CIVIC

GRADE 10
UNIT 1
Building a democracy system
Lesson 1: Principles and values of a democratic system
 The most widely world countries is practiced indirect democracy.
 Representative democracy is characterized by the following principles and
values:
o Wider public participation
o The presence of universal suffrage
o The presence of fair, free and periodic (regular) elections
o Majority rule and minority rights
o Transparency and accountability
o The presence of multiparty competition or pluralism
 Universal suffrage means to have the right to vote without discrimination.
 Article 38, sub-article 1, of the constitution says about elections.
 The party that wins an election is called the winning party.
 the ruling party is the winning party.
 Both those who voted for the ruling party and those who voted against it are
citizens of the same country.
 Minority rights are protected by the constitution.
 This is called majority rule and minority rights.
 Fair election is conducted when parties in an election are treated equally.
 Free election is conducted when there is no threat, intimidation, or harassment
on party candidates and their followers, and when they are able to campaign
without problems.
 periodic elections means conducting elections regularly.
 transparent government is open and explains what it is doing in the country.
 The constitution has this to say under article 12, sub-article 1 and 2 states the
transparency.
 the people have the opportunity to critically evaluate party programs and choose
the party which has the best program for the country is called a multi-party
democracy or pluralism.
 pluralism allows more than one party to run choice to people.
 Public participation is one of the pillars of democracy.
 Universal suffrage means to have the right to vote without discrimination.
 The party that wins an election is called the winning party.
 Minority rights are protected by the Constitution.
  Transparency is a situation in which officials’ performance is open to
scrutiny.
 Accountability is a situation in which officials are responsible for their actions
and decisions.
 Pluralism allows more than one party to run for election.
 The ruling party is the winning party.
 Democracy exists when you and others actively participate in the politics of our
country.
Lesson 2: Rights
 The constitution article 17, sub-articles 2 expresses the right to liberty.
 the article 40, sub-article 1 expresses Every Ethiopia citizen has the right to the
ownership of property.
 These rights constitute the fundamental principles of the UN universal declaration of
human rights (UDHR)
 Article 13, sub-article 2 the constitution state the universal declaration of human rights,
international covenants on human rights and international instruments adopted by
Ethiopia.
 The right to life, liberty and equality are part of your human rights.
 Democratic rights include the right to vote and to be elected, child rights, the
right to property and rights of nationality.
 Human and democratic rights are interdependent, thus indivisible.
 Human rights can be defined as rights that universally belong to people
regardless of sex, race, colour, language, national origin, age, religion, or political
beliefs.
 Democratic rights could be defined as rights one enjoys as a member of a
democratic political community.
Lesson 3: Obligation
 The UN declaration on the rights of persons belong to national or ethnic, religions or
linguistic minorities under article 1
 You have an obligation to respect the rights of others.
 You have an obligation to keep yourself and your surroundings clean and neat.
 You have an obligation to respect the rights of nations, nationalities and peoples
of Ethiopia.
 Respecting the rights of citizens means respecting all their rights.
 You have an obligation to make your environment a safe place to live in.
 Respecting the rights of others means respecting their human and democratic
rights.
Lesson 4: Tolerance
 You have an obligation to respect the rights of others.
  You have an obligation to keep yourself and your surroundings clean and neat.
 You have an obligation to respect the rights of nations, nationalities and peoples of
Ethiopia.
 Respecting the rights of citizens means respecting all their rights.
 You have an obligation to make your environment a safe place to live in.
 Respecting the rights of others means respecting their human and democratic rights.
Lesson 5: The state in Ethiopia
 Ethiopia has a long history but a great deal was not recorded.
 Ethiopia was one of the ancient states in the world.
 The coming into existence of the modern Ethiopian state is more closely related
to, and dependent on, the events that took place in the 19th and 20 th centuries.
 The recurrence of the peasant uprisings and the spread of the students’
movement made Haile Selassie’s regime very shaky.
 In 1960, the Imperial Bodyguard staged a failed military coup d’etat and killed
important officials of the king.
 Derg is known for its repression and bloody rule.
 After the fall of the Derg, a democratic rule was established in the country.
Lesson 6: Federalism in Ethiopia
 Federalism is the principle that promotes the division of power between central
(federal) and Regional Governments.
 the federal constitution under article 72, sub-article 1 and 2 say about The highest
executive powers and prime minister.
 Article 79 sub-articles 1, 2 and 3 state about judicial powers.
