Citizenship 26 May

8/6/2019 Citizenship 26 May

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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 thefoundation 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 When you are faced with a

choice, decide what is good and do it. It is a very simple principle to follow. P. Rajagopalachari

e) Unity and diversity in Nature: to honour and appreciate the different qualities, skil ls, roles and responsibilities that everyone brings as acitizen, 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 OBJECTIVES NOTES

1 My ExpandingWorld

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 understand and accept classroom rules andwhy 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


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classroom.

5) Roles - to identify various roles in a family and classroom, tounderstand how each is needed, and experience the satisfacti on offulfilling ones 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 teacheror designated child drawing a name; or choosingwhat game to play by drawing one of several

possibilities from a bowl. Names can be writtenon sturdy objects such as flat wooden sticks orcircles.

2 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 understandwhy they are needed.

3) Responsibilities to further develop the self-control needed tofollow classroom and school rules for the good of everyone .

4) Roles and responsibilities - to identify ways to contribute in theclassroom and to experience the joy of contribution.

5) Harmonious decision-making in groups - to learn to use traditionalchoosing games to make decisions.

4) Ask the children to come up with ideas.Some ideas: keeping the classroom clean,

helping the teacher, decorating the walls, beingkind to each other, maintaining harmony in theclass. Brainstorm then do a project like making a

group or individual posters to illustrate. Bringout how these same things are important

outside the classroom as wellfor example,keeping streets and public areas clean.

5) Perhaps lesson planner can include gamesfrom several traditionssee attached for ideas.(Terran will put together)

3 We Each Havea 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 thatthey together form the whole.

3) Responsibilities - to develop respect for personal and publicproperty and take care of it.

3) Maybe show some examples of publicproperty that has been damaged, e.g. torn bus


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4) Unity and diversity - to appreciate my own and my classmates

qualities, and understand that each contributes to the classroomcommunity.

5) Harmonious decision-making in groups to learn basic indigenous

processes for making decisions.

6) Class project: to experience the joy of contributing to a schoolservice project selected by students as a chosen initiative.

seats, graffiti, and ask children how this can be

prevented.

5) See Children of the Longhouse by JosephBruchac for an example.

6) Let the children discuss and choose. Some

ideas: cleaning school grounds, making surefood is not wasted in the lunch room, helpingyounger children, etc.

4 Appreciatingour

SimilaritiesandDifferences

1) Unity and diversity - to understand and celebrate the differencesamong 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 thatmake a good voter.

4) Roles and responsibilities - to practise leading and following anddiscover what makes a good leader and a good follower.

5) Rights and responsibility to raise awareness that we all have theright and responsibility to express ourselves truthfully.

6) Class project: to create a display illustrating unity in the diversity ofpersonal characteristics.

4) Include different styles of leading andfollowing.

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 aninsider and an outsider and increase willingness to includeeveryone, even those people I dont find it eas y to like.

3) Rights and responsibilities - to increase willingness to speak upwhen I notice anyone being excluded, and to explore what I can do


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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 sidecan include the losing sides 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 ofincluding everyone through a student initiative, e.g. a play, a mural,a poster campaign, a concert, a system of helpers on theplayground. Practise skills associated with various team rolesduring this project.

5) 5) Consider roles from Sean Coveys TheSeven Habits of Highly Effective Teens 1998,

Fireside, New York, USA . See summaryattached. (Eliz with send)

6 Appreciatingour HumanFamily

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 ofstereotypes and discrimination. To look at my own tendency tostereotype and discriminate, realise how it limits me, and look atways to change.

3) Roles and responsibilities - to speak up when I notice stereotypingor discrimination, taking care not to hurt the feelings of others .

4) Harmonious decision-making in groups to learn to listen deeply toothers points of view.

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

4) Dialogue here means A conversation with acentre, not sidesfrom William IsaacsDialogue and the Art of thinking Together.

See attached for distinction between debate(literally to beat), discussion (to smash topieces), and dialogue (speaking through and


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6) Class project: to practise consensus decision-making, team work

and leadership skills while developing a tutoring or mentoringprogramme, 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 thestudents, and c) deciding where you standis your position basedon self interest or what is best for the school in the long term?

with each other) as well as the basics of using

the dialogue process. Terran will put together.

7 Widening

Appreciationof our HumanFamily

1) Unity and diversity - to become aware and appreciative of the

diversity of world cultures, religions and races, and at the sametime 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 beyondthem.

3) Roles and responsibilities to set a good example by treating allpeople as I would want them to treat me.

4) Harmonious decision-making in groups to learn the basics of

consensus decision-making.

5) Rights, roles and responsibilities - to explore how a representative,e.g. school councillor, politician, can best represent the rights ofthe people in his/her constituency.

6) Class project: to explore group decision-making and teamwork bycreating a play together that illustrates the oneness of all humanity.



