SNNPR EDUCATIONAL BUREAU

Secondary Schools (Grade 9-10)

Citizenship Education
Tot Training Manual

September, 2015E.C

HAWASSA
TABLE OF CONTENTS
1. Introduction............................................................................................................................................1
2. Background of Citizenship Education......................................................................................................1
3. Citizenship Education in Ethiopia.............................................................................................................2
4. Rationale of Citizenship Education..........................................................................................................2
5.The Strong and weakens sides of Civics and Ethics Education..................................................................3
5.1 The Strong of Civics and Ethics Education...................................................................................3
5.2 The weakens of Civics and Ethics Education................................................................................3
6. Objective of Citizenship Education..........................................................................................................5
7. Learning areas of Citizenship Education..................................................................................................6
8.Curriculum Materials and Support Materials...........................................................................................6
8.1 Content Flow Chart.........................................................................................................................6
8.2 Minimum Learning Competencies (MLC) Document..................................................................9
8.3 Syllabus..........................................................................................................................................10
8.4 Student Textbook...........................................................................................................................14
8.4.1 Grade 9th Citizenship Education Student Textbook...................................................................14
8.4.2 Grade 10th Student Textbook Unites, Lessons and Contents...............................................20
8.5 Grade 9th and 10th Citizenship Education Teacher Guide.......................................................25
9. Teaching Methods to Citizenship Education..........................................................................................27
10. Assessment and Evaluation.................................................................................................................28
10.1 Types of Assessment....................................................................................................................28
10.1.1 Diagnostic assessment...........................................................................................................28
10.1.2 Formative assessment...........................................................................................................28
11. Opportunities......................................................................................................................................28
12. Threats.................................................................................................................................................29

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 1. Introduction
Education plays an indispensable role for national development through the development of
social, economic and political values. One of the key issues that countries have to focus on in
their education policy is to build citizens with good citizenship behaviours, skills and knowledge.
Citizenship Education has a significant role in the process of producing good citizens.
As a result, it has been several years since the FDRE government introduced CEE in the
curriculum.
CEE in Ethiopia is creating the notable contribution to the awareness on the rights of citizens.
However, there are challenges that hinders the subject to achieve its objective of producing good
citizens;
Less emphasis on ethics;
Repetition of content at all levels;
Failure to adequately address national events;
Educational institutions exposed to various internal and external contexts. Thus, studies
recommended CEE should be revised to address the above limitations of the subject by
incorporating contents related to; Moral values and Indigenous knowledge which enhance
national unity and enable citizens to be critical thinkers.

2. Background of Citizenship Education

Citizenship Education is emerged as a subject in the areas of social science and relies on the
country’s issues which has different nomenclature in different countries like;
Citizenship Education--- America and Germany
Right Education--- South Africa
Moral Education--- Ethiopia (In the reign of E/H/S)
Character Education--- Singapore
Political Education--- Ethiopia (In the period of Dergue)
But there is no significant difference in their essence and purpose.

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 3. Citizenship Education in Ethiopia
In Ethiopia the name, contents and methods of Citizenship Education have been changing from
time to time (regime to regime).
Citizenship Education was introduced into the Ethiopian school curriculum;
During the reign of Emperor Haile Selassie as Moral Education, aimed at producing ethical and
loyal citizens and was partisan to religion.
During the Derg regime, it was also included in the curriculum, as; Political Education, and
aimed primarily at inculcating socialist ideology into citizens and was affiliated with that
ideology.
Since 1986 E.C it has been introduced as; Civics Education in the curriculum from grade 1-4
integrated with environmental science and Grades 5-8 in combination with social science
education.
After 1991 E.C; in the secondary schools (Grade 9-12), it was given as independent subject
named as Civics Education. In 1996 EC, the title was renamed as Civics and Ethics Education.
Accordingly,
since 1996 E.C; it has been offered in combination with other subjects in pre-primary and
primary schools (1- 4), and Grades from 5-12 separately based on 11 values.
Citizenship Education has been given in Ethiopia at different levels of schools with the intention
of creating good citizens; i.e. competent, active, informed, responsible and exemplary citizens
who are equipped with virtuous characters and active participant in the overall affairs of their
country. However, it couldn’t bring the desired learning out comes/ behaviour from citizens.

Thus, to confirm with the contemporary national as well as global issues, moral values should be
incorporated into the new curriculum ever before. Thus, the nomenclature of the subject also
named as; Moral Education for primary school (1-6), Citizenship Education for middle level (7-
8) and secondary schools (9-10). At pre-primary level, the subject should be offered by
integrating with other subjects.

4. Rationale of Citizenship Education

The rationale for Citizenship Education includes; To enable the young generations to have
knowledge on democratic values and practice them in their practical lives. To enable citizens to
participate actively in the political, social and economic affairs of the society; To enable citizens
think critically, and make decisions based on evidence.

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Generally,
the rationality of Citizenship Education at all levels of education is; To enable citizens
developing common values of Ethiopia which help us to strengthen unity and live together
peacefully

5.The Strong and weakens sides of Civics and Ethics Education

5.1 The Strong sides of Civics and Ethics Education
It is undeniable fact that CEE is playing a pivotal role in raising the awareness level of students
on rights. In other words, it has been producing citizens who could ask their constitutional and
internationally agreed rights.