 The collapse of the Derg brought change to Ethiopia.
 Federalism is the principle or idea regarding the division of power between
Central (federal) and Regional Governments.
 The Federal and Regional Governments in Ethiopia have specific areas of
authority.
 Today, in Ethiopia, there are nine Regional Governments which form the federation.
 The Federal Government and the Regional Governments (States) have legislative,
executive and judiciary branches which check one another.
 The office of the Human Rights Commission, Ombudsman and the Ethics and Anti-
Corruption Commission contribute to check the abuse of power by officials.
Lesson 7: Ethiopia’s foreign relations
 Ethiopia has a long tradition of foreign relations.
 Sovereignty refers to the preservation of a country’s independence and its
 power to deal with other countries.
 Beginning in the 20th century, Ethiopia’s foreign relations expanded.
 The second half of the 20th century showed the growing trend for the need to
 develop international conventions and agreements.
 Ethiopia has signed a number of international conventions and agreements.
 Foreign relations help countries to work for mutual benefits.
summary
In this unit, you have learnt more about democracy and how a democratic system works. You
have
learnt about the essence of democracy and the principles and values of a democratic system.
Your
knowledge of the interdependence and differences of human and democratic rights will help you to
play a constructive role in society. Your knowledge about rights and tolerance are key to living in peace
with others. You have learnt how the Ethiopian state has evolved. You have also seen that repressive
rule forced Ethiopian people into armed struggle. Through armed struggle, a democratic system was
eventually established. You have learnt how the federal form of government in Ethiopia contributes to
checking the abuse of power by officials. You have also seen that foreign relations are tools to promote
development and maintain the sovereignty of the country.
Glossary
Accountability:- when officials are responsible for their actions and decisions in a democracy.
Bilateral relations:- relations between two countries.
Executive:- the branch of government that implements laws.
Federal government:- the government as the center which works closely with regional governments.
Judiciary:- the branch of government that interprets laws.
Legislative:- the branch of government that formulates laws.
Majority rule:- when government’s decision is made on the basis of a majority vote in a democracy.
Minority right:- respecting the rights of a minority in a democracy.
Multilateral relations:- relations between more than two counties.
Regional government:- governments which have power to undertake matters at a regional/state level.
Ruling party:- the party that rules democratically because it has won the election.
Sovereignty:- the preservation of a country’s independence and its power to establish relations with
other countries.
Transparency:- allowing people to know what is happening in their country under democracy.
Unitary:- when only one layer of government exists and the central government controls everything.
Universal suffrage:- the act voting during elections by all citizens who are above a given age limit in
democratic societies. e.g, eighteen in Ethiopia.
UNIT 2
Rule of law
Lesson 1: Constitution as a source of rule of law
 For example in the FDRE Constitution, article 50 defines the structure and organs of
the government.
 The 1931 constitution
o This constitution provided the three organs of the government.
o It created a bicameral (two-house) parliament
 Upper house: was strong, composed of important members of the nobility.
 Lower house: has an advisory role, and was composed of individuals elected
by the nobility in the upper house.
 o the constitution established a ministerial executive and a judiciary with the
Emperor’s court ‘’Zufan chilot’’ as the last court of appeal.
o The constitution legalized the Emperor’s absolute power.
o An article from the 1931 constitution Chapter 2, no. 6 reads about emperor
supreme power.
 The 1955 revised constitution
o This constitution gave more absolute power to the Emperor and his family over
the executive, the legislature and the judiciary and Orthodox church.
o The 1955 constitution Article 62 states no one shall have the right to bring a suit
against the emperor.
 The 1987 constitution
o In 1974, after the fall of the imperial regime by Derg assumed power and
established a temporary government called the provisional military administrative
council (PMAC).
o This constitution was formulated by small groups of officials and their supporters.
o It was declared by referendum.
o The constitution, with its 119 articles, explicitly and implicitly affirmed socialist
values.
o Articles from the 1987 constitution
 Article 3 read about power belongs to the working people.
 Article 6 read about The worker’s party of Ethiopia is guided by Marxism-
Leninism.
