UNIT One:

NATURE AND SCOPE OF CIVIC AND ETHICAL EDUCATION

Introduction
You have learned civic and Ethical Education in previous course level and developed your level
of knowledge for teaching the subject. The first chapter of this module deals with the
definitions of civic and ethical education and its relation with, geography, sociology, political
science, and history and with other related subject matters. The subject civic and ethical
borrows some important ideas from the above related subjects. Teaching of civic and ethical
education needs well-organized advanced teachers on civic and ethical education, therefore to
be successful teacher you must develop skill and knowledge .
Unit Objectives:
After learning this unit the students’ teacher will be able to:
- realize Civic and Ethical Education;
- mention the relationship between civic and social science;
- understand Historical Development Civic and Ethical Education and Social Sciences;
- mention approaches of teaching civic and ethical values;
1.1. Defining Civic and Ethical Education
Meaning and nature of civic and ethical education

Brainstorming question
1. What is civics?
2. Mention historical development of civic education?

In your first year you have learned CEEd111and civics was defined as the word which is came
from the Latin word “civi-tas” which means citizens.
 It is defined as a branch of social science, which studies the rights and responsibilities of
citizens.
 It as a science, which studies the theory and practice of free and open democratic society.
 it is a science that studies international socio economic and political conditions

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  It studies the purpose of government, the nature of law, and the way private behaviors
affects the public order and the political system.
 Finally it is the intensive study and understanding of political institutions such as law
making institutions, executive bodies, political parties etc. Generally, we understand that
civics studies the rights and responsibilities of citizens. study
In modern times with the whole world becoming a single unit the need for world fraternity has
enormously increased and so the subject civics has assumed greater importance in the field of
study. There fore we define civics as that branch of knowledge that deals with various aspects of
a citizen which is identifying and dealing with rights and responsibilities of citizens is the major
concern of civics.
Group discussion
What is the main objective of teaching civic and ethical education in Ethiopia?

WHAT IS ETHICS?
The word Ethics is derived from the Greek word ethos, which originally denoted a location, a
place where people lived together. With the passage of time the word has acquired other
meanings including temperament, character and way of thinking. Ethics is simply identification
of what is right or wrong. It is a branch of philosophy that describes common conduct. The
purpose of Ethics is to enable individuals to make choices among alternative behaviors. The
importance of Ethics increases in proportion to the consequence of the out come of a behavior.
As an individual’s action becomes more consequential for others, the ethics of that individual
becomes more important. Ethical issues in any kind of education are the concern of every
school. This is because schools are expected to play major roles in inculcating moral values.
Schools are alternative living and learning environment for children. There fore, schools share
responsibility in bringing the desired behavior of the children.
Behavioral changes can be ensured if teachers themselves are capable of following desired the
standards of the society. Therefore it is very important for the society to take care of their future
life by equipping the young generation with acceptable values that benefit all citizens.
Individual activity
Who is more responsible in shaping citizens? And why? Give your justification

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 on the space provided below.
Family
Society
Schools

Historical Development of Civic education

Civic education started in Athens. Greece democracy and civic education had the same root and
beginning time. Civic education in this time helped to create competent and responsible citizens.
Through time this enabled to develop modern civic education
Citizenship education was given in ancient Rome. During the modern period religious
institutions gave citizenship education. This was because during this time government s and
religious had strong relations in ruling peoples. Nevertheless the strong bond of governments
and religious institutions declined through time. Especially in the renaissance period, which was
between the 14th and 15th centuries, churches fail to maintain their supremacy over governments.
Due to this the significance of religious education in shaping peoples activities and behaviors
declined. Religious and civic education became separate institutes. This eventually led to the
separation of civic education from religious education. The period of renaissance resulted in
revolution in Europe. particularly , the revolution took place in some of the European countries
like Britain in 1688, the American revolution in 1776 , French revolution in 1789 helped for the
emergence of modern democratic concept s . This then helped for the growth of modern civic
education
When we come to our country civic education in the Haile sillassie time was meant to accept
that the king was god given and that his kingship was hereditary. There was no as such civic
education which centers on the protection of the rights of the people and individuals. if civic
education at this time was to include political aspects it was only teaching citizens about
government structure and about the limitless power of the king .
During the Dergue regime, the countries leading philosophy was the establishment of
communist society. Thus, the kind of civic education, if at all existed offered was to make
citizens accept the philosophy of equality and proletarian internationalism. Like that of the
proceeding state the Dergue did not allow citizens to learn about their human and democratic
rights.

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Today however civic education is being given to citizens at all levels of education. Thus civic
education is based on the principles of democracy
Discussion question
What was the nature of civic education during Haile silssie;s period?

Scope of civic and ethical education

The nature, content and scope of Civic and Ethical Education are wide. As the range of Civic
and Ethical Education wide it studies every aspects of the society like social, political and
economics. It deals with rights and duties of man living as a member s of a group of people
politically organized. This means it emphasizes not only the right of citizens but also their
responsibilities. It develops a broad, rational, national and secular outlook. Therefore the
education system must make its contribution to the development of the habits, attitudes and
qualities of characters, which will enable its citizens to bear worthy the responsibilities of
democratic citizenships and to counter, act all those fissiparous tendencies which hinder the
emergence of a broad national and secular outlook. Therefore students of Civic and Ethical
Education should be prepared on the spirit of the following points.
Those who are students of today will become the citizens of tomorrow and so they should know
their rights and duties as good citizens. They can be taught about these by Civics and Ethical
education.
In any democratic system, political consciousness’ is very essential. To have political and
social consciousnesses Civic and Ethical Education plays a great role in shaping the citizens in
proper way.
Purpose of learning civic education
The purpose of teaching civic education is to inculcate the values and principles of civic and
ethical education. This would help to create competent, active and responsible citizens. The
other purpose teaching of civic and ethical education is to enable citizens develop participatory
skills. This includes citizens ability in controlling public policy. the other merit of teaching
citizens civic and ethical education is to enable citizens participate in voluntary organization like
workers union , women’s association etc. finally civic education makes the citizens to develop

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knowledge and intellectual skills that could help them monitor and influence the policies and
rules of government .
Thus we can generally say that civic education makes citizens develop political culture that
could help them to participate in all affairs of their nation.
Importance of (significance of civic education)
Therefore the purpose of learning civic education enables us:
 To produce competent and responsible citizens who actively take part in the overall
development of the country.
 To make the culture of democracy and avoid the culture of passivity and apathy
 To make citizens think nationally and rationally
 To make citizens responsible to patriotism
Civic education is an interdisciplinary subject
An interdisciplinary subject is a subject that borrows its content from different fields of studies.
Therefore civic education is based up on the principles, findings and theories of various
disciplines. For example, as it studies the right or wrong, the bad or good, injustice or fairness’,
we can say it is related with philosophy.
Sources of civic education
A. Theoretical sources of civic education
B. Documentary source of civic education
C. Societal source of civic education
1. Theoretical source of civic education
(Philosophy, law, history, geography, sociology, economics)
All social sciences deal with the study of various aspects of human life and human activities.
Civics is a social science and its relation with social science branches is very close because civic
education deals with rights and responsibilities of citizens. Therefore in the field of study social
science we should examine the role of civic concerning different aspects social activity. For
example we can have examined the role civic education with the following social sciences.
Individual activity:
Using the following social science subject try to show the role of civic education in fulfilling
the responsibilities and discharging the right in the society
 Civics and Sociology;
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  Civics and Psychology;
 Civics and History;
 Civics and Economics;
 Civics and Geography;
 Civics and General science;
 Civics and Political science etc;
Civics and Sociology
Sociology deals with the study of various social relations of human being. In this we mainly deal
with the development of human as social being. In it we study the economic, religious, moral
and political developments of society. It thus is quite natural for civics to form a part of the
study of sociology. We find that sociology deals with all the aspects of man’s life and here we
mention civics deals only with the civic aspects of the social life of human. Civics teaches about
rights and duties as good citizens. It also tells about the ways and means through which political
and social developments may be made. It may be said that civics deals with human only as a
citizen while sociology studies man as a social being. Teaching of sociology and civics is there
fore correlated and this correlation is quite natural and beneficial. The state is a sociological as
well as political phenomenon and during its early stages it was in fact more of a social than a
political institution.
Individual assignment
Mention some points that indicate the relationship of civics and ethical education with
psychology on the given space?

Civics and History

History is the systematic study of the past events that have taken place. Socially, politically
economically, and morally etc. In the society the subject matter of Civics is not one sided.
Civics deals with the civic life of an individual while History deals with all the aspects of human
life in the past. Civics is concerned with various social and political problems because they
affect the civic life of individual. History deals with the study of the past, while Civics is the
study of the contemporary facts.

