Citizenship Education Grade 7 Textbook PDF

 CITIZENSHIP EDUCATION STUDENT TEXT BOOK GRADE 7 Writers Taye Demissie (PhD) Bewuketu Dires (PhD) Content Editor Dereje Fikre Curr. and Inst.Design Editor Mulugeta Sharew Language Editor Sheg...

 CITIZENSHIP EDUCATION STUDENT TEXT BOOK GRADE 7 Writers Taye Demissie (PhD) Bewuketu Dires (PhD) Content Editor Dereje Fikre Curr. and Inst.Design Editor Mulugeta Sharew Language Editor Shegaw Wedaj (PhD) Illustrator Wasihun Dagne Tesfahunegn Minwuyelet Book Designer Zelalem Birhan  Contents Introduction 1 Unit One: Citizenship 2 1.1 Citizenship 3 1.1.1 The Essence of Citizenship 4 1.1.2 Features of Good Citizenship 7 1.1.3 Importance of Good Citizenship 15 1.2 Ways of Acquiring and Losing Citizenship 19 1.3 Citizenship Law in Ethiopia 26 Unit Summary 30 Glossary  32 Unit Review Questions 32 Unit Two: State and Government 35 2.1 The Concept of State  36 2.2 Elements of the State  38 2.3 Functions of Government  44 2.4 Forms of the Government  50 2.5 Differences between State and Government  52 II C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Unit Summary 56 Glossary  57 Unit Review Question 58 Unit Three: Democracy 61 3.1 The Meaning of Democracy  62 3.2. The Origin of Democracy  65 3.2.1.Athenian Democracy 65 3.3. Forms of Democracy  68 3.3.1 Liberal Democracy 69 3.3.2 Social Democracy  70 3.1. Ways of Exercising Democracy 70 3.1.1. Direct Democracy 71 3.1.2. Indirect (Representative) Democracy  73 3.4 Procedural and Substantive Democracy  75 3.5 Indigenous Democratic Values 77 Summary 80 Glossary  81 Review Questions  82 Unit Four: Rule of Law 84 4.1.Define the Concept of Rule of Law  85 4.1.1 Source of Law 90 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k III  4.2. The Importance of Rule of Law 96 4.3. The Manifestations of Respecting Rule of Law  102 4.4. Rule of Law and Rule of Man 105 4.5 Factors Affecting Rule of Law 106 Unit Summary 110 Glossary  111 Unit Review Question 112 Unit Five: Human Right 115 5.1 The Concept of Human Rights  116 5.2 Features of Human Rights  119 5.3 The Importance of Respecting  123 Human Rights  123 5.4 Moral Responsibilities in Protecting 125 Human Rights  125 5.5 Instruments and Institutions of Human rights  126 5.5.1 Instruments of Human Right 127 5.5.2 Institutions of Human Rights in Ethiopia  130 5.6 The Roles of the Government in  131 Realizing Human Rights 131 Summary 134 Glossary  135 Review Questions  136 IV C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Unit Six: Engagement in Community Affairs 138 6.1 The Meaning of Community Engagement 139 6.2. The Benefits of Voluntary Service in  148 the Community 148 6.3 Aspects of Community Engagement 156 6.3.1. Social Aspect 156 6.3.2. Political Aspect 158 6.3.3 Economic Aspect  160 Unit Summary  162 Glossary  163 Unit Review Question 164 Unit Seven: Critical Thinking 166 7.1 The Meaning of Critical Thinking  167 7.2 The Importance of Critical Thinking 172 7.2. Skills of Critical Thinking 176 7.3.1 Analysis 177 7.3.2 Teamwork  180 7.3.3 Creativity 183 7.3.4 Problem Solving  185 Summary 186 Glossary  187 Review Questions  188 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k V  Introduction For many years, the FDRE government has incorporated civics and ethical education into all levels of education in order to produce good citizens with civic knowledge, skills, and attitudes. They also include citizens’ ability to observe and influence government policy. Civics and ethical education in Ethiopia, albeit with limitations, are making a significant contribution to citizens’ understanding of their rights. Despite several curriculum revisions, they have yet to produce the necessary behavioral and attitudinal changes in students’ minds. In addition, the outcomes of research demonstrated a decline in students’ friendliness, integrity, and teamwork spirit. Hence, irresponsible media has influenced the majority of today’s youngsters. Therefore, many students nowadays act in ways that are in direct opposition to established norms and values. Thus, the civics and ethical education curriculum is being redesigned again, taking into consideration the study findings as well as the practical issues that arose during the implementation of the subject. As a result of the redesigned curriculum, the subject has been divided into two categories: Moral Education and Citizenship Education. Moral education is a major component of the framework for 21st- century competencies and student learning outcomes. Therefore, from grade one to grade six, students are expected to acquire such character. Citizenship Education, on the other hand, is taught in middle and secondary schools and emphasizes values in order to produce citizens who are actively involved in their country’s social, political, and economic issues. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 1  UNIT 1 citizenship Introduction As you may recall, in your lower grade you have learned about moral education and the values that make a good citizen. In this grade level, you will be aware of the connection between moral and civic education. This grade level is entirely dedicated to citizenship education, with the first unit covering the definition of citizenship, its essence, characteristics of good citizenship, and the significance of good citizenship. This unit also examines how a person obtains and loses citizenship. This unit will conclude by discussing some key aspects of Ethiopian citizenship law Keywords Citizen;Citizenship; Citizenship Law; Constitution, Good Citizenship; Patriotism; Responsibility; Tolerance. 2 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Unit Outcomes At the end of this unit, learners will be able to: ³ Comprehend the essence of citizenship; ³ Identify features of citizenship; ³ Explain the importance of good citizenship; ³ List ways of acquiring and losing citizenship; ³ Explain the key elements of citizenship law in Ethiopia. 1.1 Citizenship This section will teach you about the essence of citizenship, the characteristics of good citizenship, and the significance of good citizenship. However, before diving into each section, we will try to discuss the following questions based on your prior knowledge. What do you understand when we say citizenship? Is there any difference between citizen and citizenship? C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 3  1.1.1 The Essence of Citizenship At the end of this lesson, you will be able to: 1 Describe what citizen is; 1 Realize the rights and responsibilities of citizens; 1 Differentiate citizen and citizenship. Before discussing about the essence of citizenship, it is necessary to define what it means to be a citizen. A citizen is a person who has specific rights and responsibilities under the law. Citizens are granted specific rights and benefits by the state. Citizens are expected to follow their country’s rules and defend it against its enemies in exchange. As Ethiopian citizens, we have the right to express ourselves, to be protected by the law, and to bear responsibilities such as obeying the law and paying taxes. As a result, a citizen is someone who has the right to be called a citizen. remember 2 A citizen is someone who has the right to be called a citizen. 4 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Citizenship in turn refers to full and responsible membership of the state. In this situation, membership refers to a political society in which members have a reciprocal obligation of duty to the State and the State has an obligation of protection to the member. Therefore, citizenship is a legal status and an identity. Figure 1.1:- A person who is legally protected remember 2 Citizenship is both a legal status and a sense of identity.. Case Study In a small village, there were two children. These were children who helped their parents with various tasks and were well-liked by their family as well as the local community. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 5 Teachers who arrived in that small village realized it was time for the children to return to school. As a result, the teachers approached the children’s parents and asked them to send their children to school the following school year. After carefully listening to the teachers’ ideas, the children’s parents stated that they did not agree with the suggestion and did not want to send their children to school. The parents of the children claimed that rather than sending their children to school, it would be far better for them to obtain and continue to receive much more assistance in their daily activities from them. Figure 1.2:- Discussion between a teacher and parents Based on the above case study answer and discuss the questions below with a group of five students: V What do you think will be the end of this story? V How convincing is the parents’ justification for not sending their children to school? 6 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  V Do you believe that a child’s right to attend school is only dependent on his or her parents’ goodwill? V In your opinion, what are the rights and obligations of the children? 1.1.2 Features of Good Citizenship At the end of this lesson, you will be able to: 1 List the characteristic features of good citizenship; 1 Demonstrate the characteristics features of good citizenship; 1 Acquire the characteristics features of good citizenship. What exactly does it mean to be a good citizen? Discuss with your partners; write down your ideas in your exercise book; and then reflect on them in your classroom. Consider a person in your community who you believe is a good citizen and list three of his or her characteristics. Nobody is born as either a good or a bad citizen. Good citizenship is taught to us by our families, communities, friends, and teachers. A good citizen is someone who: C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 7  L respects others; L is helpful of others; L listens to other people’s opinions; L helps people who can’t help themselves; L lives in harmony with other members of society; L is always willing to learn; and L is aware of his or her societal responsibilities and rights. Case Study During the annual school Parents’ Day celebration, a student who performed exceptionally ranked first in his/her class and received a certificate of recognition in front of his/her family and other students. Of course, that was not the only honor granted upon him/ her that memorable day. The school has also established trained to reward their students who have exemplary performance in co- curricular activities each year. Most students at the school have always hoped to receive this special award and bring joy to their families. That is why everyone who attends the annual Parents’ Day celebrations is eager to know who the winner is this year. Despite the fact that the time had come to reveal the name of the year’s special award-winner, the program host chose to highlight the award-winner’s special contribution to the students, parents, and special guest of the day. According to the program’s host, the award-winner is known for following the rules and regulations of the school. 