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Kanthi
Civics and Governance
Grade 11
Teachers' Instructional Manual
Department of Social SciencesNational Institute of Education
Maharagama.2008
Kanthi
ii
Civics and Governance - Grade 11
Board of Consultants:Prof. Gamini Samaranayake, Chairman, University Grant CommissionProf. J.W. Wickremasinghe, Director General, N.I.E.Prof. W.G. Kularathna, Senior Lecturer, Faculty of Education, University of Colombo.Prof. Rajiv Wijesinghe, Former Chairman of the Academic Affairs BoardDr. Piyadasa Athukorala, Senior Lecturer, Dept. of Political Science, University of Sri
JayawardanepuraMr. Wimal Siyambalagoda, Assistant Director General, N.I.E.Dr. H.D.A. Lalitha Batuwitage, Director, Department of Social Sciences, N.I.E.
Project Team:Mr. A.L.S. Abeywickrema - Project LeaderMr. B.L.R. Rohana Kumara - MemberMr. M.K. Kingsly Priyantha, Member Mr. S. Karunakaran - Member
Panel of Writers:Mr. B.L.R. Rohana Kumara - Chief Project Officer, N.I.E.Mr. M.H.M. Hassan - Chief Project Officer, N.I.EMr. A.L.S. Abeywickrema - Project Officer, N.I.E.Mr. M.K.K. Kingsly Priyantha - Project Officer, N.I.E.Mr. C.S. Jayasinghe - Manager, Teacher Centre, Horana.Mrs. P.P. Mallika - Teacher Advisor, Hambantota Zone.Mr. W.M.D.B. Sapuwida - Assistant Teacher, St. Thomas College, Matale.Mr. W.M.W. Bandara - Assistant Teacher, M.M.V., Badulla.Mrs. S.M.P.K. Samarasinghe - Assistant Teacher, Wattegama Balika V., Wattegama. Mrs. M.M.G.C. Rathnayake - Assistant Teacher, Girls High School, Kandy.Mrs. P. Pemawathie - Assistant Teacher, M/Pitabeddara M.V., Pitabeddara, Matara.Mrs. S.P. Ganegoda - Assistant Teacher, Southland Girls School, Galle.Mrs. A.M.P. Abeysinghe - Assistant Teacher, Theldeniya National School, Theldeniya.
Illustrations andCover Page Design:
Mr. Ravindra Thenuwara - Assistant Project Officer, N.I.E.
Computer Settings:Mrs. Kanthi Ekanayake, Technical Assistant, N.I.E.
Misscellaneous Assistance:Miss. A.L.S.P. AthapattuMrs. N.S.R. RanasingheMr. R.M. Rupasinghe
English Translation :Mr. G.B. Wanninayake
Kanthi
Director General’s Message
The present curriculum reform can be viewed as an entry to the solution of a series of problemsprevalent in the school system. The present curriculum has been designed with the aim ofovercoming the problems related to thinking and social and personal weaknesses that the younggeneration has faced today.
When we consider the education systems in the Asian Countries comparatively, Sri Lanka wasfar ahead some years back. But now most of the other Asian countries have developed theireducation systems making Sri Lanka far behind them. One reason for this retreat is the lack ofnew vision and taking decisions on the existing phenomena and repeating it over and over again.
With the aim of overcoming this catastrophe, officers of the National Institute of Education havemade an attempt on reforming the school curriculum with clear vision. The aims of the newcurriculum have been formulated to have pupils’ competencies developed in building up theirfuture making use of the knowledge that they already possess and the accumulation of newknowledge gained through exploration. To achieve these aims, a dynamic change in the role ofthe teacher is needed. In place of the teacher centred system of education prevalent today, apupil centred, competency based activity oriented system is expected to be developed throughnew reforms, and hence teachers should be prepared to face challenges.
I thoroughly believe that this Teachers' Instructional Manual will help teachers immensely todevelop such a system. I assure that you will be able to work as a successful teacher by followingthe instructions and guidelines given in this Teachers' Instructional Manual. It will help you inteaching as well as in evaluating pupils. Guidelines given with relevance to exploration andquality inputs have been presented in the way of helping the student. Further, it will help theschool principal in preparing time tables, allocating limited resources and in internal supervision.
Teachers without getting confined to the instructions given in the Teachers' Instructional Manual,should develop appropriate activities by themselves exhibiting their creativity, since the activitiesgiven here are only specimens and teachers have the capacity to formulate activities by themselvesto suit the differences in the area that they serve.
I hope this Teachers' Instructional Manual will also help the educationists, teacher counselorsand officers involving in external supervision and monitoring. Finally I should convey my thanksto all those who participated in compiling this Teachers' Instructional Manual and also to theinstitute: “Save the children” for their financial support.
Professor J.W. WickramasingheDirector General
National Institute of Education
iii
Kanthi
iv
Introduction
According to the curriculum policy of Sri Lanka, the school syllabus has to be updated once inevery eight years. Accordingly the present syllabus and the Teachers' Instructional Manual havebeen introduced under the Education Reforms started in 2007.
In the syllabi prevalent so far, there was a series of subject topics relevant to a subject andsubject matter relevant to each of those subjects topics. It was expected from the teacher toteach those subject matter. As a result of this process a generation of students with broad subjectknowledge was created.
In the syllabi introduced under new curriculum reforms, competencies identified as to be developedunder each subjects have been recommended. Through this new approach, it is anticipated toproduce a generation of pupils who have gone beyond the status of possessing a broad subjectknowledge, instead, who are more inclined to the practical side and possessing competencies.Hence, the teachers who work with new syllabi should specifically understand this change.
In thisTeachers' Instructional Manual in the section on learning activities a classroom with a newteaching learning process has been suggested. Under this process the classroom should reflect alearning culture with exploration done by using the library and reading books, observation ofenvironment, collecting facts from resource persons, learning from peers and teaching the peerswhat one knows and collecting information through the internet wherever it is possible. The textbook provided by the Department of Educational Publications also should be made use of as aresource book. It is expected from the teacher to present these facts explored by studentsmaking necessary corrections and organised and full fledged to be absorbed by them. Hence,the teacher should possess the new knowledge. It should exhibit to be learned exceeding factsthat the students explore. The activity based learning environment will be attractive to students.
Exemplary lessons suggested in this Teachers' Instructional Manual will supply guidance to theteacher to develop many more lessons. It is expected that the teacher will be creative to developnew lessons.
In the new teaching learning process the students are always active. Their abilities and strengthscould be observed at the teaching learning process. The teacher should appreciate them, andencourage them. Sometimes, the teacher may observe difficulties that pupils face. At suchoccasions the teacher should help those pupils to overcome them. Encourage peers to help. Theprocess of assessment done at the teaching - learning process will help effective learning.
Further, pay your attention on the assignments and exercises suggested as instruments for extendedlearning which will be helpful to strengthen what students have learned. Consider it as a goodsituation to evaluate pupils’ learning. Pay attention on involving pupils in many other exercises onextended learning.
Wimal SiyambalagodaAssistant Director General
(Faculty of Languages, Humanities and Social Sciences)National Institute of Education
Kanthi
v
Introduction to the subject
Along with the implementation of new Educational Reforms, it is expected to introduce anew subject for Grade 10-11 titled “Civics and Governance” in the year 2007.
The subject Civic Education” was introduced to Grade 7 in the year 2005 and to Grade8 in 2006. Along with the new Educational Reforms it was expected to impart basicknowledge on this subject area to pupils in Grades 6-9 in 2007.
The syllabus relevant to Grade 10 has been compiled under five broad themes as -“Democratic government, Decentralization and Devolution of power, Multicultural Society,Economic systems and Economic relations and Conflict Resolution in a DemocraticSociety.” The subject content relevant to these themes has been analysed and introducedto suit the level of the pupils in that Grade, and has been presented in the form of effectivelearning events and activities.
In the development of competencies in pupils through the study of the subject “Civics andGovernance” the subject knowledge as well as the methodology of teaching and learningare of importance. Hence it is expected that the activities included in this Teachers'Instructional Manual should help to make the teachers’ role easy and more effective.
It is expected that the teachers would make the best use of this Teachers' InstructionalManual by studying it thoroughly to provide opportunities to pupils for the meaningful andeffective study of the subject content.
Project TeamCivics and Governance
Kanthi
vi
Content
1. Detailed Syllabus
2. Teaching-learning Methodology
3. Law and Justice (11.6)
4. Different layers of government (11.7)
5. Environment Problems and Sustainable Development (11.9)
7. International Relation (11.0)
8. Assessment and Evaluation
9. Instruments for Extended learning
10. Annexe-1
Kanthi
Civics andGovernance
Detailed Syllabusfor Grades 10-11
1
Civics and Governance
Grade 10-11
Aim
This course is designed to enable students to understand principles of government and economicactivity, along with their practice, with particular reference to Sri Lanka. Through this theyshould appreciate the importance of democratic and responsible structures and lifestyles thatcontribute to the productive development of man within a social environment
Objectives
• Understanding of political concepts and their application in practice
• Appreciation of the goals of government and the functions of the various branches ofgovernment
• Ability to analyse critically different political perspectives and priorities
• Knowledge of economic principles and different economic theories with the ability toanalyse and assess them
• Critical evaluation of the powers required by institutions and individuals in terms of theirfunctions and purposes
Methodology
The syllabus will consist of discrete areas in which students will be introduced to basic principles.The historical development of these may be introduced as relevant, while students should beencouraged to analyse the application of such principles or otherwise in the Sri Lankan context.Comparison with other countries should be facilitated through SBA project work. the ability todistinguish between functions and structures should developed, along with understanding of goalsand the means whereby these can be pursued. The importance of democratic governance on thebasis of accountability to the citizenry should be appreciated.
2
Topics to be covered
Grade 10 (90 Periods)
1. Democratic government
2. Decentralization and devolution of power
3. Multicultural Society
4. Economic systems and relations
5. Conflict resolution in a democratic society
Grade 11 (90 periods)
6. Law and justice
7. Different layers of government
8. Human rights and duties
9. Environmental problems and sustainable development
10. International Relations
3
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²Ex
amin
es th
e nat
ure a
nd ev
olut
ion o
f de-
moc
racy
²A
naly
zes
the
mai
n ch
arac
teris
tics
ofde
moc
ratic
gove
rnan
ce²
Com
pare
s the
diff
eren
ces b
etw
een
the
state
and t
he go
vern
men
t, and
the r
espo
n-sib
ilitie
s of a
nd to
citiz
ens
²In
tern
aliz
es th
e ide
als o
f dem
ocra
cy
²D
efin
ition
of th
e con
cept
of de
moc
racy
²O
rigin
and
evol
utio
n of
dem
ocra
cy -
dire
ct an
d re
pre-
sent
ative
²Ch
arac
teris
tics o
f dem
ocra
tic go
vern
ance
-El
ectio
n of
gov
ernm
ents
on th
e bas
is of
uni
vers
alfra
nchi
se-
Elec
tora
l sys
tem
s, an
d fre
e and
fair
elec
tions
-Co
mpe
titiv
e par
ty sy
stem
-Pa
rtici
patio
n in d
emoc
ratic
activ
ities
on th
e bas
is of
equi
ty an
d fre
edom
-C
onst
itutio
nalis
m (
in r
elat
ion
in p
artic
ular
to
Majo
ritar
ianism
)-
The r
ight
to in
form
ation
and t
he fr
eedo
m of
the m
edia
Stud
ents
shou
ld st
udy
diffe
rent
exam
ples
of t
he sy
stem
sdi
scus
sed
abov
e, an
d th
eir o
utco
mes
.²
Def
initi
on of
the s
tate
and g
over
nmen
t - T
he m
ajor
fea-
ture
s of t
he st
ate a
nd go
vern
men
t²
Nat
ure o
f the
stat
e and
gov
ernm
ent
(a)F
orm
s of t
he st
ate -
natu
re of
the n
atio
n sta
te, o
rigin
san
d for
mati
on of
natio
n stat
es; b
asic
struc
ture
of st
ates
- Uni
tary
and
Fede
ral
(b)T
he m
ajor
orga
ns of
gove
rnm
ent a
nd th
eir f
unct
ions
and p
ower
s - L
egisl
atur
e, Ex
ecut
ive a
nd Ju
dici
ary
•Fo
rms o
f Gov
ernm
ent -
Par
liam
enta
ry an
d Pre
siden
tial
Syste
ms
1.A
cts
as a
goo
d de
mo-
crat
ic ci
tizen
.
