Ethiopian Grade 10 Civics Student Textbook PDF

CIVICS AND ETHICAL EDUCATION Student Textbook Grade 10 Authors Getaneh Mehari Mesfin Bogale Lakew Regassa Tewodros Mekonnen Edited and revised by Girma Alemayehu Dano Helen Papworth Federal Democratic Republic of Ethiopia Laxmi Publications Ministry of Education Acknowledgements The redesign,...

CIVICS AND ETHICAL EDUCATION Student Textbook Grade 10 Authors Getaneh Mehari Mesfin Bogale Lakew Regassa Tewodros Mekonnen Edited and revised by Girma Alemayehu Dano Helen Papworth Federal Democratic Republic of Ethiopia Laxmi Publications Ministry of Education Acknowledgements The redesign, printing and distribution of this textbook has been funded through the General Education Quality Improvement Project (GEQIP), which aims to improve the quality of education for Grades 1–12 students in government schools throughout Ethiopia. The Federal Democratic Republic of Ethiopia received funding for GEQIP through IDA Credit No. 4535-ET from the International Development Associations, the Fast Track Initiative Catalytic Fund (FTICF) and other development partners — Finland, Italian Development Cooperation, the Netherlands and UK aid from the Department for International Development (DFID). Many individuals and organisations, too many to mention here, also gave their unreserved support to make the textbook and accompanying teacher guide a reality. However, special thanks must go to Myra Murby who devotedly spent time to build the capacity of the Ministry textbook writers to enable them to produce interactive and student friendly teaching and learning materials. The European Union’s financial support of Myra’s work in Ethiopia is greatly appreciated. Gratitude is also extended to the House of Federation of the Federal Democratic Republic of Ethiopia, the Ethiopian Press Agency, the Ministry of Culture and Tourism, the former Ministry of Information, the Institute of Ethiopian Studies, the Ethiopian Teachers’ Association and the Ethiopian Educational Material Production and Distribution Agency, all of which provided pictures that are used in the textbook. The work of Helen Papworth, a VSO volunteer, who, with the former Civics and Ethical Education Department, edited, reviewed and formatted the draft textbook and teacher guide, is gratefully acknowledged. Thanks also go to the Voluntary Service Overseas for arranging the placement of British volunteers in the Ministry and enabling us to use their expertise on this and other projects. © Federal Democratic Republic of Ethiopia, Ministry of Education First edition, 2002 (E.C.) Redesigned, printed and published for the Ministry of Education by Laxmi Publications (P) Ltd., India, under GEQIP Contract No. ET-MoE/GEQIP/IDA/ICB/010/09. ISBN: 978-99944-2-002-5 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means (including electronic, mechanical, photocopying, recording or otherwise) either prior written permission of the copyright owner or a licence permitting restricted copying in Ethiopia by the Federal Democratic Republic of Ethiopia, Federal Negarit Gazeta, Proclamation No. 410/2004 Copyright and Neighbouring Rights Protection Proclamation, 10th year, No. 55, Addis Ababa, 19 July 2004. Disclaimer: Every effort has been made to trace the copyright owners of material used in this document. We apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any future edition.  Contents Introduction 1 Unit 1: Building a Democratic System 2 1. Principles and Values of a Democratic System 3 2. Rights 8 3. Obligations 12 4. Tolerance 16 5. The State in Ethiopia 20 6. Federalism in Ethiopia 24 7. Ethiopia’s Foreign Relations 27 Unit 2: Rule of Law 32 1. Constitution as a Source of Rule of Law 33 2. Understanding Rule of Law 37 3. Rule of Law as an Instrument to Limit the Political Power of the Government 40 4. Breakdown of Rule of Law 43 Unit 3: Equality 47 1. The Concept of Equality 48 2. The Effects of Equality of Citizens 51 3. Gender Equality 53 4. Equality of Cultures 56 Unit 4: Justice 61 1. The Effects of Lack of Justice 62 2. Equal Provision of Social Services 64 3. Categories of Justice 66 4. Organization and Functions of the Judiciary 69 5. Equity of Taxation 71 Unit 5: Patriotism 75 1. Requirements to Increase Patriotism 76 2. Patriotism and the Common Good 79 3. Patriotism and Poverty Reduction 83 4. Voluntarism 86 Unit 6: Responsibility 90 1. A Citizen’s Duties 91 2. Taking the Consequences of your Actions 94 3. National Responsibility 98 4. Responsibilities for the Protection of our Natural Resources and Cultural Heritage 100 5. Creating a Common Front Against HIV/AIDS 106 Unit 7: Industriousness 111 1. Work and Well-being 112 2. The Importance of Good Work Habits 115 3. Choice of Economic Systems 118 4. Improving your Work Skills 120 Unit 8: Self-reliance 123 1. Examples of Self-reliance 124 2. Examples of Dependency 126 3. Self-reliance and Decision-making 129 Unit 9: Saving 135 1. Traditional Practices which Affect our Saving Habits 136 2. Managing the Family Budget 138 3. The Need to Set your Goals and Plan your Saving 140 4. Choosing a Career 143 Unit 10: Active Community Participation 145 1. Levels of Community Participation 146 2. Types and Roles of Civic Societies 149 Unit 11: The Pursuit of Wisdom 153 1. The Relationship between Knowledge and Wisdom 154 2. The Three Fundamental Forms of Knowledge 156 3. Use of Information 159 4. Knowledge and the Habit of Reading 162 5. Truthfulness 165  Introduction T his book is written for students studying Civics and Ethical Education in Grade 10. It will guide you through the 11 values with readings, case studies, Readings have a blue background. They provide information which explains the lesson objectives. questions and illustrations to support the text. Each unit On many pages, you will find photographs or pictures begins with an introduction and states the lessons and which illustrate the topic you are studying. the outcomes. It also provides a list of the key words and concepts you will meet in the unit. Case studies are labelled and have a pink background. They provide real or simulated examples of the concept At the end of each unit, there is a summary of what you are studying. you have read. There is also a glossary of some terms or words which you have been introduced to in the Each lesson has at least one set of questions linked to unit. Finally, there are unit review exercises to enable a reading or a case study. Look for the red question you to test your knowledge and understanding of the marks. unit content. At the end of each lesson, you will find a list of points Each unit is set out in the same way with the unit number to remember in a red box. This will help you to revise. and title at the top of each page. This book is just one resource which you and your The objectives are listed at the beginning of each lesson. fellow students will use to learn about Civics and Ethical A starter activity is in a blue box. This is to introduce Education at this level. Information to support this you to the lesson. The lesson number is in the top right book will be located with your teacher, on the Plasma corner of each page. programs, in other books and documents, and with people in your communities. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  1  Unit 1 Building a Democratic System Introduction In Grade 9, you learnt basic ideas about democracy and building a democratic system. In Grade 10, you are going to learn more about the details of democracy and democratic systems. It will be much easier to learn and more interesting if you take part in class enthusiastically. Lessons Key words and concepts 1. Principles and Values of a Democratic Accountability Regional System Bilateral relations governments 2. Rights Executive Repression 3. Obligations Federal government Ruling party 4. Tolerance Federalism Sovereignty 5. The State in Ethiopia Judiciary The 1960 coup d’etat 6. Federalism in Ethiopia Legislative Transparency 7. Ethiopia’s Foreign Relations Majority rule Unitary Minority rights What you will learn Universal suffrage Multilateral relations You will: Winning party Public participation understand the values and principles of a democratic system. recognize what is meant by rights and obligations. understand state formation in Ethiopia. Voting in elections — One of the pillars of democracy 2  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 1 L E S S O N 1 Principles and Values of a Democratic System By the end of this lesson, you should be able to:  Wider public participation;  describe the main principles and values of a  The presence of universal suffrage; democratic system.  