In addition, the students scoring highest mark in the subject at different schools and national
examinations can be taken as the main achievement of the subject.

5.2 The weakens sides of Civics and Ethics Education

There are several kinds of drawbacks of the subject that hinder to attain the ultimate goals of
CEE.

 Poor social and moral values,

 Repetition of contents in all grade levels,
 More values on civics,
 Poor teaching methods are the major problems and
 Poor assessment methods.

Poor social and moral values

 It lacks valuable contents such as: social values, morality and ethics.
 To be specific;
 The content of the subject highly focused on cognitive domain rather than affective and
psychomotor domain.
 Besides, it does not give room for indigenous moral values.
 Therefore, indigenous social values and philosophy is undermined.
 These factors led the youth to lose their own social values and influenced by western
social and cultural values.

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Repetition of contents in all grade levels
 The existing contents of CEE at all grade levels were designed based on spiral curriculum
approach.
 However, its contents across all grade levels are more or less similar in its scope and
depth.

More values on Civics

 There is imbalance b/n Civics and Ethics.
 Moreover, the limitation of CEE is not only the imbalance between Civics and Ethics, but
also there is high degree of imbalance between the citizenship rights and responsibilities.

Lack of teaching Resources

 Obviously it is impossible to achieve the ultimate objective of the subject without having
the necessary teaching resources.
 Based on the current information and experiences, there is no sufficient teaching aids and
materials.
 This leads to inefficiency and poorly implemented programmes of CEE.

Poor teaching methods

 Most of the time the subject is delivered through lectures method.
 Methods of teaching are mainly depended on teacher cantered approach.
 As a result, this method of teaching has never changed the deviant behavior of students.

The External Environment

 The gap of democratic institutions to exhibit theories into practice on the ground.
 The external environment didn't serve as a laboratory for the 11 values of CEE.

Poor Assessment Methods

 The assessment method is also mostly depending on classroom activities that have
hampered many students from learning through field visit.

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  This has been precluding them from knowing and perceiving the real life and values of
the society.
 Similarly, the assessment technique predominantly focused on evaluating the knowledge
level of students instead of evaluating the attitudes and behaviour of students.

Generally, the previous subject was;

 Emphasized on an ethics rather than moral and social values,

 Content redundancy and emphasized on the cognition aspect of student development.
 Thus, it needs revision and content amendment for the betterment of the education system
as general and citizenship as particular.

6. Objective of Citizenship Education

 The main Objective of Citizenship Education is;
 To produce good citizens who have a civic knowledge, skills and disposition and abide
by the moral values of the society.

Who is good citizen? A person who:

 Knows and exercises his/her rights
 Discharges his/her obligations
 Puts into practice democratic principles and moral values
 Conform to the social norms and values of the society

Specific objectives
 To promote the essence of tolerance, cooperation and mutual-understanding in the minds
of citizens;
 that enables them to solve conflict peacefully by accommodating differences.
 To develop good knowledge and awareness on democratic principles and values.
 To develop patriotic feeling and national character of citizens
 To produce citizens who have democratic outlook from the national and international
perspectives
 To produce young people who are responsible to the moral and ethical values of the
society.

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  To inculcate ethical and moral values of the society in the minds of the learners.
 To produce citizens who develop and practice the sense of unity, critical thinking,
peaceful co-existence and tolerance to live together peacefully.
 To produce citizens who develop and practice basic indigenous values.

7. Learning areas of Citizenship Education

Secondary Level (Grade 9-10)

At this level, the subject should be focused on citizens to participate in the public life of a
democracy, to use their rights and to discharge their responsibilities with the necessary
knowledge, behaviour and skills.
The learning areas include;

 Citizenship and patriotism,  Critical thinking,

 Moral and Civic Virtues,  Conflict Resolution and Peacebuilding,
 Democracy and Human right,  Contemporary global issues,
 Federalism and Multiculturalism  Ethiopian Foreign Policy and
 Constitution  Diplomacy Good Governance

8.Curriculum Materials and Support Materials

Curriculum materials are educational resources helpful to organize and implement curricular and
instructional experiences for learners from pre-primary to secondary levels.

 Flowchart,
 Minimum Learning Competencies (MLCs) document,
 Syllabuses,
 textbooks/practice book/module, and Teachers Guides

8.1 Content Flow Chart

In curriculum development there should be vertical and horizontal integration of subjects and
contents across grade levels. unless contents are integrated vertically and horizontally, subjects
couldn’t achieve the intended objectives. Thus, Grade 9th and 10th Citizenship Education
Content Flowchart presents as follows.

The existing vs the new Content Flowchart

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The existing content flowchart from grade 5th -12th was based 11 values.

However, the new content flowchart is based on 8 units which are different but integrated
vertically.