8 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k The awardee is known not only for following the rules and regulations of the school, but also for raising awareness among other students about the importance of following the rules and regulations of the school. The awardee also contributes significantly to the school by participating in various clubs and even taking the initiative to establish and lead anti-corruption clubs. By living in harmony with students of various ages, religions, languages, and ethnic groups, the award-winner sets an example for students both inside and outside of his/her class. The award-winner loves his/her country and aspires to raise the national flag on a global stage, just like athletes Haile G/Selassie and Derartu Tulu. The award-winner worked hard to make his dream a reality, and he won a gold medal in athletics at the woreda level school competition. After highlighting the awardee’s significant contributions in this and other areas, the program host prepares to call the student’s name. However, all of the students are shouting together by calling out the name of the students. As a result, the program host confirmed, and the student received his/her award from the guest of honor for his/her outstanding contribution of the year. V What do you understand from the story presented? V Is the student in the story presented, a good citizen? If yes, try to list those characters that qualify him/her for an award V What is holding you back from doing the good deeds that the student in the story did? C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 9 Based on the preceding story, we will examine a few of the characteristics of a good citizen. A.) Obey the law: is one of the most important public duty of a good citizen is to obey the law. A law is a set of rules established by a community that governs how people act and behave. A good citizen follows the rules, obeys parents, teachers, and those in positions of authority, observes just laws, and upholds democratic principles. A good citizen is also required to follow the laws of the country, such as paying taxes, preserving the environment, and treating people with respect. As a result, in the preceding story, one of the students’ major contributions was stated as respecting the school’s rules and regulations. Indeed, every one of you is responsible for adhering to the school’s rules and regulations. Figure 1.3:- Students respecting rules and regulations of the school 10 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k B). Responsibility: is the other important characteristic of good citizenship. Responsibility entails taking action and encompasses many aspects of what we consider to be good citizenship. You might want to emphasize that one of the primary responsibilities of students is to learn. At home, you are expected to complete your homework, and at school, you are expected to respect your classmates and teachers. You also have the responsibility to report any wrongdoing if you witness it. For instance, as a good citizen, you have a responsibility to report tax fraud and smuggling if you see or hear about it. Furthermore, keeping the environment clean, obtaining an education, and participating in community service are all responsibilities of a good citizen. When you look at the student in the preceding story, you will notice that he/she is extremely responsible not only in class but also in his/her extracurricular activities. Figure 1.4:- A student doing her homework C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 11  V Are you a responsible student? V How do you know whether you are responsible or not? C).Tolerance: is the critical characteristics of a good citizen that allows us to live peacefully. It also teaches us that other people have the right to hold opinions, beliefs, and positions that differ from ours. Tolerance is the ability and willingness to accommodate differences in ideas, outlooks, and points of view, among other things. A good citizen is expected to show the utmost respect for other people’s religions, cultures, languages, and other value systems. This principle is related to the above-mentioned student, who was honored because he/she has developed the habit of tolerance both inside and outside of the classroom, allowing him/her to live in harmony with students of various ages, religions, languages, and ethnic groups. Figure 1.5:- People showing tolerance in sharing ideas 12 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  V Do you prefer that your friends or classmates speak thesame language, be of the same race, or hold the same beliefs as you, or do you believe that diversity is beneficial? D). Patriotism: is also an essential quality of a good citizen. A patriot should have a genuine affection for his or her country as well as a sense of participation in the country’s social, political, and economic aspects. A good citizen is one who is willing to make sacrifices for the benefit of his/her country. For example, Ethiopia is a country of many heroes and patriots who have given their precious lives to ensure our country’s independence and the ability to live in peace and dignity. Figure 1.6:- Patriots at the battle of Adwa C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 13  remember 2 A good citizen is one who is willing to make sacri- fices for the benefit of his/her country. Of course, patriotism can be expressed in a variety of ways other than military service. For example, we can demonstrate our love for our country by engaging in diplomacy, education, medicine, agriculture, trade, and a variety of other activities. Artists, athletes, and other professionals who promote our country’s name and flag on a global stage are also patriots because they are a source of pride for us. You have probably figured out why the student in the preceding story was named the best student of the year. The student received the award not only for his/her love of his/her country, but also for his/her commitment to realizing his/her dream of raising his/her country’s national flag on the world stage, as athletes Haile G/ Selassie and Derartu Tulu have done Figure 1.7:- Ethiopian Distance Runner: Derartu Tulu and Haile Gebreselassie 14 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  V Can you mention some attributes of patriotism? V What are the factors that weaken patriotic feelings? V In your opinion, what should be done to increase Ethiopians’ patriotic feelings? In general, the qualities of a good citizen that we have discussed above are necessary for the proper exercise of every citizen’s rights and responsibilities. As a result, as an Ethiopian citizen, you must possess and exercise those qualities of good citizenship at all times. 1.1.3 Importance of Good Citizenship At the end of this lesson, you will be able to: 1 Identify what constitutes good citizenship; 1 Describe the importance of good citizenship; 1 Measure the significance of good citizenship in com- parison to its absence. Consider your school. What do you think would happen if all of the students, teachers, and administrators lacked good citizenship character? What kind of relationship would exist between students and teachers, students and the school administration, and within teachers themselves? Examine the image below closely and discuss with the stu- dent sitting next to you what you believe it represents. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 15  V Examine the image below closely and discuss with the student sitting next to you what you believe it represents. Good citizenship qualities are important not only for instilling a strong moral code in individuals, but also for fostering a safe and supportive society while ensuring the survival of a democratic system. A healthy and long-lasting democratic society depends on good citizenship. Good citizenship also benefits the environment, making our country a better place. We determine our country’s success, and we are all responsible for building and maintaining its strength. V Do you believe that by carrying out your responsibilities, you can have a positive impact on your community? Good citizenship is also essential for fostering constructive debate among people with opposing viewpoints. Good citizenship teaches students how to find common ground with people who are different from them. Good citizenship character fosters mutual respect and understanding, which in turn connects and develops a strong system for individuals to collaborate toward a common goal. This can encourage students to broaden their perspectives, think more deeply about societal injustices and oppression, and engage in constructive debates in order to resist all forms of extremism. 16 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Figure 1.8:- Students debating on the importance of good citizenship remember 2 Mutual respect and understanding are fostered by good citizenship character. Being able to challenge injustice and promote fairness is an important aspect of being a good citizen. One example is someone informing the authorities about a drug dealer or a theft in the neighborhood. One of the benefits of doing so is that it contributes to the safety of communities and the fairness of the judicial system. A good citizenship constantly upholds the concepts of justice and equality and encourages others to do the same. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 17 Violence will be reduced if every citizen works to promote fairness and confront injustice because people will not feel excluded and will not have negative opinions of others because everyone is working together. Figure 1.9:- Students tearing up papers and throwing them in the classroom V What would you do if you saw a student tearing up papers and throwing them in your classroom? Good citizenship allows you to develop a sense of respect and care for other students, as well as to accept responsibility. If you can do this, others will appreciate and tolerate you, and violence based on religious, linguistic, ethnic, or other differences will be reduced. Specifically, the importance of good citizenship include but not limited to: 18 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  L instilling a strong moral code in individuals; L fostering a safe and supportive society; L making our country a better place; L fostering constructive debate among people with opposing viewpoints; L fosters mutual respect and understanding; L collaborate toward a common goal; L encourage students to broaden their perspectives; L think more deeply about societal injustices and oppression; L challenge injustice and promote fairness; L develop a sense of respect and care for other students; and accept responsibility. 1.2 Ways of Acquiring and Losing Citizenship At the end of this lesson, you will be able to: 1 Make a list of ways for obtaining citizenship; 1 Compare ways of acquiring of citizenship by birth and descent; 1 Write ways of acquiring citizenship through natural- ization. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 19  How does someone become a citizen of a country? Do you think that anyone, at any time, can travel to any country and become a citizen of that country? Citizenship is a legal status earned by being a registered member of a country. Anyone can become a member of the state if they meet the legal conditions of the country. Citizenship is the virtue of being a citizen of a country in its simplest form. As a general rule, international law leaves it up to each state to define who its citizens are. As a result, different states have distinct rules and procedures in granting and loss of citizenship. In this section, we’ll look at how a person can become a citizen of a country, and then at how a person can lose their citizenship. A) Ways of Acquiring Citizenship A person may obtain the nationality of a state in accordance with the state’s rules, as described in the section’s opening remark. As a result, the procedure for getting citizenship varies each country. However, the most prevalent methods of obtaining citizenship are as follows: 20 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 1. Citizenship by Place of Birth: Citizenship by birth is the most prevalent method of getting citizenship, and many countries use it. Right of soil is the term used to describe this notion. According to this idea, everyone born inside the territorial bounds of a state automatically becomes a citizen of that state. It simply means that you are eligible to become a citizen of a country if you were born there. Figure 1.10:- A Newborn Baby 2. Citizenship by Descent: A person can also become a citizen of a country based on the citizenship of one or both of his parents. This is referred to as the notion of blood right. This principle asserts that regardless of where children are born, their citizenship is decided by their parents’ nationality. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 21  Figure 1.11:- Parents with their newborn Baby Girl 3. By Naturalization: Naturalization is the legal process by which a foreign individual becomes eligible to become a citizen of a specific country. A person who wishes to become a citizen through naturalization must fill out an application and submit a request for citizenship by naturalization. Naturalization can be obtained in a variety of methods, but for the purposes of this grade level, we will concentrate on only two of them: marriage and adoption. a) Citizenship by Marriage: Upon application, a foreign national who marries a citizen of a certain country is granted citizenship of that country. 22 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Figure 1.12:- A Couple B) Citizenship by Adoption: A person or couple recognized as legal parents can adopt a kid born in another country and make him or her citizen. Before this may be given, however, certain steps must be undertaken. The following are some of the most prevalent eligibility criteria: L The parents (couple or individual) must be permanent citizens of a state, either by birth or naturalization; L the child must be under the age of 18; and L the child must be a permanent citizen of the state from which he/she is adopted. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 23  Figure 1.13:- Adopted Child V Can you list the different ways of acquiring citizenship? V What is the main difference between acquiring citizenship by birth and by naturalization? B) Ways of Losing Citizenship At the end of this lesson, you will be able to: 1 Identify ways of losing citizenship; 1 Distinguish between voluntary and involuntary ways of losing citizenship; 1 Examine the grounds for involuntary citizenship loss. 24 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  How can a person lose his/her citizenship status? Citizenship can be lost in a variety of ways, just as it can be gained in a variety of ways. A circumstance in which a citizen is no longer recognized a lawful citizen of the country is referred to as “loss of citizenship.” The process of losing citizenship, like the process of gaining citizenship, differs depending on where you live. Individuals who lost their citizenship, on the other hand, had one thing in common: they either did so voluntarily or were forced to do so forcefully without their consent. 1. Voluntary loss of citizenship: The act of giving up one’s citizenship is referred to as “voluntary loss of citizenship.” The decision taken by a person who went to loss his or her citizenship status freely is the main focus here. Almost every country has its own set of requirements for citizens who wish to formally renounce their citizenship. V Make a list of reasons why someone would voluntarily give up their citizenship and compare it to the list your partner is making next to you. V Do you know or have you heard of anyone in your neighborhood who has given up their citizenship voluntarily? C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 25 2. Involuntary loss of citizenship: Each state has its own set of rules governing citizenship. A citizen’s citizenship may be revoked if he/she does not follow certain requirements. Of course, this might occur for a variety of reasons. However, losing one’s citizenship involuntarily is not immediate; it must go through a series of steps in order to be revoked. V Make a list of plausible reasons why someone might be forced to loss their citizenship involuntarily, and compare it to your partner’s list. V Do you know or have you heard of anyone who has been forced to loss their citizenship, whether locally or nationally? 1.3 Citizenship Law in Ethiopia At the end of this lesson, you will be able to: 1 Examine ways of acquiring and losing Ethiopia citizenship; 1 Explain the requirements for acquiring Ethiopian citizenship through naturalization; 1 Recognize ways of losing citizenship in Ethiopia. 26 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Are you an Ethiopian citizen? If you answered yes, how did you come to be an Ethiopian citizen? Ethiopia was enacted the first written citizenship law in 1930 G.C. Prior to it, citizenship was mostly defined by custom and tradition. The Federal Democratic Republic of Ethiopian (FDRE) constitution of 1995 G.C. provides certain fundamental ideas about citizenship in Ethiopia at current moment. According to Article 6 of the FDRE constitution, any person of either gender who has both or either Ethiopian parents is an Ethiopian citizen. As a result, the FDRE constitution recognizes the right to Ethiopian citizenship based on descent or blood. A general proclamation on attaining Ethiopian citizenship through naturalization is also included in the FDRE constitution. The Ethiopian Nationality Proclamation No. 378/2003, on the other hand, specified the specifics of nationality. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 27  Figure 1.14:- The Cover of Proclamation No. 378/2003 Ethiopian nationality is inherited primarily by descent, according to Proclamation No. 378/2003 on Ethiopian Nationality. In the case of Ethiopia, there are no broad rights to citizenship based on birthplace on the land. The Proclamation also offers measures for naturalization-based acquisition after birth. A foreigner seeking Ethiopian nationality must, however, meet the following requirements: i. have reached the age of majority and be legally capable under Ethiopian law; ii. have established his domicile in Ethiopia and lived in Ethiopia for a total of at least four years prior to the submission of his application; 28 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  iii. be able to communicate in any of the country’s nations/ nationalities’ languages; iv. have a sufficient and lawful source of income to support himself and his family; v. be a person of good character; vi. have no criminal record; vii. be able to show that he has been released from his previous nationality or that acquiring Ethiopian nationality will result in such a release, or that he is a stateless person; and viii. be required to take the oath of allegiance stated in Article 12 of the Proclamation. The declaration authorizes naturalization in “exceptional cases” in addition to conventional procedures. Allowing citizenship as a manner of giving special recognition to foreigners who have made an exceptional contribution to the country appears to be launched by the government or the state. As a result, regardless of the qualifications specified above, a foreigner who has made a significant contribution in Ethiopia’s interest may be granted Ethiopian citizenship by law. remember 2 Foreigners who have made significant contributions to Ethiopia may be granted citizenship as a form of special recognition. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 29 The modalities of loss of Ethiopian citizenship were also established in Proclamation No. 378/2003. According to the nationality proclamation, no Ethiopian may be stripped of his or her Ethiopian citizenship by a government decision unless he or she renounces his or her Ethiopian citizenship voluntarily or acquires another nationality in a method that the law considers voluntary. Article 33 (1) of the FDRE Constitution additionally declared that no Ethiopian national may be stripped of his or her Ethiopian citizenship against his or her choice. This means that under Ethiopian law, involuntary citizenship loss is not permitted. Assume an Ethiopian mother and an American father have a child in France. Answer the following questions based on the Ethiopian citizenship law: V What do you think a baby’s citizenship would be? V Is the newborn eligible to become an Ethiopian citizen? If the answer is yes, how can the baby become an Ethiopian citizen? Why not, if the answer is no? Unit Summary A citizen is a person who has specific rights and obligations under the laws of a country. Citizens are given certain rights and rewards by the government. 30 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Citizens are expected to respect the regulations of their country in exchange for protecting it against its adversaries. Citizenship is both a legal status and a personal identity. Our family, community, friends, and teachers teach us about good citizenship. A good citizen is someone who respects others, is helpful and considerate of others, listens to other people’s opinions, helps people who can’t help themselves, lives in harmony with other members of society, and is always open to learn. Students who practice good citizenship learn how to find common ground with those who are not like them. As a result, you must be a good citizen in order to make your school and community a better place for everyone. Citizenship is a legal status earned by being a registered member of a country. Anyone can become a member of the state if they meet the legal conditions of the country. As a general rule, international law leaves it up to each state to define who its citizens are; as a result, citizenship laws in different countries handle the granting and loss of citizenship in different ways. Ethiopia was a pioneer in African citizenship law, having enacted the first written citizenship law in 1930 G.C. At the moment, the Federal Democratic Republic of Ethiopian (FDRE) constitution of 1995 G.C. establishes some important principles governing citizenship in Ethiopia. According to Article 6 of the FDRE constitution, any person of either sex who has both or either parent who is Ethiopian is an Ethiopian citizen. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 31 The FDRE constitution thus enshrines the concept of the right of descent or blood to gain Ethiopian citizenship. Glossary Citizen:is the person an individual who is legally recognized as a member of state. Citizenship: is the legal status of an individual member to be a citizen of particular state or it is the official recognition of an individual’s integration in to the political system state Citizenship law: is the law of a sovereign state, and of each of its jurisdictions, which determines citizenship rights and responsibilities within the jurisdiction. Constitution:is the fundamental law of a nation or state that guarantees individual civil rights and liberties. Patriotism: is the quality of being, devotion to and vigorous for one country. Responsibility: the state or fact of having a duty to deal with something or of having control over someone. Tolerance: the ability or willingness to tolerate the existence of opinions or behavior that one dislikes or disagrees with. Unit Review Questions 32 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Part I: Write “TRUE” if the statement is correct and “FALSE” if the statement is incorrect. 1). A citizen is a person who has certain rights but no obligations. 2). Citizens are required to abide by the laws of their country and protect it against its enemies. 3). To be a good citizen one must be irresponsible. 4). All countries follow the same procedures in granting and loss of citizenship. 5). Citizenship is a legal standing that comes with being a recognized member of a country. Part II: Each of the following questions or statements is followed by four suggested answers or completions. Select the one that is CORRECT in each case. 1) Which one of the following is CORRECT about citizenship? a) is a legal status b) refers to full and responsible membership of the state c) a citizen is a person who holds the title of citizenship d) all of the above 2) Which one of the following is NOT the feature of a good citizen? a) expose any wrongdoing b) who is willing to make sacrifices for his country’s benefit c) does not show respect towards others d) upholds democratic principles C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 33 3). In diverse society, ---------------------is important for peaceful coexistence? a) misunderstanding b) tolerance c) mistreating d) disregarding Part III: In column ‘A’ you will find various forms of acquiring citizenship and its descriptions in column ‘B’. Match column ‘A’ with column ‘B’ A B Acquire the citizenship of an Citizenship by 1 A individual that recognized as descent legal parents. Citizenship by 2 B The principle of right of blood. adoption A foreign national who marries 3 Citizenship by birth C a national of a certain country and acquire citizenship. Citizenship by 4 D Involuntary loss of citizenship marriage Is usually referred to as right of E soil. 34 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  UNIT 2 state and government Introduction As you may recall, the essence, characteristics, and importance of being a good citizen were discussed in the previous unit. You also learned how to obtain and lose citizenship. Moreover, you explored Ethiopian citizenship laws. Next, in order to understand one’s rights and fulfill one’s responsibilities, one must have a basic understanding of the state and government. Along these lines, we will discuss the concept of the State and its fundamental compo- nents in this unit. Following that, we will examine the meaning, functions, and forms of government. Finally, the unit discusses the similarities and differences between the State and the Government. Keywords Aristocracy; Democracy ; Dictatorship; Government; Monarchy; Population;Sovereignty; State; Territory C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 35  Unit Outcomes At the end of this unit, learners will be able to: ³ Define the concept of state; ³ Distinguish the elements of the state; ³ List the functions of government; ³ Explain the differences between state and government. 2.1 The Concept of State This section will teach you about the essence of citizenship, the characteristics of good citizenship, and the significance of good citizenship. However, before diving into each section, we will try to discuss the following questions based on your prior knowledge. At the end of this lesson, you will be able to: 1 Explain what the term state means; 1 Appreciate Ethiopia as the oldest state. What do you understand when we say State? Can you name a few African states that come to your mind? 36 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k The term “State” refers to an organized political community gov- erned by a single authority. In this context, a state is a formally established political community governed by a government. As a result, a state is a group of people, more or less numerous, who live permanently on a specific territory, have their own government to which the majority of the population submits, and are free from outside interference. The existence of the state is required because it arises from the fundamental needs of life. The goal of establishing a state is to use laws to settle disputes between and among individuals. Now over 200 states exist in the world. Figure 2.1:- States of the World remember 2 A State is a formally established political com- munity that operates under the authority of a government. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 37  V Why do we need a State? V What makes Ethiopia unique State from others? 2.2 Elements of the State At the end of this lesson, you will be able to: 1 List the essential elements of the state; 1 Assess how those essential elements of the state are seen as necessary for the existence of the state; 1 Consider what would happen if one of the state’s basic elements were missing. Is Ethiopia a State? Why? It is common to identify the State by its fundamental elements, which include population, territory, government, and sovereignty, as defined by the above definitions of State. 38 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Figure 2.2:- Elements of the State Population The population is an important element of the state. The size of the population required to establish a state cannot be fixed. The people of a state do not have to be of a single race, religion, language, or culture. The modern state claims to be capable of reconciling the interests of various groups of its citizens. As a result, for the exis- tence of the state population is required. remember 2 The people of a state do not have to be of a single race, religion, language, or culture. V Do you have any idea how diverse the Ethiopian population is? C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 39  Figure 2.3:- Ethiopia’s diverse population Territory A defined territory is regarded as yet another critical element of the State. No State can exist without a fixed territory. Territory is re- quired for people to live and organize socially and politically. The size of a State’s territory, like its population, cannot be fixed. We can find a state with small territories, such as the Vatican City, which covers an area of only 110 hectares, as well as states with a large territories, such as Russia, which covers 17,098,242 kilome- ter square. States operate within a defined territory delimited by borders, regulating the flow of people, money, and goods across those boundaries. Possession of a fixed territory is, therefore, re- garded as an essential attribute of the State by international law. 40 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  remember 2 No State can exist without a fixed territory. V Can you list the countries bordering Ethiopia to the north, south, east, and west? Ethiopia is bordered by Eritrea on the north, Djibouti on the north- east, Somalia on the east, Kenya on the south, and South Sudan and Sudan on the west. Figure 2.4:- Ethiopia with bordering countries Case Study The Two Neighbors! There were two neighbors living in the same village. These people have lived in the area for a long time and are well-known in the community. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 41 However, miscommunication developed between the two neigh- bors over time. Their disagreement stemmed from a land dis- pute. Neighbors frequently argued that they had overstepped their bounds. They attempted to resolve the problem on their own but were unable to do so. When the local elders noticed the disagree- ment between the neighbors, they tried their best to solve the prob- lem, but the disagreement persisted because the two sides were unable to agree on the solution proposed by the elders. V What do you think these neighbors would do if they couldn’t resolve their issues on their own or with the assistance of local elders? V Who will provide the final say in such disputes? Government The third and most important component of a state is government. There can be no State without government. The government is the operational arm of the state as well as a powerful political organi- zation. The government is in charge of carrying out State author- ity and tasks. The government also makes, enforces, and interpret state laws. remember 2 The government is the operational arm of the state as well as a powerful political organization. 42 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  V In a democratic state, who has the authority to make, en- force, and interpret laws? V What do you think will happen in a country if there is no government or if the government that is in power does not carry out its responsibilities? Do you, for example, believe that students like you can obtain a good education? Sovereignty V Why is a state’s sovereignty important? Sovereignty is commonly thought to have two distinct aspects: in- ternal and external. Internal sovereignty refers to sovereignty with- in the jurisdiction of a state. A state with internal sovereignty has the authority and capability to exercise command over its society. The relationship between a sovereign power and other states is re- ferred to as external sovereignty. The external sovereignty of a state allows it to engage in inde- pendent relations with other countries. That is the supremacy of the state over all foreign wills, whether of individuals or states. Sovereignty is, therefore, regarded as the most vital and necessary component of the State. Ethiopia is a recognized sovereign state, complete with its own flag and national anthem. remember 2 Sovereignty is commonly thought to have two distinct aspects: internal and external. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 43  V List the color of the Ethiopian National Flag and its meaning? V Do you know the national anthem of Ethiopia? For a long time, Ethiopia’s sovereignty was protected not only by international law, but also by the scarification of our forefathers and mothers, grandparents, and great-grandparents. Ethiopian he- roes have defeated foreign invaders who attempted to conquer and violate our country’s sovereignty in numerous battles throughout history. As a result, Ethiopia has kept its independence and cele- brates Victory Day. V Can you name at least three Ethiopian heroes who have died defending Ethiopian sovereignty? V What, in your opinion, are the main responsibilities of the young generation in preserving Ethiopian sovereignty? 2.3 Functions of Government At the end of this lesson, you will be able to: 1 Describe the functions of government; 1 Recognize the significance of a democratic govern- ment in sustaining social stability; 1 Appreciate the efforts of the democratic government to the needs of its citizens. 44 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  What is the purpose of government? What are the primary responsibilities of government? Citizens in any state expect their government to perform certain functions. Although government functions vary by state, the fol- lowing are some of the most common: L Maintain social stability; L Provide public services; L Provide national security; L Making economic decisions. In fact, in order to carry out these responsibilities, the government must make decisions that are binding on all citizens of the state. In the sections that follow, we will go over each of the aforemen- tioned government functions in greater detail. i. Maintaining Law and Order V What role can a democratic government play in ensuring social stability? One of the most important functions and goals of a democratic government is the maintenance of law and order. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 45 Governments accomplish this by passing laws that govern theac- tivities of all members of society. As a result, governments provide mechanisms for resolving conflicts among members of groups and maintaining social stability. Government laws help to keep the peace and protect people’s rights, property, and lives. Furthermore, the government provides mechanisms like courts to assist citizens in resolving disputes in a timely and orderly manner. To control and contain inter-personal conflict, the government imposes restrictions on what individuals are and are not permitted to do. remember 2 One of the most important functions and goals of all governments is the maintenance of law and order. Figure 2.5:- Community policing maintaining social stability 46 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  ii.Providing Public Services V Could you name some of the government services available in your area? Another important function of government is to provide essential public services that enable community life and promote general well-being. A public service is one that the government provides to those who live within its borders, either directly or through the funding of private service providers. Public services are those deemed so important to life that their universal provision should be guaranteed for moral reasons. They have the potential to be associated with fundamental human rights. Public services include fire protection, law enforcement, environ- mental protection, public housing, and public transportation among others. remember 2 A public service is one that the government pro- vides to those who live within its borders. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 47  Figure 2.6:- CommunityProviding local health service iii.Providing National Security V If Ethiopia is invaded by another country, who do you be- lieve will defend the country? One of the most important functions of government is to provide common defense and security for its citizens. Governments must guard against both external and internal threats. As a result, nation- al security is a top priority for each sovereign state. The government creates and maintains national defense forces, which include military troops, armament, and operations, as well as peacekeeping missions, to defend its country. Besides, govern- ments should maintain good relations with foreign countries in ad- dition to ensuring national security. 48 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  remember 2 One of the most important functions of government is to provide common defense and security for its citizens. Figure 2.7:- Ethiopian national defense force iv. Making Economic Decisions No country can meet all of its citizens’ needs or desires. Normally, the government works to promote economic growth and stability by controlling inflation, stimulating trade, and regulating natural resource development. Additionally, the government enacts regu- lations that shape the country’s economic environment. As a result, making economic decisions is another important function of gov- ernment. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 49  Figure 2.8:- Grand Ethiopian Renaissance Dam 2.4 Forms of the Government At the end of this lesson, you will be able to: 1 Identify the basic forms of the government; 1 Visualize the difference between the monarchical and aristocratic forms of government; 1 Realize the basic essence of democratic forms of the government. Governments come in a variety of forms. At this level, we use the number of people wielding sovereign power as a criterion for clear- ly understanding the various forms of government. As a result, the forms of government can be classified based on the number of peo- ple exercising sovereign powers as follows: 50 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k I. Monarchy: monarchy is a form of government in which sover- eign power is vested in a single individual, the monarch, who has hereditary rights to rule as the head of state. The monarch may be a king or a queen. The throne is usually passed down to the eldest son or the closest male descendant. V Could you give some examples of countries that still have monarchies? V Have you ever heard about Ethiopia’s monarchy? If this is the case, please tell to your partners. II. Aristocracy: another type of government in which sovereign power is vested in a class of people who are thought to be superior and best qualified to rule is aristocracy. Governmental power is concentrated in the hands of a few, while government administra- tion is presumably carried out for the benefit of the many. III. Dictatorship:one person or a small group of people wields unlimited power. Force is used to maintain power. The majority of dictators rule authoritarian or totalitarian regimes. Figure 2.9:- A dictatorial leadership C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 51 IV. Democracy: democracy is a form of government in which the rulers are chosen by the citizens. The attributes of a truly demo- cratic government set it apart from other kinds of government. In a democracy, the government attempts to foster equality so that everyone has an equal chance to develop. Free and open elections are held in all true democracies. All eligible citizens have a say in how their country is run and a voice through elected officials. This is merely an introduction remark regarding democracy; the next chapter will go into great detail about it. Figure 2.10:- A democratic leadership 2.5 Differences between State and Government At the end of this lesson, you will be able to: 1 Identify the distinctions between the government and the state; 1 Recognize government as one of the essential ele- ments of the state. 52 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Could you describe some of the differences between the government and the state? The terms state and government are frequently used interchange- ably. However, it is difficult to find parallels between the state and the government. The apparatus in charge of governing the country is known as the government, whereas the state is a synonym for the country. For example, when we say the State of Ethiopia, we mean the entire country of Ethiopia. In contrast, when we refer to Ethiopia’s government, we mean the three branches of government namely: the legislative, the executive, and the judicial organ. The following are the basic distinctions found between the State and the Government: I. Government is only an element of the State As previously stated, a State consists of four essential components: population, territory, government, and sovereignty. As a result, government is only an element of the state that acts on its behalf. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 53  II. State is abstract whereas government is concrete State is an abstract concept that cannot be seen. Government, on the other hand, is concrete; it can be viewed as a group of people cooperating to exercise State power. The government is made up of people who are elected by the people. It has a clear structure and form. iii.Government is organized only by a portion of the popula- tion of the State The State encompasses the entire population. Government, on the other hand, is formed by the representatives of the people. The government of the state is made up of only a few people who are elected to serve as people’s representatives. IV.Membership of a State is compulsory but not of government Everyone is considered a citizen by the state. Citizens constitute the entirety of the state’s population. In most cases, every individu- al is usually granted automatic membership (citizenship) in a state. Government membership, on the other hand, is not automatic. No one can be forced into joining a government. Rather, the one who qualifies the requirement of the state can run for office, be elect- ed as a people’s representative, and join the government of their choice. 54 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  V Recalling the topic covered in unit one, talk with your part- ners about how to obtain citizenship in Ethiopia. V. Each state has the same essential elements, but the forms and features of government vary from state to state Each State has a common characteristics feature like population, territory, government, and sovereignty. Governments, on the other hand, can take various systems, such as parliamentary, presiden- tial, or a combination of the two. It could also be democratic, mo- narchical, aristocratic, or dictatorial in nature. VI. State is permanent but government is temporary Governments come and go all the time. An election, or even a revo- lution, could result in a complete change of government. The State exists indefinitely. It will go on indefinitely as long as it maintains its sovereignty. The following table summarizes the key distinctions between state and government C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 55  N.o Difference between state and government 1 state government A state is made up of people, The government is only one 2 territory, government, and component of the state. sovereignty. The concept of state is abstract Government is visible and 3 and invisible. concrete. Membership in a state is com- Membership in a govern- 4 pulsory. ment is entirely voluntary. The state has the original pow- The government derives its 5 er. powers from the state. The forms and character- Every state has four essential 6 istics of government differ elements in common. from one state to another. Government is temporary; 7 The state is relatively stable. it comes and goes. Unit Summary A state is a formally established political community that is gov- erned by a government. A modern state consists of four essential elements: population, territory, government, and sovereignty. A democratic government is responsible for maintaining law and or- der, ensuring the safety of people and property, managing the econ- omy, and protecting the state from foreign threats. As a result, the effective functioning of a government is required for the existence of peace. 