The presence of fair, free and periodic  participate in the democratic process of your (regular) elections; country within the limit of your capacity.  Majority rule and minority rights;  Transparency and accountability; Did you see any examples of democracy in  The presence of multiparty competition or action during your vacation? Tell the class about them. pluralism. Let’s see some of the details of the principles: In Grade 9, you learnt about ancient and modern forms of democracy. The first form of democracy Public Participation was direct democracy, while the modern form is indirect democracy. In this lesson, you will learn Democracy exists when you and others actively about the essence of democracy and the main participate in the politics of our country. This is principles and values of a democratic system. This not limited to towns or major cities like Addis will help you to participate in, and contribute to, Ababa, Dire Dawa, Mekele or Baher Dar. The great the democratic process in your country. Today, majority of Ethiopians live in the countryside. the most widely practised form of democracy They too have to participate to make democracy throughout the world is indirect democracy. work in the country. This is what public When you reach the age to enjoy the right to participation means. If you fail to participate, vote, you will elect representatives to govern then it will be difficult for democracy to become the country. The elected representatives make strong and work well. Public participation is one political decisions and formulate laws. This is the of the pillars of democracy. There are different essence of modern democracy or representative forms of participation. Taking part in elections is democracy. one way. Debating on issues and policies is part Representative democracy is characterized by of public participation as is participating in the the following principles and values: administration of your kebele. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  3 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 1 Principles and Values of a Democratic System participating in voting. During an election, the party which you support may not win a majority vote. So another party becomes the winning party in the election. In this case, people like you will be part of the minority, which means a smaller number or group. The party that wins an election is called the winning party. So the ruling party is the winning party. As a ruling party, it has to rule the people Voting is one of the democratic rights without thinking about who voted in favour and against it. Both those who voted for the ruling Form groups to discuss the ways you can have party and those who voted against it are citizens participation in your community. Group leaders of the same country. The ruling party has to treat should present their ideas to the class. all citizens equally. Minority rights are protected by the Constitution. This is what is called majority Universal suffrage and Majority rule rule and minority rights. It is not in the nature of democratic government to suppress any group One of the features of democracy is universal in society. When a minority group is suppressed, suffrage. Universal suffrage means to have the then democracy is also suppressed. right to vote without discrimination. In Ethiopia, you have the right to vote from 18 years of age and be Form groups to discuss what you understand elected from the age of 21. Article 38, sub-article 1, of by universal suffrage and majority rule. Group the Constitution says: leaders should present their ideas to the class. Every Ethiopian national, without any discrimination based on colour, race, nation, nationality, Fair, Free and Periodic Elections sex, language, religion, political or other opinion or other status, has the following rights: One way to ensure a democratic system is through fair, free and periodic elections. Fair election is (a) To take part in the conduct of public conducted when parties in an election are treated affairs, directly and through freely chosen equally. Free election is conducted when there is representatives; no threat, intimidation, or harassment on party (b) On the attainment of 18 years of age, to vote in candidates and their followers, and when they accordance with law; are able to campaign without problems. Periodic (c) To vote and to be elected at periodic elections to elections means conducting elections regularly. any office at any level of government; elections Most democratic countries conduct elections every shall be by universal and equal suffrage and four years. Some countries have elections every shall be held by secret ballot, guaranteeing the five years, as in Ethiopia. free expression of the will of the electors. Fair and free elections are carried out when You may be only three or four years away from the Constitution and the rule of law are observed 4  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 1 Principles and Values of a Democratic System by citizens and government institutions. So, you will have the right to participate in free, fair and regular elections when you are eighteen. Transparency and Accountability A democratic government is open and explains what it is doing. The people have the right to get information and inspect how government works. This way, government can be transparent. For a government to be transparent, it has to be open to the people, hold public meetings and debates, and Queuing to vote allow citizens to attend and participate. In a democracy, the press and the people have Multi-party Democracy access to information about what is happening in the country and in government. This is called A democratic system is a system of choice. You transparency. It imposes the responsibility on freely choose from among the parties which elected officials to do what is right. Officials have contest for power. One requirement of democracy to work by respecting the will of the people. is to have more than one competing party. When They have to exercise power according to the many parties are competing during an election, Constitution. Officials are accountable to the the people have the opportunity to critically people. Accountability is a situation in which evaluate party programs and choose the party elected officials are responsible for their actions which has the best program for the country. This and decisions. The Constitution has this to say practice is called a multi-party democracy or under Article 12, sub-article 1 and 2: pluralism. Pluralism allows more than one party 1. The conduct of affairs of government shall be to run for election. Multi-party democracy offers transparent. real choice to people. It also offers the opportunity 2. Any public official or an elected representative for the parties that are not in the government to is accountable for any failure in official duties. challenge the ruling party. Copy the table on the next page. Make six groups, discuss and list on the copy the characteristics of democracy under each heading. Examples are provided. Pick one heading each to discuss and give feedback to the class. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  5 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 1 Principles and Values of a Democratic System Public Universal Majority rule Transparency Accountability Multi-party participation suffrage democracy 1. Discussing Voting Ability to Open for Answerable to Presence of and issue decide scrutiny the public diffe re nt choices 2. 