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 The subject matter of History has a strong bearing on Civics. We cannot make progress in the
present unless we have an idea of the past. Civics draws on the funds of History to get
knowledge of the past attempts of the people in solving the different civic problems. With the
knowledge of history, student of civics can know the attitude of the rulers in the past towards
citizens. He can also know about the results of the attitude of the rulers. In the light of the
knowledge acquired, the student of civics can utilize the present day situation and bring about
good social and civic order. History with out Civics has no root and Civics with out history
bears no fruit.
Group works:
Use the Ethiopian situation to associate History and Civic and Ethical Education how they are
related to each others.

Civics and Economics

In Economics we deal with production, distribution and exchange of the wealth. The knowledge
of Economics helps the Civics to great extent. Economics inspires human beings to perform
certain acts of human welfare. Knowledge of Civics is quite useful in dealing with labors and
consumers in reasonable and judicious manner. If economic relations are not properly
established it becomes very difficult to establish proper social and civic relations. Thus we find
that economic development forms the basis of various development-social, such as cultural,
moral, religious, aesthetic etc.
Home assignment to be done by group:
What do you mean by “Economics is as an art which depends on Civics and Civics as an art that
depends on Economics?

Civics and Geography

Individual work
What will you do if you found person-throwing garbage in the place where children are playing?
Give your critical suggestion to this question on the space given below.

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Geography studies natural problems of the world. It is there fore natural for it to be correlated
with Civics. With the help of the knowledge of Geography we can have an idea about the
culture and the way of living of the people of a country. Civics can take advantage of this
knowledge. To understand the different political setups in different countries we have to
understand the differences in Geographical factors in those countries. The role of different great
powers like USA and Russia at present time in world’s polity is due to certain geographical
factors. Teaching of Civics and Geography is done independently of each other but they are
correlated. They form part of the group of social science. They aim at human welfare. One
presents the background while the other can play on that background. The teacher of civics
should make an effort to correlate the geographical factors with the teaching of civics
Class discussion:
Mention five points that indicate the relationship between Geography and Civic and Ethical
Education
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Relationship of Civic and ethical education with Political Science

The close correlation between Civic and ethical education with Political Science is reflected in
Plato’s observation, “Good citizens can be formed in a good state”. Hegel considers that state to
be the highest expression of morality. In the words of Mahatma Gandhi, “What is wrong in
morality cannot be politically right.” Ethical theory is incomplete with out political theory,
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because man is an associated creature and cannot live fully in isolation. Political theory is idle
with out ethical theory because its study and its results depend fundamentally upon our scheme
of moral values, our conceptions of right and wrong.
2. Documentary sources of civic education
A. conventions under UN(The Universal Declaration Of Human Rights ,The Convention on The
Rights Of The Child 1989,The Conventions On The Elimination Of All Forms Of Discrimination
Against Women 1979 , Convention On Refugees And Stateless Person )
B. Constitutions
C. Decisions and enactment of legal bodies
Goals of civic education
1. Explain the difference between goal objectives?
2. What are goals and objectives of civic education?
Goals are general statement about the end result of civic education. The outline capacities that should be
developed and what students should be able to as a result of civic education.
Objectives are more specific statements of educational out come which must be attained in order to
reach the goals of civic education. One of the purposes of giving civic education to citizens is to teach the
values and principles of civic education .this would help to create competent, active and responsible
citizens. The other purpose of civic education is to enable citizens develop participatory skills. This
includes citizen’s ability in controlling public policy. The other merits of teaching civic education is to
enable citizens participate in voluntary organizations like workers union, women association etc.

The application of principles, approaches, theories and practices of the subject is realized by the active
participation of citizens in a society. The degree of frequency and qualitative participation of citizens
reflect the realization of the goals. The ultimate goals of civic education are explained as follows.
1. Building civic competence of citizens
Civic competence is the capacity or ability to participate effectively in the political as well as social
systems. The development and practice of civic competence varies from one country to another.
Many factors contribute to the variation of civic competence levels. If citizens are required to be
effective in participation, it would presuppose certain rule of civic competence on the part of citizens.
2. promoting the culture of civic responsibility
Civic responsibility is the commitment to fulfill the obligations of citizenship
Obligations (responsibility)
 To pay tax
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  To vote
 To study issues
 To help ones family, neighbor
 To respect others rights
 To evaluate peoples representatives
 To defend ones country
Promoting of student’s active participation in the class can result in the attainment of
the objectives of civic and ethical education. If students are able to connect, what
they learn with how they live, then objectives of civic education can be realized. This
in turn will result in the achievements of goals of civic and ethical education,
Unit summery
Review questions
1. How do you relate the civic and ethical education with other social sciences?
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2. Show brief explanation that indicates about the relation ship of civic and ethical
education with geography, history.
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3. What was the main aim of teaching political education during the Dergue time?

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 ____________________________________________________________________
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4. What does political indoctrination mean?
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5. What do you understand about indoctrination ?
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6. mention the school structure of the Ethiopian government
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7. What is basic aim of teaching civic and ethical education in Ethiopian situation?

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 Method of Teaching

What is teaching method?

Teaching method is a device adapted for communicating certain objectives of a lesson which
enable pupils to deal with problems and think about their solutions.
In method of teaching, teachers concern themselves with
Ways of organizing the lesson;
Use of teaching technique or skills;
Teaching aids or any resources to meet the teaching objectives.
A method should not be an instrument where the pupils are always regarded as recipients and
the teacher is as provider.
1. It should be based on the concept of learning by doing.
2. It should aim at to meeting the objectives means the end points or products
3. Teacher should choose all alternative ways fulfill the objectives;
4. The method should be activator of students and it should encourage the three
domain of education ((knowledge, attitude and skills);
5. The topic should be based on the availability of resources.
Generally a method is an approach to organize the content and present the lessons.
Teaching techniques are activators to perform and means which will help teacher achieves the
method.
Brain storming question
What is teaching strategy?

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Teaching strategy is a plan by which techniques are sequenced and organized to accomplish a
method. Sometimes teaching strategy is taken as teaching procedures. Objectives of teaching
strategies include the following points.
1. To ensure that certain learning will be acquired in as brief a period as possible
2. To encourage or induce students to engage in exchange of ideas
3. To minimize the number of wrong responses as the students attempt to learn as
concepts, principles etc
4. To ensure the attainment of certain content objectives
There fore an instructional strategy is a purposefully conceived and determined plan of action

MAIN PRINCIPLES OF TEACHING STRATEGY BUILDING

A. Principle of selection –while adopting a particular strategy of teaching ,a number of
factors are taken into consideration e.g. learners capabilities ,availability of
resources ,quality of teachers preparation ,nature of curriculum content and objectives to
be achieved
B. Principle of motivation – motivation is basic to learning and the teacher should adopt
appropriate strategies accordingly. Application of positive reinforcements like praise ,
recognitions and other rewards promote better learning than negative elements like
punishment ,rebuke and embarrassment .
C. Principles of maxims of teaching – while evolving an appropriate strategy a teacher has
to take into consideration basic facts that guide the direction in which he should proceed
from simple to complex.
D. Principle of variety teaching learning strategies may assume a variety of activities on the
part of the teachers and learners. Like observation demonstration, project work,
educational games quiz, educational excursions, role playing and dramatizations etc.
E. Principle of correlations with the environment -- the teacher should identify the elements
in the environment having a natural correlation with the curricular content. Use of
economic, physical and social cultural environment in and around the school makes
learning more concrete, meaningful and real. For example , taking care or responsibility
or protecting the environment in the community can be more practical and functional in
the society

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 F. Principle of feedback—a system of continuous feedback for the improvement of both
teaching and learning should form an inbuilt component of teaching learning strategy. a
vigilant teacher should always be on the lookout of behaviors indicators through various
interactions with pupils inside and outside the classroom that would provide feedback to
him .
G. Principles of individual differences-- Paying individual attention to each learner and
allowing him to proceed at a pace suiting his abilities and aptitudes is one of the
fundamentals of pedagogical approach.

Brain storming question

1. State the role of the teacher in active learning process in the class?
2. Name the advantages of applying active learning techniques in the class?

Interactive teaching methods

Group work method

Group work is one of important methods of learner centered approach of active
learning. In the course of applying group work the large unmanageable class is
divided into small and manageable groups. The groups are formed keeping in view
the
 abilities
 interests
 achievements of students
The pupils in a group are almost of the same level. in such groups pupils work under groups
telling and there is more cooperation, homogeneity and healthy competition.
In general group work is very important because of the following points.
1. It is use full in large classes, where there are wide individual differences. the pupils
of almost the same level are put in the same group.