Grade 9 Grade 10

UNIT 1: ETHICAL VALUES (12 Periods) UNIT 1: DEMOCRACY AND

DEMOCRATIZATION (Period Allotted-7)
1.1. The meaning of ethics
1.1. The concept of democracy and
1.2. Major ethical values
democratization
1.3. The importance of ethical
1.2. Definitions and actors of
values of citizens democratization process

1.4. Aspects of applied ethics 1.3. Institutionalizing democracy

1.4. The role of democracy for social
transformation
1.5. Democratic values
1.6. Aspects of democracy

UNIT 2: THE CULTURE OF USING UNIT 2: CITIZENS IN THE DIGITAL

DIGITAL TECHNOLOGY (11 Periods) TECHNOLOGY AGE
2.1. The concept of digital technology (Period Allotted-7)
2.2. Culture and digital technology 2.1. Effects of digital technology on citizens
2.3 The Purpose of digital technology 2.2. The ethics of using digital technology
2.4. Codes of conduct for using digital 2.3. Opportunities digital technology provides
technology for young citizens
2.5. Effective communication through digital 2.4. Impacts of unethical use of digital
media technology on young citizens
2.6. Challenges of using digital media

UNIT 3: CONSTITUTIONALISM (8 UNIT 3: UNDERSTANDING GOOD

Periods) GOVERNANCE (Period Allotted-7)

3.1. Understanding constitution 3.1. The concepts of governance

3.2. Understanding 3.2. The concept of good governance

3.3. Elements of good governance

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Grade 9 Grade 10

constitutionalism 3.4. The role of good governance

3.3. Constitutional experiences 3.5. Challenges of good governance

of Ethiopia 3.6. Impacts of lack of good governance

3.7. Understanding and fighting corruption
UNIT 4: UNDERSTANDING UNIT4: INDIGENOUS CONFLICT
INDIGENOUS KNOWLEDGE (9 Periods) RESOLUTION MECHANISMS (Period
Allotted-6)
4.1. The concept of indigenous knowledge
4.1. The concepts of peace
4.2. The role of indigenous knowledge in
4.2. Impacts of absence of peace
producing responsible citizens
4.3. The notion of peace building
4.3. The role of indigenous social
4.4. Indigenous conflict resolution
institutions in solving problems of
mechanisms
communities
4.5. The roles of indigenous social institutions
in ensuring sustainable peace
UNIT 5: MULTICULTURALISM IN UNIT 5: FEDERALISM IN ETHIOPIA
ETHIOPIA (10 Periods)
(Period allotted-7)
5.1. Understanding culture
5.1. The meaning of federalism
5.2. The concept of multiculturalism
5.2. Types of federalism
5.3. Pillars of multiculturalism societies
5.3. Key features of federalism
5.4. Major forms of diversity
5.4. Advantage and disadvantage of
demonstrating multiculturalism
federalism
5.5. The roles of federalism in
UNIT 6: NATIONAL UNITY THROUGH UNIT 6: HUMAN RIGHTS (Period Allotted-8)
DIVERSITY 6.1. The concept of human right
6.2. Citizens and state obligations in realizing
(10 Periods) human rights
6.1. Unity in diversity
6.2. Elements of diversity
6.3. Accommodation of diversity

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 Grade 9 Grade 10

6.4. The importance of diversity

management in Ethiopia
UNIT 7: PROBLEM SOLVING SKILLS (10 UNIT 7: PATRIOTISM (Period Allotted-8)
Periods)
7.1. The meaning of patriotism
7.1. Meaning of problem-solving skills
7.2. Types of patriotism
7.2. The importance of problem-solving
7.3. The bases of patriotism
skills
7.4. The importance of patriotism
7.3. Characteristics of good problem solver
7.5. Duties expected of patriots
7.4. Ways to improve one’s problem solving
skills
UNIT 8: ETHIOPIA’S FOREIGN UNIT 8: GLOBALIZATION AND GLOBAL
RELATIONS IN EAST AFRICA (8 Periods) ISSUES
8.1. The concepts of foreign (Period Allotted-8)
relations 8.1. The meaning of globalization
8.2. Instruments of foreign policy 8.2. Advantages and disadvantages of
8.3. The roles of foreign policy globalization
8.3. Fighting the impact of globalization
8.4. Major global issues

8.2 Minimum Learning Competencies (MLC) Document

MLC indicates the minimum that a student must learn and apply in each grade level and subject
in terms of knowledge, skills, and attitudes. The grade-level and subject-specific competencies
consist of clear expectations for what each learner is anticipated to know. Be aware that the
minimum requirement level is not the standard level rather it is the threshold (marginal) level.

In Citizenship Education the MLC which are expected from students are;
 Enjoy their rights and freedom, respect the freedom of others, consciously discharge their
duty and responsibility, respect the rule of law, and try to solve the problem of the
society.

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  Demonstrate the ethical values expected from an ideal citizen
 Appreciate the diversity of Ethiopian society
 Know the characteristics of a good citizen and practice in their day today life.
 Understand the values and principles of democracy and practice them in their practical
lives.
 Develop critical thinking and problem solving skills.
 Develop powers of reasoning and systems of evaluation.
 Demonstrate indigenous democratic values in their community
 Practice the elements of good governance in their daily life
 Demonstrate the values of peace in their daily life
 Appreciate the beauty of unity in diversity
 Rectify the deviant and violent behavior that are observed within the divergent societal
groups throughout the country.

Basic features of MLCs

 Basic features of MLCs are;

 Achievability,

 Communicability,

 Learning continuum and

 Assessment blueprint.

8.3 Syllabus
A syllabus is a plan for a course of study or a subject to be taught. It is a blueprint for the
curriculum. It is one of standard document in curriculum. Citizenship Education Syllabus aims to
inspire a set of cultural and universal values in students. It enables them to interact and work
with people from different social and cultural groups.