 The 1995 constitution
o After the fall of the Derg in 1991 formed a transitional government and
formulated a transitional charter.
o The 1995 federal constitution was formulated by a constitutional commission with
the participation of the public.
o This constitution was declare by the constitution assembly elected by the nations,
nationalities and peoples of Ethiopia.
o the 1995 federal constitution states Article 8 read about Sovereignty of the
people.
o The 1931 Constitution was the first written constitution in Ethiopia. It was made
and ‘given’ by Emperor Haile Selassie I.
o The 1931 Constitution was revised in 1955.
o Unlike the 1931 Constitution, the 1955 Constitution gave at least a textual
recognition to the rights and liberties of citizens.
o The 1987 Derg Constitution emphasized socialism and territorial integrity as a
policy of the country.
o After the fall of the Derg in 1991, the Transitional Government of Ethiopia (TGE)
was established.
 o The TGE’s guiding document that served as a constitution was the Transitional
Charter.
o The 1995 FDRE Constitution was adopted in August 1995.
Lesson 2: Understanding rule of law
 The rule of law means the general practice of the legal system in democracy has
constitutional backing.
 The rule of law in a democracy upholds the respect to the supremacy of the person.
 In religions a law is considered to be the outcome of divine power is called divine law.
 Natural law is supported by scientific discoveries.
 Common law comprises the body of those principles and rules of action relating to the
existence of government, security of persons and property.
 Statute law is a formal written law enacted by the legislative body declaring,
commanding or prohibiting something.
 International law includes those customary and treaty (convention)rules which are
considered legally binding by states in their relation to each other.
 The UN Universal Declaration Human Right of 1948 give rise to a number of
international agreements and conventions.
 Rule of law evolves and governs relations between individuals, groups and
institutions.
 Rule of law is closely related to democratic governance.
 Rule of law is possible when people are the source of the power of government.
 In non-democratic governments, laws can be practiced, but this does not give rise to
the rule of law. This is because such governments do not have the mandate of the
people to rule.
 Divine law is a belief that considers everything in this world and in the universe to be
created by a supernatural force.
 Natural law claims the universe and everything else to be governed by nature.
 Common law comprises the body of those principles and rules of action relating to the
existence of government, security of persons and property as per usage, customs and
decrees of courts.
 Statute law is a formal written law enacted by the legislative body declaring,
commanding or prohibiting something.
 International law is the body of customary and treaty (convention) rules, which are
considered legally binding by states in their relation to each other.
Lesson 3: Rule of law as instrument to limit political power of the government
 Rule of law is a situation in which all citizens, including government officials, are bound
by the law of a country.
 After 12 years of arbitrary rule the regime came with the 1967 constitution.
o This constitution allow multiparty democracy.
o All power was concentrated in the hands of few officials.
o Under the constitution, the president was the head of
  the executive
 the party
 the national Shego/the legislature
 the armed forces
 In democratic countries everybody, including government officials, is under the rule of
law.
 The major purpose of rule of law is to limit the government power.
 In the past history of Ethiopia, the power of government and its officials had never
been limited, which resulted in serious violations of human rights and freedoms.
 Unlike the past constitutions, the 1995 FDRE Constitution gives the political power to
the nations, nationalities and peoples of Ethiopia.
Lesson 4: breakdown of rule of law
 Rule of law is very important to maintain peace and stability in society.
 When rule of law breaks down there will be a violation of human rights.
 Summary execution means carrying out death sentences without any formal
procedure or due process of law.
 Where there is a breakdown of rule of law, government officials may have a chance to
be corrupt.
 When there is rule of law it is easier to identify and punish the government officials
engaged in corruption.
SUMMARY
In Grade 9, you learnt that rule of law is one of the main constitutional principles in any democratic
society. As you have seen in this unit, there is a strong relationship between constitution and rule of law
to limit the power and functions of government organs and their officials. The Constitution is an
important legal and practical document which distributes power to government organs and provides
limits of how the power has to be exercised. Therefore the Constitution is the source of rule of law.
In Ethiopian history, we have seen four constitutions under three governments. These are the 1931 and
the 1955 Constitutions of the Imperial time; the 1987 Constitution of the military government, and the
1995 FDRE Constitution. These four constitutions were formulated and ratified in different ways.
Having a clear idea about the constitutional development of the country helps us to better understand
the place of rule of law in Ethiopian history.
To have a clear idea of rule of law and fight for it, it is important to have the knowledge of sources
and types of law. This is important because, in a modern democratic society, law is the major
instrument governing human relations and rule of law is the overriding principle in these relations.
So it is imperative for citizens to know the sources, like the customs, traditions and sovereignty of the
people; and varieties of law, like divine law, natural law, common law, statute law and
international law, that govern their relationship between themselves and their government.
