U.S. State Department English Language Programs

English Teaching Forum

Return to Main Page

Preface

Introduction

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Comments

Civic Education Volume

Background | Classroom applications | Internet resources | Bibliography | Appendix

 

Chapter 5

Responsibilities of the Government


Internet Resources 1

These links were chosen for their educational value and do not necessarily reflect the views of the author or the U.S. Department of State.


Classroom Activities and Lessons

Pre-fabricated lesson plans and activities intended for classroom use; can be adapted for all age groups and language proficiency levels:

  • http://www.civnet.org/resources/teach/lessplan/level2a.htm
    Why Do We Need a Government?
    This lesson plan examines why we need government, how governments should be created, and what governments ought to do. Students learn to define natural rights, discuss the protection of natural rights, and understand the implications of providing governmental protection in exchange for certain individual freedoms. Includes questions for discussion.

  • http://erc.hrea.org/Library/Bells_of_Freedom/part5.html
    Exercise 10: Begging Children (pp.8-10)
    Lesson plan addresses the issue of government responsibility for street children. Aims to help learners a) focus on community responsibilities for begging street children and b) devise a community-based approach to improve the condition of street children. Includes relevant articles from the Convention on the Rights of the Child and the Ethiopian Constitution. (This site is also suggested in the second Civic Education chapter on societal dilemmas.)

  • http://erc.hrea.org/Library/Bells_of_Freedom/part7.html
    Exercise 20: Privacy Versus Rights (pp.3-5)
    Lesson plan focuses on government responsibility to respond to domestic violence. Uses a case study, in addition to facts and myths, to discuss related issues of domestic violence. Helps learners a) use analytical skills in sorting out arguments regarding conflicting rights, b) understand how the notion of privacy has been used to obstruct women's rights, and c) develop new perspectives on violence against women. (This site is also suggested in the second Civic Education chapter on societal dilemmas.)

  • http://erc.hrea.org/Library/Bells_of_Freedom/part5.html
    Exercise 9: Arranged Marriages (pp.6-8)
    Lesson plan focuses on government responsibility for modifying traditional, cultural customs that infringe upon universal human rights. Aims to help learners a) recognize the importance of respecting human rights in family decisions, b) devise strategies for governments and communities to change hurtful, traditional customs, and c) identify the role governments and communities should play in protecting the rights of women and children. (This site is also suggested in the second Civic Education chapter on societal dilemmas.)

  • http://www.civnet.org/resources/teach/lessplan/authorty.htm
    Foundations of Democracy: Authority, Privacy, Responsibility, and Justice
    Lesson plan uses a case study to help students understand the importance of authority. Examination of a situation without authority helps students explain how authority and government can be used to deal effectively with problems that arise in the absence of authority.

  • http://erc.hrea.org/Library/Bells_of_Freedom/part7.html
    Exercise 21: The Police in Democracy (pp.5-8)
    Lesson plan uses a "mock court" role-play to address good governance and police responsibility. Aims to help learners a) understand the causes of crime in society, b) develop a sense of fairness in criminal justice, and c) understand the roles and responsibilities of police in society.

  • http://www.civnet.org/resources/teach/lessplan/justice.htm
    Foundations of Democracy: Authority, Privacy, Responsibility, and Justice
    Lesson plan deals with corrective justice, helping learners develop tools for discussing fair and proper responses to wrongs and injuries. Students learn to identify important characteristics of a) an unjust act or injury, b) the person committing the unjust act or causing the injury, and c) the victim. Learners gain experience applying governmental responsibilities to hypothetical scenarios.

  • http://www.civnet.org/resources/teach/lessplan/stlaw.htm
    The National Institute for Citizen Education in the Law's (NICEL) International Program to Educate Citizens about Law, Human Rights, and Democracy -- Problem 1 (p.2)
    Activity asks learners to evaluate the criminal content of certain scenarios and to rank them from most to least serious. Learners are expected to act as a governing commission that evaluates laws, thereby experiencing one of the responsibilities of government.

Official Documents

Can be used to provide background information and to create materials.

Continue to next page

Return to top of page