56 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Governments come in a variety of forms. We use the number of people wielding sovereign power as a criterion for clearly under- standing the various forms of government. As a result, the forms of government can be classified based on the number of people ex- ercising sovereign powers as monarchy, aristocracy, dictatorship, and democracy. Despite the fact that the terms state and government are frequently used interchangeably, they are not synonymous. There is a distinc- tion between the state and the government. The state consists of four essential elements, one of which is government. State is an ab- stract concept as well, whereas government is concrete and can be thought of as a group of people working together to exercise State powers. Furthermore, the State is made up of the entire population, whereas the government is made up of people’s representatives. Everyone is considered a citizen by the state. Citizens constitute the entire population of the state. Membership in the government is not automatically granted. No one can be forced into joining a government. Moreover, the State exists indefinitely. It will go on indefinitely as long as it maintains its sovereignty. Glossary Aristocracy: is a form of government in which the supreme pow- er is vested in a group of people who are distinguished by birth, fortune, or hereditary nobility. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 57 Democracy: refers to a form of government in which the supreme power is vested in the people of the nation. Dictatorship: a form of government a ruler or small group with absolute power over the people holds power, often through force. Government: is an agency, through which the will of the state is formulated, expressed and realized. Monarchy:is a form of government that has a single person known as a monarch at its head. Population: refers to people permanently settling on a definite territory of the state. Sovereignty: is the ultimate or supreme authority of the state in both its internal and external affairs. State: is the highest and most powerful political organization of society. Territory: referring to an area or a certain portion of earth’s sur- face, this is internationally on which people of a state are expected permanently reside. Unit Review Question 58 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Part I: Write “TRUE” if the statement is correct and “FALSE” if the statement is incorrect. 1. A State is a formally established political community that operates under the authority of a government. 2. The population of a state must be of a single race, religion, language, and culture. 3. There can be no State without government. 4. The government, unlike the state, exists indefinitely. It retains power indefinitely as long as the state retains sovereignty. Part II: Each of the questions or statements below is followed by four possible responses or completions. In each case, choose the CORRECT option. 1) Which of the following is NOT a necessary component of the state? A) Population B) Territory C) Political Party D) Sovereignty C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 59 2) --------------------- is a form of government in which sover- eign power is vested in a group of people considered superior and best qualified to rule. A) Monarchy B) Aristocracy C) Dictatorship D) Democracy 3) Which of the following statement best describes the State? A) is made up of the entire population B) membership is not automatically granted C) is concrete D) is made up of people’s representatives Part III: Short answer. Write the appropriate answers to the fol- lowing questions. 1) What are the four main functions of government? 2) What happens if one of the elements of the State’s is missing? 60 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  UNIT 3 democracy Introduction Welcome to the third unit of this textbook. This unit is devoted to the idea of democracy. The concept of democracy is one of the most frequently discussed topics in our daily lives. As a result, one of the primary goals of this unit will be to explain what the concept of democracy entails. The various forms of democracy will also be discussed briefly. It is critical to discuss the mechanisms (ways) by which democracy is exercised. The unit will also include a brief discussion of democratic perspectives. Finally, indigenous demo- cratic practices are explored. Keywords Democracy;Liberal democracy;Social democracy; Direct democracy;Indirect democracy;Procedural democracy;Substantive democracy C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 61  Unit Outcomes At the end of this unit, learners will be able to: ³ Explain the meaning of democracy; ³ List the forms of democracy; ³ Identify the ways of exercising democracy; ³ Appreciate indigenous democratic values; ³ Differentiate procedural and substantive democracy. 3.1 The Meaning of Democracy. At the end of this lesson, you will be able to: 1 Describe the etymology of democracy; 1 Define democracy ; 1 Explain rule of the people. What do you know about democracy? Could you please explain your ideas to the class? Have you ever made a decision based on democratic principles? If so, could you please share your experience with the class? 62 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Figure 3.1:- Words related with democracy The term democracy is derived from two Greek words: demos, which means “the people”, and kratos, which means “to rule”. These two words are combined to form democracy, which literally means “rule of the people”. In this context, the term democracy refers to the concept of rule by the people. Democracy is a system of government in which people rule directly or indirectly through their elected representatives. remember 2 Democracy is a government by the people in which supreme power is vested in the people and is exercised directly or indirectly by their representatives. Democ- racy is a people-centred system in which the people are the heart, root, and fruit. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 63 Abraham Lincoln (former US president) defined democracy as “government of the people, by the people, and for the people”. In this case, government of the people represents the source of legit- imacy, as government officials are elected solely by the people, whereas government by the people implies public participation in the government process and self-government. That is referred to as popular self-government. Government for the people refers to the idea that government officials should act in the best interests of the people. Case Study 1. Imagine that in your class there are 35 students. It is very es- sential for every class to have representatives that represents each respective grade level. Therefore, like other grade level you have to have representatives for your class as well. Now it is time to nominate at least three students from your class. While you nomi- nate make sure that both male and female students are nominated for class representatives. It is good to have at least two representa- tives’ one male and one female. Why the need to have two repre- sentatives? Having two representatives is very important because if one representative is not available in the class because of various reasons the second (vice) representative will replace his/her role. Imagine that these two representatives were elected with the par- ticipation of all those 35 students. The process was free and fair because no one intervenes in the election. 64 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k As indicated above, all students are involved in the election with free and fair process, hence, what do you understand from the above case study? Some argue that democracy is not built overnight, but rather over time. Why is this so? 3.2. The Origin of Democracy 3.2.1.Athenian Democracy At the end of this lesson, you will be able to: 1 Identify the birth place of democracy; 1 Explain the nature of Athenian democracy; 1 List the limitations of Athenian democracy; 1 Enumerate the contributions of Athenian democracy Do you know the birth place or origin of democracy? C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 65 Democracy is thought to have begun in the 5th century B.C. in the Greek city-state of “Athens”. When we speak of Greek democracy, we are referring to Athenian democracy. This is not because Athens was the only Greek city-state to have a democratic form of govern- ment; rather, Athens was the most prominent and powerful. In Athens, every (male adult) citizen could vote in the Assembly on the city’s most important issues. Thus, democracy was direct in its Greek origins, in that citizens voted directly and personally in the Assembly. Athenian democracy, in general, contained several elements to which we can still relate today. Among these are: L Direct popular participation L Political equality (at least for free adult male citizens) L The notion that government should be responsible to the people L It invented the idea of citizens, as opposed to subjects The Athenian democracy, on the other hand, had fatal and serious limitations. Among the flaws are the following. L Undemocratic in modern senses: In that only a small pro- portion of Athens’ adult population was eligible to vote. L Citizenship was restricted to small elite: Citizenship was granted at birth to males whose parents were both Athenians. The vast majority of adults, including women, slaves, and res- idents aliens, did not qualify for citizenship. 66 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k L Participation was not in practice as extensive as the Athe- nians liked to claim: Even after payment for attendance was introduced, most citizens remained absent from most assem- blies/meetings. L Athenian democracy was hardly an exercise in lean move- ment:It was complicated, time-consuming, and costly: an over- ly complicated method of governing a small, rural society. Its relevance in the modern world is limited, as people prefer to spend their working hours developing and prospering them- selves rather than attending political meetings. L The principle of self-government did not always lead to de- cisive and coherent state policy: The lack of a permanent bu- reaucracy eventually contributed to a period of infected govern- ment following war defeat. It is important to remember that while Athens is widely regarded as the birthplace of democracy, this does not imply that Athens was entirely democratic. As previously stated, the majority of Athenians were not permitted to participate in their government, and slavery was widespread. For example, one of the fundamental principles of democracy is that all citizens of a state participate in their govern- ment, and all citizens of a nation should not be subjected to slavery. All Ethiopian citizens have the democratic right to participate in their local and national governments without discrimination. No Ethiopian citizen should be subjected to slavery. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 67 Slavery is simply a condition in which a person is exploited and deprived of most democratic rights, such as the right to vote and be elected. While Athenian democracy was far from perfect, it served as a foundation for the development of modern democracy because these two beliefs continue to influence us today. remember 2 Athens is the birth place/origin of democracy. 3.3. Forms of Democracy At the end of this lesson, you will be able to: 1 Explain the distinction between liberal and social democracy; 1 List the main features of liberal democracy; 1 Identify the basic features of social democracy. What exactly is liberal democracy? Can you talk about the fundamental characteristics of social democracy? 68 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  3.3.1 Liberal Democracy Based on the participation of governments in the area of economic and political affairs, democracy has various forms. Liberal democ- racy is a type of democracy that discourages government interven- tion in a society’s economic affairs. The role of the government in the economic spheres of people’s lives is very minimal, whereas that of economic forces such as market forces is regarded as maxi- mal (given supreme place). This type of democracy, in other words, is based on a free market economy. This implies that the state’s role is limited to maintaining order and providing a bare minimum of general and coordinating regulations. The state creates a frame- work within which these economic forces can play their own role of balancing opposing forces. From this, one can deduce that the central idea of liberal democracy is individual political and legal equality, but not economic equality. Individual economic equality has nothing to do with liberal democracy, which is concerned with political liberty and legal equality. From this vantage point, it is sometimes referred to as capitalist democracy, which is practiced by the majority of Western countries. remember 2 Liberal democracy is a type of democracy whereby government that adopt such type of democracy usual- ly do not intervene in the economic and social sectors. Governments that practice such democracy encourag- es private sector and free market system. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 69  3.3.2 Social Democracy Governments that advance social democracy give more priority for economic and social affairs. Social democracy’s goal is to achieve equality and a classless society through reform under the guise of capitalism. In this case, it acknowledges that an individual’s back- ground, abilities, efforts, and so on shape his or her way of life. As a result, this is to ensure that everyone has the opportunity to fully utilize his or her abilities. To put it another way, social democracy advocates for social justice and economic empowerment for the poor. To that end, it is concerned with the provision of social se- curity, housing, free education, health and medical care, and other similar services. remember 2 Social democracy is a type of democracy whereby gov- ernments that adopt such democracy usually intervene in the economic and social affairs. 3.1. Ways of Exercising Democracy At the end of this lesson, you will be able to: 1 Explain the meaning of direct democracy; 1 Define indirect democracy; 1 Identify the difference between direct democracy and indirect democracy. 70 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  What is direct democracy? What is indirect democracy? Based on the participation of citizens in the democratic process, there are two ways of exercising democracy i.e. direct (pure) and indirect (representative) democracy. 3.1.1. Direct Democracy V Is it possible to implement direct democracy in each and every political decision? Direct democracy (pure democracy) is a form of democracy in which “all adult citizens” can participate in decision-making with- out the intervention of elected officials. This belief is based on ev- ery citizen over a certain age having the right to attend political meetings, vote on the issue being discussed, and accept the major- ity decision if such a vote results in a law being passed that you as an individual did not support. Part of this belief is that everyone has the right to run for political office if they so desire. For exam- ple, in class, you may directly elect your class representative; this is possibly one form of direct democracy. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 71  Figure 3.2:- Students electing their class representative The difficulties associated with direct democracy are well known. When a nation’s people are unable to gather to make decisions, di- rect forms of democracy are incapable of replacing representation. However, there are some areas where they can supplement democ- racy. Direct democracy can be implemented through local commit- tees, schools, and citizen associations, where it can be discussed and voted on collectively. This is not possible, however, with more complex and general issues. The referendum is a procedure that most constitutions envision for direct consultation of all citizens. The practice of holding referen- dum on specific points should be used frequently and precisely de- fined. Local, regional, and national referendums could all be held. 72 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Role play Assume that the residents (local people) in your neighbourhood are voting on statehood (to promote from the status of zonal to regional level). In Ethiopia, everyone has the right to vote in a referendum as long as they meet the criteria set by the National Electoral Board of Ethiopia. Assume that you, as a citizen, are also voting in the referendum, and that some of you are voting for zonal status, while the rest of you are voting for regional status. It is now time for you to vote for or against statehood. When you are done with the vot- ing, your teacher will count your ballots. Finally, your teacher will announce the referendum results. What does your participation in this referendum process imply? 3.1.2. Indirect (Representative) Democracy V Why indirect democracy is more preferable than direct de- mocracy in the modern times? This is the type of modern democracy that we have today. A rep- resentative democracy is one in which citizens of a country elect representatives to make decisions on their behalf. In this regard, the meaning of the representative form of democracy is that the en- tire people cannot directly participate in their own affairs but must do so through their representatives, who are elected by the people themselves on a regular basis. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 73 In Ethiopia, for example, every five years, the people have the op- portunity to elect those they want to represent them in the Parlia- ment. Parliamentarians meet in the House of People Representa- tives to discuss issues and pass bills that become Ethiopian law. Each elected Parliamentarian in the House of People’s Represen- tatives represents all citizens. The responsibility of participating in lawmaking was delegated to Parliamentarians by the voters. In this case, leaders must maintain some level of contact with voters in order to remain in power. However, if they fail to perform (or if the party performs poorly during its tenure), the people have the power to remove them. The people exercise control over their representa- tives in this manner. Figure 3.3:-HPR in Ethiopia passing a decision 74 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  remember 2 Citizens in a direct democracy make decisions directly by proposing laws or referendums. An indirect democracy, on the other hand, relies on a small group of officials to make important decisions on behalf of their constituents. 3.4 Procedural and Substantive Democracy At the end of this lesson, you will be able to: 1 Explain the difference between procedural and substantive democracy; 1 Define the meaning of procedural democracy; 1 Explain the idea of substantive democracy. What is the main difference between procedural democ- racy and substantive democracy? C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 75 There are two approaches to understand democracy: substantive and procedural. The procedural viewpoint emphasizes the form and process of government, or how the people govern themselves. The principles of procedural democracy are universal participa- tion, political equality, and majority rule. In a nutshell, procedural democracy is a form of democracy in which the people or citizens of the state have less influence than in traditional liberal democra- cies. This type of democracy is distinguished by voters’ choice of representatives in free elections. Procedural democracy assumes that the electoral process is central to the authority placed on elect- ed officials and ensures that all election procedures are followed. In Ethiopia, for example, elections are held on a regular basis in the majority of cases; thus, the electoral process is a fundamental manifestation of procedural democracy. Although a country may allow all citizens of voting age to vote, this does not automatically qualify it as a substantive democracy. To be able to claim substan- tive democracy, the election should also result in practical changes for the Ethiopian people (political equality, economic prosperity and others). remember 2 Procedural democracy focuses on how government decisions are made (process). The substantive viewpoint focuses on what a government actually does, that is, the policies it implements should be consistent with democratic ideals. 76 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Substantive democracy is a type of democracy in which the results of elections are considered to be representative of the people. In other words, substantive democracy is a type of democracy that serves the interests of those who govern. Even if a country allows all citizens of voting age to vote, this does not automatically qual- ify it as a substantive democracy. In a substantive democracy, the general population has a real say in how the state conducts its po- litical affairs, i.e., the state is not only set up as a democracy, but it also functions as one. This type of democracy is also known as functional democracy. Substantive democracy focuses on the actu- al practice and role of governments. remember 2 Substantive democracy focuses on the results (out- comes) of government’s decision. 