIWHQ�WDNH�DGYDQWDJH�RI�VWDWHOHVV�SHRSOH�

Values and Opinions - Analysing Quotes�� 5W�â[X^Y\��\]^OPW]\�LW\`P[�]RP�Z^P\]SXW\�Possible answers:

a. 1. The author is saying that people have the

power to change their communities and take part in the decisions affecting their communities.

2. =PÜL]PO�]X&������?RP�.PWP»]\�XQ�Participation.

b. 1. The author is saying that part of taking

responsibility means thinking critically and independently.

2. Related to: 3.3 Evaluating Information.c.

1. ?RP�L^]RX[�S\�\LbSWâ�]RL]�[P\YPN]��LN]S_P�listening and participation are skills and values that are important in a community.

2. Related to: 3.4 Civic Skills for Assessing Information.

d. 1. The author is saying that freedom of

speech is meaningless if it only applies to those people we agree with.

2. =PÜL]PO�]X&���!��?RP�=XÜP�XQ�]RP�áPOSL�SW�Public Debate.

e. 1. The author is saying that freedom of

speech can produce harmful effects if it is not used with restraint.

2. =PÜL]PO�]X&���!��?RP�=XÜP�XQ�]RP�áPOSL�SW�Public Debate.

f. 1. The author is saying that being included

and accepted is an important part of taking responsibility and civic participation

2. Related to: 3.6 Social Exclusion: Barriers to Participation.

g. 1. The author is saying that a community

\RX^ÜO�MP�T^OâPO�XW�RX`�S]�][PL]\�S]\�VX\]�vulnerable members.

2. Related to: 3.6 Social Exclusion: Barriers to Participation.

h. 1. The author is saying that freedom of

speech is such a important value that I will tolerate ideas that I hate in order to support it.

2. Related to: 3.6 Social Exclusion: Barriers to Participation.

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77 Active Citizenship - Teacher’s Book

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Active Citizenship - Teacher’s Book 78

4.1 Identifying an IssuePreview...�� Students brainstorm a list of all the issues

affecting their community. Write their ideas on the board.

Reading�� Students read the text.

Activity�� >]^OPW]\�ÜXXU�L]�]RP�ÜS\]�XQ�S\\^P\��LWO�OPNSOP�

on some they might want to work on.�� Students read the text on consensus

decision-making.�� Discuss how the students will incorporate

those ideas into their decision-making. �� Students use consensus decision-making

to rank the issues that the group wants to address.

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79 Active Citizenship - Teacher’s Book

4.1.1 The Problem TreeReading�� Students read the text.

Activity�� Students look at the example problem tree.

Ask: � :K\�GRHV�WKH�SUREOHP�H[LVW"� � ,V�WKHUH�PRUH�WKDQ�RQH�FDXVH"� � $UH�WKH�FDXVHV�UHODWHG�WR�HDFK�RWKHU"� � :KDW�DUH�WKH�FRQVHTXHQFHV�RI�WKH�SUREOHP"� � +RZ�PDQ\�SHRSOH�GRHV�LW�DIIHFW"� � :KDW�DUH�WKH�VRFLDO��FXOWXUDO��DQG�HFRQRPLF�HIIHFWV"�

1. 5W� â[X^Y\�� \]^OPW]\� `[S]P� ]RPS[� Y[XMÜPV� SW�the middle of a large sheet of paper.

�� @WOP[WPL]R� S]�� ]RPb� `[S]P� SW� LÜÜ� ]RP� QLN]X[\�]RL]� NXW][SM^]P� ]X� ]RP� Y[XMÜPV� �NL^\P\���and link them up to form the roots of the problem.