4
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²Ro
le o
f the
Sta
te -
Mai
ntai
ning
law
and
orde
r, pr
o-vi
sion o
f wel
fare
, dev
elop
men
tal a
ctiv
ities
, con
flict
reso
lutio
n²
The h
istor
ical
dev
elop
men
t of t
he ab
ove c
once
pts
shou
ld be
intro
duce
d, in
the c
ontex
t of s
ocial
chan
ges
with
in so
ciet
ies.
Stu
dent
s sho
uld b
e enc
oura
ged t
oev
alua
te th
e nec
essit
y of p
artic
ular
portf
olio
s, in
the
cont
ext o
f the
abov
e res
pons
ibili
ties o
f the
stat
e, an
dto
disc
uss t
heir
impo
rtanc
e in t
erm
s of t
he m
ain f
unc-
tions
of go
vern
men
t.²
The i
mpo
rtanc
e of d
emoc
ratic
gove
rnm
ent -
exam
i-na
tion
of al
tern
ativ
e rat
iona
les o
f gov
ernm
ent a
ndre
late
d po
litic
al p
ersp
ectiv
es. D
ebat
e and
disc
us-
sion
of t
he ab
ove s
houl
d be
enco
urag
ed, w
ith st
u-de
nts g
iven
pro
ject
s tha
t inv
olve
rese
arch
that
pro
-m
otes
com
paris
on an
d con
trast.
5
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²Id
entif
ies th
e diff
eren
ces b
etwee
n con
cept
sof
dece
ntra
lizat
ion a
nd de
volu
tion
²Ex
plor
es st
ruct
ures
, fun
ctio
ns an
d po
w-
ers o
f var
ious
units
of de
cent
raliz
atio
n and
devo
lutio
n²
Eval
uate
s the
nec
essit
y of
mak
ing
struc
-tu
ral c
hang
es in
a m
oder
n sta
te
²In
trodu
ctio
n of t
he co
ncep
ts of
dece
ntra
lizat
ion a
ndde
volu
tion
²Ex
ampl
es of
dece
ntra
lizat
ion a
nd de
volu
tion i
n mod
ern
state
s, w
ith ex
plor
atio
n of s
truct
ures
, fun
ctio
ns an
dpo
wer
s of r
elev
ant u
nits
²In
stanc
es of
stru
ctur
al ch
ange
s in r
ecen
t tim
es in
se-
lect
ed ex
ampl
es²
Hist
ory o
f dec
entra
lizat
ion a
nd de
volu
tion o
f pow
er in
Sri L
anka
Stud
ents
shou
ld b
e enc
oura
ged
to d
iscus
s the
func
tions
of
gove
rnm
ent a
t diff
eren
t lev
els w
ithin
a co
untry
, and
expl
ore
allo
catio
ns o
f pow
er a
nd re
spon
sibi
lity
in th
e co
ntex
t of
fulfi
lling
such
func
tions
effic
iently
. The
ratio
nale
for d
evol
utio
nan
d/ or
dece
ntra
lizat
ion i
n Sri
Lank
a sho
uld b
e exa
min
ed, in
the
cont
ext o
f soc
ial n
eeds
. Th
is sh
ould
be
done
from
ahi
stor
ical
per
spec
tive,
sinc
e de
taile
d an
alys
is o
f cur
rent
struc
ture
s will
be t
aken
up
in G
rade
11.
2.A
cts w
ith an
unde
rstan
d-in
g abo
ut th
e con
cept
ofde
cent
raliz
atio
n an
dde
volu
tion o
f pow
er.
6
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²A
ppre
ciat
es th
e nat
ure o
f mul
ticul
tura
l so-
ciety.
²Ex
plor
es th
e for
mat
ion
of a
mul
ticul
tura
lso
ciet
y and
its b
asic
char
acte
ristic
s.²
Iden
tifies
the i
mpo
rtanc
e of n
ation
build
ing
in a
mul
ticul
tura
l soc
iety.
²Ex
amin
es ec
onom
ic ac
tiviti
es an
d ba
sic
prob
lem
s²
Expl
ores
vario
us ec
onom
ic sy
stem
s²
Ana
lyse
s eco
nom
ic sy
stem
s in r
elat
ion t
ode
velo
pmen
t²
Ana
lyse
s the
impa
ct of
glob
aliz
atio
n on S
riLa
nka
²In
trodu
ctio
n of t
he co
ncep
t of m
ultic
ultu
ral s
ocie
ty an
dits
basic
feat
ures
²Fa
ctor
s beh
ind t
he fo
rmat
ion o
f a m
ultic
ultu
ral s
ocie
ty²
Mul
ticul
tura
l soc
iety
and t
he m
oder
n sta
te²
Poss
ibili
ties o
f mut
ual b
enef
it an
d go
od g
over
nanc
eth
roug
h res
pect
for o
ther
polit
ical
, soc
io-e
cono
mic
and
cultu
ral id
entit
ies
Stud
ents
shou
ld ex
plor
e oth
er ex
ampl
es of
mul
ti-cu
ltura
lso
ciet
ies a
nd p
rese
nt re
ports
mea
surin
g su
cces
s with
rega
rd to
nat
ion-
build
ing
as w
ell a
s pr
oduc
tive
co-
oper
atio
n. E
xam
ples
of fa
ilure
shou
ld al
so be
expl
ored
and s
ugge
stion
s for
impr
ovem
ent e
voke
d. R
ole-
play
toev
oke a
ppre
ciat
ion
of d
iffer
ent p
ersp
ectiv
es sh
ould
be
enco
urag
ed.
²D
efin
ition
s of e
cono
mic
activ
ity an
d rel
ated
prob
lem
s²
Intro
duct
ion
to v
ario
us ec
onom
ic sy
stem
s - S
ocia
list,
Capi
talis
t and
Mix
ed²
The c
once
pt of
the m
arke
t eco
nom
y, an
d its
vario
us fo
rms
²Pr
esen
t eco
nom
ic sy
stem
in S
ri La
nka i
n the
cont
ext o
fde
velo
pmen
t²
The r
elat
ions
hip o
f the
Sri
Lank
an ec
onom
y to t
he w
orld
econ
omy
3.Li
ves
as a
soo
d ci
tizen
with
out g
ettin
g in
to co
n-fli
cts
and
in p
eace
in a
mul
ti cul
tura
l soc
iety.
4.In
volv
es in
econ
omic
ac-
tiviti
es pa
ying
atten
tion o
nec
onom
ic pr
oble
ms o
f Sri
Lank
a.
7
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²Im
pact
of te
chno
logi
cal d
evel
opm
ents
and g
loba
lizat
ion
on th
e wor
ld ec
onom
y as
wel
l as S
ri La
nka
Stud
ents
shou
ld b
e int
rodu
ced
to an
und
erst
andi
ng o
fin
dica
tors
, eco
nom
ic a
s wel
l as s
ocia
l, th
at fa
cilit
ate
analy
sis of
econ
omic
syste
ms.
Indi
vidu
al stu
dy of
diffe
rent
econ
omic
sys
tem
s sh
ould
be
enco
urag
ed,
with
com
para
tive c
ase s
tudi
es of
othe
r cou
ntrie
s.
²In
trodu
ctio
n of c
onfli
cts
²Ty
pes a
nd so
urce
s of c
onfli
cts
-Po
litic
al, s
ocio
-eco
nom
ic, e
thni
c²
Vario
us m
etho
ds o
f ant
icip
atin
g, co
ntai
ning
, res
olvi
ngco
nflic
ts²
The a
dvan
tages
of av
oidi
ng co
nflic
ts an
d of r
esol
ving
them
peac
eful
ly
Case
stud
ies o
f at l
east
a cou
ple o
f oth
er co
nflic
ts sh
ould
be e
xplo
red,
with
stud
ents
mak
ing
com
paris
ons a
ndco
ntra
sts
to th
e Sr
i Lan
kan
situ
atio
n.
Inst
ance
s of
succ
essf
ul co
nflic
t res
olut
ion,
as w
ell a
s the
opp
osite
,sh
ould
be c
onsi
dere
d. S
tude
nts s
houl
d en
gage
in ro
lepl
ays t
o fa
cilit
ate u
nder
stan
ding
bot
h of
the c
ause
s of
conf
lict,
as w
ell a
s the
diff
icul
ties a
nd p
ossi
bilit
ies o
fpe
acef
ul re
solu
tion.
•Ex
plai
ns va
rious
type
s of c
onfli
cts
•Ex
plor
es p
ositi
ve ap
proa
ches
tow
ards
reso
lvin
g con
flicts
•A
naly
ses t
he im
porta
nce
of re
solv
ing
conf
licts
in a
dem
ocra
tic so
ciet
y
5.Ex
hibi
ts co
mpe
tencie
s of
conf
lict r
esol
utio
n.
8
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²A
ppre
ciat
es th
e req
uire
men
t for
citiz
ens
of th
e rul
e of l
aw an
d an i
ndep
ende
nt ju
-di
ciary
syste
m²
Exam
ines
diffe
rent
type
s of l
aw - C
rimi-
nal, C
ivil,
Con
stitu
tiona
l²
Ana
lyse
s the
pres
ent ju
dicia
l sys
tem in
Sri
Lank
a and
its d
evel
opm
ent
²A
sses
ses
the
role
of t
he ju
dici
ary
in a
dem
ocra
tic sy
stem
and i
ts re
latio
n to o
ther
bran
ches
of go
vern
men
t²
Exam
ines
alte
rnat
ive m
etho
ds of
reso
lv-
ing d
isput
es²
Expl
aine
s the
impl
emen
tatio
n of j
ustic
e
²D
iffer
ent t
ypes
of l
aw, a
nd th
e rol
e of t
he st
ate w
ith re
-ga
rd to
each
²En
surin
g th
e ind
epen
denc
e of t
he Ju
dici
ary
in a
mod
ern
state
with
spec
ial r
efer
ence
to S
ri La
nka
²Th
e cur
rent
judi
cial
syste
m an
d its
histo
rical
deve
lopm
ent
²Ro
le of
Leg
al O
ffici
als o
f the
Sta
te - C
hief
Justi
ce, A
ttor-
ney G
ener
al, M
inist
er of
Justi
ce²
Type
s of C
ourts
and
thei
r pow
ers a
nd fu
nctio
ns²
Intro
duct
ion
of al
tern
ativ
e disp
ute r
esol
utio
n m
etho
ds:
Coun
selin
g and
Arb
itrat
ion,
Om
buds
man
, Hum
an R
ight
sCo
mm
issio
n²
Impo
rtanc
e of t
he R
ule o
f Law
and i
mpl
emen
ting j
ustic
efa
irly a
nd w
ithou
t del
ay
Stud
ents
shou
ld b
e enc
oura
ged
to lo
ok at
lega
l sys
tem
sin
othe
r cou
ntrie
s, an
d mak
e com
para
tive a
sses
smen
ts of
stru
ctur
es, a
nd o
ffic
es, i
n te
rms
of th
e fu
nctio
ns a
ndre
spon
sibili
ties o
f a ju
dici
al sy
stem
.
6.Li
ves
as a
law
abi
ding
citiz
en w
ith a
n un
der-
stand
ing a
bou t
he la
w an
dth
e jud
icia
l sys
tem
in S
riLa
nka.