Elements of syllabus
The syllabus contains;
 The intended learning outcomes,
 Minimum learning competencies (MLCs),
 Contents and sub contents,

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  Learning activities and
 Assessment strategies.
The syllabus for each unit starts with the learning outcomes.
Developing syllabus
 Contents are selected and organized in a flow chart and;
 Competencies are developed,
 Developing syllabuses.
Similarity and difference of the current and new syllabus
Similarity
Both have;
• Competency
• Flowchart
• Period allotted for each unit and subunit
• Time allotted for a period is 40’
Difference

No Current Syllabus New Syllabus

1 Values are the same across grade levels Chapters are different across grade levels
2 3 Periods/week 2 Periods/week
3 Emphasized on cognitive domains (see Trying to balance all learning domains
example)
4 More of teacher center approach Trying to make active learning
5 Assessment method- Generic Assessment methods-Specific

When looking at the learning outcomes set in the existing Civics and Ethics Education Syllabus
prepared for grades 5-12; In all grade levels (5-12) out of 264 learning outcomes 262 were
designed for the student to acquire knowledge only. Only two of them that is; In the 7th grade;
they fight negative and harmful habits that can undermine the common security;
In 8th grade; hey believe that they should be able to carry out their share of responsibilities
effectively.
Apart from these two learning outcomes; The rest 262 are focused only on cognitive domains
such as understand, realize, recognize, appreciate etc.

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 How to use syllabus?
Use syllabus as a standard during planning, assessment and evaluation. The teaching learning
process may not only depend on what a textbook has (sometimes you need to consider the
syllabus)
• Consider competencies listed on the syllabus.
• A syllabus is attached at the back of the teacher guide.

Grade 9th
Unit One: Ethical Values (12 periods)
Learning outcomes for this Unit:
By the time students complete this unit, they would be able to:
• Understand the ethical values of citizens
• Appreciate the major ethical values of citizens
• Demonstrate ethical values expected to from good citizens
• Recognize the importance and characteristics of applied ethics

Grade 9th (Unit 1)

Minimum learning Contents Learning activities Assessment
competencies

 Define ethics 1.1. The meaning  Ask students  Ask the students
 Explain why of ethics to tell what is to tell about
being ethical is 1.2. The major meant by ethics
important in ethical values ethics  Observe
your daily life expected from  Facilitate
ideal citizens students’ pair
 Explain the students
1.2.1. discussion on
and group
major ethical
values Integrity the types of discussion
 Advocate 1.2.2. ethics  Ask some
attributes of a Promise keeping  Let students students to read
person who & trustworthiness discuss in pair what they have
has true 1.2.3. the concept of written
integrity Loyalty ethical values  Record the
 Demonstrate 1.2.4.  Help the activities of the
ethical values Concern for students to
others
learners in the
expected of engage in case class and
good citizens 1.2.5. studies, role-
Respect for others provide
 Explain the play, or drama
1.2.6. related to
constructive
importance of
feedbacks
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 ethical values Law abidingness major ethical  Follow the
of citizens 1.2.7. values discussion and
 Identify the Commitment for  Use pictures, provide
consequences excellence videos, role constructive
of lack of 1.3. The play, or drama
feedback
possessing importance of to teach
ethical values? ethical values of environmental  Check on the
 Demonstrate citizens ethics case studies, role
your ethical 1.4. Aspects of  Encourage play, and drama
values applied ethics learners to and reflect on
 Define 1.4.1. engage in role- them.
professional Environmental play drama
ethics Ethics displaying
 Describe 1.4.2. professional
environmental Professional ethics
ethics Ethics  Encourage the
 Identify traits students to
of professional write the
ethics qualities of
 Display ideal citizens
environment  Give short
friendly summary on
behaviors each topic of
the unit

Grade10th
Unit Three: Understanding Good Governance (Period allotted-7

Learning Outcomes:

At the end of this unit, learners will be able to:

• Define the term governance

• Explain the concept of good governance

• Demonstrate the importance of good governance

• Explain roles of good governance for socio-economic development

• Identify the impacts of lack of good governance

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 Grade 10th (Unit 3)
Minimum learning Contents Learning activities Assessment
competencies

 Understand the 3.1. The  Ask the students to  Ask the students
concept of meaning of recall the meaning of to tell the
governance governance governance meaning of
 Know the elements 3.2. The concept  Ask the students to governance
of good governance of good explain the concept of  Ask the students
 Appreciate the roles governance good governance to reflect on the
of good governance 3.3. Elements  Let the students concept of good
for socio-economic of good discuss in a group the governance
development governance elements of good  Observe
 Practice the 3.4. The roles of governance students’ group
elements of good good  Divide the students discussions
governance in their governance for into groups and let  Ask some
daily life socio- them discuss on roles students to read
 Recognize economic of good governance what they have
Challenges to good development for socio-economic written
governance 3.5. The impacts development  Record the
 Understand fighting of lack of good  Let the students activities of the
Corruption governance discuss in a group and learners in the
3.6. Challenges write the impacts of class and
 Identify the impacts
to good lack of good provide
of lack of good
governance governance constructive
governance
3.7. The impacts  Give short summary feedbacks
of lack of good on each topic of the
unit
governance