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 2. Group work promotes common exchange of ideas and views i.e. the students are able
to consult the members of the group and the teacher. it develops in them social habits
such as cooperation etc.
3. it avoids giving attention to individuals
Organization of effective group work
For any group work to be effective the following criteria always met:
1. as far as possible, the group should be homogenous in level of intelligence and level of
achievement
2. The group should neither be too large nor too small. it is advisable to form a group with
3-7 numbers of members in each group.
3. A single student shouldn’t be encourages to dominate the group work. the teacher should
ensure that every member of the group share the work or activity effectively
4. The purpose of group work should be adequately clear.
5. The teacher should actively guide the work of the pupils.
Discussion question
1. Why did group work is claimed as an important method of learner- center approach.
2. Explain ways of organizing good group work.
Class discussions/presentations
These are also other important methods of active learning. To be effective, class discussions
should be well organized and properly managed. Discussions can be organized in groups or for
the whole class. The following are different kinds of class discussion.
1. Prescribed
2. Guided
3. Open
Prescribed discussions
Usually characterized by
 Having pre-scribed an idea which has direct association with the content and the out
come of discussions.
 The teacher will intervene to steer the discussion along the line he/she wish.
 The teacher will summarize the results of the discussion, emphasize those points made
closest he/she wish to teach.

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 Guided discussions
A guided discussion is characterized by the following
1. The teacher gives key points, or rise key questions he wished to address in the
discussion.
2. the teacher usually didn’t intervene unless the discussion loses direction and discussion
time runs short
3. The teacher should make sure that all individuals put forward a viewpoint.
4. The teacher will encourage selected students/trainees to summarize ideas and views put
forward.
5. the teacher comment on the result of the discussion with respect to his/her point of
view but didn’t insist that he/she is right
Open discussion.
An open discussion is characterized by
 The teacher set title for discussion and discuss format and rule of it.
 Once the discussion has started, the teacher didn’t intervene except on points of
discussion procedure.
 At the end the teacher will state his view points with respect to the points raised, and
encourage students to evaluate their discussion and possibility to establish the topic for
the next discussion.

TECHNIQUES TO TEACH CIVIC AND ETHICAL EDUCATION

Brain storming question

Mention different possible techniques to teach civic and ethical education?

Techniques such as dramatization, debate, question and answer method, discussion, peer
teaching, role-play, mock assembly, mind map etc, can help our way of presenting the lesson.
There for student teacher should practice such techniques. We must select or identify a
technique that fits for the presentation of every lesson. We can also conduct class discussion,
legislative hearing, mock courts, and town meeting as good techniques of presenting our Civic

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and Ethical Education. Students will learn to apply their knowledge to contemporary issues as
well as to variety of socio political questions. These learning strategies promote certain
dispositions and participatory skills that increase students’ capacity to act effectively as a citizen
in our building democratic society.
Activity to be done by student teachers
Select a topic from the given lesson from grade 5to 8 of Civic and Ethical Education and assign
student teacher in-group not more than five students in one group.
Group one
Let the group select resource person such as judge, doctor or clinical nurse, administrator,
parliamentary member or others who can assume position of resource person. Then arrange time
and place to present the given topic to the class.

Group two
Apply role-play techniques to present the topic that you have chosen from text e.g./ active
community participations /
Group three
Let group three student teacher collect series of news article related issues of the rule of laws or
democracy or responsibility and present to the class.
Group four.
Let this group members bring report about court procedures from relevant courts. It can be from
first instance court or higher court or Supreme Court. And it should be presented to the class by
the help of the group leader.
Group five
This group must arrange mock assembly of UN, AU, or kebele meeting to discuss important
issue. This should demonstrate in the class. The instructor should facilitate and arrange all
necessary things for the student teachers to apply e.g. time fixing and date of presentation should
be fixed before they demonstrate the tasks given.

Some selected techniques of teaching a lesson

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 TYPES OF TECHNIQUES
Creative writing Making resource model making
Cause and effect
Group feedback
Picture analysis
Microteaching presentation
Practice by doing
Seminar
Ranking task
Simulating story telling
Goldfish bowl
Fieldwork
Hot spring
Guest speakers
Newspaper writing
Role-play visits Target setting
Critical thinking
Experiment
Self-assessment
Investigations
Mind map
Research
Problem hypothesis
Active listening
Using
Brainstorming
IT
Question and answer
Action research
Quick fired closed questions
Independent learning
Advocacy
Pair discussion
Controversy
Pyramiding
Debate
Small group discussion
flash cards
Circus activities
Matching
Designing
Reading Interactive teaching
Empathy
Open ended questioning
Exploring feelings
Competitions
Interviews
Game quiz
Evaluation of lesson
Case studies
INDIVIDUAL Peer assessment
WORK Close exercise
Mastery learning
select suitableSelf
techniques
directed from the aboveComprehension
learning table to teach civic and ethical education
activities
Problem solving Balloon game
Drama
Creative writing

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WAYS TO APPLY DIFFERENT TECHNIQUES IN TEACHING CIVIC AND ETHICAL
EDUCATION
Activity Teacher activity Student activity
Buzz Groups Introduce question to discuss allows only a In two or threes brainstorm as
few minutes to quickly discuss ideas. many possible answers to the
question as quickly as possible.
Goldfish Divide the group using a question with Students discuss their side of the
Bowl opposing sides; allow 10 minutes to discuss argument.
arguments. Select 2 representatives’ to begin. Each representative sits facing
Continually replace the two students with the other and shares their
members of their group. argument.
Their peers periodically replace
the students.
Hot seating Carefully select a topic that a student will role Student responds to peer’s
play e.g. famous scientist, literary character question in role, trying to answer
as the character they are playing.
Pyramiding Set an open question that individually Students start to answer the
students can discuss. Periodically combine the question individually. After a
individuals to make larger and larger groups short while they combine to
make a two; next they combine
to make a four, each time they
continue to consider the question
but absorb the information from
the new joining
Crossover Set open question to discuss give time to Students discuss the question.
group discuss then begin to mix the groups to share After 5 minutes half of group 1
the ideas. swaps with group3 and half of
group 2 swaps with group 4,
students share ideas generated
from previous group.

Micro Divide students into groups; assign each In groups students prepare a
Teaching activity to prepare to teach their peers. presentation to each of their
Challenge them to make it active (not a peers.
lecturer) Then actively presents to them
and evaluate their performance
afterwards.
Active Giving some task to students after talking Students respond their
listening some concept. The task may be question, fill understanding about the
in the blank concepts through the given task
Case studies Provide students two or more situations to Propose their ideas about the
deal on and present their responses to the case case, their answer can be

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 or situation. searching some fact cause and
effect ----
Cooperative Divide the class in to small groups and give Students form a group and
learning each group particular topic. Appoint each engaged in their task and finally
member of to do specific task of facilitating, they will present their findings
leading, and reporting. Increases student according to their task.
interest in and valuing of subject matter, and
increases in positive attitudes and social
interactions among students who differ in
gender, race ethnicity achievement levels and
other characteristics. Creates the potential for
cognitive and meta cognitive benefits by
engaging students in discourse that requires
them to make their task related information
processing and problem solving strategies.
Independent Giving some task to be done independently as Students will do the task
work class work home work, essay etc. independently and discover
independently and submit it to
the teacher

Pair Put students into pairs with a person sitting Students deal with their fellow,
discussion aside or students they haven’t worked with discuss on the topic they will
before enlarge their group pyramiding

Defining some active learning that can be applied in teaching of civic and
ethical education
Role Play
Role –play is the name given to one particular type of simulation that focuses attention on the
interaction of people with one another. It emphasis the functions performed by different people
under various circumstances. The idea of role play, in its simplest form, is that of asking
someone to imagine that they are either themselves or another person in a particular situation.
They are then asked to behave exactly as they feel that person would. As a result of doing this
they, or the rest of the class, or both, will learn something about the person and /or situation. In
the essence each player acts as a part of the social environment of the others and provides a
framework in which they test out their repertoire of behaviors or study the interacting behaviors
of group. In role playing students assume the roles of various characters, such as historical or
literary figures, scientists, political theorist, employers etc. the role players may practice
particular behaviors or skills while the other students observe and then critique the performance