2. Students extend the branches of the tree - ]RP� NXW\PZ^PWNP\� �PQQPN]\�� XQ� ]RPS[� X[SâSWLÜ�problem.

�� They write in all the consequences.�� BRPW�]RPb�RL_P�»WS\RPO��]LUP�L�ÜXXU�L]�]RPS[�

tree. Ask: � 6KRXOG�WKH\�WDFNOH�WKH�WDVN�WKH\�RULJLQDOO\�VHW�WKHPVHOYHV�RU�RQH�RI�LWV�FRQWULEXWLQJ�IDFWRUV�¿UVW"�

� +DV�WKH�WUHH�KHOSHG�WKHP�WR�WKLQN�RI�ZD\V�WR�JR�DERXW�WDFNOLQJ�WKLV�SUREOHP"�

Note: These example answers use a model from an Out of School Children project, which aims to assist children who are not unable to afford to go to school. During this section, we use this example to illustrate different stages of the project design. If your students have difficulty designing a problem tree using their own project ideas, you can use this example situation, and design this problem tree as a class on the board.

Possible answers:

Problem: » 0DQ\�FKLOGUHQ�GR�QRW�DWWHQG�VFKRRO�

Causes

Indirect causes: » �3RYHUW\� » �&XWV�LQ�JRYHUQPHQW�VSHQGLQJ�RQ�HGXFDWLRQ� » �6FKRROV�LQ�SRRU�RU�UHPRWH�DUHDV�JHW�OHVV�DFFHVV�WR�WHDFKHUV�DQG�IXQGLQJ�

Direct causes: » 0DQ\�IDPLOLHV�FDQQRW�DIIRUG�WH[WERRNV�DQG�HTXLSPHQW��H�J��SHQV��RU�QRWHERRNV��

» 6RPH�SHRSOH�FDQ¶W�JR�WR�VFKRRO�EHFDXVH�WKH\�FDQQRW�DIIRUG�XQLIRUPV�

» 6FKRRO�IHHV�DUH�WRR�KLJK� » &KLOGUHQ�QHHG�WR�ZRUN�LQVWHDG�RI�JRLQJ�WR�VFKRRO�

» 6RPH�SDUHQWV�GR�QRW�DWWDFK�DQ\�YDOXH�WR�HGXFDWLRQ��RIWHQ�EHFDXVH�WKH\�DUH�DOVR�XQHGXFDWHG�

Consequences:

Direct consequences: » 0DQ\�FKLOGUHQ�GR�QRW�JHW�WKH�RSSRUWXQLW\�WR�JR�WR�RU�¿QLVK�VFKRRO�

» 7KRVH�ZKR�GRQ¶W�JUDGXDWH�IURP�VFKRRO�FDQQRW�FRPSHWH�ZLWK�VWXGHQWV�ZKR�KDYH�KDG�PRUH�UHVRXUFHV�

» ,I�SDUHQWV�FDQQRW�DIIRUG�IHHV��WKHLU�FKLOG�LV�VHQW�KRPH��$IWHU�WKLV�KDV�KDSSHQHG�WR�D�VWXGHQW�D�IHZ�WLPHV��PRVW�RI�WKHP�JHW�IUXVWUDWHG�DQG�GURS�RXW�RI�VFKRRO�

» 6WXGHQWV�ZKR�GLGQ¶W�DWWHQG�UHJXODUO\�DUH�DOVR�DIUDLG�RI�IDLOLQJ�H[DPLQDWLRQV��VR�WKH\�GRQ¶W�WDNH�WKHP�

» /DFN�RI�PRWLYDWLRQ�EHFDXVH�RI�WKH�XQIDLU�VLWXDWLRQ�

Indirect Consequences » ,OOLWHUDF\� » 8QHPSOR\PHQW� » /DFN�RI�GHYHORSPHQW�

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Active Citizenship - Teacher’s Book 80

4.2 Identifying a NeedActivity�� For each of the consequences on the problem ][PP�� \]^OPW]\� SOPW]SQb� ]RP� WPPO\� ]RL]� ]RP�affected community members have.

�� Students write these needs in the table to rank them in order of importance.These example answers also use the model Out of School Children project. If your students need an example of how to do this task, you could take them through this chart on the board.