9
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²Ex
plai
ns th
e pow
ers a
nd fu
nctio
ns of
the
Cent
ral G
over
nmen
t, Pro
vinc
ial G
over
n²
Ana
lyse
s the
dev
elop
men
t of e
xist
ing
struc
ture
s fro
m a
histo
rical
pers
pect
ive a
sw
ell a
s in t
he co
ntex
t of p
artic
ular
need
s²
Ass
esse
s pos
sible
chan
ges i
n the
curre
ntsy
stem
in th
e con
text
of d
evel
opm
enta
lan
d oth
er re
quire
men
ts
²Po
wer
s and
func
tions
of t
he C
entra
l gov
ernm
ent,
Pro-
vinc
ial G
over
nmen
ts an
d Loc
al G
over
nmen
t Ins
titut
ions
²Pr
evio
us si
tuat
ions
and t
he in
trodu
ctio
n of c
urre
nt st
ruc-
ture
s²
Rea
sons
for d
eleg
atin
g po
wer
s to
perip
hera
l uni
ts, an
dex
istin
g and
pote
ntia
l pro
blem
s²
Effe
ctiv
enes
s of P
rovi
ncia
l and
Loc
al g
over
nmen
ts in
term
s of r
equi
rem
ents
²Re
spon
sibili
ty an
d ac
coun
tabi
lity
of d
iffer
ent l
ayer
s of
gove
rnm
ent t
o citi
zens
and t
he co
rresp
ondi
ng du
ties a
ndre
spon
sibili
ties o
f citi
zens
Stud
ents
shou
ld d
eal w
ith th
ese
topi
cs n
ot o
nly
from
theo
retic
al pe
rspec
tives
but a
lso fr
om as
sess
men
ts of
loca
lne
eds i
n the
cont
ext o
f the
area
s in w
hich
they
live
. The
ysh
ould
look
at th
eir e
arlie
r wor
k reg
ardi
ng th
e rol
e of t
heSt
ate,
and c
onsid
er th
e rol
e of p
erip
hera
l uni
ts w
ith re
gard
to th
e diff
eren
t are
as th
ey id
entif
ied.
7.Te
nds
to e
xam
ine
the
roles
of di
ffere
nt la
yers
ofgo
vern
men
t of S
ri La
nka
and
to li
ve a
s a re
spon
-sib
le cit
izen.
10
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²In
trodu
ctio
n to
the d
efin
ition
and
te co
ncep
ts of
Hum
anRi
ghts.
²In
trodu
ctio
n to U
nite
d Nat
ions
docu
men
ts re
gard
ing H
u-m
an R
ight
s, an
d th
e add
ition
al p
ersp
ectiv
es in
trodu
ced
since
the I
nitia
l Dec
lara
tion
²D
evel
opm
ent o
f the
cons
titut
ion p
rovi
sion r
egar
ding
Hu-
man
righ
ts in
Sri
Lank
a²
Curre
nt st
atus
with
rega
rd to
lim
itatio
ns an
d jus
ticia
bilit
y
Stud
ents
shou
ld p
ay p
artic
ular
atte
ntio
n in
stud
ying
the
abov
e to g
ende
r iss
ues a
s wel
l as c
hild
ren’
s rig
hts.
The
ysh
ould
dis
cuss
the c
urre
nt si
tuat
ion
with
rega
rd to
the
upho
ldin
g of
the
se r
ight
s, an
d su
gges
t m
etho
ds o
fstr
engt
heni
ng th
is. T
hey s
houl
d also
disc
uss w
ays i
n whi
chun
derst
andi
ng of
righ
ts ca
n be p
rom
oted
amon
gst c
itize
ns,
toge
ther
with
com
mitm
ent t
o uph
oldi
ng th
ese a
s wel
l as
fulfi
lling
rele
vant
resp
onsib
ilitie
s and
dutie
s. Is
sues
such
as th
e im
porta
nce o
f the
righ
t to
Info
rmat
ion
shou
ld b
edi
scus
sed
in th
e con
text
of e
nsur
ing
trans
pare
ncy
and
acco
untab
ility
in go
vern
men
t.
²Ex
plai
ns th
e con
cept
s and
def
initi
ons o
fhu
man
righ
ts²
Ana
lyse
s mea
sure
s tak
en w
ith re
gard
topr
otec
ting h
uman
righ
ts in
Sri
Lank
a²
App
reci
ates
the i
mpo
rtanc
e of t
he in
di-
vidu
al re
spon
sibili
ties a
nd d
utie
s of c
iti-
zens
in th
e con
text
of e
nsur
ing
univ
ersa
lhu
man
righ
ts.
8.A
cts a
s a ci
tizen
with
love
for m
anki
nd.
11
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²D
efin
ition
of th
e env
ironm
ent a
nd aw
aren
ess o
f pot
entia
len
viro
nmen
tal p
robl
ems i
n the
mod
ern c
on²
Impa
ct of
dam
age t
o the
phys
ical
, soc
ial a
nd bi
olog
ical
envi
ronm
ent
²Th
e con
cept
of su
stain
able
deve
lopm
ent a
nd pr
omot
ing
solu
tions
that
min
imize
dam
age
²Th
e res
pons
ibili
ties o
f citi
zens
as w
ell a
s the
stat
e re-
gard
ing t
he en
viro
nmen
t
Stud
ents
shou
ld ex
plor
e cas
e stu
dies
rela
ting
to th
eir
imm
edia
te en
viro
nmen
t as w
ell a
s oth
er ar
eas.
The
ysh
ould
also
cons
ider
insta
nces
in w
hich
solu
tions
that
ensu
red
econ
omic
and
soc
ial
deve
lopm
ent
whi
lem
inim
izin
g env
ironm
enta
l dam
age w
ere e
volv
ed. T
heim
porta
nce o
f env
ironm
enta
l Im
pact
Ass
essm
ents,
and
stat
utor
y re
quire
men
ts c
once
rnin
g th
ese,
sho
uld
bestr
esse
d.
²A
ppre
ciat
es th
e im
porta
nce o
f pro
tect
ion
of th
e env
ironm
ent.
²Re
cogn
izes
pote
ntia
l thr
eats
to th
e env
i-ro
nmen
t and
the i
mpa
ct of
thes
e on s
oci-
ety.
²Ex
plain
s the
impo
rtanc
e of e
nsur
ing a
bal-
ance
bet
wee
n de
velo
pmen
tal r
equi
re-
men
ts an
d env
ironm
ental
dam
age t
hat w
illpr
even
t sus
tain
able
deve
lopm
ent.
²Ex
plor
es s
olut
ions
for e
nviro
nmen
tal
prob
lem
s tak
ing i
nto a
ccou
nt th
e im
por-
tanc
e of s
usta
inab
le de
velo
pmen
t.
9.Co
ntrib
utes
in ac
hiev
ing a
susta
inab
le de
velo
pmen
tby
mini
mizi
ng en
viron
men
tpr
oble
ms.
12
Com
pete
ncy
Com
pete
ncy
leve
lre
leva
nt to
the G
rade
Subj
ect C
onte
ntN
o. o
fpe
riod
s
²M
eani
ng an
d im
porta
nce o
f int
erna
tiona
l rel
atio
ns²
Influ
entia
l cou
ntrie
s and
pote
ntia
l im
pact
on S
ri La
nka
²In
tern
atio
nal I
nstit
utio
ns -
UN
and
its re
late
d O
rgan
iza-
tions
²Re
gion
al O
rgan
izat
ions
with
spec
ial r
efer
ence
to S
AA
RCan
d Tra
de B
locs
²M
odes
of in
tern
atio
nal r
elat
ions
- Dip
lom
acy,
Trad
e, W
ar,
Fore
ign A
id, D
onat
ions
, Pea
ce an
d Dev
elop
men
t
Stud
ents
shou
ld ex
plor
e at th
e abo
ve w
ith sp
ecial
atten
tion
to th
e cur
rent
stat
us of
Sri
Lank
a and
its r
elat
ions
hip;
the
coun
tries
, org
aniz
atio
ns an
d in
stitu
tions
that
bea
r on,
or
coul
d be
ar o
n, o
ur d
evel
opm
enta
l pro
spec
ts. S
tude
nts
shou
ld be
requ
ited t
o pre
pare
grou
p pro
ject
s on i
nitia
tives
that
coul
d be
take
n to
enha
nce t
hese
pro
spec
ts th
roug
him
prov
ing r
elat
ions
on bi
late
ral o
r oth
er ba
ses.
²A
ppre
ciat
es th
e im
porta
nce o
f int
erna
-tio
nal r
elatio
ns in
the c
ontem
pora
ry w
orld
²Ex
plor
es th
e cur
rent
state
s of i
nter
natio
nal
rela
tions
and
the r
ole o
f par
ticul
ar co
un-
tries
as th
ey im
pact
on
Sri L
anka
²Ex
plai
ns th
e stru
ctur
e of r
elev
ant i
nter
na-
tiona
l and
regi
onal
orga
niza
tions
²In
vesti
gate
s the
bene
fits f
or S
ri La
nka o
fde
velo
ping
inter
natio
nal r
elatio
ns fo
r spe
-cif
ic go
als
10.P
artic
ipat
es as
a m
embe
rof
the
wor
ld s
ocie
ty in
deve
lopi
ng ef
fecti
ve.
13 ������
Introduction
In deciding the teaching learning methodology for this course, attention was paid on planningteaching-learning activities to develop student competencies based on exploration. In preparingfor education based on competencies, a clear change in the role of the teacher too is expected.
Traditional Transmission Role of the teacher which was practised from very early days and theTransaction Role practised later on can be observed practising in the classroom even today.When we consider the decline of thinking skills, personal skills and social skills of those pupilswho leave school, it is not difficult to understand the necessity of changes that have to be takenplace in the teaching-learning methodology and how it is to be changed.
According to the Transmission Role of the teacher, the teacher is accepted as a person whoknows everything that the students should learn, and considering students as those who do notknow anything, transmission of knowledge to them has become the role of the teacher. Thisteaching learning process which is of lecture method in outlook, is limited to transmission ofknowledge from teacher to student, and does not contribute sufficiently to arouse thinking skillsof students or to develop their personal and social skills.
The dialogue that takes place between the teacher and the class is the elementary stage of theTransaction Role. In addition to the follow of ideas from teacher to the class and from class tothe teacher, as a result of the emergence of pupil-pupil interactions later, this dialogue transformsgradually into a discussion. The teacher will continue questioning to take pupils from known tounknown, from simple to complex and from concrete thinking to abstract thinking.
In the competency based education, pupil activities will get the prominence, and the teacher willturn over to be a Resource Person who will act as a mediator in taking each child in theclassroom at least to the nearest expertise level in respect of different competencies. Designinga learning environment with materials needed for learning and other facilities, observation ofpupils’ learning, identification of pupils’ strengths and weakness, supplying reinforcement andfeed back for the enhancement of pupils’ learning and developing evaluation instruments to extendteaching and learning to the outside of the classroom will be the fundamental tasks of the teacherin this context. The role of the teacher associated with that type of tasks is called theTransformation Role.
The series of activities to implement the detailed curriculum introduced by the first part of thiscourse has been included in its second part. Each of those activities has been developed toinclude at least three steps. Through the first step of an activity an attempt is made to get pupilsengaged in learning. Hence this step is named ‘Engagement Step’. As a start of this step, theteacher initiates a dialogue exhibiting the characteristics of the ‘Transaction Role’. Later, thisdialogue gradually turns to be a discussion and thereby pupils will get engaged in exploration ofthe prerequisite knowledge for the basic competency that has to be developed and to acquire thegestures of the following steps of the activity. There are many techniques that the teacher can
14 ������
about in the transaction of ideas at the beginning. Questioning, display of stimuli such as pictures,newspaper advertisements or flash cards presentation of problems or crosswords, dialogues,role play, poems, songs, demonstrations, and the use of audio tapes or video tapes are some ofthose techniques. The first step of an activity takes place to achieve the following three objectives:
• To draw the attention of the class.• To provide opportunity for pupils to recall prior knowledge.• To introduce the basic elements of the exploration that the pupils would get involved
in act the second step of the activity.