3. 4. 5. 6. CASE STUDY Election for School Council In November 2008, students in a high school were teachers and class representatives took the ballot involved in electing school council leaders. The box to the student council office. The counting was campaign went on for some days. Out of a dozen conducted in the presence of observers and those students who campaigned, six remained as finalists. who campaigned. The candidates ran a strong campaign with their Urgessa got 1127 votes, Tenkir got 923 votes, supporters. The school was busy on those days. Ayechew got 512 votes, Fatuma got 458 votes, They made speeches to all the students using the Gedey got 354 votes, and Berkessa got 339 school’s loud speakers. votes. Those who got the top five votes became members of the school council leadership. Thus, All, except one, made closing speeches saying Urgessa became the chairman, Tenkir co-chairman, “Please vote for me.” But the last speaker said “Don’t Ayechew secretary, Fatuma cashier and Gedey vote to please me, but vote to please you, and the became an auditor. only candidate, who is here to please you, is in The student council with the five elected fact me.” Everyone stood up clapping, and shouted officials, plus class representatives, formed loudly in appreciation of his speech. the school council. The council involved the Voting was arranged in each class. The classes class representatives on all matters. The class were converted to voting stations. Students went representatives presented the students’ cases to back to their respective classes. Home room the council for discussion and decision. The class teachers handed the voters the voting cards and representatives also told students about the council’s told them how to fill them out and to choose decisions. All students participated in the council whoever they wanted. The students then voted through their representatives. This is an example of secretly. Voting was closed, then the home room how representative democracy works. 6  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 1 Principles and Values of a Democratic System You have seen how representative democracy works in the student council. Now form groups to discuss and compare how representative democracy works in your kebele and woreda councils. Examples are provided. Group leaders should present their ideas to the class. Record your answers on a copy of this table. Representative Democracy School Kebele Woreda 1. Parent teacher association Kebele administration Woreda administration 2. 3. 4. 5. 6. REMEMBER  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. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  7 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 2 L E S S O N 2 Rights By the end of this lesson, you should be able to: colour, language, national origin, age, religion or political beliefs. As a citizen, you have the right to  describe the interdependence between democratic and human rights. life. This means that you have the unconditional right to exist.  explain why it is sometimes necessary to limit Your life is your most valuable possession. rights. You also have the rights to liberty and equality as  defend your human and democratic rights. they belong to others. These rights are important for any democratic citizen, so you can enjoy them. What rights do you think you have as a human When you are able to defend these rights, you can being and as a citizen? As a class, with the help continue to use them. of your teacher, prepare a list of your rights on The Constitution states the range of human the board. rights citizens have. Article 17, sub-article 2 In Grade 9, you learned about some of your rights expresses the right to liberty as follows: listed in the Ethiopian Constitution. In this lesson, No person may be subjected to arbitrary arrest, you will learn more about these rights and their and no person may be detained without a charge or types. You will also learn about the differences conviction against him. and the interdependency between the different rights. You will also learn ways of using and defending these rights. Human rights In the FDRE Constitution there are long lists of human and democratic rights. Human rights include the right to life, the right to liberty and the right to equality. In a democracy, these rights are essential for citizens. You enjoy these rights because you deserve them. Human rights can be defined as rights that Life is the most valuable possession — traffic police universally belong to people regardless of sex, race, helping citizens cross a busy road 8  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 2 Rights Form groups to discuss in what ways human The indivisibility of rights rights are essential to you. Group leaders Human and democratic rights are interdependent. should present their ideas to the class. For example, your right to life and equality are part of your human rights. The rights to property Democratic rights and child rights are part of your democratic There is a long list of democratic rights in the rights. Your right to equality (human right) can Constitution. Democratic rights include the right be respected when your rights to property and to vote and to be elected, child rights, the right nationality (democratic right) are respected. So, it to property and rights of nationality. Regarding is not possible to respect your rights to life and the right to property, the Constitution states as equality without respecting your rights to property under the Article 40, sub-article 1: and nationality. In other words, it is the prevalence Every Ethiopian citizen has the right to the of democratic rights that ensures the respect of ownership of private property. Unless prescribed human rights. This shows that the different rights otherwise by law on account of public interest, this stated in the Constitution are interrelated, thus right shall include the right to acquire, to use and, in indivisible. a manner compatible with the rights of other citizens, Whatever rights you may have, there are to dispose of such property by sale or bequest or to always some limitations attached to them. There is transfer it otherwise. no such thing as an absolute right. This is because Citizens should have equal opportunities to access education CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  9 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 2 Rights the rights you have are shared with others. So you has ratified some of the international instruments can enjoy your rights as long as you do not affect which are part of UDHR. Article 13, sub-article 2 others’ ability to use the same rights. of the Constitution states: The Ethiopian Constitution expresses human The fundamental rights and freedoms specified in and democratic rights as fundamental rights this Chapter shall be interpreted in a manner conforming and freedoms of citizens. These rights constitute to the principles of the Universal Declaration of Human the fundamental principles of the UN Universal Rights, International Covenants on Human Rights and Declaration of Human Rights (UDHR). Ethiopia International instruments adopted by Ethiopia. Copy this table. Make groups, then discuss and list on the copy some of your rights and how you use them without affecting the rights of others. Examples are provided. Your Human What you are Your What you are Rights not allowed to do Democratic not allowed to do against others Rights against others 1 Right to life Kill anyone 1 Right to speech Obstruct others from expressing ideas 2 2 3 3 4 4 5 5 6 6 7 7 8 8 Citizens should have the opportunity to own their own property 10  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 2 Rights CASE STUDY Use your rights During a school council election, a Grade 10 student, The teacher also criticized him because he had Emmanuel, quarrelled with a friend called Matios. failed to respect Matios’s right to make a free Emmanuel asked Matios to vote for his relative who choice. was running for the presidency. Matios disagreed Form groups to discuss how Emmanuel and with Emmanuel and wanted to elect another Matios behaved and list down the actions candidate of his own choice. The candidate Matios and attitudes of each. Group leaders should voted for won the election by one more vote. present their ideas to the class. Emmanuel became bitter and told Matios that, if he had voted for his relative, he could have won the election and become president of the school council. Emmanuel became emotional and insulted his friend and wanted to start a fight with him. Matios left his friend and went home. Next day, Matios presented this case to the civics and ethical education teacher and the students in his class. The students discussed this issue and criticized Emmanuel for behaving undemocratically. Students involved in class discussion REMEMBER  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. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  11 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 3 L E S S O N 3 Obligations By the end of this lesson, you should be able to: The right of thought, opinion and freedom of  state what your obligations are as citizens of expression are citizens’ democratic rights. Thus, this country. you have to respect these rights. Your friends may belong to different associations and clubs at school. They may choose Can you list some of your obligations as citizens and share them with the class? to join the agriculture club to learn more about how trees grow and help to get more rain. You In Grade 9, you learnt some basic ideas related to may prefer to join the literature club to write short obligations. You saw that obligations are duties to stories and poems to read to students. You have be fulfilled. You also realized that your obligations made your own free choice as they have made are related to the rights you enjoy. In this lesson, theirs. You have the obligation to respect each you are going to learn more about the need to others’ choices. respect the rights of all citizens. You also have to respect the rights of nations, The Constitution imposes on us the need nationalities and peoples of Ethiopia as we are all to respect the rights of others. You can exercise equal. In your class and kebele there are students your rights, but you have a duty to fulfill certain who belong to different nationalities. You have obligations. For instance, you have the obligation to respect their rights. The Constitution imposes not to damage school facilities or destroy household obligations on citizens to undertake some tasks. or community properties. You have the duty You have the constitutional obligation to respect to keep yourself and your surroundings clean the human rights of ethnic, religious or linguistic and neat. You have the obligation to make your minorities. The Universal Declaration of Human environment a safe place to live in. A democratic Rights of the UN requires governments and citizen fulfils his/her obligations and persuades persons to respect such rights. others to do the same. The UN declaration on the Rights of Persons You have an obligation to respect the rights of others. As you saw in the previous lesson, Belonging to National or Ethnic, Religions or respecting the rights of others means respecting Linguistic Minorities under its Article 1 reads: their human and democratic rights. It is a States shall protect the existence and the national constitutional violation to deny your classmates, or ethnic, cultural, religions and linguistic identities or those in your kebele, any of their rights. of minorities within their respective territories and 12  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 3 Obligations shall encourage conditions for the promotion of that have the obligation to respect your rights just as identity. you respect theirs. Do not forget that the purpose This is part of the international agreement of learning about your rights and obligations is that Ethiopia has ratified and has the duty to not only to study them, but to translate them into promote in the interests of its own people. Others practice. Copy this table. Form groups, discuss and list on the copy the rights and obligations you have in class, school and the community you live in. Examples are provided. Share ideas in a whole class discussion. Rights at Obligations Rights at Obligations Rights at Obligations school at school home at home kebele at kebele 1 To be To respect Family Participating To be Participating free from the school support in home considered in cleaning corporal rules and for chores as citizens of campaign punishment regulations education the kebele 2 3 4 5 CASE STUDY Stereotyping — Wrong Behaviour A group of three students, Tabor, Zeynedin and the belief that all men are equal, so it is wrong to Megerssa, started joking about the way people joke about the way people speak and act.” of different nationalities talk. They imitated some Students were listening to her attentively. The of them and were joking about how they speak class atmosphere became normal by the time and act. Some students reacted to the jokes and the civics and ethical education teacher arrived. started to do the same on the nationalities of those Fikria explained to him what had happened. The who started it. The class atmosphere became very teacher had to tell to students that stereotyping uncomfortable. is a behaviour which is undemocratic and should Fikria, a student known for being fair and sober, be avoided. He emphasized to his students that asked her classmates to calm down. She said, “In respect for the culture of different nationalities is a Grade 9 we learned that democracy is based on fundamental principle of democracy. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  13 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 3 Obligations Form groups to discuss why it is wrong to joke about other nationalities. Group leaders should present their ideas to the class for discussion. Ethiopia — Home to different cultural groups CASE STUDY GTZ for Clean Addis Addis Ababa is the capital city of Ethiopia and Africa. GTZ is a German governmental organization that Addis Ababa is a unique city. It is a city established takes part in a number of development projects in and built by its own people with indigenous Ethiopia. It is also playing its part to make Addis Ababa knowledge. Most African cities were established cleaner. It has built roadside trash bins in the city. They during the colonial period. Addis Ababa, as a city, are colourful and read — “Keep Addis Clean!” This is over 120 years old. It is a relatively young city and reminds pedestrians to play a role in keeping Addis one of the world’s diplomatic hubs. It is home to Ababa clean as the city belongs to them. the Headquarters of the African Union, the United It is part of the obligation of the residents of Addis Nations Economic Commission for Africa (UNECA) and others. The number of diplomatic missions Ababa to keep their city clean when organizations residing in Addis is greater in number than in any like GTZ play a role as a stakeholder. other African country. 14  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 3 Obligations Copy this table. Form groups to discuss what you can do to keep the local area you live in tidy and list some of them on the copy of the table. One example is provided. What you can do to tidy your local area 1 Not dropping rubbish on the street 2 3 4 5 6 7 Keep Addis Clean! (GTZ) bins on the roadsides of Addis Ababa REMEMBER  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. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  15 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 4 L E S S O N 4 Tolerance By the end of this lesson, you should be able to: live together with the help of tolerance. You can  explain the importance of tolerance of develop tolerance when you are able to listen to diversity. others. In Ethiopia, there are over eighty cultural groups having different languages and ways  describe the implications of tolerance of diversity of life. Although they have different cultures, for a multicultural country like Ethiopia. they have only one homeland that they share in  be tolerant of cultural differences. common with others. So, Ethiopia has to be a comfortable place for them to live in with respect and dignity. How important do you think it is to tolerate This is achieved when citizens give the respect diversity in Ethiopia? What will happen if you are not tolerant of cultural diversity in society? In Grade 9, you learnt the concepts of diversity and tolerance. You know that diversity means to be different from others in culture and in opinions. Tolerance means accommodating these differences and being able to live with others in peace. You were also taught that diversity and tolerance are part of the values of democracy. In this lesson, you will learn why tolerance is necessary for social change and peace in Ethiopia. Moreover, you will learn how tolerance is particularly important in a multicultural society like Ethiopia. This lesson will help you develop the knowledge and skills you need to help build a tolerant and developing society. Tolerance is one of the values of democracy. You need to practise it. No two individuals can have identical viewpoints and aspirations in There are different cultures in Ethiopia life. This is true with every one of you. But, you of which this is one 16  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 4 Tolerance that others deserve. In this way Ethiopians can person remains healthy and active when all his develop shared values and a common destiny. As body parts function in a healthy way. A small a citizen you have to be able to see that all cultures wound on any part of the body could affect one’s are equal. Moreover, you have to respect others’ health seriously, so it needs treatment. Untreated, rights to have different opinions to yours. You the person could suffer and even die. must learn to accept diversity starting with school In a similar way, if members of a certain life. When you can do this, the school will be a cultural group in Ethiopia believe that they are peaceful place of learning. In your community you not treated fairly and equally, this is a sign of have to respect the cultures of others. Diversity social sickness. This could lead to serious social is valuable and tolerance is a way to create peace problems. Therefore, solutions should be put in and promote development. place to avoid these social ills. The treatment of Ethiopia will be a land of peace and prosperity such problems has to start with every citizen. when its citizens learn to be tolerant with one You should learn to respect the rights of another. Ethiopia is the sum total of its different every individual. You have the responsibility to nations, nationalities and peoples, and their ways be sensitive on such matters. You should play the of life. role that contributes to bringing people together Think about Ethiopia as a human body. A rather than setting them apart. Copy this table. Form groups to discuss the diversities you see in your school and surroundings and ways of handling them. An example is provided. Write your answers on a copy of the table. Diversity Tolerance/way of handling 1 Gender differences Avoiding discrimination between boys and girls 2 3 4 5 CASE STUDY Culture meets culture In 2008, during the semester break, students They visited Kelenso on Wednesday, the weekly organized an educational trip to Agere Mariam on market day of the village. They had the chance to the road to Moyale. The students fixed their tents see many people coming from the surrounding area and camped on the football field of the school. to buy and sell goods in the market. The students One of their plans was to learn more about the saw camels. For most, it was the first time to see different cultures of Ethiopia in local villages. such a huge animal. They saw people eating camel CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  17 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 4 Tolerance meat in the open-market. Some of them tasted a favourite local food. Only a few tried it but didn’t camel milk but did not taste the meat. like it. But the students behaved positively towards A farmer called Gemede Elema was happy to see the food so as not to offend their hosts. Before them coming to visit the place and invited them to departing, they thanked Ato Gemede and his family. his home. A variety of food was presented to them They departed with a memory that lived with them including injerra and wat. There was also worque, for a long time. Copy this table. Form groups to discuss and list down what possible lessons the students could have learnt from this visit. An example is provided. Write your answers on a copy of the table. Cultural similarities Cultural differences 1 Members of a family live together The way of dressing 2 3 4 5 CASE STUDY Mohandas (Mahatma) Gandhi (1869 – 1948), a great leader who taught tolerance as a way for social peace Mohandas Gandhi was the world’s leading and his influence was so considerable that he could exponent of the strategy of passive resistance — the exact democratic concessions from the British attempt to change unjust laws through non-violent government of India by merely threatening to fast civil disobedience. Gandhi began his political to death. Not only was he the spiritual leader of the activism not in India, but in South Africa, where Indian people, but he was the leader of the Indian he was a successful lawyer and leader in the Indian National Congress and was a principal participant community. in the post World War II conferences that led to It was in South Africa, in 1907, that he India’s independence and the creation of a separate organized his first campaign of civil disobedience, Muslim state, Pakistan. and this satyagraha, or “clinging to the truth”, was When there was violence between Muslims and so successful that the South African government Hindus, Gandhi used his influence to help control agreed to alleviate anti-India discrimination. In 1915, it, often resorting to fasts and prayer meetings. It Gandhi returned to India a famous man. was during one such prayer meeting that he was He became known as Mahatma, or “great soul”, assassinated. Gandhi altered the courses of nations: 18  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 4 Tolerance his extraordinary power came not through guns, but Source: Brooke Noel Moore and Kenneth Bruder: through his ability to bring out the best in people Philosophy: The Power of Ideas. 6th ed. 2005. by setting the highest standards for his own life. Form groups to discuss what lessons you learn from Mahatma Gandhi‛s role to keep young India a peaceful country. REMEMBER  Tolerance is one of the values of democracy.  In Ethiopia, there are over eighty cultural groups with different languages and ways of life.  Diversity is valuable and tolerance is a way to create peace and promote development.  Ethiopia is the sum total of its different nations, nationalities and peoples and their ways of life.  Ethiopia will be a land of peace and prosperity when its citizens learn to be tolerant with one another. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  19 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 5 L E S S O N 5 The State in Ethiopia By the end of this lesson, you should be able to: In Grade 9, you were taught about the different  explain the history of state formation in autocratic governments which existed in Ethiopia Ethiopia. before 1991. These governments were repressive because the human rights of the people were  describe the kind of governments that existed seriously violated. in Ethiopia until 1991. In this lesson, you will learn more about the  explain the struggle that Ethiopian people types of governments that existed in the past. had against autocratic governments. You will also examine the struggles made against  explain the transition to democracy and its contri- autocratic rules and the transition to democracy. bution to transparency and accountability. Ethiopia, as one of the ancient states in the world, has a long history which goes back to well Can you say something about the history of state before the time of Axum. Axum was one of the formation in Ethiopia and the struggle of the many civilizations of Ethiopia. The monuments people against autocratic governments? of Axum and other historical landmarks in the north were built during the period when Axum was the centre of power. From Axum, there was a shift of power southward to Wag and then to Lasta. Hence, the establishment of the Zagwe Dynasty. The Zagwe Dynasty, under king Lalibella in Lasta, constructed the wonderful monolithic stone churches. Then the centre of power shifted from Lasta to Shewa and eventually to Gondar. For a long time, Gondar was the power centre. The kings of Gondar constructed the imperial castles. Many of these castles are found in the centre of Gondar itself. There are a number of castles outside the The church of Lalibella — One of the legacies of the city and as far away as the western side of Lake Zagwe dynasty Tana. One such castle is Susenios castle. 20  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 5 The State in Ethiopia Tewdros II Yohannes IV The coming into existence of the modern Emperor’s regime very shaky. Unable to stop Ethiopian state is more closely related to, and the uprisings and the students’ movements, the dependent on, the events that took place in the regime’s foundations began to crack. In 1960, the 19th and 20th centuries. Imperial Bodyguard staged a failed military coup The three empire builders of the 19th century d’etat and killed important officials of the king. played a significant role to bring back and reunite This in turn added more fuel to the movements some of the ancient parts, consolidate, and expand against the autocracy. This was followed by the Ethiopia to its present form. The emperors were popular uprising of 1974. Tewdros II, Yohannes IV and Menelik II. The However, the revolution was hijacked by the history of Ethiopia predominantly bears the military junta called the Derg. Derg is known for names of these emperors. its repression and bloody rule. It became even The fourth emperor who ruled Ethiopia was more cruel than Haile Selassie’s rule. Haile Selassie I. He ruled Ethiopia for a period The repressive rule of the Derg forced many to longer than that of the three emperors put take arms and engage in fighting. Pockets of armed together. struggle began to attract more people and become During Haile Selassie’s rule, the demand forces to shake the regime. In the final years of by the people for freedom and improved living the Derg, the Ethiopian Peoples’ Revolutionary conditions was met with repression. The Emperor’s Democratic Forces (EPRDF) was formed to autocratic rule made the situation of the country coordinate the armed struggle of different groups even worse. Peasant uprisings and students’ against the military dictatorship. After seventeen movements spread throughout Ethiopia. years of dictatorial and autocratic rule, the Derg The recurrence of the peasant uprisings and disintegrated and its rule collapsed in 1991. After the spread of the students’ movements made the the fall of the Derg, which was followed by a CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  21 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 5 The State in Ethiopia Menelik II Emperor Haile Selassie I transitional government, democratic rule was Hence, the Federal Democratic Republic of established in the country. Ethiopia (FDRE) was set up. As a result, political In the 1995 Constitution, the government parties were established and a free press began expressed its commitment to uphold democracy to circulate for the first time. This has created and declared Ethiopia a democratic country. political inspiration among the people. Copy this table. Form groups to discuss and list down the differences between the autocratic, dictatorial and the rule under the FDRE. Examples are provided. Write your answers on a copy of the table. Autocratic rule Dictatorial rule Rule under the FDRE 1 Rule by a feudal king Rule by the military clique Rule by winning party 2 3 4 5 CASE STUDY The Opposition Parties in the Parliament The 1995 Constitution of Ethiopia established a (HF) constitute the Ethiopian Parliament. Members two-house parliament. The House of Peoples’ of the HPR, the legislative body, are elected by the Representatives (HPR) and the House of Federation people. Those elected to the HPR are members of 22  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 5 The State in Ethiopia the ruling party and the opposition parties. parliament. For democracy to hold in society, For the opposition parties to make a difference, parties in opposition should be strong to influence they need to have many more members in the the policies of the ruling party. Form groups to discuss the role of the opposition party in the parliament and its contribution to democracy. Group leaders should present their ideas to the class. REMEMBER  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 20th 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. Derg’s attempt to suppress peoples’ claim for their legitimate human and democratic rights CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  23 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 6 L E S S O N 6 Federalism in Ethiopia By the end of this lesson, you should be able to: and judiciary branches. The Regional Governments  explain the political status of the federal and have their own constitutions and flags. regional states of Ethiopia. The states are:  describe the structure set up to avoid the 1. The State of Tigray. abuse of power by the government. 2. The State of Afar. 3. The State of Amhara.  list the instruments which are in place to safeguard the rights of citizens in Ethiopia. 4. The State of Oromia. 5. The State of Somale. Can you describe how federalism works in 6. The State of Benshangul Gumuz. Ethiopia? 7. The State of the Southern Nations, Nationalities and Peoples. The collapse of the Derg brought change in Ethiopia. After the Derg, the unitary system of 8. The State of the Gambela Peoples. government was replaced by the federal system 9. The State of the Harari People. of government. Federalism is the principle that promotes the division of power between Central (federal) and Regional Governments. Federalism coordinates the central and regional authorities so that they work together for a common goal. The Federal (central) and Regional Governments in Ethiopia have specific areas of authority. The functions and authority assigned to the Federal and the Regional Governments are stated in the Constitution. Today, in Ethiopia, there are nine Regional Governments which form the Federation. The Federal Government and the Regional Governments (states) have legislative, executive Map of Ethiopia showing the Regional States 24 CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 6 Federalism in Ethiopia are collectively responsible for all decisions they make as a body. This shows an aspect of checks and balances. The Prime Minister (PM) is head of the Executive organ of government. The HPR is the Legislative organ of government. The above article gives the HPR authority to check the workings of the PM and members of his cabinet. Regarding the Judiciary, Article 79, sub-articles One of the federal states - Harari 1, 2 and 3 state: There are exclusive authorities assigned to 1. Judicial powers, both at Federal and State levels, the Federal and Regional Governments. The are vested in the courts. distribution of power between the Federal and 2. Courts of any level shall be free from any Regional Governments helps to control the abuse interference of influence of any government of power because it is believed that one checks body, government official or from any other the power of the other. In the classical sense, the source. system of checks and balances operates between 3. Judges shall exercise their functions in full the three branches of government. According independence and shall be directed solely by to this principle, the legislative, executive and the law. judiciary branches work together to avoid the monopoly of power by any one of them. In this In order to safeguard the rights of citizens, regard, the Federal Constitution under Article 72, and as a result of the federal democratic system, sub-articles 1 and 2, has this to say: different institutions are in place. They include the Human Rights Commission, the office of the 1. The highest executive powers of the Federal Ombudsman and the Ethics and Anti-Corruption Government are vested in the Prime Minister Commission which contribute to check the abuse and in the Council of Ministers. of power and corruption by officials. 