Possible answers:

Need How Common

How Important

Level of Priority

7H[WERRNV 4XLWH�FRPPRQ

1RW�VR�LPSRUWDQW���VWXGHQWV�RIWHQ�VKDUH�ERUURZ

PHGLXP

3HQV�RU�QRWHERRNV

9HU\�FRPPRQ

9HU\�LPRUWDQW +LJK

8QLIRUPV 9HU\�FRPPRQ 4XLWH +LJK

0RQH\�IRU�VFKRRO�IHHV

9HU\�FRPPRQ 4XLWH 0HGLXP

4.3 Clarifying Aims and ObjectivesReading�� Students read the text.

4.3.1 Identifying Aims and ObjectivesReading�� Students read the text.

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81 Active Citizenship - Teacher’s Book

Activity�� >]^OPW]\� Y^]� ]RP� XMTPN]S_P\� ^WOP[� ]RP�

matching aim.Answers:

Goal: To improve literacy levels in the community » )LQGLQJ�D�SODFH�WR�WHDFK�FODVVHV�E\���WK�-XQH� » )LQGLQJ�WKUHH�YROXQWHHU�WHDFKHUV�ZKR�DUH�ZLOOLQJ�WR�WHDFK�DW�OHDVW���KRXUV�SHU�ZHHN�

» &ROOHFWLQJ�GRQDWLRQV�WR�EX\����H[HUFLVH�ERRNV�DQG�SHQFLOV�

Goal: To organise a fund-raising event » ,QYLWLQJ����JXHVWV� » )LQGLQJ�JRRG�ORFDWLRQV�IRU�WKH�HYHQW�E\�WKH���WK�-XQH�

» 3UHSDULQJ�IRRG�IRU����SHRSOH�

Goal: To improve literacy levels in the community

» 3DLQWLQJ�WKH�ZDOOV�E\�WKH���WK�-XQH� » &ROOHFWLQJ�GRQDWLRQV�WR�SD\�IRU�WKH�PDWHULDOV� » %RUURZLQJ�DOO�QHFHVVDU\�WRROV�E\�WKH���WK�RI�-XQH�

» 5HSDLULQJ�WKH�URRI�E\�WKH���WK�-XQH�

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Active Citizenship - Teacher’s Book 82

4.3.1 Checking Aims and ObjectivesReading�� Students read the text.

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83 Active Citizenship - Teacher’s Book

Exercise�� >]^OPW]\� Y^]� ]RP� XMTPN]S_P\� SW� ]RP�VL]NRSWâ�

aim.Possible answers:

Specific

Achievable Measurable

��

������

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Active Citizenship - Teacher’s Book 84

Activity�� 5W� YLS[\�� \]^OPW]\�`[S]P� X^]� ]R[PP� XMTPN]S_P\�

on pieces of paper. �� ;LS[\� âS_P� ]RPS[� XMTPN]S_P\� ]X� LWX]RP[� â[X^Y�

and ask them to put them on the diagram below.

�� Encourage students to actively listen to the other group’s reasons for why they put their XMTPN]S_P\�SW�]RL]�YÜLNP��

�� ;LS[\�\`LY�[XÜP\�`RPW�»WS\RPO

4.4 Activities and ObstaclesReading�� Students read the text.

4.4.1 Brainstorming ActivitiesReading�� Students read the text.

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85 Active Citizenship - Teacher’s Book

Activity�� -\� L� NÜL\\�� \]^OPW]\� M[LSW\]X[V� L� ÜS\]� XQ�

activities they could do.�� Write them all on a mind map on the board.

These example answers use the model Out of

School Children project. Possible answers:

» &ROOHFW�DQG�UHSDLU�ROG�XQLIRUPV� » $VN�ORFDO�EXVLQHVVHV�WR�GRQDWH�VWDWLRQHU\�DQG�VFKRROEDJV�

» 3XW�XS�SRVWHUV�DVNLQJ�SHRSOH�LI�WKH\�KDYH�ROG�XQLIRUPV�RU�VFKRROEDJV�WKH\�GRQ¶W�ZDQW�

» 2UJDQLVH�VRPH�EDQGV�DQG�GDQFHUV�IRU�D�FXOWXUDO�SHUIRUPDQFH��DQG�XVH�WKH�WLFNHW�PRQH\�WR�EX\�VWDWLRQHU\�

» 2UJDQLVH�VRPH�VSHDNHUV�WR�WDON�DERXW�WKH�SUREOHPV�WKDW�FDQ�KDSSHQ�ZKHQ�FKLOGUHQ�FDQQRW�JHW�EDVLF�HGXFDWLRQ�

» 0DNH�DQG�VHOO�7�VKLUWV�ZLWK�µ+HOS�&KLOGUHQ�JR�WR�6FKRRO¶�ORJRV�DQG�SLFWXUHV�

4.4.2 Thinking about ObstaclesReading�� Students read the text.

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Active Citizenship - Teacher’s Book 86