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and outcome Role play can be implemented to present a lesson in groups. In the class during the
presentation the lesson application topic is provided for the students, they are given time to
discuss, come to agreement on the point. They must act those to the whole class. During role
play there must be careful management of space and time given for the activity to be successful.
You take examples like the role exemplary teacher in school, the role mother and father in the
family the role of kebele leader;
Discussion based learning
Discussion has been described as a thoughtful consideration of the relationship involved in a
topic or problem under study. It is concerned with the analysis, of comparisons, evaluation and
concussions their relationship. It aims at uniting and integrating the work of the class. It is
carried out organizing, outlining and relating, the facts studied. It encourages the students to
direct their thinking process towards the solution of the problem and to use their experience for
a further classified and consolidation of learning material.
Discussion is very important in stimulating mental activity, developing fluency and ease in
expression, clarity of ideas in thinking and training in the presentation of ones ideas and fascts.
An exchange of ideas and opinions offers valuable trainings to students in reflective thinking
It builds ideal speech situations of structured conversation, open discussion and disciplined
dialogue. It can focus on a document, for example the proposed code of ethics for teaching
profession. It can consider a range of relevant issues- conceptions of purpose, human nature,
actual and ideal communities’ perceptions of value; epistemological assumptions and attitudinal
contexts dialogue reflection may take place. This etc encourage talking; questioning and etc, this
technique can be structured in such a way as to provide a safe environment in participating in
group. There is limitation of discussion because it is likely to go astray if, not handled
effectively.
Debate techniques
Debate can be effective device for encouraging students to clearly and logically formulate
arguments based up on evidence. Debate teaches a means to adequately support a position on
issue. It also develops a sense of efficiency and confidence in a person’s ability to sway public
opinion or change public policy. Debate encourages self expression and argumentative power.
In debating only few students participate
Field Trip
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These techniques will give opportunity to observe different things by seeing, hearing, gathering
data and asking questions. The knowledge acquired through these techniques can is very
effective.
E.g If students are taken to observe court procedures, or kebele meeting, they can
exchange ideas or acquire concrete knowledge than ideal information. If possible the students
can visit to observe parliamentary discussion.
Before taking students for observation of given place there should be an orientation how they
can proceed let the students prepare questions in their group if possible to ask. There should be
some kind of equipments like questionnaires, writhing paper and other necessary materials.
Students should be arranged into groups.
Finally the students should bring their report to the class that is based on the result of their visit
and they should report or present and exchange ideas.

Project work
Enabling students to realize the pragmatic use of knowledge and makes learning activity based.
This gives the class a real life and result in doing and problem solving. A project technique is
purposeful problematic activity in a natural setting. Because of this, students would be fully
interested. So it is said, as it is whole – hearted activity, the main objective of project technique
is to solve some problems. Students can collect some data regarding different socio economic
cultural affairs; political events etc. project should be timely, useful, economical, rich
experience, etc .It needs expert programmer. Dynamic and experienced teachers are needed to
undertake projects
Brainstorming
The teacher gives word or phrase or sentence related to a topic and the students are asked to
offer whatever comes to their mind related to the questions. The teacher writes everything, the
students say on to the broad and then it may be possible to classify, categorize or list logically
depending upon what the teacher wants to do next. Brainstorming is an activity used to generate
ideas in small groups or in the class. The purpose is to generate as many ideas as possible within
a specified time period. These ideas are not evaluated until the end, and a wide range of ideas is
often produced. Each idea produced doesn’t need to be usable. Instead, initial ideas can be

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viewed as a starting pint for more workable ideas .the principle of brainstorming is that you need
a lot of ideas to get good ideas.
Dramatization:
Dramatization is of great in sublimating the emotions of children. Children may be encouraged
to dramatize a story after they have listened to it. Students derive immense pleasure in repeating
the key words, phrases and actions of the story in their own way. This method is based on the
theory of ‘’play. Attempt is made to get the subject- matter enacted or dramatized with the help
of the students. The students take interests in dramatizing the subject- matter, while dramatizing,
they acquire knowledge. This is a psychological method. The students remain active in
acquisition of knowledge. This method is also likely to develop the creative efforts of the
educators. It has the following merits. In teaching of civic and ethical education dramatization
can help to reflect so many situation in different ways .
 Brings about a development of the mental facilities of the students;
 Through this method interests is created in students about the subject that has to
be taught.
 Through this method the subject matter of civics and ethics can be made
interesting;
 This method creates in the students, a sense of self-confidence and self-
importance;
 It also leads to development of social and moral qualities in the
Report
This way of reporting can take place in many forms like report of any area after visit or report
after interview or report after discussion and so on. Report can be done independently or in-
group but it should be based on the area learning some thing from somewhere. The teacher can
take students to different area to show historical places or factory or commercial area or
museum and can ask the students to prepare report and bring to class for discussion what they
have seen or heard during their visit and also the problem that they met on way of their visit.
Let you arrange a time to pay a visit in any above-mentioned places or any relevant places
where students can gather enough information and prepare report. Finally they can present the
report to the class with the help of their group. Give time for the students to bring well-
organized information.
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Empathy:
Students are presented with a situation where they are asked to imagine what they would do, or
how they would react if they were really in that situation (The students assume themselves as
the participants of the situation. They may say real picture of that problems)
This is the imagination of the students in an if situation. This means if he/she is involved in that
situation he may know more about that problem because of self-involvement.
Question and answer technique
Question should play an important role in every classroom –both students ‘question and teacher
questions. Teachers can create an active learning environment by encouraging students to ask
and answer questions.
Class activity
Let the students discuss the advantage and disadvantage of open ended and closed questions.
Arrange the class into groups and give time to discuss on the question
A question and answer technique is a means for organizing knowledge and it ties the units of
learning’s together. Question and answer technique helps to
 Test the previous knowledge;
 Makes student’s to think over some thing and to be alert;
 Makes them to reason out about some thing;
 Enables to test whether students are following the lesson or not;
Generally it enables the students to pass through concept formation, concluding generalization
and applying principles in new situation The question should not be closed form; it should be an
open-ended form.
Individual work
Why democracy does allow that all people are equal? Give your justification on the space below

Case study:
The case study method is for detailed, documented studies and descriptions of a real life
situation, event, or problem. a critical incident analysis is in a brief ,more narrowly focused

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version a case study, Case studies require students to analyses problem situations and reach their
conclusions concerning the outcome;
Case studies can take many forms, and usually involve some conflicts or dilemma drawn from
real life or fictitious situation based on newspaper reports community incidents etc. elements
included in case studies
1. Purpose
 A case study method is inquiry-oriented technique.
 It is designed to help participants apply the theory or what they have learned to real
life situations.
 It helps participants explore their own ideas and conclusions.
 This process helps arose student interest and develops participant’s skills in logic,
independent analysis, critical thinking and decision making.
2. Procedure
A. Select the case materials.
B. Review of facts –basis for classroom discussion.
3. Frame the issue –pinpoint the issue. An issue should be passed in the form of
question.
4. Discuss the agreements:
Participants should develop and discuss the arguments (fro and against)
 It is important to foster a climate of acceptance and openness.
 Participants should be encouraged to listen consider and evaluate all points of view.
5. Reaching a decision
It is important that participants is not wrong (problem could be resolved in another
way)
6. Variations
 The teacher may wish to try a variation of case method
 Typical variation include – giving the participants
 -(Facts, issues, arguments and reasoning)
 Different decisions concerning the factual situations
 Only the facts

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Requires students to analyze problem situation and reach their conclusion concerning the out
come. It can take many forms that are drawn from real life, fictitious situation based on
newspaper, reports and community incidents.
1. Why don’t we have rain this time?
2. What is the reason why production decreased in our firm? Let the students give their critical
justification to the question on the space given below
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Class work---------Arrange students into group, share case studies ask them to identify from the
following text. Let the students Read and discuss text; prepare to share issues arising from the
text. (Participants should develop and discuss the arguments --- and against). It is important to
foster a climate of acceptance and openness). Participants should be encouraged to listen,
consider and evaluate all points of view. Consider the following case study and analyze it as a
group on a flip chart using the following format.
CASE STUDY A---The room itself is bright and cheerful. It is also clean and tidy. On the walls
is a variety of simple but colorful displays- a group of stories written by students, carefully
written and illustrated. There is a word list using Amharic, English and Oromifa languages for
reference. There is also a small display of pictures and information that identifies an ongoing
topic on local Government. Next to the black board is a chart entitled’’ Democracy and The
Rule of Law’’ this is a list of classroom ground Rules which says that all members of the class
agree that this is how they want their classroom to be run.
The classroom is very full. There are over 100 students in this class. At first the teacher doesn’t
see us as she is working with a group who are carefully preparing a map of their Woreda.
Another group (a row of 28 students) is discussing quietly the role and responsibilities of the
planning Bureau. Another row/group is preparing graphs and the last group is preparing the
agenda for the next class council to be held the following week. Looking at the Students work it
is carefully produced, and some students are helping two visually impaired students by writing
down their contributions to the group task.