One important point that you should understand from the lessons in this unit is that, in the past, the
concept of rule of law had no place in Ethiopia. In other words, in the relationships between citizens and
government there was no prevalence of rule of law. The government power was unlimited and
there was a breakdown of rule of law. The breakdown of rule of law led to a gross violation of human
rights such as summary executions and rampant corruption.
GLOSSARY
Absolute Monarchy: Rule by kings or emperors having total control over their subjects.
Custom: Traditional practice accepted by society.
International law: Customary and treaty (convention) rules, which are considered legally binding
by states in their relation to each other.
Summary execution: Mass killing without due process of law.
Totalitarian government/Dictatorship: Government whereby one individual/group has total control.
UNIT 3
Equality
Lesson 1: The concept of Equality
 The FDRE Constitution in Article 54 (3) and 61 (1 and 2) deals with peoples’
representation in HPR and HE
 Equality means having similar rights, benefits and opportunities. It does not indicate
the provision of identical treatment and benefits.
 Citizens should enjoy the benefits/services and shoulder responsibility.
 Inequality based on sex, family and cultural background was common in Ethiopia.
 Now nations, nationalities and peoples are represented in the House of the
Federation and House of Peoples’ Representatives and take part in government
activities.
Lesson 2: The Effects of equality of citizens
 National consensus means all members of a groups agreeing on and sharing similar
opinions about important issues.
 Equality of citizens is important to maintain peace and stability.
 The prevalence of peace and stability is essential to speed up our country’s
development.
The existence of equality paves the way for national consensus.
 When citizens share similar opinions about national issues, they work together to
promote the national interests.
 We can achieve fast and continuous development when we enjoy equality and have a
national consensus.
Lesson 3: Gender Equality
 One of the dimensions of equality is gender equality
 It is important to understand the equality of men and women
 The Constitution protects the rights of women emphasizing their equality with men.
Lesson 4: Equality of cultures
 Culture is the unique way of doing things in a certain society.
 Culture includes languages, clothes, dances etc…
 It is important to treat all languages equally.
 It is important to respect others’ religions and treat them equally.
 It is important to treat the cultural traits of others equally.
SUMMARY
Equality does not indicate the provision of identical treatment and benefits. It means having similar
rights,
benefits and opportunities. Citizens should enjoy the benefits/services provided by the
government.
They should also shoulder responsibilities. Inequality based on sex, family and cultural
background
was common in Ethiopia. Nations, nationalities and peoples did not have equal political participation
in the period of the previous governments. Now they are represented in the House of the Federation
and House of Peoples’ Representatives and take part in government decision-making and activities.
Equality of citizens is important in many ways. It maintains peace and stability which is essential
to speed up our country’s development. The existence of equality paves the way for national consensus.
When citizens share similar opinion about national issues, they work together to promote the national
interests. As citizens of Ethiopia, we can achieve fast and continuous development when we
enjoy
equality and have a national consensus.
One of the dimensions of equality is gender equality. It is important to understand the equality
of men and women. The FDRE Constitution protects the rights of women, emphasizing their equality
with men. These days, people understand that gender equality is essential to fight against poverty and
achieve rapid and continuous development.
Promoting equality of cultures is also essential. Culture is the unique way of doing things in a
certain society. Culture includes many things such as languages, religion, dressing styles and dances. It
is important to respect all languages and religions equally because that helps to avoid conflicts between
groups who speak different languages and have different religions.
GLOSSARY
Culture: The customs and beliefs and way of life of a particular people or
society.
Equality of cultures: Provision of equal respect and fair treatment of languages, religions,
customs and way of life of all cultural groups.
Equal opportunities: Having equal access to job opportunities, education, health and other
social services with no discrimination.
National consensus: Having similar opinions on matters of national interest such as peace,
stability, poverty reduction and development.
Stability: The state of social order and peace.
UNIT 4
Justice
Lesson 1: The Effects of Lack of Just
 Justice means treating people equally and fairly.
 Lack of justice can lead to many problems such as civil wars and instability.
 Lack of justice led to civil wars and instability in Ethiopia.
 Civil wars and instability hold back development which, in turn, causes famine and
poverty.
Lesson 2: Equal Provision of Social Services
 Equity is impartial and just treatment.
 Maintaining fair distribution of social services is necessary to promote democracy.
 All citizens deserve to get equal social services.
Lesson 3: Categories of Justice
 There are different types of justice.
 Distributive justice deals with fairness and equality in the provision of justice.
 Corrective justice deals with correcting wrongs and compensating the wronged person
or group.