8 Expandingour

1) Relationships - to explore the benefits of expanding my group


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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 thebenefits of getting to know people who are very di fferent frommyself.

2) Roles and responsibilities to explore how to fulfil my duties withinthe groups to which I belong without restricting myself to thosegroup identities.

3) Rights, roles and responsibilities - to identify ways that leaders or

spokespersons can include all points of view among those theyrepresent.

4) To explore how to deal with group decisions that to not conform tomy preferences or viewpoints.

5) Harmonious decision-making in groups to further developconcensus decision-making and listening skills.

6) Class project: to expand our boundaries by developing acommunication exchange with students at a school in anothercountry.



5) Sociocracy is a structured form of consensusdeveloped by Gerard Endenburg, in which allviewpoints are considered and a way forward is

found that everyone can live with, even if it isnot their preference. Terran will put together an

information sheet.

9 Ownership,

Property, andMoney

1) Rights, roles and responsibilities - to review the extent of economic

disparity throughout the world and the limited nature of theearths resources.

2) Responsibilities - to develop appreciation for the value of simpleliving and awareness of what I need to live simply: identifypossessions that are really necessary.

3) Rights, roles, responsibilities and relationships - to consider when it


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is my duty to share and when it is not.

4) Rights - to consider what can and cant be owned [Chief Seattlesspeech].

5) Rules - to understand the function of money as a resource andalternatives, e.g. barter, local currency systems.

6) Class project: to contribute to the school or community bydesigning and carrying out a building project, e.g. learningresources for younger students, garden beds, craft for younger

students in the school.

7) To become an effective voter by a) exploring the qualities of agood representative b) understanding the issues affecting the

students, and c) deciding where you standis your position basedon self interest or what is best for the school in the long term?

10 WiseLeadership

1) Relationships, roles and responsibilities - to explore the qualitiesand attitudes that make for effective leadership, e.g. obedience,service, sacrifice, wisdom, nurturing others, role model, capacity,

courage, choices, tolerance, faith, patience , listening, willingness toaccept criticism, willingness to change, humility, acceptance, love.

2) Rules, roles and responsibilities - to understand specific styles ofleadership and to recognise the usefulness of each.

3) Roles and responsibilities - to explore the balance between idealismand practicality in effective leadership.

4) Roles and responsibilities - to explore issues concerning power.

5) Class Project: to examine a school or local governmentorganization, political campaign, or election and make written

recommendations to an appropriate body about how it can beimproved.

2) e.g. Lewins three styles of leadership:autocratic, democratic and laissez-faire; BurnsTransformational Leadership.

4) e.g. domination vs. personal power (fullexpression of ones own being); ego power vs.powerless power; human power vs. naturespower; wise use of power.


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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 andidentify when it is it our duty to follow them and when is it our dutyto question them.

3) Roles and responsibilities - to explore the concepts of authority andobedience.

4) Responsibilities - to consider the need for the greater good of thecommunity as something higher than satisfying personal desires.

5) Harmonious decision-making in groups to learn to use analternative form of group process (Wisdom Council, Six ThinkingHats) 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 makerecommendations on what about it we accept and what we thinkneeds changing.

7) To become an effective voter by a) exploring the qualities of agood representative b) understanding the issues affecting the

students, and c) deciding where you standis your position basedon self interest or what is best for the school in the long term?

3) e.g. Authority that seeks to dominate vs.authority that inspires and guides. Who do Iaccept as an authority and in what areas? What

are my options when I disagree with someone inauthority? When do I accept and when do Iquestion? Rebellion vs. non-obedient action

guided by conscience (e.g. Thoreau, Ghandi).What is the difference between obeying out offear and obeying out of trust?

5-6) Ehama Foundation describes a form ofWisdom Council in which an issue is considered

from 8 perspectives. Liz will put together aninformation sheet on this process. Six ThinkingHats is another form of considering an issuefrom several perspectives. Elizabeth will puttogether an information sheet on it. Dialogue isdescribed above.

12 Freedom andDiscipline

1) Responsibilities - to realize the consequences of having free willand making choices; the wonders and the dangers.

2) Rules and responsibilities to reflect on the relationship betweenfreedom and discipline, and understand why inner discipline is


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superior to externally imposed discipline.

3) Rights and responsibilities - to realize the importance of thinkingfreely, 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 areuniversal citizens and all interlinked; that what anyone thinks, saysand does affects the whole universe.

6) Group project: to imagine a species of intelligent beings who havefree will and live harmoniously, without money or laws enforced bypunishment. What would it take?

7) To become an effective voter by a) exploring the qualities of agood representative b) understanding the issues affecting thestudents, and c) deciding where you standis your position based

on self interest or what is best for the school in the long term?

6) Ask for specifics. How are decisions madeand implemented? What if people disagree?What is the leadership structure? How are

occupations and other roles chosen? What isthe motive for work? How are the young raisedand educated? Etc.

Documents

Citizenship 26 May