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 How does the teacher know How can this
what is good (Evidence-Continuous Information help To
(Performance Indicators) assessment) Improve performance
Even More
a. For the teacher
b. For the students

CASE STUDY B—
The door is broken in this classroom. As you walk into the room you can see that the classroom
has muddy and dusty walls, there are a few charts on the wall but they are torn and dirty and seem
to have no relevance to each other or any current course of study. The teacher is writing on the
blackboard- this is old and it is difficult to see what is being written. The students are not reading
the words. Some are talking in small groups, two boys are beginning to argue and push each other,
and many students are sitting in their desks. There are some textbooks in piles in this lesson. Most
students have an exercise book but they are dirty and ragged. There does not appear to be very
much work in them and the writing in them is badly formed and carelessly presented. When the
teacher has finished writing he begins to read from a page in the textbook, he does not introduce
the topic or tell the students which page he is working from, require students to analyze problem
situation and reach their conclusion concerning the out come.
How does the teacher know How can this
What is bad (Evidence-continuous Information help to improve
(Performance Indicators) assessment) performance even more
c. For the teacher
d. For the students

The purpose of case study is:

 A case study method is an inquiry oriented technique;
 It is designed to help participants apply the theory or what they have learned to real
life situations;
 It helps participants explore their own ideas and conclusions;

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  This process helps student arouse interest and develops participant’s skills in logic,
independent analysis, critical thinking and decision-making;
Peer assessment:
The students give critical opinion, which their members or their fellow students have already
presented or suggested critically. This will lead to know what each student has achieved It will
make clear that each student needs to do in order to improve his learning processes.
Class activity
Give tasks to in class concerning civic and ethical issues and the students do the given task by
themselves individually. Let you make them exchange their tasks with the students sitting along
side. Order them to check the work other. This will give them chance to identify the weak and
the strong side of their fellow students. Basing on this they can learn from their weak points and
develop their strong sides
Story telling
Brainstorming
Let the teacher give chance to students to tell any story to the class concerning about
cruel or bad leader and at the time let other students tell about story of good leader

Stories have a great value in motivating the children. It is also a potent means of creative
expression in the children .the students should be encouraged to read story books, to tell stories
and also to write their own stories. Story telling is one of the most important techniques of
teaching civic education. In Civic and Ethical education this techniques can be practiced on the
topical issues, or events which are taking place in different parts of the world like political,
economic, environmental, diseases like HIV/AIDS and so on. Stories of dictatorial governments
as well as democratic governments can be told students.
Interview
Students are taught the difference between open and closed questions. They are then given
a topic and given time to work individually constructing questions in order to find out the
information they require. They may then practices in pairs interviewing each other before going
to their family and neighboring etc Class activity Let student teacher make questions that can
help to gather certain information in any topic that they are interested. The questions can be

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 exercised with their peers, and let them present after doing that what kind of information they
have gathered
Class activity.
Let the teacher arrange the class students to prepare a certain question to have an interview
with their fellow students in the class. Then after preparing the questions they can exercise out
side the class and come to the class. Then this interviewing activity can be applied in the class.
Among the who are conducting interview in the class you can select and show to the how they
proceeding it ,this makes them to exercise how an interview is taking place

Ear and eye

In the case of ear and eye students observe any kind of activity in the class or out side the class
concerning any issues. It can be done by observations using of an eye or ear of by assigned
individual. Assigned student can gather information that can help the students in learning
situations. Then report can arrange to present to the class. It can be in written form or orally. This
can take place in the beginning or at the end of the lesson so that the student listen the report
prepared by those assigned individuals. This gives chance to the student to strength their opinion
in writing and telling confidently. This technique can be exercised in different time.
Home assignment
Let teachers assign a certain students to prepare information on their way to home or at home on
any thing which can be seen with their eye or heard with the help of their ears. Let them record what
they have seen and heard and come to the class with the recorded or heard information. Make them
present to the class what they have seen or heard. This kind of assignment can be done every day
because it will open way to gather information from different areas.

Project of contemporary affairs-

-Can be taken as HIV/AIDS problems; topical issues like Terrorism, environmental degradation,
conflicts arising in different countries the question of democracy, development questions,
elections and electoral process like in our country which took place in 2005 etc.

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Encouraging small group learning

The critical thinking exercises in the student text are generally designed as cooperative learning
activities with a study partner or in small group environments. Each individual’s participation is
essential for the successful completion of an exercise. Students are encouraged not only to
contribute academically, but also to develop and use appropriate interpersonal skills.
Important issues arise for the teacher in planning and implementing cooperative group learning.
One such issue concerns the size of groups. Consideration of the research can help you determine
the optimum number of students per group within your classroom.

David A. Welton and Jon T. Mallan in their book children and their world: teaching elementary
social studies, fourth edition, Houghton-Mifflin, 1991, have identified some general behavioral
characteristics of differently sized groups :( foundations of democracy teachers’ guide 1994,
USA)
Groups of two--High exchange of information and a tendency to avoid disagreement are two
features of pairs. In case of disagreement, however, deadlock occurs because there is no support
within the group for either participant.
Groups of three--Triads tend to be characterized by the power of the majority over the minority
one. However triads are the most stable group structure with some occasional shifting of
coalitions.
Groups of even numbers ---More disagreement is prevalent in groups with even numbers of
members. This is due to the formation of subgroups of equal size resulting in deadlock.
Group of five ----The most satisfying learning group size seems to be five. There is ease of
movement with in the group. The 2:3 divisions provide minority members with support. The
group is large enough for stimulation, yet small enough for participation and personal
recognition.
Group of larger than five---As group size increases, so does the range of ability, expertise, and
skill. However, so do the difficulties in keeping all members on task, ensuring everyone the
opportunity to speak, and coordinating group actions.
Concept mapping
Concept mapping is a drawing /diagram with a brief description of how some or some group
thinks certain concepts are related – there is no right or wrong approach. It serves as a

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conceptual structure pertaining to a subject and is developed by using any kinds of shapes to
represent concepts plus segments to represent linking and the relationships between concepts.
Concept maps can be developed on paper, on the chalkboard, or on a computer. Concept maps
are for measuring the growth of student learning. As students create concept maps, they repeat
ideas using their own words. misdirected links or wrong conceptions alert educators to what
students do not understand ,providing an accurate , objective way to evaluate areas in which
students do not yet grasp concepts fully
Community resource people/guest lecturer or guestSpeaker /
It is invited to the class on a given topic. This person may be a woreda official, a school director
with particular knowledge or skills, a member of the community, any one with knowledge of the
topic being taught. Involvement of people from the community who possess appropriate
experiences or expertise can greatly enhance are extend student understanding civic and ethical
education. Community resource people can contribute in the following ways:
Make the lessons come alive by sharing real-life experiences and applications of the ideas
under consideration
Help implement activities in the classroom such as role plays, moot courts, and
simulated legislative hearings and debates.
Enrich field experiences by serving as a guide and by responding to questions during
visits to places such as courtrooms and legislative chambers.
Establish anon – going relationship with a class in which the resource person is
available regularly by phone to questions or issues that may arise during a particular
lesson but the range of individuals who can serve, as a resource person is as varied as
the community itself. Commonly, this includes police officers, lawyers, judges,
legislators, state and local government agents, and professors of political science or
law. Some lessons may require expertise in other fields such as medicine,
environmental science, or business. Specific types of occupations and individuals are
suggested, both in the teacher’s guide and the student text, which can enliven and
enrich your study of the concepts in civic and ethical education.
Making the involvement of community resource person meaningful as possible
requires careful planning. Attention should be given to the following considerations:
A resource person’s involvement should be relevant to the lesson or concept under
consideration.

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The principal mode of involvement should be interaction and participation with
students. A resource person should be asked to assist students in preparing a role- play
or moot court arguments. The resource person can act as a judge, serve on a panel with
students, or respond to questions about specific details of a lesson. Also, a resource
person should participate in the concluding discussion of a lesson or activity.
When objectivity is not possible, you might consider inviting a second resource person
to ensure a balanced experience. The quest should also avoid professional jargon and
speak as simply as possible.
Before a visit by a resource person, students should be well prepared to maximize their
thoughtful participation when the visitor is present.
Most resource persons are not trained teachers and should not be responsible for
classroom management. The teacher should be in attendance during the entire visit.
Sometimes it might be necessary for the teacher to give direction to the guest by asking
appropriate questioning or offering clues that can help the resource person
communicate effectively with students.
Generally the students must actively listen by taking notes or being asked questions
during the talk or by having after the guest lecturer finishes his tasks
For a successful visit, the resource person should receive a copy of the lesson in
advance. Usually, a pre-visit meeting or phone call is useful to help clarify what is
expected of the guest.
Owing to busy schedules and limited length of this program, it is advisable to extend invitations
as soon as possible. A committee of students should be responsible for hosting the successes on
day of their visit and for the follow –up thank you letter.

