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Lesson #3: Your Responsibilities in a Democracy
I. Objectives: Students will discuss the balance between citizen’s rights and their responsibilities in a civil society. They will discuss how these responsibilities contribute to the improvement of society, and how responsibilities should be shared between a government and its citizens.
II. Materials: 1. Flipchart/handout: “Responsibilities of the Perfect Citizen” 2. Flipchart/handout: “The Search for the Perfect Citizen” 3. Role-play cards for “How can I help?” activity 4. Chalkboard or blank flipchart paper 5. Paper and pens/pencils
III. Procedure: 1. Review: Citizens’ rights · What are some rights you enjoy in Ukraine? Why is it important to have rights as a person?
2. Your Responsibilities · As we discussed yesterday, members of a democracy enjoy certain rights; however, democracy is not the same as anarchy—along with the rights we enjoy comes the responsibility to take an active part in our governments, to ensure that future generations will enjoy the same rights as we do nowadays. · Brainstorm with students what are some responsibilities they have as Ukrainians (paying taxes, voting, caring for the environment, etc). Then show the handout/flipchart “Responsibilities of the Perfect Citizen” and ask students to match the duties with the reasons they are important. Discuss. · Brainstorm all the ways a “perfect citizen” can participate in her democracy. Then show the handout/flipchart “The Search for the Perfect Citizen” and complete the activity with students.
3. Activity: How can I help? Pass out the following role-play situations (written on cards or sheets of paper), and have students read in groups and find as many different solutions to the problem as they can. Whom in the government can they ask for help? Where else can they go besides the government—are there other responsible citizens who can help? · You are a mother in Ukraine. Your friend is very poor and cannot buy carrots and potatoes for soup. How can you help your friend? · You are a student in Ukraine. Your village does not have an English teacher. How can you get a teacher for your school? · You are a businessman in Ukraine. There are no lights on your street, and it is very dark when you and your family walk home. How can you get lights on your street? · You are a teacher in Ukraine. There is nowhere at your school for students to play. How can you create a playground or play area for students to safely play? · You are a student in Ukraine. The streets are very dirty in your town and there is a lot of trash in the park. How can you clean up your town? Handout: Responsibilities of the Perfect Citizen Match the duty of a citizen with the explanation as to why it is important. Write the matching letter in the blank before the duty.
The Search for the Perfect Citizen Compare your list from the brainstorming section to the one below. Then decide which ones every citizen should do and which they could do? Put a “S” for should, and a “C” for could.
a. Become informed b. Educate others about issues and leaders c. Debate issues d. Work in the community is support of a particular cause or to protest/support government action e. Form or join political parties or other community organization f. Attend political or community meetings g. Become a leader of a political party, labor organization or community organization h. Vote in elections i. Campaign for those running for office j. Run for office k. Pay taxes l. Serve in the military m. Use legal channels to challenge official action such as meeting with senior government officials, taking cases to court, etc. n. Lobby public officials o. Protest by demonstrations, boycotts, strikes, etc. p. Respect the rights of other citizens q. Be a productive member of society Lesson #4: Leadership
I. Objectives: Students will define leadership and why it is important in a democratic civil society. They will examine qualities of a good leader, and will assess how groups can work together more effectively to accomplish their common goals.
II. Materials: 6. Blank flipchart or A4 paper 7. “Group Interaction Play” script (for six students) 8. “Group Interaction Play” handout (for each student)
III. Procedure: 1. Introduction: What is leadership? · Have students individually complete the sentence: “Leadership is…” Then share with them this quote: “Leadership is the process of persuasion and example by which an individual induces a group to take action that is in accord with the leader’s purposes or shared purposes by all.” – John W. Gardner (you might need to paraphrase for younger/less advanced students. Be sure to check for comprehension!)
2. Why are good leaders important? · As we discussed in the previous lesson, the government can’t do everything in a democracy—we have responsibilities, too. One of the most important responsibilities of a citizen in a democracy is to be willing to make changes in your own community. But no project is productive if it doesn’t have a leader involved. · Being a leader doesn’t mean you boss everyone around and tell them what to do while you have a coffee in your office—it means helping people use their talents and strengths in order to accomplish something you all think is important.
3. What is a good leader? · In groups, students should make a list of as many characteristics of a good leader as they can think of. Why is each of these things important? Are there any characteristics of a bad leader?
4. Who is a good leader? · You, of course! In a democracy, everyone (even kids!) can pitch in and improve things. The following exercise will show you how you are a leader (students should work individually). · On a blank sheet of paper, draw yourself while abstractly completing the following instructions (again, check for comprehension while reading these directions to students). Begin by drawing a simple representation of yourself. Draw an object in your hand that represents you. Where have your feet taken you? Where do you want your feet to take you? What makes you really want to listen? What can you see in yourself that others cannot? What is something that others usually see about you? Where is the most peaceful place for you to be? What is your heart set on? · Now, show and discuss pictures in small groups. First, the object you drew in your hand: What is the object in your hand? Why is it important? Why does it represent you? What relevance does it have to your past or future? Are there any similarities in your group’s objects? · Next, the other questions: Where are your feet taking you? What can you see in yourself that others cannot? What is something others usually see? What do you have your heart set on? Are there any group similarities?
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