 Procedural justice deals with having a justice process that is known and applied to all.
Lesson 4: Organization and functions of the judiciary
 Proper organization of the judiciary is required to ensure justice.
 There are different ways of organizing the judiciary depending on the type of
government.
 Organization of the judiciary in a unitary government is more centralized.
 In a federal government the organization of the judiciary is more decentralized.
 Both federal government and regional states have their own supreme, higher and first
instance courts with their respective judicial power.
Lesson 5: Equality of taxation
 There are different types of taxes.
 Any activity that is subject to taxation is called the tax base.
 The tax rate is the percentage set by the government to tax citizens on the basis of
their income.
 Contraband is an illegal activity manifested through smuggling commodities in and out
of the country.
SUMMARY
In this unit, you have discussed about justice. In the first lesson you saw what happens when there is
no justice. You saw that it is difficult to maintain peace and stability when there is no justice.
In Lesson 2, you discussed justice in the provision of social services. You saw that social services
included education, health and public administration and that it is important to provide these services
fairly.
In the third lesson, you saw that there are three categories of justice, namely distributive, corrective
and procedural justice.
In Lesson 4, you discussed the organization, structure and functions of the judiciary in unitary and
federal governments.
Finally, you have seen the importance of taxation and the need for a fair and equitable means of
calculating personal income tax; and how fairness in taxation may be affected by trade in contraband.
GLOSSARY
Corrective Justice: Deals with correcting the unjust acts.
Distributive Justice: Deals with fairness and equality in the distribution of benefits to the
people.
First Instance Court: Courts that settle smaller cases.
Higher Court: Court that settle more serious and high financial value cases that are not
settled by First Instance Courts.
Procedural Justice: Deals with fairness and equality in the process of serving justice.
Supreme Court: The highest body of the judiciary.
Tax base: The total income on which the tax is calculated.
Tax rate: The percentage to be paid from an income.
UNIT 5
Patriotism
Lesson 1: Requirement to increase patriotism
 When treated equally, people develop patriotic feelings about their country.
 In the past unequal treatment was common.
 It is important to respect the equality of the peoples of Ethiopia to develop
 patriotism.
 Discrimination leads to conflict among members of society.
 It is important to tolerate diversity in Ethiopia.
 All people should respect the laws of the land, respect diversity and develop
 tolerance of culture to develop a sense of patriotism.
 The Ethiopian flag is the oldest in Africa.
 The Constitution empowers the regional states to have their own respective flags and
constitutions for domestic use.
Lesson 2: Patriotism and the common good
 Patriotism is love and loyalty to your country and devotion to promote the
public interest.
 Common good refers to commitment to advance the public interest.
 We should all understand the true history of our country because it helps us to feel
patriotic.
 Patriotic citizens have many duties including keeping state secrets and fighting
 against terrorism and nationalistic chauvinism.
 We are all responsible for promoting public interests and the common good.
Lesson 3: Patriotim and poverty reduction
 Patriotism is not limited to defending your country from enemies; fighting against
 our common enemies, such as poverty and backwardness, is also patriotic.
 Citizens should know the causes of poverty in order to reduce poverty.
 One of the major causes for the prevalence of poverty and backwardness is our war
culture.
 We have to transform this culture to the culture of resolving our problems
peacefully and working together against our common enemy, poverty.
Lesson 4: Voluntarism
 Volunteering is serving others or your community with no payment.
 There are many problems that can be solved through voluntary activities.
 Volunteering is a civilized way of fighting against community problems.
 You will feel more positive about yourself if you help others.
  Willpower and commitment to a cause are needed to give voluntary services.
SUMMARY
Patriotism is love and loyalty to your country. People develop patriotic feelings when treated equally.
Respecting the equality of the peoples of Ethiopia is essential to develop a sense of patriotism.
You
have to fight against discrimination because it is against the notion of equality and leads to conflict. As
patriots, it is also important to tolerate diversity and respect the laws of the land.
Patriotism is devotion to promote the public interest or the common good. Common good refers to
that which benefits citizens. We are all responsible for promoting public interests. We should
understand
the true history of our country because it helps us to feel patriotic.
Patriotism is not limited to defending your country from enemies. Patriotic citizens have many
duties including keeping state secrets and fighting against terrorism and nationalistic chauvinism.
Fighting against our common enemies, such as poverty and backwardness, is also patriotic. Citizens
should know the causes of poverty in order to eradicate it. One of the major causes for the prevalence
of poverty and backwardness is our war culture. We have to transform this culture to the culture of
resolving our problems peacefully and working together to fight our common enemy, poverty.