Activity�� 2X[�PLNR�XQ�]RP�SOPL\�]RL]�`P[P�M[LSW\]X[VPO��

students make a list of the things that could \]XY� ]RPV� Q[XV� LNRSP_SWâ� ]RP� Y[XTPN]´\� LSV��and possible solutions to match.The chart in the Student's Book is an example of this task, using the model Out of

School Children project.

4.5 Designing your ProjectReading�� Students read the text.

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87 Active Citizenship - Teacher’s Book

Exercise�� Students think of short and long term effects XQ�]RP�Y[XTPN]\�ÜS\]PO�SW�]RP�]Pa]�

Possible answers:

1. Short-term ,QFUHDVHG�DZDUHQHVV�DERXW�$,'6��GUXJ�DEXVH��KRXVLQJ�DQG�XQHPSOR\PHQW� Long-term ,PSURYHG�FRPPXQLW\�KHDOWK��GHFUHDVHG�GUXJ�DEXVH��HFRQRPLF�GHYHORSPHQW��LPSURYHG�GLVHDVH�SUHYHQWLRQ�DQG�WUHDWPHQW�

2. Short-term ,QFUHDVHG�VNLOOV�DQG�H[SHULHQFH��,PSURYHG�¿QDQFLDO�VHFXULW\��LPSURYHG�DFFHVV�WR�KHDOWK\�IRRG� Long-term ,PSURYHG�FRPPXQLW\�KHDOWK��UHGXFHG�SRYHUW\��HFRQRPLF�GHYHORSPHQW�

3. Short-term ,QFUHDVHG�DZDUHQHVV�DERXW�GLVHDVH�DQG�VDQLWDWLRQ� Long-term 0RUH�LPPXQL]DWLRQ��,PSURYHG�FRPPXQLW\�KHDOWK��LPSURYHG�GLVHDVH�SUHYHQWLRQ�DQG�WUHDWPHQW�

4. Short-term ,QFUHDVHG�DZDUHQHVV�DERXW�ZDWHU�DQG�VDQLWDWLRQ��EHWWHU�DFFHVV�WR�FOHDQ�ZDWHU� Long-term ,PSURYHG�FRPPXQLW\�KHDOWK��GLVHDVH�SUHYHQWLRQ�

5. Short-term ,QFUHDVHG�VNLOOV�DQG�H[SHULHQFH��LQFUHDVHG�DZDUHQHVV�DERXW�WKH�QHHGV�RI�FKLOGUHQ�LQ�ZDU�]RQHV��LQFUHDVHG�DFFHVV�WR�HGXFDWLRQDO�PDWHULDOV� Long-term &RQÀLFW�UHVROXWLRQ��LPSURYHG�DFFHVV�WR�HGXFDWLRQ��PRUH�MRE�RSSRUWXQLWLHV�IRU�\RXWK�

6. Short-term ,QFUHDVHG�DFFHVV�WR�FOHDQ�ZDWHU��LPSURYHG�DJULFXOWXUH� Long-term ,PSURYHG�FRPPXQLW\�KHDOWK��HFRQRPLF�GHYHORSPHQW��LPSURYHG�GLVHDVH�SUHYHQWLRQ�

7. Short-term ,QFUHDVHG�DZDUHQHVV�DERXW�WKH�QHHGV�RI�VWUHHW�FKLOGUHQ��LPSURYHG�¿QDQFLDO�VHFXULW\� Long-term 3RYHUW\�UHGXFWLRQ��LPSURYH�KXPDQ�ULJKWV�VLWXDWLRQ��UHGXFH�H[SORLWDWLRQ��HFRQRPLF�GHYHORSPHQW�

4.5.1 Choosing ActivitiesActivity�� Students choose the activities that they are âXSWâ�]X�NL[[b�X^]�]X�VPP]�]RP�XMTPN]S_P\��

�� BRPW� VLUSWâ� ]RP� OPNS\SXW�� PWNX^[LâP�students to use a pyramid ranking activity �\PP�YLâP�����]X�[PLNR�NXW\PW\^\��

�� If there are any disagreements during this \]LâP�� VLUP� \^[P� ]RL]� P_P[bXWP´\� XYSWSXW� S\�fairly heard by encouraging students to use LN]S_P�ÜS\]PWSWâ�\USÜÜ\��\PP�YLâP�"����

DUUDQJH� EDQGV�DQG�

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3XW�XS�SRVWHUV

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4.5.2 Making a List of TasksReading�� Students read the text.

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Active Citizenship - Teacher’s Book 88

Activity�� Students write a list of all the tasks to be NXVYÜP]PO�]X�LNRSP_P�]RP�Y[XTPN]´\�XMTPN]S_P\�

Possible answers:

Activity 1: Prepare the dinner and all food � WDVN��EX\�IRRG� � WDVN��EX\�GULQNV � WDVN��VHW�XS�WDEOHV�DQG�FKDLUV�RQ�WKH�GD\ � WDVN��FRRN

Activity 2: sell tickets � WDVN��SULQW�WLFNHWV� � WDVN��FRQWDFW�RWKHU�RUJDQLVDWLRQV� � WDVN��VHOO�WLFNHWV�DW�WKH�PDUNHW � WDVN��VHOO�WLFNHWV�DW�IXQG�UDLVHU�

Activity 3: cultural performance � WDVN��JHW�D�JXHVW�VSHDNHU� � WDVN��SHUIRUP�GDQFHV � WDVN��SHUIRUP�VRQJV

Activity 4: cleaning � WDVN��WDNH�DZD\�DOO�ERUURZHG�HTXLSPHQW � WDVN��FOHDQ�WKH�NLWFKHQ� � WDVN��FOHDQ�WKH�VHDWLQJ�DUHD

4.6 Identifying Key People, Resources and Skills

4.6.1 - Brainstorming your NeedsReading�� Students read the text.

Exercise1. 5W�â[X^Y\��\]^OPW]\�NRXX\P�LW�LN]S_S]b���� 3[X^Y\� ÜS\]� LÜÜ� ]RP� YPXYÜP�� [P\X^[NP\� LWO�

skills they need to successfully carry out the tasks for this activity.

2. -Q]P[�!����VSW^]P\��â[X^Y\�\`LY�YLYP[\�LWO�and add ideas to their new list.

�� 5Q�bX^�ÜSUP��[PYPL]�]RS\��\X�â[X^Y\�`[S]P�SOPL\�on all other groups’ lists.

3. BRPW� â[X^Y\� âP]� ]RPS[� YLYP[\� MLNU�� ]RPb�read through the lists and decide which ideas ]RPb�`LW]�]X�UPPY��?RPb�N[X\\�X^]�]RP�X]RP[\�

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89 Active Citizenship - Teacher’s Book

4.6.2 - Making an Action PlanActivity�� Students create an action plan using their list

of tasks from page 87 and the blank table on page 89.

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4.7 Carrying Out the PlanReading�� Students read the text.

Exercise�� 5W� â[X^Y\�� \]^OPW]\� M[LSW\]X[V� ]RP� OSQQP[PW]�

ways to record the different activities in their Y[XTPN]��

�� They discuss which ones are more appropriate for each activity.

4.8 Evaluating the PlanReading�� Students read the text.

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4.8.1 Effective EvaluationReading�� Students read the text.

Activity�� Students create an evaluation table for their Y[XTPN]��^\SWâ�]RP�Z^P\]SXW\�LWO�]RP�PaLVYÜP�table to help them.