The second step of the activity is designed to provide opportunity for pupils to get involved inexploration. So, this step could be named ‘Exploration Step’. Pupils will get engaged in theexploration based on the instructions given in a leaflet prepared by the teacher specifically for thispurpose. The teacher should design this activity so that pupils could get engaged in cooperativelearning exploring different profiles of the problem in small groups. Important characteristics ofthis step will be that the pupils would make use of the available resources, take part in groupdiscussions and get engaged in exploration. As a result of being engaged in such group activitiesfor a considerable period of time in the school, pupils will be able to develop a series of importantskills necessary for the day to day life, such as self discipline, listening to others, working withothers co-operatively, helping others, time management, production of high quality goods, honesty,etc.
In directing pupils towards exploration, the teacher should not take decisions in selecting leadersof pupil groups. The teacher should only prepare the background for the emergence of leadersfrom among pupil groups. Pupils will thus get the chance of taking leadership at different situationsbased and their hidden abilities.
At the third step of an activity each group will get the chance of presenting the results of theexploration to the others. What the teacher should do here is to promote pupils to do grouppresentations. It is helpful to direct pupils to plan presentations so that each participant wouldget responsibilities. An important feature of this step concerned with ‘explanation’ of pupils’findings is the emergence of chances for pupils talk instead of teacher talk which was prevalent inour traditional classroom.
At the third step of an activity when the findings have been explained, pupils should be directedtowards further development, which may be called ‘elaboration’ stage. When the groups havecompleted their group presentations a review of the presented findings has to be done. Pupilswho worked in different groups may be given a chance to do this review. Group or Groups whomade suggestions for development could be given the first chance to make such reviews. Pupilsin other groups can be allowed to do it later. However the final review could be done by theteacher. Here, the teacher should make an overall explanation to cover all the important fatsexplored in the activity.
15 ������
It is a responsibility of the teacher with relevance to this methodology of teaching and learning tofind-out whether the teaching learning process has achieved success or in other words whether ithas achieved its targets. Assessment and evaluation is a primary need in this context. Theteacher should include provision for assessment and evaluation in the process of teaching andlearning at the planning stage. The teacher can do the assessment in the process of doing theactivity, when the pupils get engaged in exploration. At the third step of the activity where pupilsdo explanations on their findings, the teacher can do the evaluation. A detailed inquiry onassessment and evaluation is done later in this book.
Teaching learning methodology explained so far guides the teacher to implement the 'TransformationRole, Group exploration assumes the important aspect here, and there is provision for transaction,discussion and explanation as well. At the first step on introduction there is provision for transactionand discussion and at the final step when the final review is done the teacher will get a chance fora 'short lecture'. Along with the curriculum reforms undertaken under the first educational reformsof the new century, in developing teaching learning methodology priority has been given to theemergence of the 'Transformation role' of the teacher, while the good features of the 'TransmissionRole' and the 'Transaction role' too have been taken into consideration.
16 ������
11.6 Law and Justice(15 periods)
Introduction
Laws are essential for the existence of a civilized society. The Rule of Law is highlyregarded in a democratic country. Hence, everyone should learn from the young age to live as alaw-abiding citizen in the society. Therefore students should have a knowledge about the lawprevailing in the country, about the judicial system and the role of the state relevant to the law.
It is expected from this lesson unit to provide knowledge and understanding about howlaw is practised in the country, how judiciary is functioned and how penalties are brought andalso to develop law-abiding citizens with competencies.
11.6 Law and justice(15 periods)
Competency: Lives as a law abiding citizen with an understanding about the law andthe Judicial System in Sri Lanka.
Competency Levels:² Evaluates the importance of the need of the Rule of Law and a Judicial System.² Examines different types of law as Criminal, Civil and Constitutional law.² Analyses the Judicial System and its development in Sri Lanka.² Evaluates the role of the Judiciary in a democratic system and its relevance to the
different sections of the government.² Examines the alternative methods of dispute resolution.² Explains the judicature of justice.
Subject Content
11.6.1 Different types of law and the role of the state on each of them
² Introduction to Law
Law is a rule of action, a statute established by authority of the State to control thebahaviour of the people in an organized society.
17 ������
Definitions of law:
There are various definitions on law. Let us examine few of them.
“Law is the critical intelligence not influenced by desires”(Aristotle)
“Law is the command of the sovereign”(Thomas Hobbes and John Austin)
“Regulations exercised by the state to control the bahaviour of citizens based onauthority”
(H.R. Soltu)
• Qualities of law• Laws are there aimed at common social well being.• They are aimed at controlling human behaviour and action.• Commands of the state based on authority.• Violation of law will get punishments.• Law is above all people and institutions.• Everyone is equal in presence of law.• Laws should be clear and specific.• Laws are changed along with the social needs and desires.
• Sources of law
There are several sources for the creation of law1. Customs and traditions2. Religion3. Justice4. Verdicts of the Courts of law5. Views of the specialists of law6. Legislature7. Constitution
Types of lawLaw of our country can be divided into two major types-- Inland Law- International Law
18 ������
1. Inland Law• Inland Law of Sri Lanka consist of three types
- Constitutional law,- Civil law, and- Criminal law
• Laws of Sri Lanka consist ofRoman Dutch LawNational Law
• National Laws consist ofKandyan law, Tesawalamai law and Muslim law
• The system of law and Judicial Courts were organized systematically during theBritish rule.
2. International LawAny country dealing with other countries has to act according to the international law.(eg. naval and air voyages) A country has to be abide by the laws of the U.N.O. Anycountry dealing with other countries has to be abide by internationally accepted laws,customs, agreements, etc.
Types of Law
Inland Law International Law
Constitutional Civil Law Criminal LawLaw
Supreme Law Law-affecting Law affecting Practising state between individuals persons or group of power eg. in the society. persons doing harm to Constitution eg. the society
• Agreements eg. • Law relevant to Laws relevant to
family relations homicide, robbery, • heredity rape, steal, etc. • rights
19 ������
• Role of the state relevant to various types of law• Constitutional Law
- Connstitution is the fundamental and supreme law of the country.- All laws are practised through the constitution- The Constitution of the Democratic Socialist Republic of Sri Lanka of 1978 is
functioning at present in Sri Lanka.- By October 2006, 17 Amendments have been done to that constitution.- The Constitution has 24 chapters.- Article 3 of the Constitution states: “The sovereignty of the Republic of Sri
Lanka vests on the people. The Sovereignty can not be given up. TheSovereignty includes power to control, fundamental rights, franchise.
- The legislative power of the people is exercised by the parliament consisting ofmembers elected by the people and directly by the people at a referendum.
- The executive power of the people including the security of the country isexercised by the President of the Republic elected by the people.
- The judicial power of the people is exercised by the judicature establishedthrough the constitution or through any other law accepted by the constitution.
• Criminal law- Laws connected with an offence done by a person or a group of persons
against the society are called criminal laws.- In case of a criminal offence the case against a person is filed by the state.- The complain is carried out by the police and the Attorney General on behalf
of the state.- Offences that are defined as crimes in Sri Lanka and the punishments for such
crimes are explained in the Penal Code.- The Penal Code was enacted in 1833, and several amendments have been
done by now.- Some examples of criminal offences and punishments for them are given below:
20 ������
Crime Punishment
1. homicide section 294 of the Deadth penalty Panel Code
2. Child torture - cruelty Imprisonment of not less than(Section 308 (a) 2 years and not more than 10 years, Amendment 1995/22) and a compensation.
3. Child pornography Imprisonment of not less than 10(section 365 (a)) years and not more than 20 years.
4. rape (section - 364) - A woman of 16 years age - Imprisonment of 7-20 years
- A compensation and a fine
5. bribery Imprisonment of not more than7 years or a fine or both.
6. Corruption Imprisonment of not more than10 years or a fine not exceedingone hundred thousand rupeesof both.
• Civil law- Civil disputes are inter personal disputes- Laws connected with disputes between individuals are called Civil Laws.- Two parties of a civil case are called the plaintiff and the defendant.- According to the civil law, when there is a civil dispute between two parties,
the complain in the courts of law has to be done either of those two parties toget a settlement.
• Some examples of situations connected with Civil Law. - Ownership of property, leasing, renting or transfer of property. - Property or estate of a mad person or a minor. - Marriage disputes, divorce, marriage allowances, trusteeship of a minor. - Dicisions on a last will.
Other laws practised in Sri Lanka- Kandyan law- Thesavalamai Law- Muslim Law
21 ������
* Kandyan Law- Before the Kandy an Kingdom came under the British rule, there had been
a separate law in the areas of the Kandyan Kingdom.- It was based on customs and traditions.- In the present day Kandyan law is applied on Landyans.
* Thesavalamai Law- Customs and traditions of Malabars who lived in Jaffna area are called
Thesavalamai.- Those customs and traditions have been accepted as laws under Regulation
18 of 1706.- All immovable property of Jaffna area came under, Thesavalamai law.- This law is applied on Tamils in Jaffna.
* Muslim Law- The central source of Muslim Law is theHoly Koran and the teachings of
Prophet Mahammed.- Marriages of Muslims in Sri Lanka, divorce cases, disputes and cases on
estate and property are dealt with in the Mohammadian Code.
• The role of the state relevant to the different types of law:- The fundamental responsibility of the state is the protection of law and peace.- It is the responsibility of the state to make laws for the needs of the people, to
implement those laws and maintain officers and institutions relevant to theimplementation of law.
- It is a responsibility of the state to protect law and peace.- It is also a function of the state to get correct information from people for the
suppression of crime.
11.6.2 Independence of the Judiciary in Sri Lanka
• Judiciary is the institution that brings justice to the people impartially and equally.• The legislature makes laws, the executive implements laws, and the jurisdiction of
justice of the law is done by the judiciary.• In a democratic system of government, freedom of the citizens and human rights are
preserved by the judiciary.• It is the responsibility of the state to develop the background for the judiciary to act
independently, equally and impartially.• When there is independence of the judiciary, people will trust the law.• When there is independence of the judiciary, security of the people is equally preserved.
22 ������
• For this it is important to develop the background for the judiciary to be free from theinfluence of the legislature and the executive and to act according to the constitutionand the law of the country.
• Steps taken in Sri Lanka to secure independence of the judiciary
- The constitution of Sri Lanka of 1978 has taken steps to secure the independenceof the judiciary. They are as follows:
- Articles 107-117 of the constitution explain the measures taken to secure theindependence of the judiciary.
• Appointment of judges. - The Chief Justice, the Chairman of the Courtof Appeal and the Judges should be appointed by the President.
• Judges of the High Courts are appointed by the President.• Measure to Secure their service.
According to the Article 107(1) of the Constitution Judges can hold theiroffice so long as they behave well.Article 107(5) classifies the age of their retirement. For Judges of theSupreme Court the age of retirement is 65 years. The age of retirementfor judges of the Appeal Court is 63 years.
• A judge can be removed for his misconduct when a petition is bought tothe parliament signed by 1/3 of its members and is passed with a simplemajority in the parliament.
• According to the Article 108(1) of the constitution salaries of the judgesare paid from the consolidated fund. A salary of a judge can not be reducedwithin his term of office
• A Judicial Service commission has been established to deal withappointments, promotions, transfers and disciplinary action of the judgesof the lower courts and all judicial officers.
• The Judicial Service commission consists of 3 members. The Chief Justiceis the Chairman of the Commission and the other two members areappointed by the President.
• Measures to make judges free from unnecessary influence andcontrol.- According to the Article 110(2) of the Constitution the judges of the
Supreme Court and the Appeal Court should not accept or bearany other office with or without a salary except with the consent ofthe President.
- A case can not be field in the courts of law against a judge for theverdict he has given in a court of law.
23 ������
11.6.3 The Judicial System and its historical development
• During the times of Monarchy when the king was the sole ruler of the state the kingheld the power of jurisdiction of law and giving verdicts.
• When Sri Lanka came under the foreign rule of the western powers, system ofjudicial courts of those foreign countries were introduced to Sri Lanka.