Volunteering is serving others or your community for no payment. There are many problems that
can be solved through voluntary activities. Volunteering is a civilized way of fighting against community
problems. You will feel more positive about yourself if you help others.
GLOSSARY
Chauvinism: Excessive and blind patriotism; it is associated with an exaggerated belief that one’s nation
is superior to others.
Discrimination: The treating of some people better than others on the basis of cultural background, sex,
etc.
Equality: A state of being equal in having similar rights, benefits, burdens and opportunities.
Welfare: The general well-being, happiness and safety of a community.
UNIT 6
Responsibility
Lesson 1: A citizen’s duties
 Civic duties are the responsibilities of citizens.
 Civic duties include being hardworking, tolerant, compromising, open-minded and
being loyal to democratic principles and values.
 Every citizen has civic duties.
 Exercising civic duties is an integral part of democratic values.
 Obeying the law and respecting the rights of others form part of the civic duties
of citizens.
 To be hardworking is one of the civic duties of citizens.
Lesson 2: Taking the consequence of your Actions
 To respect your teachers and to behave in a friendly way to fellow classmates is part of
your organizational responsibilities.
 Social responsibility is to think about the well-being of society.
  Moral responsibility means to behave in ways that conform to social norms.
 Organizational responsibility is concern for the well-being of an organization.
 Each person has the responsibility to manage his/her life well.
 A person who successfully undertakes personal responsibilities will be equally
successful in exercising organizational, social and moral responsibilities.
Lesson 3: National responsibility
 Respecting the Constitution and other laws of the country is part of your
national responsibilities.
 In times of war and invasion, citizens of Ethiopia have the responsibility to
defend the motherland.
 Your national responsibility includes doing everything you can for your country.
 You have the responsibility to resolve conflict in a peaceful way.
 To be hardworking and improve the image of the country is one of your national
responsibilities.
Lesson 4: Responsibilities for the protection of our natural resource and cultural Heritage
 As citizens, you have a responsibility to protect natural resources.
 Natural resources are limited and some are not renewable.
 In Ethiopia, the population increase has contributed to the depletion of natural
resources.
 Protecting natural resources contributes to economic development.
 Our historical and cultural heritages have to be preserved for future generations.
 Each historical and cultural heritage is unique.
 Historical/cultural heritages have to be preserved because they are living
expressions of a given culture.
 Ethiopia can benefit greatly from tourism.
Lesson 5: Creating a common front against HIV/AIDS
 We all need to fight against HIV/AIDS as it is a dangerous infectious disease.
 AIDS can affect anyone, including you.
 It kills the most productive section of the population.
 A person with HIV/AIDS faces many problems.
 A large portion of the national budget of poor countries is spent addressing
problems related to HIV/AIDS.
 You have to help others to develop an awareness of how to combat HIV/AIDS.
SUMMARY
Responsibility means taking care of yourself and others. Responsibility can be expressed at different
levels i.e., personal, organizational, social, moral and national. Preservation of natural resources
and
the protection of cultural heritage is the responsibility of all of us. Combating HIV/AIDS is a national
responsibility that you have to take part in. A responsible citizen will succeed in life and will be able
to contribute to national development.
GLOSSARY
Civility: Behaviour of citizens to treat each other with respect.
Civic mindedness: Showing concern to work for the common good or promote the
public interest.
Compromise: Giving up some of your demands to settle a disagreement.
Conflict management: Discussion on difficult issues which requires compromise.
Constitutional responsibility: The responsibility that arises from the provisions of the Constitution
that individuals and groups have to respect.
Personal responsibility: The responsibility of a person to execute his/her duty in an efficient
and effective manner.
Social responsibility: The responsibility that individuals have towards a group,
community or society.
Organizational responsibility: The responsibility of those working in organizations.
National responsibility: The responsibility one has to the well-being of a country.
UNIT 7
Industriousness
Lesson 1: Work and well-being
 Work is important for personal well-being.
 Work has to be completed in a given time.
 All types of work should be respected.
 Physical labour is important.
 Women are a very important part of the community as a productive
 workforce.
Lesson 2: The Importance of Good Work Habits
 It is important to have good working habits.
 Good working habits helps develop our country.
 Lack of good working habits hurts both the individual and the country.
Lesson 3: Choice of economic systems
 Choosing an appropriate economic system is important.
