CITIZENSHIP

This module is based on the following underlying values and attitudes that can be interwoven into all topics throughout: a) To develop a deep knowing that we are all one and interconnected. Our interconnectedness and interdependence at the human level is necessary for our survival in communities, and for this we develop citizenship. b) To appreciate that it is our natural duty to help and support our fellow beings. Service and sacrifice are basic to citizensh ip, with the foundation being love. c) To become aware of the relationships, roles, rights, responsibilities and rules (the 5Rs) that are part of citizenship in communiti es. d) To understand that for every choice we make there are consequences: There is a famous principle in life that we have always t o choose between the pleasant and the good choice, decide what is good and do it. It is a very simple principle to follow. P. Rajagopalachari When you are faced with a

e) Unity and diversity in Nature: to honour and appreciate the different qualities, skil ls, roles and responsibilities that everyone brings as a citizen, and at the same time accept the underlying oneness of us all. f) To understand that it is more useful to give than to receive . g) To learn harmonious decision -making in groups: to use the spiritua l values as the basis for making and accepting decisions.

Std TOPIC 1 My Expanding World

OBJECTIVES 1) Relationships - to become aware of the groups to which I belong, and develop a sense of belonging: f amily and classroom. 2) Rules - to be able to unde rstand and accept classroom rules and why each is needed. 3) Responsibilities - to develop the self-control to follow classroom rules so as not to hurt myself, others and property. 4) Rights - to learn safe ways to protect myself and my property in the

NOTES

classroom. 5) Roles - to identify various roles in a family and classroom , to understand how each is needed, and experience the satisfacti on of fulfilling one s role. 6) Harmonious decision-making in groups - to learn to accept decisions made by choosing synchronistically.

6) i.e. choosing who is to go first by the teacher or designated child drawing a name; or choosing what game to play by drawing one of several possibilities from a bowl. Names can be written on sturdy objects such as flat wooden sticks or circles. 4) Ask the children to come up with ideas. Some ideas: keeping the classroom clean, helping the teacher, decorating the walls, being kind to each other, maintaining harmony in the class. Brainstorm then do a project like making a group or individual posters to illustrate. Bring out how these same things are important outside the classroom as well for example, keeping streets and public areas clean. 5) Perhaps lesson planner can include games from several traditions see attached for ideas. (Terran will put together)

Settling In

1) Relationships - to become aware of the groups to which I belong, and develop a sense of belonging : classroom and school. 2) Rules - to identify classroom and school rules and to understand why they are needed. 3) Responsibilities to further develop the self-control needed to follow classroom and school rules for the good of everyone . 4) Roles and responsibilities - to identify ways to contribute in the classroom and to experience the joy of contribution. 5) Harmonious decision-making in groups - to learn to use traditional choosing games to make decisions.

We Each Have a Place

1) Relationships - to become aware of the groups to which I belong, and develop a sense of belonging : village, town or city and other local communities. 2) Roles - to identify roles that different people have in the local community, understand why each is needed, and appreciate that they together form the whole. 3) Responsibilities - to develop respect for personal and public property and take care of it. 3) Maybe show some examples of public property that has been damaged, e.g. torn bus

4) Unity and diversity - to appreciate my own and my classmates qualities, and understand that each contributes to the classroom community. 5) Harmonious decision-making in groups processes for making decisions. to learn basic indigenous

seats, graffiti, and ask children how this can be prevented. 5) See Children of the Longhouse by Joseph Bruchac for an example. 6) Let the children discuss and choose. Some ideas: cleaning school grounds, making sure food is not wasted in the lunch room, helping younger children, etc.

6) Class project: to experience the joy of contributing to a school service project selected by students as a chosen initiative. 4 Appreciating our Similarities and Differences 1) Unity and diversity - to understand and celebrate the differences among classmates: physical characteristics, talents, preferences, points of view etc. 2) Unity and diversity - to explore the ways we are all one . 3) Harmonious decision-making in groups - to explore the factors that make a good voter. 4) Roles and responsibilities - to practise leading and following and discover what makes a good leader and a good follower . 5) Rights and responsibility to raise awareness that we all have the right and responsibility to express ourselves truthfully. 6) Class project: to create a display illustrating unity in the diversity of personal characteristics. 5 Including Everyone 1) Relationships - to become aware of the groups to which I belong, and develop a sense of belonging : friendship groups. 2) Relationships to develop awareness of how it feels to be an insider and an outsider and increase willingness to include everyone, even those people I don t find it eas y to like. 3) Rights and responsibilities - to increase willingness to speak up when I notice anyone being excluded, and to explore what I can do