• During the Dutch period, the coastal areas of Sri Lanka were divided into 3 judicialdistricts, and 3 types of courts were introduced to the country.
o Raad van Justiceo Civil Raado Land RaadsThe highest court at this age was the Supreme Court of Batavia. The Roman
Dutch Law was enforced in the country.• When the coastal areas of Sri Lanka came under the control of the British in 1976,
the present system of courts gradually came into existence.• Supreme Court was established in 1801.• In 1833 under Colebrooke Reforms the whole country was brought under a uniform
system of judiciary. District Courts and the Supreme Court were established.• In 1889 four types of courts were established.
i. Supreme Courtii. District Courtsiii. Magistrate Courtsiv. Courts of Request
• In 1940 The Court of Criminal Appeal was established in Sri Lanka. It was thehighest appeal Court within the country. People of Sri Lanka could appeal againstthe verdicts of this court to the Priory Council in England.
• Under the Constitution of Sri Lanka came in 1972, the right to appeal to the PrioryCouncil was abolished.
• In 1973 the Parliamentary Act on Jurisdiction of Justice (Act No. 44) was passed,by which the judicial system was changed to have the following Courts• Supreme Court• High Courts• District Courts• Magistrates Courts
• Under the constitution of 1978 the following system of courts was introduced.
24 ������
SupremeCourt
Courst Appeal
Provincial High Courts
District Courts
Magistrate Courts
Primary Courts
• Other Semi Judicial Institutions- Mediation Boards- Labour Courts- Carthy Courts
11.6.4 State Legal Officers
Chief Justice
• Chief Justice is the head of the Supreme Court.• Appointed by the President with the approval of the constitutional Committee.• He shall hold office during good behaviour until the age of 65 years.• The salary of the Chief Justice is paid from the Consolidated Fund.
• The Functions of the Chief Justice
• Acts as the head of the Supreme Court.• Acts as the chairman of the Judicial Service Commission.• Appoints panels of Supreme Court Judges (eg. Panels of three judges, Panel of
five judges)• Acts as the head of the Law Education Council.• Acts as the head of implementing all powers vested on the Supreme Court by the
Constitution.
25 ������
Attorney General
• The office of the Attorney General started evolving from the post of “AdvocateFiscal” during the Dutch period.
• In 1834 this post was titled “King’s Advocate”.• The present post of the Attorney General was established in 1833 under the
Enactment No. 01.• The first Attorney General of Sri Lanka was Sir William Ogle Carr.• The Chief Law Officer of the Republic of Sri Lanka is the Attorney General.• He is appointed by the President with the approval of the Constitutional Committee.• He is the head of the Attorney General’s Department.
The Functions of the Attorney General
• Represents the party of the government in civil and criminal cases• Files cases of serious offences like murder, rape, narcotic.• Pardons criminal assistants at cases.• Gives legal advices to government officers when required.• Takes legal action against government servants who violate law.• Orders the judiciary to have a trial on a person who has been freed by the Magistrates
Court after finishing a trial.• Gives orders to the courts to free a defendant if there are no sufficient witness
against him.• Directs recommendations to the President regarding a convict sentenced to death
penalty.• Advises the parliament on constitutional status of Acts.• Certifies Acts that they are not against the constitution in Gazette notification of
those Acts.• Acts as a party in the Supreme Court in cases such as examining the constitutionality
of an Act, defining the constitution, violation of fundamental rights, any legal matteraffecting the common public.
The Minister of Justice
• He is appointed by the President selecting one from the members of parliament.• He assumes duty after taking an oath in presence of the President. All the departments
and institutions coming under the Ministry of Justice come under the control of theMinister.
• He is responsible for his Ministry to the President and the Parliament. Theresponsibility of the Ministry lies on him.
26 ������
The Functions of the Ministry of Justice
• Policy planning and implementation of programmes relevant to jurisdiction of justiceand Legal Reforms.
• Administrative affairs of jurisdiction which has not been transferred to any other• Administration of Courts• Affairs relevant to Labour Court• Criminal and Civil Law affairs on behalf of the government• Giving legal advices to the government and all government departments• Drafting acts• Giving advices on such matters as pardoning an offence, altering a punishment,
delaying a punishment and withdrawing a punishment.• Recording and compiling law• Turn over Statutory Bodies to Corporations
11.6.5 Different types of Judicial Bodies, their powers and Functions
• Institutions that perform jurisdiction of justice for the people are called the judiciary• The judiciary interprets law.• There are several judicial institutions in Sri Lanka performing different judicial
functions.
Functions of the Judiciary
• Interpretation of law• Judge judicial cases• Stand for protection of citizen rights• Functioning for the protection of the constitution• Solves disputes between the central government and the provincial councils• Advisory functions (Supplying legal advices to the legislature and executive on
formation of law and execution of law)
Different types of Courts of law
Magistrate Courts• These Courts are known as ‘Police Courts’ as well.• Magistrate court has the power of jurisdiction of cases on minor disputes and crimes
that take place within the Magistrate’s area.• A Magistrate works as a judge.• It has the jurisdiction power vested through the Penal Code, Criminal Procedure
No. 15 of 1979 and other Judicial Acts.• Several cases that are judged by Magistrate Courts are given below:
- Offences on Public Health, Security and ethics.eg. inelegant behaviour in public places
27 ������
- Offences on property- Offences on human body and human life.
eg. basic cases on murder
District Courts
• There is a District Court in each Judicial District.• All types of civil cases are dealt with in this court• These courts deal with civil cases, income cases, bankruptcy, testamentary cases,
etc.• These courts have the judicial power on estates of minors, mad women, etc.• They also work as judiciary on family matters.
eg. Marriage disputes, divorce, trusteeship of minors
High Courts
• As stated in Article 111(1) of the constitution, the High Courts shall exercise theoriginal criminal jurisdiction.
• Judges of the High Courts are appointed by the President and they can be removedfrom office by the President on the recommendations of the Judicial ServiceCommission.
• It has the power to pass a sentence of punishment up to death penalty.
Powers and Functions of the High Court
• It has the power of jurisdiction on any offence taken place in Sri Lanka.• It has the power of jurisdiction on any offence taken place in the sea that belongs to
the country or in the air within that boundary.• It has the power of jurisdiction on sea robbery taken place even outside the
boundaries of the country.• It has the power of jurisdiction of an offence of a ship or an aeroplane registered in
Sri Lanka taken place even outside the boundaries of the country.
Provincial High Courts
• After the 13th Amendment to the Constitution, under the Provincial High Courts(special ordinance) Act No. 19 of 1990 these courts were established.
Powers and functions of the Provincial High Courts
• Exercise the original criminal jurisdiction in respect of offences committed within theProvince.
• Exercise appellate and revisionary jurisdiction in respect of sentences imposed byMagistrates Courts and Primary Courts within the Province.
28 ������
• Exercise other jurisdiction and powers as Parliament may, by law provide.• Issue orders of Habeas Corpus, in respect of persons illegally detained within the
Province.• Issue orders of writs (Such as writs of Certiorari, prohibition, procedendo, mandamus
and quo warranto)
Court of Appeal
• The Court of appeal is explained in Articles 137 and 138 of the constitution.• It has the power of jurisdiction of appeals made against the verdicts of lower courts.• The Court of Appeal consists of a chairman and panel of judges not les than 06 and
not exceeding 11.• This is a Senior Court of law in Sri Lanka which becomes second only to the
Supreme Court.
Powers and Functions of the Court of Appeal(As stated in Article 139 of the constitution of Sri Lanka)
• Simplify punishments passed by a lower court.• Issue orders to retrial a case.• Call additional witnesses.• Issue relevant orders.• Bring any person to the courts.• Power to issue writs
eg. Writ of Certiorari, Writ of Prohibition, Writ of Procedendo, Writ of Mandamusand writ of Quo Warranto.
Supreme Court
• Chapter 16 of the Constitution of Sri Lanka 1978 explains the nature of the SupremeCourt.
• According to the Article 118 of the constitution, it is the most supreme and the finaljudicial body in the Republic of Sri Lanka.
• The Supreme Court consists of the Chief Justice and a panel of judges not less thansix and not more than 10 in number.
• The Chief Justice who is the Chairman of the Supreme court and the other judges ofthe Supreme Court are appointed by the President with the consent of theConstitutional Committee.
• The age of retirement of those judges is 65 years. The salaries of the judges aredecided by the parliament and are drawn from the Consolidated Fund. the salaryof a Supreme Court Judge and his right for pension can not be reduced during histerm of office.
29 ������
Powers and functions of the supreme Court
• Judicial power on the constitutionality of parliamentary acts.• Judicial power relevant to the protection of fundamental rights.• Power as the final appeal court.• Advisory Judicial power.• Judicial power relevant to election petitions.• Judicial power relevant to violation of parliamentary privileges.• Judicial power relevant to any other matter assigned by the parliament by law.• Power to examine and report on impeachments relevant to the President under the
Article 38.2 of the constitution.• Power to examine and give verdicts on appeals made against decisions of the Appeal
Court on cases relevant to the election of the President or Parliamentary electionpetitions.
11.6.6 Alternative Methods of Settling disputes.
Counselling and Arbitration, Ombudsman, Human Rights Commission
• Conflicts between employers and employees on matters of service and conflicts thatarise as a result of differences in attitudes are disputes.
• The process of settling a dispute is called ‘arbitration’.• Different measures are taken for arbitration within the legal framework.• In the Act on Technical Disputes - Statements from 15 to 21 explain different methods
of arbitration.• Arbitration is done in two ways1. Arbitration done on voluntarily2. Arbitration done legally
••••• Procedure of arbitration
(i) Labour commissioner gives a report of the dispute to the arbitrator.(ii) The parties present their facts relevant to the dispute in writing.(iii) The arbitrator gives those presentations to the opposing parties and get their responses.(iv) The arbitrator decides how the dispute is to be examined and tries to settle it in a
short time.(v) If there are any other groups connected with the dispute who had not been parties at
the beginning also will be called when needed.(vi) If any party does not appear at the arbitration decisions are taken on one party.(vii) The decision is notified in the Government Gazette and thereby is given publicity and
legal status.(viii) The decision becomes effective either from the date of giving the decision or from
the date stated in the decision or from the date of gazette notification.
30 ������
(ix) Any person or persons named in the decision, whether they have not been any partyof the arbitration can reject the decision by forwarding a letter on a specified form.
(x) The rejection of the decision of an arbitration by a party is not valid.(xi) When a notice is received rejecting the decision of an arbitration, the decision becomes
invalid after three months from the date of receiving the rejection. Or else, thedecision becomes invalid after 12 months from the effective date of the decision.
(xii) When a decision becomes invalid, the Labour Commissioner should publish it throughGazette notification.
Counselling
• When a dispute arises between employers and employees on matters of service in anyplace of service, the attempt made to settle it by an impartial person is known as counseling.
• This process is explained in the statements 11-15 in the Act on Technical Disputes.• Here, the dispute is settled in a friendly manner through an impartial person accepted by
both parties by means of discussions.
Ombudsman
• The constitution of Sri Lanka 1978 has introduced the office of the Commissioner ofParliament on Administrative Affairs or the Ombudsman.
• Article 156 of the Constitution explains about the commissioner of Parliament onAdministrative Affairs (Ombudsman)
• The Ombudsman has two major functions:i. Take action on violation of fundamental human rightsii. Take action on any other injustices made by administrative affairs
• The Commissioner of Parliament on Administrative affairs (Ombudsman) is appointed bythe President, and will hold office during good behaviour.
• Measures have been taken in the constitution to ensure the independence of theOmbudsman.
• He can be removed from office only by the President after approving a proposal by theparliament.
Human Rights commission
• The Human Rights commission was established by the Parliamentary Act No. 21 in 1996.• The aim of this commission is to help the citizens at injustices made through violation of
fundamental human rights and to help preserving human rights.• The Commission consists of 20 members who have knowledge and experience on human
rights.• Members of the Commission are appointed by the President with the recommendation of
the Constitutional Council.