3.5 Indigenous Democratic Values At the end of this lesson, you will be able to: 1 Explain indigenous democratic values; 1 Enumerate indigenous democratic values in Ethiopia; 1 List the roles of indigenous democratic values/ C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 77  Figure 3.4:- traditional conflict resolution mechanisms in Ethiopia There is no doubt that indigenous traditional institutions and gov- ernance systems existed and continue to exist in Africa, including Ethiopia, prior to the birth of modern African states and the intro- duction of a multi-party political system. In most African coun- tries, including Ethiopia, indigenous institutions of governance coexist informally with modern governance systems. It is believed that traditional African governance systems are relevant to modern governance. Africans’ beliefs about the role of indigenous gover- nance and practice are based on the assumption that it is possible to accommodate African indigenous systems of governance that converge to democratic values rather than pushing them to the mar- gins. This implies that traditional governance systems, in addition to modern democratic systems, can contribute to the democratiza- tion process. 78 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k Despite the fact that successive Ethiopian governments have intro- duced and implemented modern governance systems, indigenous institutions have played an indispensable role in guiding the so- cial-political lives of societies, particularly in rural areas, by filling the gap left by formal state institutions and apparatus. Ethiopia is a notable country in terms of civilization, history, and culture. This wealth includes democratic traditions that date back to time imme- morial in various Ethiopian societies. The fundamental democratic principles of open debate, consensus, and participation in agenda setting and decision making have been practiced as customary cul- tures at the local level in various Ethiopian societies. The following are some of the indigenous democratic practices. Jarsuma by the Oromo people, Shimigilina used by the Amhara people, Yejoka in Gurage, Deira-Cimma in Wolayata, Enashma in Benisahngul-Gumuz, Baito in Tigray, Mada’a in Afar, Xeer in Somalis, and other indigenous practices are clearly visible. These various forms of indigenous conflict resolution practices that are being practiced in different areas of our country Ethiopia are very helpful in addressing disagreements that arise as a result of diver- gent interests. In addition to the formal institutions such as courts that are being functional in Ethiopia, the above indigenous prac- tices have also their own contributions by addressing various is- sues. In addition to Ethiopia’s formal institutions, such as courts, the above indigenous practices have made their own contributions by tackling a variety of challenges. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 79  Summary The term democracy is derived from two Greek words (demos and kratos); simply put, these two words mean “rule of the people.” Democracy is thought to have begun in the city-states of Athens. Democracy is a form of government in which the people have ul- timate political power. Citizens of a given state have two options for exercising democracy. Democracy can be exercised directly by involving all adult citizens of the state. Citizens in a direct democ- racy have a direct engagement and say in all political matters and decisions. People in a given state can also exercise their right to vote and participate directly in referendums. Nowadays, due to various factors such as population size, topogra- phy, resources, time, and many other considerations, direct democ- racy is not preferred; instead, indirect (representative) democracy has become one of the most common ways for many nations and their citizens to exercise democracy. In a representative (indirect) democracy, the people of a given state elect their representatives, who are then expected to act on their behalf. It is critical to recog- nize that democratization is a process. Building democracy takes time, but different actors must also work together to build democ- racy and democratic culture. Political parties, the media, public opinion, and civil society all play a role in the democratization pro- cess. Democracies come in a variety of flavours, including liberal, social, economic, and developmental. 80 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k There are two approaches to understanding democracy: The sub- stantive view focuses on what a government does, whereas the procedural view emphasizes the form and process of government. Along with the modern democratic system, traditional governance systems contribute to the democratization process. Glossary Democracy:is a system of government whereby ultimate political power resides in the hands of people Direct democracy: way of exercising democracy whereby citizens have direct role in political affairs Indirect democracy: a way of exercising democracy whereby elected representatives’ act on behalf the electorate. Liberal democracy: a democracy based on the recognition of in- dividual rights and freedoms but limits the intervention of the gov- ernment in the economic affairs. Procedural democracy: is a term used to denote the particular procedures, such as regular elections based on universal suffrage that produce an electorally-legitimated government. Social democracy: is a form of democracy in which private prop- erty and the distribution of income is subject to social control. Substantive democracy:is a term used to denote that emphasizes on the actual practice of government for example; the outcome of elections is representative of the people. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 81  Review Questions Part I: True/False Item Direction: Write TRUE if the statement is correct and FALSE if it is wrong 1. Democracy is thought to have originated in ancient Rome. 2. The substantive view of democracy focuses on what a government actually does. 3. There is no contribution from ancient Athenian democracy to modern democracy. 4. In a representative democracy, the people of a particular state have a direct say in political matters. 5. Through reform under the guise of capitalism, social de- mocracy seeks to achieve equality and a classless society. Part II: Multiple Choices Direction: Choose the correct answer from the given alternatives 6. Which of the following actors is important in the process of democratization? A. Political parties B. Mass Media C. Public opinion D. All 82 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 7. Which of the following statements about ancient Athenian de- mocracy is true? A. Citizenship was restricted to small elite B. Women and slaves were not allowed to participate C. It was a direct form of democracy D. All 8. What type of democracy is known for promoting a free-market system? A. Social democracy B. Developmental democracy C. Liberal democracy D. Economic democracy 9. Jarsuma as an indigenous governance system is being practiced in: A. Oromia B. Tigray C. Afar D. Somalia 10. Which of the following statements about democracy is true? A. Democracy and democratization is a process B. Democracy can be built by the participation of gov- ernment only C. Direct democracy is best known in our contemporary era than before D. None C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 83  UNIT 4 Rule of Law Introduction You learned about democracy in unit three. The rule of law is a fundamental principle of democracy. In a democratic state, the government is responsible for maintaining peace and order as well as protecting citizens’ rights and freedoms. However, this is only possible when the rule of law prevails. This unit clarifies the con- cept of the rule of law in general, as well as its meaning, source, importance, and manifestations in particular. You will also learn about the difference between the rule of law and the rule of man. Finally, you learn about factors that influence the rule of law.. Keywords Corruption;Custom;Judiciary;Justice;Legislation; Morality;Regulations;Rule of law;Rule of man 84 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Unit Outcomes At the end of this unit, learners will be able to: ³ Describe the concept of rule of law; ³ Identify sources of law; ³ Value the importance of rule of law; ³ Identify the manifestations of respecting rule of law; ³ Explain the rule of law and rule of man; ³ Comprehend factors affecting rule of law. 4.1.Define the Concept of Rule of Law At the end of this lesson, you will be able to: 1 Define the notion of the rule of law; 1 Consider justice in their daily life; 1 Analyze whether someone’s action is fair or not. What is rule of law? C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 85 Laws are binding societal rules or regulations that we must all fol- low. Laws protect societal safety and citizens’ rights from violation by others, including individuals, organizations, and the government itself. The law governs much of what people do on a daily basis. Laws can inform us about our rights and responsibilities. It also tells us what will happen if we do not do what is expected of us. In a broader sense, the rule of law means no one, rich or poor, ruler or ruled, etc., is above the law. At its most basic level, the rule of law means that absence of arbitrary power on the part of the gov- ernment and equality before the law. According to the principles of equality before the law, no “legal” person is entitled to benefits that are not available to all, and no one is immune from legal penalties. As a result, all citizens are treated equally under the rule of law. remember 2 Rule of law ensure, equality before the law. 86 C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k  Figure 4.1:- Equally before the law Case Study One day at school, students are playing different games during their break time, as usual. Among them, there were children who had been playing rope jump. However, among those students who are playing rope jump, two students fight against each other. The students who were playing with them were trying to solve the prob- lem, but they failed. Meanwhile, a nearby school guard approached the students and attempted to calm them down. In doing so, he realized that one of the students involved in the fight was the son of the school principal. The guard asked the two kids about why they get into fights. The reaction, though, comes from the other students who were playing with them, and they told the teacher that the problem was the fault of the school principal’s son. They even complained to the guard that the school principal’s son always used force while playing with them. C it iz e ns h ip E d u c a t io n G ra d e 7 S t u d e nt t e x tb o o k 87 Despite the guard knowing the guilty student was the principal’s son, he reprimanded the innocent student and returned where he had been. Figure 4.2:- Students playing and fighting V What would you do if you were in the shoes of the innocent student? V In your opinion is the action of the school guard is accept- able? Why or why not? V Can you recall a time in your schooling when you were treated unequally? What were your reactions on that? The idea of justice has also been linked to the concept of the rule of law. M