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Brain storming
Write any question in the middle of the chalkboard. The question can be of this type. E.g.
1. What are the consequences of early marriage?
2. What is the consequence of early marriage?
3. What do you know about direct democracy?
4. What is the difference between human and democratic rights?
5. Mention values or pillars of democracy?
Among the given question above you may ask one or two. Then the students may directly
give their critical answers. Give chance one of the students to write the answers as the
students try to answer the given question.

Then the students will answer these questions in different ways. Then you write answer in
different directions by circling their answers repeatedly or exhaustively. This will lead them to
think critical the given questions.
A topic is written in the middle of the board and students can say or write every thing they know
about the topic. Related facts can be written in different colors or patterns. It is a good method
for revision and it visually stimulating and requires the individual to focus on the facts.

Group work
Divide the class into group of five or six and ask them to prepare a lesson plan. Let the group
include the techniques to teach any topic of civic and ethical education from grade five to grade
eight in a given period. All the procedures needed in teaching the subject should be included in
it. Let the group present plan with the technique to the class. Finally let you give them chance to
assess their presentation.

What are the purposes of active learning?

Active learning increases the effectiveness of the teaching learning process. Active
learning involves input from many sources through the senses / seeing, hearing, feeling etc /,
active learning involves process, interacting with people and materials stimulating brain activity
and active learning involves output, making students produce a response or solution
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Principles of active learning
1. Active learning is more effective than passive learning. It occurs when students invest
energy in activities to make learning meaningful students might explain concepts to others
or participants the concept for different audiences.
These can be assessed for accuracy and appropriateness.
2. Learning requires focused attention and awareness of the importance of what is to be
learned, one of the most difficult tasks is to sort out what to pay attention to what they
cannot tell the essentials that you can help students by giving them guidance, such as the
objectives or key points. Asking students to identify what they think are the key points at
the end of the class.
3. Learning is more effective and efficient when learners have explicit, reasonable, positive
goals and when their goals fit well with the teacher’s goal. Ask students to identify their
own learning goals and compare with yours, assess and share goals through the semester.
4. To be remembered, new information must be meaningfully connected to prior knowledge
and it must be remembered to be learned. If students can make meaningful connection is
new, they will remember better and be able to use new information. Help students to make
these connections.
5. Check what students ’’know’ by asking diagnostic questions, this will help find a starting
point for your teaching.
6. Information organized in personally meaningful ways is more likely to be retained learned
and used. Students learn in different ways. Introduce them to different methods of recording
and learning information- diagrams and pictures as will as prose. Help them relate their
knowledge to real life’s situation.
7. Learners need feedback on their learning, early and often, to learn well, to become
independent, they need to learn how to give feed back them. Regular feedback helps
students make progress; and is good motivator and creates a positive interaction between
teacher and students.
8. The ways in which learners are assessed and evaluated powerfully affects the ways they
study and learn. Ensure that students are aware of how they will be assessed; make sure that
assessments are designed to assess the kinds of knowledge skills and attitudes you want to
promote. Then learning for the exam/test will be of benefit.

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9. Mastering a skill or body of knowledge takes time and effort students need to be aware that
mastery of a subject takes time and effort. It cannot be achieved simply by attending class.
They need to be good time managers and use and control their time effectively.
10. Learning to transfer, to apply previous knowledge and skills to new contexts; requires
practice. It you think this is valuable, then you need to make this explicit and not expect
students to be able to recognize where the transfer of knowledge /skills/ attitudes
immediately. Direct student attention between the general and the specific challenge
students to develop their own examples.
11. High expectations encourage high achievement students achieve more when working with
teachers with high expectation. Find out what expectation students have of themselves;
make your expectations of them explicit. Develop their self-confidence. Be a good role
model.
12. To be most effective teachers need be balance levels of intellectual challenge and
instructional support to help your students build knowledge with confidence. Different
students will require different amounts of scaffolding. Use more able students to help
others.
13. Motivation to learn is alterable, the environment can affect it, and the teacher and the
learner make sure students understand the relevance and value of what you are teaching.
Encourage them and give them confidence.
14. Interaction between teachers and learners is one of the most powerful factors in promoting
learning, and interaction between learners is another. If a student believes that teachers care
about them, they are more likely to want to work hard and be successful learning names and
acknowledging individual is good start. Working together on tasks that can be completed
more effectively in a group encourages positive interaction and mutual support.
Arranging and facilitating tasks / activities/
This is the actual teaching phase, where we can facilitate tasks to be used in the classrooms that
are related to the topics. Good teacher is good facilitator who can select good methods,
techniques or strategies.
An essential feature of teaching Civic and Ethical Education is the use of activities that makes
the students to involve in different activities. Students will learn to apply their knowledge to
contemporary issues as well as to a variety of socio political questions. In addition, these

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learning strategies promote certain dispositions and participatory skills that increase students’
capacity to act effectively as citizen in democracy. For example, students learn to work
cooperatively to reach common goals, to evaluate, take and defend positions on controversial
issues, and to deal with conflicting opinions and positions in constructive manner. These
learning strategies also teach students how government works.

Group work
Let you divide the class into groups ’which is not more than five students in each group and
give them chance to choose any active learning techniques which can be relevant, you assign
students to choose the topic from grade five, six, seven and eight Civic and Ethical Education
text book. Then the groups will prepare and present the lesson to the class. Instruct students in
groups to use variety of techniques.

Approaches to Teach values of civics and ethical education

 Explore issues of personal concern such as love friendship, death, bullying and fairness, and
more general philosophical issue such as personal identity, change, truth and time
 Develop their own views, explore and challenge the views of others.
 Be clear in their thinking, making thoughtful judgments based on reasons.
 Listen to and respect other.
 Experience right thinking and reflection.
As educators we cannot control what children will think or their response to the changers and
temptations they will face on the streets and in their private lives. We can however, try to
establish a safe place in which to share what they think, feel and experience, and in which their
thought will be heard. A community of philosophical enquiry is a group of willing to discuss
matters of importance that relate to the concerns of children in their daily lives. It provides a
safe space for thinking and a creating context for ethical enquiry with children of all ages and
abilities.
Group work
1. Mention relevant techniques of teach Civic and Ethical Education?
2. What do you know about interactive teaching and learning methods?

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3. How can we manage students of large class to apply interactive way teaching? Suggest
Solutions in managing large class

In interactive teaching learning process, students can have a chance to solve different problems
facing in the society. There fore students may analyze the overgrowing practical process with the
society based on practical application. It helps students to go through all possible processes, to
solve the existing problems. The subject Civic and Ethical Education leads students to relate
learning process with the existing reality of the area of different institutions, organization, and
society, etc… These are local NGO, governmental organizations, police office, courts, prisons,
custody trial, farmers associations office and community development office, hospitals marketing
places where there is a possibility of finding resources and others like historical places where
heritages are preserved, mosques, churches etc. This will develop their way of learning. All the
above-mentioned areas give concrete and real situations to the students. In this the students can
experience their future life base and can develop their ideas for their future challenging life.
The Qualities of Teacher of Civic and Ethical Education
The success of failure of a Civic and Ethical Education rests on the teacher. He may be keen and
well-informed teacher who loves his subject and believes in its value will succeed inspire of
difficulties and handicaps.
Democracy needs a body of citizens who are ever prepared to shoulder the responsibilities that
go with freedom.
To have such citizens in the coming time we must equip, is our children and youth with day the
knowledge, competence and sense of values that would make them effective members of the
nation. In this respect Civic and Ethical Education can contribute the most. A great
responsibility is put upon the teacher of Civic and Ethical education. He must thoroughly
prepare to meet the challenge.
The main duty of the teacher of civic and Ethical Education is to inculcate in the students the
values of ideal citizenship in the students. In order to achieve this objective he has to undertake
the following jobs.
Teacher should act as a student. He should to study the interest, aptitudes and other mental
facilities of the student and impart knowledge of Civics and Ethics to them.