31 ������
Functions of the Human Rights Commission
(i) Pay attention on the executive and administrative functions with the aim of certifyingthat they act according to the terms of the Constitution relevant to the fundamentalhuman rights.
(ii) Examine the complaints on violation of human rights and about to be violation ofhuman rights, and settle them.
(iii) Advise the government to take legal and administrative action for the developmentand preservation of fundamental human rights.
(iv) Make recommendations to the government on measures to be taken to ensure thatthe national laws and administrative regulations are in accordance with the internationaldeclarations and conventions on human rights.
(v) Make recommendations to the government on the need of participation and agreementwith international agreements and other international matters in the field of humanrights.
(vi) Take measures for the development of education on awareness of human rights anddevelopment of human rights.
Powers of the Human rights Commission
(i) Examining on violation of human rights.(ii) Establishment of sub committees at Provincial council level.(iii) Involving in cases on violation of human rights with the permission of the judiciary.(iv) Examine those who are detained by the judiciary or by any other and recommend
for the improvement of their conditions.(v) Implement the orders of the Supreme Court.
Importance of the rule of Law and the importance of the jurisdiction of law withoutdelay
What is meant by Rule of Law?
It indicates the supremacy of law above every person and every institution.
It is a principal quality of democratic governance. Everyone is equal before the lawdespite of differences like sex, wealth, position they hold in the society or caste.
Qualities of a Society where there is rule of Law:
• Justice is done equally to every citizen• People tend to be law abiding• Peaceful environment where human rights are preserved• Fulfillment of equality and justice of law
32 ������
Importance of jurisdiction of law without delay
• Minimizing crimes and corruption (Fulfillment of equality and justice of law)• Minimizing crimes and corruption• Justice is done to both parties - defendant and plaintiff• Development of people’s trust on judiciary and law• Economic affairs become more active• Helps social development
33 ������
Activity 11.6.1
Competency Level : Evaluates the rule of law and the importance of theindependence of the judiciary.
Activity : “Let us be law-abiding”
Time : 40 minutes
Quality Inputs : ² Picture given in Annexe 11.6.1.² Activity sheet given in Annexe 11.6.1.2² The text book² Bristol boards² Demy papers² Felt pens
Teaching-learning Process :Step 11.6.1.1 : ² Display the picture given in Annexe 11.6.1.1 to the class.
² Ask pupils what is illustrated in the picture.² Conduct a discussion on the need of the law for the well being of the
society.² Write the summary of the discussion on the board highlighting the
following:² An independent judiciary is needed for the well being of the
society.² Laws are needed for the formal set up of the society.² A society without laws is not formal² The security of the society is ensured by law² Every member of the society should be law-abiding
(10 minutes)
Step 11.6.1.2 : ² Divide the class into groups appropriately.² Distribute the Activity Sheet given in Annexe 11.6.1.2 to the groups.² Get groups to do the Activity.² Go around the groups and give necessary instructions.
(10 minutes)
Step 11.6.1.3 : ² Get each pupil to present the report on the activity.² Get others to comment on the presentation.² Evaluate the strengths in the presentations and point out their
weaknesses.
34 ������
² Conduct a review highlight the following:² Everyone in the Society should have a knowledge on law² Ignorance of law is not an excuse in law² Human life and property are protected by law² Social Security is ensured through law² When a person is not law-abiding, he will be disgraced in the
society.² Breaking a law is a punishable offence² Law is common to all² Law is above all
(20 minutes)
Assessment and Evaluation:• Explains what laws are.• Accepts that law-abiding is helpful to the society.• Writes the advantages of the protection of law.• Makes others knowledgeable about the importance of being law-abiding.• Involves in group activities co-operatively.
35 ������
Annexe 11.6.1.1
A picture showing jurisdiction of law in a court of law.
36 ������
Annexe 11.6.1.2
Activity Sheets
Group 1
Give a definition to law. You may give several definitions.
Group 2
Collect facts on the topic: Laws are beneficial for the wellbeing of the society.
Group 3
Collect information on punishments that people haveundergone due to violation of laws.
Group 4
Explain the institutions established to protect law and how theyfunction.
Group 5
Collect facts on the following topic:“When a person is not law - abiding, he will be disgraced inthe society.
37 ������
Activity 11.6.2
Competency Level : Analyses facts about different types of law.
Activity : “Let us understand different types of law”
Time : 40 minutes
Quality Inputs : ² Chits where different types of law are written as given in Annexe11.6.2.1.
² Activity sheet as given in Annexe 11.6.2.2.² The text book² Bristol Boards² Demy papers² Felt pens
Teaching-learning Process :Step 11.6.2.1 : ² Roll the chits where different types of law are written as given in
Annexe 11.6.2.1 and get few pupils to take them and read out whatis written on them.
² Conduct a discussion highlighting the following:² There are different sources of law² There are different types of law practising in a state² The inland law is built up with Roman Dutch law and the English
law² The supreme law of Sri Lanka is the constitutional law² The constitution is regarded as the basic law of a country
(10 minutes)
Step 11.6.2.2 : ² Divide the class into groups appropriately² Distribute the Activity sheet given in Annexe 11.6.2.2 to the groups.² Get pupils to work in the groups.² Go around the groups and give necessary instructions.
(10 minutes)
Step 11.6.2.3 : ² Get each group to present their findings.² Conduct a discussion highlighting the important facts.² Give time for pupils to take notes on the important facts.
38 ������
² Conduct a review highlighting the following:² There are different types of law practising in the country, such
as-Criminal law, Civil law, Kandyan law, Thesavalamai law,Muslim law, etc.
² The Constitutional law is supreme and is above all other laws² Constitutional law is composed by the legislature² The Constitution implemented in Sri Lanka has been composed
in 1978² The Constitution has 24 chapters² 17 Amendments have been made to the Constitution by April
2007² Powers of the legislature, the executive and the judiciary are
explained in the Constitution² It also includes the system of making amendments to the
Constitution and also the fundamental rights of the citizens² The Criminal law contains the law, the offence and the relevant
punishment² The law that affects inter personal relations is the civil law² Civil life and property is safeguarded through the civil law² Kandyan marriages and matters connected with such marriages
are considered in Kandyan law² Thesavalamai Law is exercised in Jaffna area² Muslim law is relevant to Muslim people
(20 minutes)
Assessment and Evaluation:• Names the different types of law exercised in Sri Lanka• Evaluates each of those laws as an instrument of social control.• Tabulates different types of laws and laws relevant to those types.• Works as an active member of a group.• Contributes in the protection of law.
39 ������
Annexe 11.6.2.1
Different types of lawwritten in chits
Constitutional law Criminal law
Thesavalamai law Civil law
Kandyan law Muslim law
Annexe 11.6.2.2
Activity Sheet
Collect information on the following topics:
Group Law Its nature How it becomesimportant in the social life
(1) Constitutional law
(2) Criminal law
(3) Civil law
(4) Kandyan lawThesavalamai lawMuslim law
40 ������
Activity 11.6.3
Competency Level : Analyses the present judiciary system and its development.
Activity : “Let us identify the institutions that interpret justice”
Time : 40 minutes
Quality Inputs : ² Picture as given in Annexe 11.6.3.1.² Activity sheet as given in Annexe 11.6.3.2.² Felt pens² Bristol boards² Demy papers² Gum tape
Teaching-learning Process :Step 11.6.3.1 : ² Display the picture given in Annexe 11.6.3.1 to the class and explain
it is the Courts Complex in Colombo.² Explain that there are several types of courts functioning in that courts
complex and introduce those courts² Conduct a discussion highlighting the following:
² There are several types of judicial bodies (courts) functioning inSri Lanka
² Supreme Court is the highest and the final court² Supreme Court and the Appeal Court are the high judicial bodies² High Court deal with criminal cases² District Courts deal with civil cases and are established at district
level² District Courts, Magistrates Courts and Primary Courts function
at regional level (10 minutes)
Step 11.6.3.2 : ² Divide the class into groups appropriately.² Distribute the Activity sheets given in Annexe 11.6.3.2 to the groups.² Get pupils to involved in group activities.² Go around the groups and assist them when needed.
(10 minutes)
Step 11.6.3.3 : ² Get each group to present the group report.² Conduct a discussion correcting errors and improving the reports.² Allow pupils to take notes.
41 ������
² Conduct a review highlight the following:² The Chief Justice is appointed by the President² He has an important role and responsibility² Supreme Court consists of 11 Supreme Court Judges² The powers and responsibilities of the Supreme Court are
explained in the constitution.² The Constitution explains the powers and functions of the Court
of Appeal, High Courts and Provincial High Courts² District Courts, Magistrates Courts and Primary Courts function
at regional level² The Judiciary performs the function of protecting the law and
justice² Steps have been taken through the constitution for the protection
of the independence of the Judiciary² The history of the judicial system goes far back to the age of
the monarchy(20 minutes)
Assessment and Evaluation:• Names different types of judicial institutions in Sri Lanka.• Evaluates the role of the judiciary in jurisdiction of justice for the people.• Tabulates the powers and functions of different judicial institutions.• Investigates further information about the judiciary.• Explains that disturbing the independence of the judiciary is a punishable offence.
Follow up work
Investigate on the qualifications needed for the appointment as judges ofdifferent judicial institutions.
42 ������
Annexe 11.6.3.1
A picture of the Courts Complex in Colombo.
43 ������
Annexe 11.6.3.2
Activity Sheets
Group 1
• Collect information about the Supreme Court under the following:• Structure• How judges are appointed• Powers and Functions
Group 2
• Collect information about the Court of Appeal and the High Courts underthe following headings
• How judges are appointed• Powers and Functions
Group 3
• Collect information about Provincial High courts and District Courts underthe following headings:
• How judges are appointed• Powers and Functions
Group 4
• Collect information about Magistrates Courts and Primary Courts underthe following headings:
• How judges are appointed• Powers and Functions
44 ������
Activity 11.6.4
Competency Level : Examines the alternative methods of settling disputes.
Activity : “Let us settle a dispute legally”
Time : 40 minutes
Quality Inputs : ² Case Study as given in Annexe 11.6.4.1.² Activity sheet as given in Annexe 11.6.4.2.² Bristol boards² Felt pens² Demy papers
Teaching-learning Process :Step 11.6.4.1 : ² Present the case study given in Annexe 11.6.4.1 to the class and ask
the following questions from the pupils and get answers.1. What is the dispute that took place at the first incident?2. What is the cause of that dispute?3. What are the difficulties caused to the people through that?4. What is the action taken by the people?5. Between whom did the second incident take place?6. What is the cause of it?7. What is the legal action taken on that?
² Conduct a discussion to highlight the following:² We have to work with various people when living in the society² Disputes take place as a result of differences of attitudes of
those people² Sometimes disputes take place between employers and
employees on matters of service² There are different actions that can be taken so solve such
disputes (10 minutes)
Step 11.6.4.2 : ² Divide the class into groups appropriately.² Distribute the Activity sheets given in Annexe 11.6.4.2 to the groups.² Give instructions to the groups on group activities.² Get pupils involve in group activities.
(20 minutes)
45 ������
Step 11.6.4.3 : ² Get each group to present the group report.² Get others to comment on the report and conduct a discussion
highlighting the strengths and weaknesses of the reports.² Conduct a review highlighting the following:
² There are different legal measures that can be taken to settledisputes
² Human rights commission arbitration, counseling, mediation,ombudsman, discussion and conference, bargaining, interveningare such important measures
² Human Rights Commission has been established by the Act No.21 in 1996
² The aim of the Human Rights Commission is to help the citizensat injustices caused by the violation of fundamental human rights
² The members of the commission are appointed by the presidenton the recommendations of the Constitutional Council
² When a dispute takes place and is taken to the Commission it issettled through arbitrations.
² The Act on Technical Disputes Statements 15(a) to 21 explainthe procedures of arbitration
² Article 156 of the constitution of Sri Lanka 1978 explains aboutthe post of the Commissioner of Parliament an AdministrativeAffairs (Ombudsman)
² The major functions of the Ombudsman are on avoiding violationof fundamental human rights of the citizens and protecting citizensfrom other administrative injustices
(20 minutes)
Assessment and Evaluation:• Names different methods of solving disputes.• Evaluates the importance of solving a dispute in legal measures.• Tabulates the functions of different institutions in settling disputes.• Works as an active member in a group.• Acts to minimise disputes by facing disputes satisfactorily.