 We have to consider the economic potential of our country to choose the
appropriate economic system.
 We have to consider production methods and local conditions in order to choose the
appropriate economic system.
 We have to consider the global economic trends in order to choose the
appropriate economic system.
Lesson 4: Improving your work skills
 Improving one’s skills is important.
 Without improving your skills you will not be able to compete with others.
SUMMARY
In this unit, you have discussed issues on industriousness. You have seen that the material well-being of
an individual can be improved by being industrious. You have also learnt that all types of work,
including physical labour, are important. In addition you have seen that it is important to
consider women as a significant part of the productive force of our community. You have
discussed how an appropriate economic system can be chosen, and learnt what globalization is. You
have also seen the importance of improving one’s own skills.
GLOSSARY
Economic potential: The countries resources and the ability to use those resources.
Global economic trend: The direction of economic systems across the world.
Globalization: Countries and people influencing each other in different ways.
Material well-being: When an individual has material things that he/she needs and wants.
UNIT 8
Self-reliance
Lesson 1: Examples of self-reliance
 Self-reliance means to support and take care of yourself and to make decisions by
yourself.
 Self-reliant people are dependable. They have good relationships with others,
appreciate the good in other people and are ready to learn from them.
 If you are able to communicate well with others and have good social skills, you will
feel more confident and it will be easier to talk to and work with other people.
Lesson 2: Examples of Dependency
 Dependency is a belief that people or groups cannot solve their own problems without
outside help.
 Signs of dependency include lack of dependability, lack of courage and motivation
to take action.
 Lack of initiative to do something important is also the sign of dependency.
Lesson 3: Self-reliance and decision making
 Self-reliance and decision-making are related.
 Self-reliant people are critical and self-critical.
 Open-mindedness is a good quality.
 Open-mindedness is the readiness to consider the ideas of others.
 Civility is being polite in the way you treat others.
SUMMARY
Self-reliance means to support and take care of yourself and to make decisions by yourself. Self-reliant
people are dependable. They have good relationships with others because they appreciate other people
in their work and are ready to learn from them. If you are able to communicate well with others and
have good social skills, you will feel more confident and it will be easier to talk to and work with other
people.
Dependency is a belief that people cannot solve their own problems without outside help. The signs of
dependency include lack of dependability, lack of courage, lack of motivation to take action and lack of
initiative to do something important. Self-reliance and decision-making are related. Self-reliant people
are critical and self-critical. Self reliant people are also open-minded. Open-mindedness is the readiness
to consider the ideas of others.
Civility is being polite in the way you treat others.
GLOSSARY
Criticism: The act of showing disapproval of opinions, faults and bad qualities in others.
Debate: A formal discussion expressing different opinions.
Dependable: A person or thing that can be relied on to do what you want.
Harmonious relation: A good relationship with others.
Initiative: The ability to decide or act on your own without waiting for some-body to tell you what to do.
Motivation: Eagerness or interest in doing something.
Objective: Not influenced by personal opinions or feelings, considering only facts.
Open-mindedness: To be ready to listen and consider different ideas and arguments from your own.
Rationality: To try to find reasons to explain your behaviour, decisions, etc.
Self-criticism: Criticizing one’s own actions and behaviour — to think fairly about one’s achievements
and weaknesses.
Subjective: A point of view which is based on one’s opinions rather than facts.
Tactful: Being careful not to say or do anything that will annoy other people.
Welfare: The general health, happiness and safety of a community.
UNIT 9
Saving
Lesson 1: Traditional practices which affect our saving habits
 Saving is important so that you can have security and satisfy your needs in the future,
and also for emergencies.
 Some religious view could harm the habit of saving.
 It is important to limit the number of children you have.
Lesson 2: Managing the family budget
 It is important to avoid extravagant practices.
 It is important to properly use items and utilities at home.
Lesson 3: The need to set your goals and plan your saving
 It is very important to set a goal and plan your saving.
 It is very important to use money wisely.
 You need to set a budget to manage your money.
Lesson 4: Choosing a career
 A job is some form of work which we do in order to gain reward.
 If, on the basis of your choice, you are trained and become skilled then it may develop
into your career.
 You need to work hard to make money but you should try to engage in a career you
will be happy in.
SUMMARY
In this unit, you have seen traditional practices that affect saving; you also realized the importance of
saving. Moreover, you have discussed the importance of planning both in terms of a family and your life.
You learnt that it requires planning and preparing a budget to save. You also saw the aspects
involved in developing a career.