2. The Prime Minister and the Council of Ministers are responsible to the House of In groups, undertake research into the roles Peoples’ Representatives. In the exercise of State of the three institutions and present your functions, members of the Council of Ministers findings to the class. CASE STUDY The State of the Harari People The Harari Regional state is found in the eastern of the nine Regional States that form the Federal part of Ethiopia. It is a city-state encompassing Democratic Republic of Ethiopia. Like all the other the nearby kebeles of farmers. It is the smallest Regional states, the Harari Regional state has its CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  25 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 6 Federalism in Ethiopia own constitution and flag. The state of the Harari the people. The Harari people have the right to people is surrounded by the Oromia state. The administer themselves due to the federal system set capital city of the state is Harar, a city which is one up in the wake of the 1995 Constitution. of the ancient cities in this part of Africa. Form groups to discuss and list what the The government of the Regional state manages Harari Regional State is doing to improve most of its domestic matters on its own. The state the living conditions of its people. What collects most of the tax revenue and runs a police more do you think the state of the Harari force and the judiciary system. It also undertakes People could do for the people? Group leaders development projects to improve the condition of should present their ideas to the class. Copy this table. In these groups, examine how the State of the Harari People exercises its constitutional rights to administer the region. List on the copy with the help of your teacher, some of the rights that the state enjoys. One example is provided. The constitutional rights of the state of the Harari People 1 To administer themselves 2 3 4 5 6 7 REMEMBER  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. 26  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 7 L E S S O N 7 Ethiopia’s Foreign Relations By the end of this lesson, you should be able to: Ethiopia has signed a number of international  explain the importance of international conventions and agreements such as the Universal conventions and agreements in guiding Declaration of Human Rights, UN Conventions foreign relations. on Child Rights and the Rights of Women. These help countries work together to consolidate and  describe one of the main purposes of promote international peace and stability. Ethiopia’s foreign relations in promoting the Foreign relations help countries work for development of the country. mutual benefits. Ethiopia’s foreign relations have helped to attract foreign investment. With foreign What do you know about international investment, new technology comes into Ethiopia. conventions, agreements and sovereignty? At present, in Ethiopia, there are many foreign Ethiopia has a long tradition of foreign relations. companies that have invested in infrastructural Beginning in the 20th century, Ethiopia’s development such as roads and hydroelectric foreign relations started expanding a great deal. power. When companies of different countries The second half of the 20th century showed enter into economic and cultural relations, the the growing trend for the need to develop principle that guides them is mutual benefit. In international conventions and agreements. doing so, they support each other’s peace and These are international instruments that help stability and this benefits both. They support agreements between countries to be more binding each other’s sovereignty to protect their mutual and effective. interests. Sovereignty refers to the preservation of a country’s independence and its unrestricted rights to deal with other countries. Such relationships are the foundations for world peace and for the promotion of mutual development of countries. Copy the table on the next page. Form groups to list on the copy some of the international conventions and agreements that Ethiopia has ratified (accepted) and their benefits to the country. One example is provided. The Ethiopian Embassy in Djibouti CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  27 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 7 Ethiopia’s Foreign Relations International conventions and agreements Benefits 1 Convention on the Rights of the Child Children‛s rights are protected by law 2 3 4 CASE STUDY The Kuwait Fund in Ethiopia One of the richest states in the Persian Gulf region Kuwait Fund helps people to help themselves.” is Kuwait. Its wealth is based on oil. It has a small The Kuwait Fund has been involved in Ethiopia population, whose per capita income is one of the in helping a number of projects. The construction highest in the world. Its leaders have earmarked of the new International Terminal built at Bole is billions of dollars to help people in poor countries. one that the Kuwait Fund financed. This has been The organization in charge of this task is called possible because of the good foreign relations that the “Kuwait Fund.” It has the slogan that says “The Ethiopia has with Kuwait. Copy the table below. Form groups to discuss and list down some of the mutual benefits that Ethiopia and other countries obtain from their relationships. One example is provided. Write your answers on a copy of the table. The modern International Terminal of Bole Trade relation and projects Benefits for Ethiopia Benefits for other undertaken countries 1 Kuwait Fund — Construction of Enhances the Ethiopian Better air service in new terminal at Bole Airport airlines system Ethiopia 2 3 4 28 CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM LESSON 7 Ethiopia’s Foreign Relations CASE STUDY Resources mobilized from bilateral donors from the year 1991/92 – 2000/01 Fiscal year Million USD 1998/99 346.90 1991/92 253.00 1999/00 166.93 1992/93 409.20 2000/01 157.76 1993/94 97.24 Total 2,500.60 1994/95 259.40 Source: Merewa, A Quarterly Magazine. Jun, 2002. 1995/96 314.30 Why do you think Ethiopia received these 1996/97 265.73 resources? Discuss in groups. Group leaders 1997/98 230.14 should present their ideas to the class. REMEMBER  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. Ethiopian Airlines connects Ethiopia with the rest of the world CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  29 UNIT 1 — BUILDING A DEMOCRATIC SYSTEM UNIT 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 at the centre 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 countries. 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 of voting during elections by all citizens who are above a given age limit in democratic societies, e.g., eighteen in Ethiopia. 30  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 1 — BUILDING A DEMOCRATIC SYSTEM UNIT REVIEW EXERCISES Do these review exercises in your exercise book. Part I – Multiple choice 5. Which type of government accepts cultural equality? 