Discussion point
Discuss on the learning outcomes, minimum learning competencies (MLCs), learning activities,
and assessment which are incorporated in the syllabus.
8.4 Student Textbook
8.4.1 Grade 9th Citizenship Education Student Textbook
Textbook is a standard book, used as a tool of teaching and learning organized for instructional
purpose. Serve as a guide for teachers and students as well. Textbook can be called as a teacher

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in print for the students. Textbook is the book that is designed to present the basic principle or
aspect of a given subject.
What a Textbook consists of?
 Cover page--- able to transfer clear message of the whole contents
 Take good care of the textbook--- the way how to care for the textbook
 List of Developers--- which includes writers, editors, illustrator, evaluators, designers.
 Copy right page--- by the FDRE, MoE.
 Table of content--- Units, lessons and sub contents
 Introduction--- how the textbook organized.
How unites organized?
This text book consists of eight units. Each unit is further divided in lessons and organized as
follows;
 Unit Introduction--- why students learn that unit and what are the lessons covered.
 Key words and concepts--- define most important words and concepts.
 Learning outcomes--- the expected result at the end of the unit
 Unit Lessons--- sub units included under each unit.
 Unit Summary--- the main and very important concepts of the unit
 Glossary--- words which needs definition
 Unit Review Exercises--- questions to evaluate the students
How lessons are organized?
 Competencies of the lesson--- what is expected from students after learning the
lessons
 Brainstorming questions--- to assess the previous knowledge of students
 Explanation about the contents of the lesson--- notes about each content and sub
content.
 Case studies/Activities---which help to assess the students level of understanding
about a certain content.
 Illustrations---pictures/photos which transmit the message of a certain content.
 Remember/Main Points of the lesson for grade 9th but not grade 10th
How to develop textbook?

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Textbooks should be prepared to meet the needs of all students including those with special
needs and the talented. Moreover, the development of textbooks should follow standardized
procedures such as;
Illustration,
size,
paper quality,
organization of contents based on active learning
alignment of contents with syllabuses,
space for activity, etc.
All textbooks must comply with the requirements of the general education curriculum
framework, syllabus and other pertinent guidelines. In particular, they must not simply contain
knowledge to be acquired, but encourage the development of skills and values appropriate to the
subject, and focus on helping students achieve competency.
How to use Textbook?
 Advice and follow up the students to take good care.
 Use textbook as a main source in addition to other sources.
 Both students and teachers are expected to bring the textbook in the classroom.
UNIT 1: ETHICAL VALUES
In this unit, students will learn about the ethical values of citizens. We Ethiopians have our own
indigenous ethical values. But due to internal and external factors many of them are eroded.
Unless we restore these indigenous moral values, our social change may face multiple challenges
and no better civilization. Thus, we need to have commitment to demonstrate meaningfully those
ethical values expected from us in our daily life. This is because without ethical values life can
be a miserable for everyone.
Contents
1.1. The meaning of ethics
1.2. Major ethical values
1.2.1. Integrity
1.2.2. Promise keeping
1.2.3. Loyalty
1.2.4. Concern for others

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 1.2.5. Respect for others
1.2.6. Abiding by the law
1. 3.The importance of ethical values of citizens
1.4. Aspects of applied ethics
1.4.1. The meaning of applied ethics
1.4.2. Professional ethics
UNIT 2: THE CULTURE OF USING DIGITAL TECHNOLOGY
In unit 2, students will learn about the culture of using digital technology and their challenges.
Using of digital technology has its own ethics (code of conducts) and community standard.
Unless we respect code of conducts of digital technology, we will be accountable for our wrong
doing, besides to this we may face challenges. Each digital technology has its own objectives and
makes life easy. So we need to use each digital technology for its own specific purpose.
Thus, this unit deals with the importance of using digital media and the codes of conduct that
need to be followed while using these digital technologies.
Contents
2.1. The concept of digital technology
2.2. Culture and digital technology
2.3. The Purpose of digital technology
2.3.1. Social connection
2.3.2. Communication speed
2.3.3. online learning opportunities
2.3.4. Digital marketing
2.4. Codes of conduct for using digital technology
2.5. Effective communication through digital media
2.6. Challenges of using digital media
2.6.1. Disregard for Ethical Values
2.6.2. Fabrication of Fake News
2.6.3. Personal Privacy and Security Issues
2.6.4. Cyber Bullying
2.6.5. Computer Hacking

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UNIT 3: CONSTITUTIONALISM
Under this units Students are going to earn about constitution and constitutionalism. One of the
characteristics of a good citizen is respecting the constitution.
But to respect the constitution, first students need to understand the essence and purpose of the
constitution. This unit acquaints students with the notion of constitution, constitutionalism, and
constitutional experiences in Ethiopian context.
Contents
3.1. Understanding constitution
3.1.1. Types of Constitution
3.1.2. Written Vs Unwritten
3.1.3. Rigid Vs Flexible
3.2. Understanding constitutionalism
3.3. Constitutional experiences of Ethiopia
3.3.1. Traditional constitutional experiences of Ethiopia
3.3.2. Written constitutional experiences in Ethiopia (1931-1995)
UNIT 4: UNDERSTANDING INDIGENOUS KNOWLEDGE
In this unit, students will learn about indigenous knowledge. One of the weakness of our
education system is it didn’t give due attention for indigenous knowledge. One of the subject
which is comfortable to incorporate indigenous knowledge is citizenship education like conflict
resolution mechanisms, social values etc. This indigenous knowledge plays a prominent role for
sustainable peace and economic development. This unit introducing the students with indigenous
knowledge which is very important to solve community problems.
Contents
4.1. The concept of indigenous knowledge
4.2. The role of indigenous knowledge in producing responsible citizens
4.3. The role of indigenous social institutions in solving problems of communities
UNIT 5: MULTICULTURALISM IN ETHIOPIA
In this unit, students are going to learn about the concept of multiculturalism. We Ethiopians
are multicultural societies. Our multicultural nature will not be a challenge for our national unity.
It is so relevant and critical to use our multicultural nature as an opportunity for the development
of our country. Thus, this unit mainly deals with understanding the concept of multiculturalism
and pillars of multicultural societies.