Follow up work
Collect news paper reports on violation of fundamental human rights andpropose legal actions that can be taken on such situations.
46 ������
Annexe 11.6.4.1
Case Studies
Case 1Rupasena Mudalali of Ihalagama has maintained a large size stone quarry. It hasbeen a burden to about ten families in the village. The big noise and the mixing ofstone dust to the air caused diseases among people. Villagers talked to him aboutthis matter several times, but there was no response. Villagers reported to thePradeshiya Sabha about this, but there was no result. Finally the villagers decidedto go to the Human Rights Commission.
Case 2Jagath is a young person working in an office. He came to the office from a distantplace. But he comes to the office in time and works in the office. But the head of theoffice warns him from time to time that he is not doing his work properly, and warnedhim to get a transfer to some other place. Jagath was mentally worried and discussedthis matter with a friend. Here the friend advised Jagath to go to the Ombudsmanand report against the Head of the office.
Annexe 11.6.4.2Activity Sheets
Group 1
• Prepare a list of different situations of arising disputes, and name differentlegal actions that can be taken to settle such disputes.
Group 2
• Explain the process of arbitration as a method of settling disputes.
Group 3
• Name the functions of the Human Rights Commission relevant to violationof fundamental human rights.
Group 4
• Explain the role of the Ombudsman in protecting the citizens fromadministrative injustices.
47 ������
Activity 11.6.5
Competency Level : Explains the jurisdiction of justice.
Activity : “Let us know about the officers of law”
Time : 40 minutes
Quality Inputs : ² Cards with statements written about several officers of law as givenin Annexe 11.6.5.1.
² Activity sheet as given in Annexe 11.6.5.2.² Text book² A4 papers
Teaching-learning Process :Step 11.6.5.1 : ² Present the cards as given in Annexe 11.6.5.1 where statements
about officers of law are written.² Question pupils about those statements.² Conduct a discussion highlighting the following:
² Chief Justice is the Head of the Supreme Court² Chief Justice is appointed by the President² His service is independent² The Chief Officer of Law of the Republic of Sri Lanka is the
Attorney General² He is appointed by the President² The Minister of Justice is appointed by the President from among
the Members of the Parliament² Departments and the institutions of the Ministry of Justice come
under the control of the Minister of Justice (10 minutes)
Step 11.6.5.2 : ² Divide the class into groups appropriately.² Distribute the Activity Sheets to the groups.² Get pupils to do the activities in groups.² Go around the groups and assist them when necessary.
(10 minutes)
Step 11.6.4.3 : ² Get each group to present the report on the activity.² Discuss each group report.² Get pupils to take notes on important points.
48 ������
² Conduct a review highlighting the following:² The Chief Justice, Attorney General, the Minister of Justice are
important personnel in the affairs of judiciary and law² The post of the Attorney General in Sri Lanka goes far back as
to the Dutch period² In Civil and Criminal cases, when the government becomes one
party of the case, the party of the government is represented bythe Attorney General
² In serious cases such as those relevant to murder, rape ornarcotics, the Attorney General prosecutes complains
² The Attorney General's Department functions under the AttorneyGeneral
² The chief Justice is the Head of the Supreme Court and is thechairman of the Judicial Service commission
² The Chief Justice is the chairman of the Council of Law Studies² The formulation of principles relevant to interpretation of justice
and law reforms come under the Minister of Justice² The Minister of Justice gives advices on pardoning, reducing
punishments etc to the President (20 minutes)
Assessment and Evaluation:• Names the officers of law.• Accepts the necessity of the services of the officers of law in the interpretation of law• Tabulates the functions of the officers of law.• Takes active part in group activities.• Acts to settle disputes satisfactorily.
Follow up work
Prepare a field book collecting Newspaper reports about the governmentofficers of law.
49 ������
Annexe 11.6.5.1
Statements written on cards.
• The Minister of Justice gives legal advices to all government departments.• The Minister of Justice gives orders to reduce punishments given on
offences.• The President accepts his duty after giving an oath in presence of the Chief
Justice.• The Speaker of the Parliament seeks advice of the Attorney General relevant
to a speech made by a Member of the Parliament.• The Attorney General calls the higher officers of the departments and gives
advices.
Annexe 11.6.5.2
Activity Sheets
Group 1
Write down how the chief Justice is appointed and his powers and functions.
Group 2
Write down how the Attorney General is appointed and his powers andfunctions.
Group 3
Write down how the Minister of Justice is appointed and his powers andfunctions.
Group 4
Write down the measures that have been taken to secure the independenceof the service of the Chief Justice.
50
11.7 Different strata of government
Introduction
Main responsibility of a democratic government is to fulfill the needs of the citizens at themaximum level. In examining how far this responsibility is fulfilled, it is necessary to examinedifferent layers of the government and their roles. Since the human needs have become verycomplex in the present society, the role of the government too has become very complex. Inorder to make the functions of the Central Government easy, different strata of government havebeen established.
It is expected form this unit to examine the role of the Central Government and other layersof the government, their effectiveness, problems that arise in implanting their functions. In addition,it is expected to examine the responsibilities of different institutions of the government and also toexamine the duties and responsibilities of citizens.
11.7 Different strata of government
Competency :
Tends to examine the roles of different layers of government of Sri Lanka and to liveas a responsible citizen.
Competency Levels
1. Explains the powers and functions of the Central Government, Provincial Councils andLocal Government Institutions.
2. Analyses the development of present structures with their historical developments and thelandmark of development
3. Evaluates the developmental changes in the present structures.
Subject Content
7.1.1 Powers and functions of the Central Government, Provincial Councils and LocalGovernment Institution in Sri Lanka.
Central Government
Executive Legislature Judiciary President and Parliament Supreme court and the Cabinet the judicial system
51
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52
Executive
Executive President
The constitution of Sri Lanka 1978, section 30.1 explains about the Executive Presidentas follows.
“There shall be a Presidential in the Republic of Sri Lanka. The President shall be the headof the state, the head of the government and the Commander In Chief of the armed forces” .
Some important powers and functions of the president are given below.
The legislature
The parliament is the chief legislative body in Sri Lanka . Some important powers andfunctions of the parliament can be presented briefly as follows.
The main function is to make laws
Approves the annual budget of the government
Power to control the executive (Impeachment against the President,
Vote of no confidence against the Cabinet)
Provides majority support to the Cabinet
Presents views and grievances of the people
Power to send out a M.P form the parliament
Passes laws for the public security.
Power to examine government institutions
Power to bring proposals to terminateSupreme CourtJudges from office
Powers and functionsof the parliament
53
Judiciary
All courts of law and other judicial institutions established under the constitution or establishedin accordance with the action taken by the parliament should carry out judicial functions accordingto the powers set forth to them through the constitution.Jurisdiction of cases should be done in public.
N.B Powers and functions of the judiciary are explained in detail in the chapter titled.“Law and Justice” in this Teachers’ Instructional Manual.
Powers and functions of the Provincial Councils
Provincial Councils were established in Sri Lanka through the 13th amendment to theconstitution made in 1987 and the Provincial Councils Act No. 42 of 1987.
In the 13th amendment to the constitution, the 9th schedule states the powers of the ProvincialCouncils under 3 lists.
List I - Provincial Council listList II - Reserved listList III - Concurrent list
List I
1. Making Statutes
Every Provincial Council can make statutes applicable to the relevant province with respectto any matter setout in list 1. (Provincial Council list)
There are 37 functions listed in list 1 as functions of the Provincial Councils. Few of themare given below.
• Planning and implementation of provincial economic plans.• Education and Education Services• Local Government affairs• Roads and bridges and ferries within the province other than national high ways and
bridges and ferries on national highways.• Agriculture and Agrarian services• Health (other than teaching hospitals and hospitals established for special purposes.)
2. Judicial Functions
According to the devolution of power under the 13th amendment of the constitution changeshave taken place in the judicial functions. Each province will have a High Court and is designatedas the High Court of the relevant province.
54
The power to issue writs such as habeas copus, cowarrranto, Mandamus, etc, which hadbeen under the Supreme Court before passing the 13th amendment to the constitution, was givento the High Court of the province.
3. Public Service
The Public Service prior to the implementation of the 13th Amendment to the constitutionwas unique and was under the control of the Central Government. But after the implementationof the 13th amendment the Public service has two sections, as the Public Service of the CentralGovernment and the public Service of the Provincial Councils. For each Provincial Councilthere is a Provincial Council Public Service Commission. The Public Service of each ProvincialCouncil comes under the control of the Public Service Commission of that Provincial Council.Each Provincial Public Service Commission consists of three members.
The functions of a Provincial Council Public Service Commission are the appointment ofofficers of the Provincial Public Service, transfers, promotions, disciplinary control and dismissalof those officers.
• Powers and functions of Local Government authorities
There are three types of Local authorities for the purpose of Local Government. They are:Municipal Councils, Urban Councils, and Pradeshiya Sabhas
These Local Government authorities are vested with the following functions.• Public roads• Public health• Public utility services
55
Protection of roadsMaintenanceDemarcations of boundariesConstructionRemoving obstaclesMaintaining drainsSettle disputes relevant to roadsConstruction of sub ways
Construction and maintenance of drainsConstruction and maintenance of Public lavatoriesCleaning services including removal of faces and urineRemoval of unbeneficial buildingsIssuing licensesEnhancement of public health in the area.
Supply of electricity to public placesSupply of electricityMaintaining public marketsProvision of housing facilitiesMaintaining play grounds, gardens, etc.Supply of waterMaintenance of Public wellsMaintenance of public Libraries
11.7.1.2 Introduction of situations of governance in the past and thepresent structures
• Landmarks of the evolution of governance since Sri Lanka got the colonial statusunder the British Empire− On 02 March 1815 whole of Sri Lanka came to be a colony of the British Empire.− According to the reforms made under the Colebrook Commission Report of 1833
British Institutions of governance were introduced in Sri Lanka eg. Legislative Council
Executive Council− Reforms in the governance of Sri Lanka were brought by the British Government
gradually in the years 1910, 1921 and 1924. But these reforms did not bring completeindependence.
− According to the reforms made under the Donoughmore Commission in 1931citizens of Sri Lanka got the opportunity in involving in politics to a large extent.
Public UtilityServices
Public Health
Public roads
56
Examples of some reforms- Universal franchise- State Council- Executive Committee System
• According to the constitution brought by the Solbury Commission in 1947 Sri Lankagained the Dominion status.− Under the Dominion Status Sri Lanka got Independence on 4th February 1948− Establishment of Parliament with two Chambers
The House of Representatives and the Senate− Introduction of Cabinet system (Prime Minister and the Board of Ministers)− British King was regarded as the Head of the State in Sri Lanka. All the affairs
of governance were carried out in the name of the Birth Crown.− Appointment of a Governor General to act as the Head of the state on behalf of the
British Crown.− Supreme Court was the highest Court of law in Sri Lanka.
The Privy Council of Britain was considered as the Highest Court of Appeal.− Special measures were taken for the protection of minority rights.− Establishment of Public Service Commission and the Judicial
Service Commission in order to maintain the independence of the public service andthe judicial service respectively.
• Implementation of the Constitution of the Democratic Socialist Republic of SriLanka in 1972− Sri Lanka gained complete independence nullifying the Dominion Status.− Sri Lanka become an independent republic.− The acceptance of the British king as the Head of the State in Sri Lanka was removed. − The post of the Governor General was removed. A President was appointed as the
(nominal) Head of the State.− A State Council having a single chamber was established as the Legislature.− Cabinet Government system was to be confirmed further. The Cabinet was headed
by the Prime Minister. Cabinet Ministers were selected on the wish of the PrimeMinister and they were appointed by the President on the advice of the PrimeMinister.