1. Which one of the following is not a value of a democratic system? (a) feudalism (b) democracy (a) citizens rights (b) tolerance (c) dictatorship (d) autocracy (c) duties of citizens (d) none Part II – True or false 2. Which one of the following is not an essential principle of democracy? 1. Human and political rights are linked together. (a) public participation 2. The culture of tolerance will help (b) irregular elections development in Ethiopia. (c) universal suffrage 3. Knowing one’s own obligations is a good (d) multiparty competition way to respect the rights of others. 3. Democracy does not protect one of the 4. Federalism in Ethiopia will lead the people following: to a common understanding. (a) the majority (b) the minority 5. At present, Ethiopia is attracting more (c) losing parties in elections investment than ever. (d) none 4. Which one of the following statements Part III – Short answers about democracy is not correct? 1. State some of the principles of democracy. (a) rights of citizens are limited 2. List some of your rights and obligations. (b) rights involve obligations 3. What do you understand by federalism? (c) rights have no limits in a democracy 4. What benefits do you think that Ethiopia (d) respecting the rights of others is essen- has gained from its foreign relations? tial Why? CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  31 Constitution as a Source of Rule of Law Unit 2 Rule of Law Introduction In Grade 9 lessons, you studied and discussed basic principles of rule of law. You have also learnt concepts such as constitution and corruption. Now you will see the relationship between rule of law and constitution, how rule of law limits the power of the government, how a constitution is drafted and how a constitution is a source for the rule of law. Lessons understand the consequences of absence of 1. Constitution as a Source of Rule of Law rule of law. 2. Understanding Rule of Law Key words and concepts 3. Rule of Law as an Instrument to Limit the Political Power of the Government Constitutional development 4. Breakdown of Rule of Law Custom Dictatorship What you will learn Federal government You will: International law recognize the role of a constitution in a Monarchical absolute power society. Summary execution recognize the importance of rule of law. Unlimited power 32 CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 2 — RULE OF LAW LESSON 1 L E S S O N 1 Constitution as a Source of Rule of Law By the end of this lesson, you should be able to: Nomenclature of the State  define the major purpose of a constitution. This Constitution establishes a Federal and Democratic State structure. Accordingly, the Ethiopian  explain how constitutions have been drafted state shall be known as the Federal Democratic Republic in Ethiopia. of Ethiopia. The Constitution also establishes the basic  List some of the main purposes of a organs of the government. constitution, and discuss as a class. The three basic organs of the government  Do you have any idea how a constitution was are: drafted in Ethiopia?  the legislature, or the parliament, which makes laws; In previous unit, you have learnt about building a  the executive which implements and democratic system. All states have a constitution. executes laws; Most constitutions, whether they are written or  the judiciary which interprets the laws unwritten, are basic documents of that country or and administers justice. state. Therefore, a constitution is a fundamental For example, in the FDRE Constitution, Article law of a country, which: 50 clearly defines the structure and organs of the  establishes the relationship between the government as follows: state and the society; Article 50  provides basic organs of government and Structure of the Organs of State administration; 1. The Federal Democratic Republic of Ethiopia comprises the Federal Government and the  provides for the structure, composition, State members. powers and principal functions of these 2. The Federal Government and the States organs; shall have legislative, executive and judicial  defines the interrelationships of these powers. organs with each other, and regulates their Form groups in class and each take one of relationship with the people or citizens. the three organs of the government. Discuss For example, the FDRE Constitution in their functions and importance, then present Article 1 establishes the state: a summary of the discussion to the class. CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK  33 UNIT 2 — RULE OF LAW LESSON 1 Constitution as a Source of Rule of Law and all other necessary power and authority, was in the hands or will of the Emperor. An article from the 1931 Constitution reads: Chapter 2 6. The Emperor of Ethiopia has full and supreme governance over the Imperial realm. He secures the operation of governance, acting in accordance with established law. Discuss the nature of the 1931 Constitution in terms of its formulation and recognition of the rights of the people. Present the summary Emperor Haile Selassie I addressing parliament of your group‛s discussion to the class. In the following readings, you will see some important points on how a constitution is The 1955 Revised Constitution formulated and ratified in Ethiopia. The Emperor revised and granted the 1955 Constitution. This Constitution gave more The 1931 Constitution attention to strengthening the absolute power of It was the first written constitution formulated the Emperor and his family. It declared that the and ratified by Emperor Haile Selassie. This Emperor had an absolute power over the executive, Constitution provided the three organs of the the legislature and the judiciary. This Constitution government. It created a bicameral (two-house) also granted him power over the Orthodox Church. parliament — upper house and lower house. The As a result, all rules and regulations of the church upper house was strong, composed of important were issued by the Emperor, and the election and members of the nobility, selected and appointed appointment of the patriarch were to be approved by the Emperor. The lower house had an advisory by him. role, and was composed of individuals elected by Unlike the 1931 Constitution, the 1955 the nobility in the upper house. Therefore, there Constitution gave at least a textual recognition to was no public election of any of the members of rights and liberties of citizens. For instance, the the houses. right to vote was recognized in the process of Second, the Constitution established a electing the members of the Chamber of Deputies. ministerial executive and a judiciary with the But moveable properties or possession of land, Emperor’s court “Zufan Chilot” as the last court the value of which was to be determined by the of appeal. Third, the Constitution legalized electoral board, was a requirement to be a rightful the Emperor’s absolute power. That meant, all candidate. powers and authorities, such as appointment and There was a notable indifference in the dismissal of any government officials, granting protection and enforcement of rights and liberties land, the rendering of justice and declaring war of the people. The Emperor, on the other hand, 34  CIVICS AND ETHICAL EDUCATION — GRADE 10 STUDENT TEXTBOOK UNIT 2 — RULE OF LAW LESSON 1 Constitution as a Source of Rule of Law had an inviolable right and was not accountable organ. The powers of leadership over the only to the people. political party, the Shengo, the Council of State, Article 62, from the 1955 Constitution states: and the armed forces were to be vested in the President. The concentration of power in the (a) In accordance with tradition and the provisions of hands of one person weakened the principle of article 4 of this constitution, no one shall have the separation of power. Thus, the President became right to bring a suit against the Emperor. a virtual dictator. List some of the differences of the two Imperial constitutions. What are the main Articles from the 1987 Constitution differences? Discu