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He should keep himself up-to-date about the problems of civic life. That means he should know
most recent events of the civic life. No curriculum of civics can be complete and up to date.
Civics is ever growing subject. The Civics teacher is to act as a link between the school and the
Civics life at large. He has to establish co-relationship between the life and the school and the
life of various other associations and social life.
Qualities of civic and Ethical Education teacher
 Ideal citizen;
 Faith in the teaching of the subject and profession;
 Thorough knowledge of the subject;
 Impartiality and scientific outlook;
 Sympathy and creative imagination;
 Impressive and interesting personality;
 Faith in democracy;
 Love and affection for the students;
 Ideal social worker;
 Ideal leader;
 Properly equipped;
Nine special qualities of Civics teacher
 Art of development of human relations;
 Objectivity;
 Deep knowledge of the subject;
 Application of field study theory;
 A well informed teacher;
 Widely traveled person;
 A good communicator;
 Skilled in the use of technological aids;
 An interpreter of various experiences you to develop your own informed personal theory
of teaching and learning

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Individual activity
Rearrange the following Concepts into their importance that makes more qualitative in teaching
Civic and Ethical education.
1. Subject knowledge
2. Personality
3. Relation with students
4. Open mindedness
5. Civility
6. Compromise
7. Toleration
8. Mutual understanding
9. Respecting others vi

Values that strengthen our way of good teaching

A) They are secure in their knowledge, and convey confidence and enthusiasm for their
subject and its place with in the broader picture of education;
B) They have a clear sense of what they are doing and why, and model their educational
theories in their daily practice;
C) They have a sensitive understanding of how students make most progressives in the
classroom and because they see school as a place where people can learn from one
another.
D) They present themselves to students as learners as well as teachers and are committed to
develop pupil’s independence and curiosity.
E) They take seriously the need to help students develop their social and moral awareness
and responsibility, both with in school and outside it.
The school will see to promote the view that monitoring and evaluation of quality is the
responsibility that all members of the staff share.

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 Values of Good teacher
 Demonstrates the inextricable links between theory and practice as well as between
the application of theory and reflection and provides a balance of practical supported
guidance and theoretical perspectives.
 Is committed to meet children’s need
 Explores different teaching learning strategies to ensure a variety of learning.
 Requires students to reflect on their and others’ practice with a view to improve the
learning experiences of pupils, continuing their professional development, and
contributing to that of others.
 Encourages a global understanding to make or help pupils to become global citizens
of the future.
 Out comes or result in terms of the pupils achievements;
 Definite processes and procedures with a recognition of activity as the basis of
learning
 The pupil in the foreground and the teacher in the background as guide and director
only of the learning activity

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 UNIT III
Planning Lesson of Civic and Ethical Education
Introduction
You have learned theoretical bases of civic and ethical education there fore practical application
of teaching civic and ethical education will be our next task as you are student teacher of teacher
training institution therefore it essential to implement into practice before going to practical.
Now you are going to prepare lesson planning of civic and ethical education, there fore all
information’s that is needed in planning is indicated under this chapter. They are lesson
objectives,
Unit objectives:-
At the end of this unit students will be able to:
- identify lesson objectives for the topic they teach;
- comprehend contents of Civic and Ethical Education from grades 5 to 8;
- design suitable methods to achieve stated objectives:
- identify techniques of lesson presentations;
- get skills how to assess students;
- prepare a lesson plan;

Lessons of Civic and Ethical Education

Brain storming question
1. What is planning?
2. Why do we plan lesson?

Planning is essential not only in teaching but in all spheres of human activity R.L Stevenson
said to every teacher I would say, always plan out your lesson before hand but do not be a slave
to it. To be effective in his job every body plans before hand e.g. a doctor plan well in advance
before putting his patient on the operation, the housewife plans the details of daily meals etc and
so as the teacher must plan and prepare his work before entering the class and teach . .lack of
planning has a more damaging effect in teaching than in any other human endeavors, because in
teaching we are dealing with human beings and more especially with children and young people.

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Hence, planning in teaching children and young needs greater care and attention. Planning
provides basis for dynamic and interactive phase of teaching. The more systematic your
instructional planning is the greater the probability that you will succeed.
The importance of lesson plan
Lesson plans are written by teachers to help them structure the learning for themselves
and for the students. All lesson plans are based on curriculum, which is what is intended
that students learn. There fore Lesson planning is a key to an effective teaching. The
teacher must know in advance the subject matter and mode of its delivery in the
classroom. It gives the teacher an idea of how to develop the key concepts and how to
correlate them to real life situation and how to conclude the lesson. Lesson planning is
also essential because effective learning takes place only if the subject- matter is
presented in an integrated and correlated manner and is related to the pupils’
environment. Though lesson planning requires a hard work, but it is rewarding tool’s
stands conceives the lesson plan as ‘’plan of action’ implemented by the teacher in the
classroom.
Nelson L.Bossing explains the meaning of lesson plan in these word ‘’ Lesson plan is the
title given to a statement of the achievements to be realized and the specific means by
which these are to be attained as result of the activities engaged in day by – day under
the guidance of the teacher.
The lesson plan is a plan of action because
 It is the working philosophy of the teacher;
 His information and understanding of his pupils;
 It tends to prevent wandering from the subject and going off the way.
 The comprehension of the objectives of the education;
 The ability to use effective method of presentation
 It makes teaching systematic, orderly and economical.
 It gives the teacher confidence to face the class.

 The knowledge of materials to be applied.

Group work

Group students into four or five and help them to fill the following table

What are the advantages of planning What are the Consequences of failing to plan
or (not planning)?

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Individual work
What do you understand about “failing to plan is the same planning to fail’ write
short description about this saying on the space provided below?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
Planning is a very essential element in human life. It is life guidance. Every movement,
discussions, budgeting, medication, consultancy etc and other activities would be beneficiary if
they are properly planned. Planning is extremely important in education because the end result
of educating citizens will bring efficiency, effectiveness, responsibility and competence in them.
These could not be achieved with out planning. A proper planning of lesson is a prerequisite for
effective teaching, learning process. This is why lesson plan is precisely defined as plan of
action implemented by teacher in the classroom.
Group work
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 Re- arranges the following possible benefits of lesson planning starting from most crucial one.
After finishing this activity compare results of groups. Re- arranges results starting from most
frequently mentioned by the groups

Ser. Possible benefits of Whole- Group

No Lesson planning Sub –group ranks ranks
1 Builds confidence on the teacher
2 Give chance to relate lessons to actual life
situations
3 Conclusions of the lesson would be clear
4 Provide clear objectives for the lesson
5 Keeps a teacher be specific and to the point
6 The learning process would be organized and
systematized
7 Avoids unnecessary repetitions
Individual work
Show the correlation between good lesson ‘planning’ and ‘active learning methods’

Components of good lesson plan

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Description on relation between the two
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________

Good lesson plan is an instrument for the active learning. Good lesson plan ensures the
balance between teacher activity and student activity. Active learning is a modern experience
that promotes learning by doing. Student’s active participation is a key in active learning

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principle. This would be realized if and only if backed by proper lesson planning. What we
include in the lesson planning is that:
- Simplified approach to communicate important concepts and definitions
- Clearly stated, specific measurable, achievable, relevant and time bounded
objectives.
- Appropriate techniques to employ the selected method of teaching
- The extent of contents (intended subject matter) to cover with in the prescribed time
- Clearly indicated activities for both teachers and learners.
- Instructional materials and teaching aids relevant to the given topic and learning
environment.
- Valued and reliable evaluation mechanisms to check the level of learning and to find
out if the objectives of a lesson are achieved or not.
- Recapitulations and summarization to sum up the key points etc.
When a lesson planning includes these elements, the learning becomes active by it self. The
planning focuses on intended objectives; contents, methods and evaluations means there is close
link between a good lesson plan, active learning method and continuous assessment principles.
A lesson plane is not tiresome activity for teachers. Rather it is one of areas of responsibility and
interesting action for teachers because it reduces a number of complications in actual teaching-
learning process. Therefore teachers must develop personal and institutional interest to enhance
the need of lesson planning in order to benefit themselves and their
Writing educational objectives
Brainstorming question
What do understand lesson objectives?

It is extremely important and required for students to know why they are learning certain lesson.
The first step in planning of the lesson should have lesson objectives which includes concepts,
skills what the learner’s feel (attitudes, aspirations affections etc) Lesson objectives must clearly

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be stated. When a person wants to go somewhere, he/she must know a destination before leaving
an origin so that a person will be able to choose which routes wants to travel through. Lesson
objectives are like a destination for both teachers and students. All efforts and imputes meant to
achieve those stated objectives lesson objectives are identified as general and specific.
There are criteria or procedures that serve as guidelines for wring objectives:
Lesson objectives can be from 3-5 while course objectives can be 7-10
Objectives must focus on the desired or intended out come of learning.
The set of objectives must be comprehensive which includes (cognitive,
psychomotor and affective domain)
Objectives must reflect the behavior of the students but not the teacher.
There two families of terms general and specific term (specific terms are
used for to lesson objectives and general terms are used subject
objectives )
Identifying and stating General objectives
Individual activity
What is the difference between general and specific objectives?
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General objectives are usually desired from the aim and goal of instruction why certain courses
are developed? Producing competent citizens is the out standing purpose of instructions in
civics. Therefore courses must be designed to support and ensure the achievement of this end.
Every course designed must have its general objectives. General objectives are prepared to
communicate long-range intentions.