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 Contents
5.1. Understanding culture
5.2. The concept of multiculturalism
5.3. Pillars of multiculturalism societies
5.3.1. Accepting and respecting differences
5.3.2. Tolerance and appreciation to differences
5.4. Major forms of diversity demonstrating multiculturalism
5.4.1 Ethnicity
5.4.2. Religion
5.4.3. Linguistic Diversity
UNIT 6: NATIONAL UNITY THROUGH DIVERSITY
This unit mainly deals with the importance of national unity within diversity and appropriate for
diversity management in multicultural society. Thus, this unit is very interesting to create and
uphold our county’s national unity and national identity within the current diverse Ethiopian
societies.
Contents
6.1. Unity in diversity
6.2. Elements of diversity
6.3. Accommodation of diversity
6.4. The importance of diversity management in Ethiopia
UNIT 7: PROBLEM SOLVING SKILLS
In this unit, students are going to learn about the concept of problem-solving skills and its
importance. Problem solving is one of 21th century skill. We Ethiopians are plagued with many
problems due to lack of problem solving skills. We may face many challenges and unable to
solve due to lack of this skill. So this unit deals with intellectual and practical skills that are used
to solve practical problems in our day-to- day activities.
Contents
7.1. Meaning of problem-solving skills
7.2. The importance of problem-solving skills
Characteristics of good problem solver

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 7.3.1. Qualities of good problem solver
7.3.2. Stages of problem-solving processes
7.4. Ways to improve one’s problem solving skills
7.4.1. Meaning of Creative problem-solving
7.4.2. Problem solving skill as attributes of good citizens
7.4.2.1. Conflict resolution skills
7.4.2.2. Critical thinking skills
UNIT 8: ETHIOPIA’S FOREIGN RELATIONS IN EAST AFRICA
No state in the world can live alone in isolation from other states. The survival of one state
depends on another state in order to secure its national interests. This unit acquaints students with
basic concepts of foreign relations and Ethiopia’s foreign relations in East Africa.
Contents
8.1. The concepts of foreign relations
8.1.1. National interest
8.1.2. Foreign policy
8.2. Instruments of foreign policy
8.2.1. Diplomacy
8.2.2. Economic methods
8.2.3. Military Force

8.4.2 Grade 10th Student Textbook Unites, Lessons and Contents

UNIT 1: DEMOCRACY AND DEMOCRATIZATION
In this unit, the students are going to learn about democracy. Knowingly or unknowingly we are
exercising the principles and values of democracy in our daily life. As a good citizen we are
expected to be democrat. Learning democracy and democratization enables the students to
identify the principles of democracy and practice in their practical life. This in turn contributes to
sustainable peace and development for the country.
Contents
1.1. The concept of democracy and democratization
1.1. Definition of democracy
1.2. Definitions and actors of democratization process

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 1.2.1. The meaning of democratization
1.2.2. Major Actors in the process of democratization
1.3. Institutionalizing democracy
1.3.1. Definitions of democratic institution
1.3.2. Democratic institutions and their functions
1.4. The role of democracy for social transformation
1.5. Democratic values
1.6. Aspects of democracy
UNIT 2: THE CULTURE OF USING DIGITAL TECHNOLOGY
In human history digital technologies have advanced more rapidly today than ever before with
challenges. They have reached many peoples of the world and transformed societies in all
settings.
They have enhanced connectivity, speeded communication, revolutionized financial systems and
improved access to trade and public services. However, using digital technology has its own
culture to be respected by the users. Thus, students are expected to understand and implement
these culture of using digital technology
Contents
2.1. Effects of digital technology on citizens
2.1.1. Effects on emotions
2.1. 2. Effects on social life
2.1.3. Effects on ethical values
2.2. The ethics of using digital technology
2.3. Opportunities digital technology provides for young citizens
2.4. Impacts of unethical use of digital technology on young citizens
UNIT 3: UNDERSTANDING GOOD GOVERNANCE
Now a day’s the term governance is widely known and used in all spheres of human activities.
The meaning of the term is applied to many disciplines. It is part of the socio-economic
development policy and agenda of governmental and non-governmental organizations. Students
are expected to understand the concept of good governance and implement its principles.
Contents
3.1. The concepts of governance