4) Include different styles of leading and following.

when I am being excluded. 4) Harmonious decision-making in groups becoming a good voter: learning how to accept losing, and exploring how the winning side can include the losing side s points of view. 5) Roles and responsibilities to explore and appreciate the different roles that exist in a team of people, and how each is needed. 6) Class project: to raise awareness in the school about the value of including everyone through a student initiative , e.g. a play, a mural, a poster campaign, a concert, a system of helpers on the playground. Practise skills associated with various team roles during this project. 5) 5) Consider roles from Sean Covey s The
Seven Habits of Highly Effective Teens 1998, Fireside, New York, USA . See summary

attached. (Eliz with send)

Appreciating our Human Family

1) Relationships - to become aware of the groups to which I belong, and develop a sense of belonging : ethnic and language groups. 2) Responsibilities and relationships - to recognize the hurtfulness of stereotypes and discrimination. To look at my own tendency to stereotype and discriminate, realise how it limits me, and look at ways to change. 3) Roles and responsibilities - to speak up when I notice stereotyping or discrimination, taking care not to hurt the feelings of others . 4) Harmonious decision-making in groups others points of view. to learn to listen deeply to

5) Roles and responsibilities - to identify the qualities and attitudes required for deep listening.

4) Dialogue here means A conversation with a centre, not sides from William Isaacs Dialogue and the Art of thinking Together. See attached for distinction between debate (literally to beat ), discussion ( to smash to pieces ), and dialogue ( speaking through and

6) Class project: to practise consensus decision-making, team work and leadership skills while d eveloping a tutoring or mentoring programme, e.g. peer support programme . 7) To become an effective voter by a) exploring the qualities of a good representative b) understanding the issues affecting the students, and c) deciding where you stand is your position based on self interest or what is best for the school in the long term? 7 Widening Appreciation of our Human Family 1) Unity and diversity - to become aware and appreciative of the diversity of world cultures, religions and races, and at the same time deepen awareness of the oneness of all humanity. 2) Responsibilities and relationships - to recognize cultural, religious, and racial prejudices within me and explore ways to move beyond them. 3) Roles and responsibilities to set a good example by treating all people as I would want them to treat me . 4) Harmonious decision-making in groups consensus decision-making. to learn the basics of

with each other ) as well as the basics of using the dialogue process. Terran will put together.

5) Rights, roles and responsibilities - to explore how a representative, e.g. school councillor, politician, can best represent the rights of the people in his/her constituency. 6) Class project: to explore group decision-making and teamwork by creating a play together that illustrates the oneness of all humanity. 7) To become an effective voter by a) exploring the qualities of a good representative b) understanding the issues affecting the students, and c) deciding where you stand is your position based on self interest or what is best for the school in the long term? 8 Expanding our 1) Relationships - to explore the benefits of expanding my group

Boundaries

identity, e.g. from I am a ______ national to I am a citizen of planet Earth to I am a citizen of the universe , and discover the benefits of getting to know people who are very di fferent from myself. 2) Roles and responsibilities to explore how to fulfil my duties within the groups to which I belong without restricting myself to those group identities. 3) Rights, roles and responsibilities - to identify ways that leaders or spokespersons can include all points of view among th ose they represent. 4) To explore how to deal with group decisions that to not conform to my preferences or viewpoints. 5) Harmonious decision-making in groups to further develop concensus decision-making and listening skills. 6) Class project: to expand our boundaries by developing a communication exchange with students at a school in another country. 7) To become an effective voter by a) exploring the qualities of a good representative b) understanding the issues affecti ng the students, and c) deciding where you stand is your position based on self interest or what is best for the school in the long term? 5) Sociocracy is a structured form of consensus developed by Gerard Endenburg, in which all viewpoints are considered and a way forward is found that everyone can live with, even if it is not their preference. Terran will put together an information sheet.