GLOSSARY
Extravagant Practices: Unnecessary practices that waste resources.
Family Budget: A table of the expenditure and income for a family.
Goal: A plan for the future.
Planning: Identifying what you need to do in order to achieve your goals.
Saving: Keeping money for the future.
Career: A skilled job that a person develops over a long period of time.
UNIT 10
Active community participation
Lesson 1: Levels of community participation
 A political party means an organization which tries to be elected to have state power.
 Political participation includes being a member of a political party, commenting on its
program and contacting public officials.
 Social participation aims to improve the quality of life in the community.
Lesson 2: Types and rules of civic societies
 Different types of civic societies are established in different communities for
different purposes.
 Civic societies in undemocratic countries have different purposes. They serve the
government.
 Civic societies in democratic countries play a role in promoting their members
interests and holding a government accountable to the public.
SUMMARY
In this unit, you learnt the different levels of community participation such as political and social
participation.
The objective of active community participation is to work for the welfare of the community.
For example, you can freely take part in elections and vote for parties you support. This is
political participation. Outside politics you have seen that you can have social participation to
control crime,
corruption, drug abuse and the spread of HIV/AIDS. You can also participate in community meetings.
During meetings you have a chance to raise issues affecting the community.
You have examined the role civic societies play in improving community life. These societies are formed
by the free will of their members to solve their common problems. Their purpose, as you have seen, is
to mobilize members to take part in works which are for the common good.
GLOSSARY
Empowerment: The process of increasing the capacity of individuals or groups to make choices
and to transform those choices into desired actions and outcomes.
Discriminations: The deliberate imposition of differences on grounds such as race, religion, language,
merit etc. Discrimination on grounds such as race or religion
is illegal in democracies, while discriminating between people on the grounds of merit is usually
lawful.
Lobby: To influence policies and opinions on a particular issue like protection
of the environment, wildlife etc.
Policy: A program of actions adopted by a person, group, or government, or the
set of principles on which they are based.
Political campaign: Rallies and speeches that are intended to persuade people to support a cause.
UNIT 11
The pursuit of wisdom
Lesson 1: The relationship between knowledge and wisdom
 Learning means acquiring knowledge about the world around us.
 Wisdom refers to the good use of knowledge.
 Knowledge forms the basis for our feelings, thoughts and values.
 When you are able to combine knowledge with wisdom you will be able to
help yourself and contribute to the development of Ethiopia.
Lesson 2: The three fundamental forms of knowledge
 Knowledge is made up of facts, concepts and generalizations.
 Facts are true and real.
 A concept is an idea or thought that is developed based on facts.
 Concepts are the product of careful thinking.
 A generalization is about a statement, principle or opinion based on some facts.
 The purpose of generalization is to make a conclusion based on facts or
concepts.
Lesson 3: Use of information
 Information can be knowledge about a specific subject or situation.
 Information is important for decision making.
 Reading books, magazines, newspapers, brochures, and the electronic media such
as the internet are sources of information.
 The right type of information is vital to make the right decision.
 Sample is data collected through different instruments for research.
Lesson 4: Knowledge and the habit of reading
 Reading books is one of the ways through which knowledge is obtained.
 Books express and articulate knowledge.
 The habit of reading offers the opportunity to gain knowledge to make a
difference.
Lesson 5: Truthfulness
 Truthfulness refers to being honest in what one says and does.
 As a responsible citizen you have to be truthful.
 As a truthful person you gain the respect you deserve.
 You have a moral and legal duty to tell the truth.
 Truthfulness is one of the characteristics of a good citizen.
SUMMARY
In this unit, you have expanded your knowledge on the pursuit of wisdom. You have seen that humans
are the only learning animals which, on the basis of what they learn, can produce new knowledge. You
have learnt that knowledge and wisdom contribute to bring about a difference in life.
You have learnt about the three fundamental forms of knowledge, their use and how they are
linked. You have learnt that knowledge is obtained through reading and observations.
You have seen how truthfulness is important in life. Generally, what you get in this unit should
encourage you to further expand your knowledge in all aspects.
GLOSSARY
Concepts: An idea or thought based on fact.
Data: Information/facts.
Facts: Information regarded as being true or real.
Generalization: Concluding statements, principles or opinions based on some facts.
Information: Something which gives knowledge in the form of facts.
Knowledge: Understanding of information.
Truthfulness: The habit of telling the truth.
Wisdom: The quality of using knowledge for a purpose.