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 3.2. The concept of good governance
3.3 Elements of good governance
3.4. The role of good governance
3.5. Challenges of good governance
3.6. Impacts of lack of good governance
3.7. Understanding and fighting corruption
UNIT 4: INDIGENOUS CONFLICT RESOLUTION MECHANISMS
It is a fact that conflicts are inherent to human behavior and inevitable in the day to day
interactions of human societies in all personal and social relationships. Once conflicts arose, the
main task for all the parties engaged in the conflict is to work out how to resolve it and bring
about a long-lasting peace among them. For such roles, indigenous conflict resolution
mechanisms play a prominent role. This unit presents the nature, principles, features, and roles of
indigenous conflict resolution mechanisms and indigenous social institutions for building and
ensuring sustainable peace.
Contents
4.1. The concepts of peace
4.1.1. Types of peace
4.2. Impacts of absence of peace
4.3. The notion of peace building
4.3.1. Defining peace building
4.4. Indigenous conflict resolution mechanisms
4.4.1. Defining indigenous conflict resolution mechanisms
4.4.2. Features of indigenous conflict resolution mechanisms
4.4.3. Indigenous conflict resolution mechanisms in Ethiopia
4.5. The roles of indigenous social institutions in ensuring sustainable peace
UNIT 5: FEDERALISM IN ETHIOPIA
In this unit students will learn federalism in Ethiopia. It helps them to understand the issue of
diversity and federal structure of Ethiopia. It will also help them to describe the role of
federalism in accommodating diversity in Ethiopia.
Contents
5.1. The meaning of federalism

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 5.2. Types of federalism
5.3. Key features of federalism
5.3.1. Division of power
5.3.2. Decentralized system of government
5.3.3. Written and Supreme federal constitution
5.3.4. Rigid constitution
5.4. Advantage and disadvantage of federalism
5.4.1. Advantages of federalism
5.4.2. Disadvantages of federalism
5.5. The roles of federalism in accommodating diversity in Ethiopia
5.5.1. The features of Ethiopian federalism
5.5.2. Challenges to Ethiopian federalism
UNIT 6: HUMAN RIGHTS
Now a day human rights are an international agenda. In a democracy there are fundamental
rights and freedom that citizens enjoy. This unit will help the students to stand for their rights
and for the rights of others.
Contents
6.1. The concept of human right
6.1.1. The meaning of human rights
6.1.2. The basic features of human right
6.1.3. Classification of human rights
6.1.4. Human right provision under the federal constitution
6.2. Citizens and state obligations in realizing human rights
6.2.1. The meaning of human rights
6.2.2. State obligations
6.2.3. Instruments for the protection of human rights
UNIT 7: PATRIOTISM
Patriotism means love of one’s country or nation. It is one of the oldest political virtues. Under
this unit, students will learn about the meanings and different types of patriotism. The unit will
help them to promote patriotic values and traits.
Contents

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 7.1. The meaning of patriotism
7.2. Types of patriotism
7.2.1. Constitutional patriotism
7.2.2. Traditional patriotism
7.2.3. Icon patriotism
7.2.4. Symbolic patriotism
7.2.5. Capital patriotism
7.2.6. Environmental patriotism
7.3. The bases of patriotism
7.3.1. Equality
7.3.2. Tolerance
7.3.3. Loyalty
7.3.4. Concern for the well-being of one’s country
7.3.5. Sacrificing personal desires and interests for the common good
7.3.6. Protecting the constitution
7.3.7. Carrying out personal and civic duties and responsibilities
7.3.8. Defending one’s country during times of external attack
7.4. The importance of patriotism
7.4.1. Traits of patriotism
7.5. Duties expected of patriots
UNIT 8: GLOBALIZATION AND GLOBAL ISSUES
There are various issues and problems that connect them together as a result of globalization.
This unit is devoted to the discussion of the major global issues that have the potential to
seriously impact the politics, security, environment, economy, culture and social life of the
global society.
Contents
8.1. The meaning of globalization
8.1.1 Dimensions of globalization
8.2. Advantages and disadvantages of globalization
8.2.1. Advantage of globalization
8.2.2. Disadvantages of globalization

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 8.3. Fighting the impact of globalization
8.3.1. Ways of fighting the impacts of globalization
8.4. Major global issues
8.4.1. The concept of global issues

8.5 Grade 9th and 10th Citizenship Education Teacher Guide

Considering this there need to be a teacher guide to show direction how to conduct the teaching
learning process. Thus;
The teacher’s guide contains supplementary resources that can foster the teaching and learning
process. The guide also includes directions and important guidelines for teachers.
The teacher is highly encouraged to use the approaches and techniques of the lesson delivery
presented in the guide. Citizenship needs special attention, especially in the teaching learning
activity. The teaching-learning methodology should be transformed from its traditional (teacher
centered) to the modern one (active learning-student centered) teaching-learning activity.
In this type of teaching-learning activity, the position of the teacher is to act as a facilitator.
The teacher should encourage students to express their ideas.
Try to appreciate their trials.
• Do not ridicule students even if they do not participate in any activity.
• The new textbook has been designed in line with the student-centered teaching leaning
methodology.
• Such a participatory approach enables students to grasp most of their concepts through
their own efforts.
• The new textbook includes a lot of activities to be done by the students themselves.
What a teacher guide consists of?
• Cover Page--- able to transfer clear message of the whole contents
• Lists of developers/writers--- which includes writers, editors, illustrator, evaluators,
designers.
• Copy right--- by the FDRE, MoE.
• Foreword--- general message about education
• Table of contents--- main and sub contents of the textbook
Unit organization
The teacher guide organized in eight units. Each unit Contains;

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 • Period allowed for the unit
• Introduction of the unit
• Learning outcomes of the unit
• Lessons of the unit
• Answers for unit review exercises
Lesson Organization
• Time allowed for the lesson
• Competencies of the lesson
• Contents of the lesson
• Overview of the lesson
 Teaching learning process
 Suggested teaching aids
Pictures Charts
Photographs Diagrams
Suggested teaching methods
• Brainstorming question
• Introducing the lesson
• Explanation
• Questioning
• Group discussion
• Presentation
• Case study
• Pre-lesson preparation
• Presentation of the lesson
Introduction to the lesson
Body of the lesson
Stabilization
• Evaluation and follow-up
• Answers for activities

How to use the teacher’s guide?