Ownership, Property, and Money

1) Rights, roles and responsibilities - to review the extent of economic disparity throughout the world and the limited nature of the earth s resources. 2) Responsibilities - to develop appreciation for the value of simple living and awareness of what I need to live simply: identify possessions that are really necessary. 3) Rights, roles, responsibilities and relationships - to consider when it

is my duty to share and when it is not. 4) Rights - to consider what can and can t be owned [Chief Seattle s speech]. 5) Rules - to understand the function of money as a resource and alternatives, e.g. barter, local currency systems. 6) Class project: to contribute to the school or community by designing and carrying out a building project , e.g. learning resources for younger students, garden beds, craft for younger students in the school. 7) To become an effective voter by a) exploring the qualities of a good representative b) understanding the issues affecting the students, and c) deciding where you stand is your position based on self interest or what is best for the school in the long term? 10 Wise Leadership 1) Relationships, roles and responsibilities - to explore the qualities and attitudes that make for effective leadership, e.g. obedience, service, sacrifice, wisdom, nurturing others, role model, capacity, courage, choices, tolerance, faith, patience , listening, willingness to accept criticism, willingness to change, humility, acceptance, love. 2) Rules, roles and responsibilities - to understand specific styles of leadership and to recognise the usefulness of each. 3) Roles and responsibilities - to explore the balance between idealism and practicality in effective leadership. 4) Roles and responsibilities - to explore issues concerning power. 5) Class Project: to examine a school or local government organization, political campaign, or election and make written recommendations to an appropriate body about how it can be improved. 4) e.g. domination vs. personal power (full expression of one s own being); ego power vs. powerless power; human power vs. nature s power; wise use of power.

2) e.g. Lewin s three styles of leadership: autocratic, democratic and laissez-faire; Burns Transformational Leadership.

6) To become an effective voter by a) exploring the qualities of a good representative b) understanding the issues affecting the students, and c) deciding where you stand is your position based on self interest or what is best for the school in the long term? 11 Rules, Law, and Authority 1) Rights to explore our natural birthrights as human beings. 2) Rules and rights - to explore the need for rules and laws and identify when it is it our duty to follow them and when is it our duty to question them. 3) Roles and responsibilities - to explore the concepts of authority and obedience. 4) Responsibilities - to consider the need for the greater good of the community as something higher than satisfying personal desires. 5) Harmonious decision-making in groups to learn to use an alternative form of group process (Wisdom Council, Six Thinking Hats) to approach decisions from many viewpoints. 6) Group project: Use an alternative form of group process (e.g. Wisdom Council, Six Thinking Hats, Dialogue) to consider a law, policy or decision that affect us personally, and make recommendations on what about it we accept and what we think needs changing. 7) To become an effective voter by a) exploring the qualities of a good representative b) understanding the issues affecting the students, and c) deciding where you stand is your position based on self interest or what is best for the school in the long term? 12 Freedom and Discipline 1) Responsibilities - to realize the consequences of having free will and making choices; the wonders and the dangers. 2) Rules and responsibilities to reflect on the relationship between freedom and discipline, and understand why inner discipline is 3) e.g. Authority that seeks to dominate vs. authority that inspires and guides. Who do I accept as an authority and in what areas? What are my options when I disagree with someone in authority? When do I accept and when do I question? Rebellion vs. non -obedient action guided by conscience (e.g. Thoreau, Ghandi). What is the difference between obeying out of fear and obeying out of trust? 5-6) Ehama Foundation describes a form of Wisdom Council in which an issue is considered from 8 perspectives. Liz will put together an information sheet on this process. Six Thinking Hats is another form of considering an issue from several perspectives. Elizabeth will put together an information sheet on it. Dialogue is described above.

superior to externally imposed discipline. 3) Rights and responsibilities - to realize the importance of thinking freely, i.e. to think deeply , audaciously, and from all angles. 4) To understand that real freedom is freedom from freedom . 5) Relationships, roles and responsibilities - to understand that we are universal citizens and all interlinked; that what anyone thinks, says and does affects the whole universe. 6) Group project: to imagine a species of intelligent beings who have free will and live harmoniously, without money or laws enforced by punishment. What would it take? 7) To become an effective voter by a) exploring the qualities of a good representative b) understanding the issues affecting the students, and c) deciding where you stand is your position based on self interest or what is best fo r the school in the long term? 6) Ask for specifics. How are decisions made and implemented? What if people disagree? What is the leadership structure? How are occupations and other roles chosen? What is the motive for work? How are the young r aised and educated? Etc.