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Activity
The following activity should be attempted at individual level. After finishing the work common
answers too many students should be selected and communicated to students. One example is
done to clarify the approach.
Question 1- State the general objectives for the topic’’ producing good citizens’’ In other
words what is expected quality from students after learning this topic start your answer by
saying ‘’ At the end of this topics students will be able to’’
Example
At the end of this topic students will be able to:
- Believe in equality of opportunity for all.
- Defend basic human rights and privileges guaranteed by the constitution
- Accept principle of democracy;
- Defend their nation from attack;
- Develop culture of loving work;
In order to achieve the above objectives what kind of sub-topics should be included?
Example;
– Importance of equality;
- Protections of rights;
- Principles of democracy;
- Defending a nation;
- Industriousness;
Question 2
State the general objectives for the topic ‘’ The Rule of Law.’’ At the end of this topic students
will be able to:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
In order to achieve the above objectives what kinds of sub- topics should be included?

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 _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Question 3
State the general objectives for the topic ‘‘State and government’’ At the end of this topic
students will be able to:-
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What kind of sub-topics should be included in order to achieve the above objectives?
_______________________________________________________________________
_______________________________________________________________________

Identifying and stating specific objectives

Specific objectives
Specific objectives are based on the following principles-------SMART which means
S—SPECIFIC
M—MEASURABLE
A—ATTAINABLE
R—RELEVANT (TIME BOUNDED)
Group Work
Mention an action verb that helps in writing general and specific objectives of daily, weekly,
and annual lessons.

Specific objectives are detailed objectives compared to general objectives. They are derived
from general objectives in such a way that general objectives are broken down into different
precise statements. When the objectives are to bring behavioral out comes of teaching a
particular course or topic, be the specific behavioral outcomes of certain chapters in the course
certain sub- topics in the topic. You are given examples of general objectives for the topic
producing good citizen above. One example stated says students will be able to believe in

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equality of opportunity for all. When it comes to specific objectives the above general objective
would be splinted in to different specific statements. To achieve each specific objective more
sub topics must be added.
Example
General objectives
Students will be able to believe in equality of opportunity for all
Specific objectives:
Students will be able to:
- Realize importance of equal use of national resource
- Appreciate equality of language religion and other norms of the people etc.
Sub-topics contingent to these specific lesson objectives must be added.
Activity
Write specific objectives for the following lesson - topics
a) Equality
b) Human rights
c) Democracy
d) Industriousness;
It must be noted that general lesson objectives and specific lesson objectives are not rigid
concepts. For some very broad concepts specific objectives may not really satisfy objectives
may or may not be precise as required where as some times general objectives seem to be more
specific than the specific objectives depending on the nature of the topic given?
Developing suitable learning experiences to achieve the stated specific objectives.

Brainstorming question
What would be suitable learning to achieve the stated specific objectives?

Preparing a lesson plan.

Thinking part of a lesson plan
Lesson plan is first of all a thinking process .this thinking process is basically completed four
parts
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1st determine the curriculum, that is what the children learn; what the children learn what they
will be able to do upon completing the activities or work of the lesson.
2nd determine what the students already know, before beginning the lesson, that can lead into the
new curriculum of the day. 3rd determine at least one way to assist the students in learning the
new curriculum
4th determine at least one way to evaluate the learning outcomes of the students.
Written format of a lesson plan
There are different formats that can be used to write daily lesson plans. Formats that the most
useful are very simple to follow and are well structured like back
ground ,objectives ,contents ,introduction ,presentation ,summarization and stabilization,
evaluation etc and at the time instructional materials to be used and time allocations are very
important part in preparing lesson plan
The lesson plan that will be prepared by Civic and Ethical Education teachers can control the
activities of the teachers and learners. This means that it prevents wondering from the subjects
and serves as a check note to waste energy and resources. Thus the lesson plan should be
flexible and should be open to critics and change if the need arises. It should not be an obstacle
to satisfy the interest of the student for short period of time and then follow the guide and work
accordingly.
Critical thinking
Ato Abebe is well-experienced teacher. He always comes to class with out lesson plan,
because he had worked for more than twenty years. He presents his lesson from the
previous experience so that he does not need a lesson plan. Give your critical answer on
the following questions.
1. Do you think that he can successful accomplish every thing needed?
2. Do you agree on Ato Abebe’s way of teaching ?.

Types of lesson planning

The lesson can classified into
1. Annual lesson plan
2. Unit lesson plan
3. Weekly lesson plan

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 Annual lesson plan.
It is the work of a year in a definite manner and units compassed of two three semesters plan of
units and the efforts of the teacher to cover the course with in the working days of the year. It is
prepared by the teacher and approved by the head of civic and ethical education department and
school director.
Annual lesson format
Name of the school_____________
Name the teacher __________
Grade _____________
Lesson plan type ____________
Year _______________________
Subject _______________

Month Week Unit Topic General Method of Techniques Resources

Semester & and sub objectives teaching and and
sub topics strategies evaluation
unit

Prepared by ___________________________signature ______________date ________

Checked by the head of the department____________Signature __________date
Approved by Directors ‘of the school_____________________ signature _________date

Guidance for writing the daily lesson plan

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Daily lesson plans are not written for teachers to read to the class. They are used to structure the
lesson and to help with flow of the class, especially when something has occurred to distract
every one, including the teacher
Daily lesson plan format
Level of the class and year___________ Subject ____________
Name of school________ Date of the lesson_________
Period ______________
Teachers name _________
Number of students’ ________Male………Female. ……Total. ………..
Specific learning objectives
Begin with: by the end of the lesson the students will be able to………(or SWBAT for short)
Ensure your objectives are SMART—specific, measurable, achievable, relevant and time
limited
Teachers activity Time Students activity
Include details of the teacher, Indicate how much time to Include the details of the
introducing the lesson, direct be spent on each activity by activities that the students
whole class or group teaching , the teacher and the students will do and the expected
organizing active learning outcomes that come.
situation , giving instructions , Theses are the things we want
assessing and interviewing to the students to do in order to
facilitate students Listening, , learn .we should encourage
submersing key points. independent learning, to try
Include the questions the teacher to get students to organize
will ask students in order to and think for themselves. The
check understanding and to teacher gives some
challenge them further. information, but primarily
designs and sets up activities
and challenges by
questioning and supports
where necessary.
Resources this can include students work on display with labels of words, sentences or

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questions, reference displays, independent writing and also artifacts and exhibits.
Include the materials that you will use in your lesson
Assessment method to be used
Identify the methods you have chosen to assess the knowledge, skills and understanding of the
students. Most of the assessment you will do throughout the lesson will be to help you to
improve your teaching and facilitate the students learning. You will be able to identify
misconceptions and intervene immediately. It may be worth recording students who make
significant progress or who have significant difficulties.
The methods may include, listening to pair/group discussion, observation of an activity ,
students written work , problem solving , presentation quiz, display ,marking written
workbench. Assessment can be by observation, the quality of the students work , small test
activities or short question and answer sessions . Recording systems should be simple and easy
to understand.

Active participatory learning should hold the following basic features of lesson plan
Features of lesson plan
Some important features of good lesson plan are as follows.
1. Objectives …….we need identify clearly what we award the students to learn.
We can also identify which subject areas these refer to in order to ensure a
broad and balanced curriculum. It must be made clearer to students that their
best work is always expected e.g. writing in their books, drawing etc.
All teachers’ work sheets black board writing /displays etc should of good
quality to show students what is expected. All the cognitive objectives are
intended to be fulfilled should be listed in the lesson plan.
2. Content ………the subject matter that is intended to cover should be limited
to prescribed time. The matter must be interesting and it should be related to
pupils’ previous knowledge. It should also be related to daily life situation.
3. Methods …… the most appropriate method should be chosen by the teacher.
The method chosen should be suitable to the subject matter to be taught. The

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 teacher must also identify suitable teaching aids. Teacher may also use
supplementary aids to make his lesson more effective
4. Evaluation/Assessment ………this is the opportunity for the teacher to
reflect on the quality of the lesson and immediately to not how they delivered
the next time or period.e.g.better resources, clearer work etc teacher must
evaluate his lesson to find the extent to which he has achieved the aim the
lesson.
Evaluation can be done even by recapitulation of subject matter through
suitable question.

Summery
Review questions

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