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 • Do not share teacher guide for students.
• Teachers are expected to bring the guide in the classroom.
• Use brain storming questions to enable learners activate their prior knowledge about the
topic of the lesson.
• Use activities and case studies properly to measure the students understanding of the
lesson/contents
 It should be noted that methodologies for contents at each topic are indicated in the
teacher guide.
However, we will like to draw the attention of teachers to the fact that these methodologies are
not exhaustive and meant to serve only as models.
Teachers need to be creative to come up with their own methodologies which they deem fit for
the accomplishment of their tasks.

9. Teaching Methods to Citizenship Education

The existing method of teaching is mainly focused on disseminating knowledge instead of
changing the deviant behaviour of students. In order to bring the desired learning outcome, it
needs active learning teaching methods in which students directly and engages them actively in
the teaching learning process itself. The new textbook has been designed in line with the student-
centred teaching leaning methodology.

Selected Participatory Teaching Methods of Citizenship Education

Simulation methods (role play, drama, simulated legislative, legislative hearing, mock election,
mock trail)

 Role-playing  Debate
 Discussion method  Case study
 Cooperative learning method  Observation
 Group work  Story telling
 Independent work  Inviting gusts
 Research teaching method  Role model
 Problem Solving  Field trip/community based methods
 Demonstrations  Brainstorming method

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Such a participatory approach enables students to grasp most of their concepts through their own
efforts.

10. Assessment and Evaluation

Assessment in education generally refers to a process for obtaining and interpreting information
that is used for making decisions about learners

10.1 Types of Assessment

10.1.1 Diagnostic assessment
Using Diagnostic Assessment for Citizenship Education is useful in identifying learners’ current
knowledge and skills and ability and helps to clarify misconceptions prior to introducing learners
to a new learning area.
Diagnostic assessment may take the form of pre-test of learners’ knowledge and ability in a
given content standards and performance indicator.

10.1.2 Formative assessment

Formative assessment provides feedback and information during a teaching and learning process,
while teaching is taking place, and while learning is occurring.

Formative assessment in Citizenship Education classrooms should include:

 Observations during class activities

 Homework exercises as review of class discussions.
 Reflections on field trips (field report).
 Question and answer sessions, both formal (planned) and informal (spontaneous)
 Progress review meetings between the teacher and student at various points in the term.
 In-class activities where learners informally present their results.
 Summative assessment
 In Summative assessment in schools teachers should take the form of:
 Examinations (end of term)
 Final examination (end of studying a program; this is truly summative assessment)

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11. Opportunities
 Have given more emphasis on building moral values and peace than ever before in the
country.
 Moral Education (from grade 1-6).
 MoE is working in collaboration with different stakeholders to ensure the effectiveness
the subject (the are many partners who have interest).
 The opening of civic and ethical education departments in higher institutions has
increased the number of qualified graduate teachers which enhances the quality of the
subject.

12. Threats
 The autocratic behaviour of school administration is hampering from shaping the students
behaviour.
 Poor role models and unmotivated teachers.
 The sensitivity of the subject which gives rooms for the interference of different bodies.
 The nomenclature of the subject.
 External environment

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 13. DAILY LESSON PLAN FORM
Name of school;---------------------------- Subject;-----------------------------------------
Name of teacher; --------------------------- Unit of lesson; -----------------------------------
Grade and section;------------------------- Sub-unit of lesson;-----------------------------
Date of lesson; ------------------------------ Topic of lesson;----------------------------------
Rationale of the topic: this may include use in daily life/ or for further Study, or for prerequisite of other topics etc.
Competency/cies: should be taken from the curriculum documents (syllabus, teacher guide)

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Stage Time Learning contents Teacher’s activities Student’s activities Assessment activities
Topics for How the teacher engages What students Writing the assessment:
-Contextualizing the lesson students in this activities Do to tackle activities Questions they answer
activities

to life/connection with life provided by the teacher Skills they demonstrate

Starter

-Connecting with previous

lessons
- any related motivational
activity
Writing how to apply the Writing students Asking questions to
The day’s lesson method selected for the lesson performance support students’ learning
Eg - The questions
Main activities

Eg- grouping students to do…

- instructing students to -What they do in groups should assess
brain storm… - observing attainment of the
- perform according to the competency
- Demonstrate…
instruction (students at different
- Debate learning style and need
- Dramatize etc have to be considered)

Main content to be Asking students to give Students give conclusion Asking measure questions
Concludi

activities

concluded summary of the lesson

ng

T&L Materials (include the materials that you will use in your lesson):
tudent’s textbook, syllabus, teacher’s guide
Chain of paper clip, sugar, water, beakers, stirrers, pieces of paper
Supports made for students of special needs

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