− The Supreme Court was accepted as the highest and the final Court of Law in thecountry.
− Public Service Commission and the Judicial Service Commission that prevailedunder the Solbury Constitution were removed and in their place a Public ServiceAdvisory Board and a Disciplinary Board for the Public Service and a JudicialService Advisory Board and a Disciplinary Board for the Judicial Service wereestablished.
57
− A chapter on fundamental human rights was included in the constitution for the firsttime
− The principles of maintaining state policies were brought under the constitution.
• Implementation of the present constitution of the Democratic socialist republic ofSri Lanka in 1978.− Establishment of an Executive Presidential system of government where the Executive
Power is vested on the President.− A Cabinet consisting of the President, the Prime Minister and the Ministers is headed
by the President. − The Prime Minister and the Ministers are selected and appointed by the President.− The Parliament consisting of a single Chamber is the legislative body. 196 members
of the Parliament are elected by the people through their votes at elections, and 29members are selected through National lists of the political parties.
− Introduction of proportional representative system at elections in electing membersto the Parliament instead of the simple majority representative system.
− All the affairs relevant to the Supreme Court, Court of Appeal and the High Courtsare defined in the constitution.
− Establishment of Judicial Service Commission by abolishing Judicial Advisory Boardand the Disciplinary Board.
− Establishment of the Public Service Commission by abolishing the Public ServiceAdvisory Board and the Disciplinary Board.
− Fundamental human rights of the people are explained in detail in the Constitutionand the legal measures for the protection of fundamental rights are explained in theConstitution by revising and avoiding the shortcomings in the fundamental rightsintroduced in the former Constitution of 1972.
− Appointment of on Ombudsman to deal with protection of fundamental rights.− The Constitution of 1978 has been amended at 17 occasions by the Parliament
according to the needs of the time.− By the 13th Amendment brought to the constitution in 1987 Provincial Councils
were established.− By the 17th amendment the Constitutional Commission was established.
11.7.1.3 Causes for the devolution of power to the regional units and the problemsthat have arisen and that can arise as a result of such devolution.
• Causes for the devolution of power to the regional units.− To accelerate regional development work.− To broaden the public cooperation in the affairs of governance.− To gain maximum benefits of resources at regional level.− To fulfill basic needs of the people easily at the regional level.− To establish administrative units closer to the public.
58
− To provide opportunity for the development of young leadership at the regionallevel.
− To provide opportunity for people to attend to their work independently at regionallevel.
− To reduce the workload of the Central Government.− To provide more opportunity for the people to participate in the affairs of governance
at regional level.
• Problems existing as a result of devolution of power to the regional units.
− Although the Central Government takes decisions on national policies, resourcesneeded to implement those policies are not equally distributed to the ProvincialCouncils.
− Though the exercise of police powers has been devolved to the Provincial Councilsit has not been given to the Provincial Councils practically.
• Financial Problems− Difficulty of finding required finances to the Provincial Councils.− Functions devolved to the Provincial Councils are still kept apart form the public.− Provincial Councils of the North and East are still not functioning.− Since the Provincial Councils are influenced by the Central Government through the
Governor, the independence of the Provincial Councils is disturbed.
• Problems that may arise as a result of the devolution of power to the regionalunits.− Differences that may arise as a result of the imbalances in the distribution of resources.
Due to the imbalances in the availability of resources in the regional units, some unitsmay be benefited while some may be disadvantaged.
− In getting the needs of the people satisfied, people may face the problem of decidingwhether a particular work is done by the Central Government or by the ProvincialCouncil.
− Since a Provincial Council covers a large area it has not become close to the regionalpeople as expected.
− Complexity in the distribution of power between the Central Government and theProvincial Councils.
11.7.1.4 Effectiveness of Provincial Councils and Local Government Authority in considering the needs of the people− Public services can be fulfilled easily.− Resources at the regional level can be utilized more effectively− Leaders at the regional level can arise.− Development work, especially related to provision of infrastructure facilities, such
as roads, water supply, electricity, etc. can be enhanced.
59
− Development of health services− Development of education, health and social facilities through the establishment of
pre schools, maternity clinics, etc.− Development of facilities on leisure, entertainment, knowledge.
eg. libraries, public gardens, sports clubs.
11.7.1.5 Services provided by different strata of governance, and responsibilities and duties of the citizens relevant to such services.
Responsibilities and duties for thecitizens at different strata
1. National and regional security
2. Development of national andregional economy
3. Development of national andregional welfare
4. Protection of national dignity
5. Secure law and peace6. Conflict management and conflict
resolution7. Maintaining welfare services at
disasters
8. Environment management
9. Development of education ofnational and regional levels
10. Protection of cultural heritage
11. Enhance national unity12. Supply public utility services
13. Planning and implementation ofregional development activities
14. Enactment of laws according tothe needs of the public
15. Taking measures to protect publicproperty
Responsibilities and duties ofcitizens
• Support to maintain nationalsecurity.
• Contribution for the economicdevelopment, paying taxescorrectly and in time.
• Get maximum benefit from welfareservices
• Dedication to protect nationaldignity
• Support to secure law and peace• Behave minimising conflicts
• To work cooperative withinstitution providing services atdisasters
• Provide information to the publicand relevant institution at disasters
• Get maximum benefit fromeducational affairs
• Contribution in the protection ofc cultural heritage
• Avoid disputes• Get benefits from utility services
in time• Pointing out places that need
regional development andcontribution in such work
• Support the forces and the policeat security services
• Contribution in the protection ofpublic property
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Activity 11.7.1
Competency Level : Explains the powers and functions of the Central Government Provincialand Local Government Authorities
Activity : “Let us understand the powers and functions of the Central Government”
Time : 40 minutes
Quality Inputs : ² Pictures given in Annexe 11.7.1.1² Activity sheets given in Annexe 11.7.1.2² Demy papers² Felt pens
Teaching-learning Process :
Step 11.7.1.1 : ² Display the pictures given in Annexe11.7.1.1 to the class² Question from pupils about the persons and institutions indicated in
the pictures• Conduct a discussion highlighting the following.
² There are three main institutions of the Central Government² They are named - the Executive, the Legislature and the Judiciaty² The President and the Cabinet comprise the Executive in Sri
Lanka² Parliament is the Legislature in Sri Lanka² The Judiciary is composed of various judial institutions
(05 minutes)
Step 11.7.1.2 : ² Divide the class into three groups.• Distribute the Activity Sheets given in Annexe 11.7.1.2 to the groups.• Get pupils to involve in the Activities in groups’
(15 minutes)Step 11.7.1.3 : ² Get each group to present its report relevant to the activity
• Get pupils in other groups to comment on the reports presented• Conduct a review to highlight the following
² The President presents the policy statement of the government• Calling of Parliament and Dissolving of Parliament are functions
of the President• President chairs the ceremonial sessions of the parliament• The President can hold a referendum when needed
61
• Appointment of the Prime Minister and other Cabinet Ministersand non Cabinet Ministers are functions of the President.
• Secretaries of the Ministries and other higher officers areappointed by the President
• High Commissioners, Ambassadors and state representativesare appointed by the president
• The Chief Justice and the judges of the Supreme Court andHigh Courts, members of the Judicial Service Commission areappointed by the President.
• The President symbolizes and represents the State.• Declaration of war and peace and pardoning refugees are
powers of the president• Parliament has the power to make laws.• Parliament has the power to control the president and the
Cabinet, since Cabinet decisions have to get the support of theParliament
• Control of finance of the government affairs is vested in theParliament
• Parliament has the power to bring proposals in the parliamentfor the removal of Supreme Court Judges.
• The power of jurisdiction of law is vested on the Judiciary• Power relevant to the protection of human rights is vested on
the Judiciary(20 minutes)
Assessment and Evaluation• States that the legislature, the executive and the Judiciary of the Central Government
have many powers and functions.• Evaluates the functions performed by the Central Government for the wellbeing of
the people.• Presents Legislative, Executive and Judiciary powers in the form of a table.• Illustrates qualities of leadership.• Participates in group work activity.
Follow up work
Prepare a table to illustrate the powers and functions of the CentralGovernment of Sri Lanka, and display it on the wall newspaper.
62
Annex 11.7.1.1
(1) President J.R. Jayawardane (From February 1978 to January 1989)(2) President R. Premadasa (From January 1989 to May 1993)(3) President D,B, Wijetunge (From May 1993 to November 1994)(4) President Chandrika Bandaranayake Kumaratunge (From November 1994 to November
2005)(5) Mahinda Rajapakse (From November 2005 to date)(6) Parliamentary Complex of Sri Lanka.
63
Annex 11.7.1.2
Activity Sheets
Group 1
List out the powers and functions of the President of Sri Lanka.
Group 2
List out the powers and functions of the Parliament of Sri Lanka
Group 3
List out the powers and functions of different Judiciaries in Sri Lanka
64
Activity 11.7.2
Competency Level : Explains the powers and functions of the Central Government, Provincial Councils and Local Government Authorities.
Activity : “Let us understand the powers and functions. of Provincial Councilsand Local Government Authorities.
Time : 40 minutes
Quality Inputs : ² Annex 11.7.2.1 Map of Sri Lanka showing the boundaries ofprovinces
² Annexe 11.7.2.2 Activity Sheet
Teaching-learning Process :Step 11.7.2.1 : ² Display the map given in Annexe 11.7.2.1.
² Present the following Questions to the pupils² What is the Province in which your school is situated?² Name the institutions that have been established in the Province
for the proper governance² Conduct a discussion highlighting the following
² The area marked in the map are called provinces• There are 9 such provinces• The centre of government in a province in the Provincial Council• There are other government units in the province which are
smaller than the Provincial Council• Those units are called Local Government Authorities
05 minutes
Step 11.7.2.2 : ² Divide the class into groups appropriately² Distribute the Activity Sheet given in the annex 11.7.2.2 where the
powers of the Central Government, Provincial Councils and LocalGovernment Authorities are written mixed.
• Give each group a demy paper and a marker pen• Get pupils to work in groups as given in the Activity Sheet.
Step 11.7.2.3 : ² Get each group to present the report² Get other groups to present their ideas and comments on the report
presented by each group.
65
• Conduct a review highlighting the following² There are different powers for the central government,
Provincial Councils and Local Government Authorities• Those powers are not equal with each other• These are three types of Local Government Authorities
Municipal CouncilsUrban Councils andPradeshiya Sabha
² There Local Government Authorities function to serve thepeople with close contacts with them.
(15 minutes)
Assessment and Evaluation:• Names the functions of the Provincial Councils and Local Government Authorities• Evaluates the services performed by Provincial Councils and Local Government
Authorities• Categorises the powers of Provincial Councils and Local Government Authorities• Involves in activities collectively• Explains about Provincial Councils and Local Government Authorities.
66
Annexe 11.7.2.1
Map if Sri Lanka Where Provincial boundaries are demarcated.
67
Annexe 11.7.2.2
Activity Sheet
Given below are powers of the Central Government, Provincial Councils andLocal Government Authorities which are mixed.
Categorises them appropriately to be presented in the discussion.• Appointment and acceptance of foreign state representatives• Pass Acts• Removal of unbeneficial buildings• Maintenance of public wells• Examines fundamental human rights• Implementing higher education activities• Pardpmomg refugees• Maintains roads in the province excepting the national highways• Passing annual budget• Implementing provincial High Court functions• Implementation of Provincial Public Service Commission• Appointment of higher officers in the Public Service• Maintaining drains and cleaning services• Supply of electricity to public places
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Activity 11.7.3
Competency Level : Analyses the evolution of present structures of government
Activity : “Let us examine historical facts of the governance”
Time : 80 minutes
Quality Inputs : ² Picture as given in Annexe 11.7.3.1² Activity Sheet as given in Annexe 11.7.3.2• Demy papers• Platinum pens
Teaching-learning Process :Step 11.7.3.1 : ² Display the picture illustrating the situation of signing the Kandyan
agreement as given in Annexe 11.7.3.1• Question the pupils about what is been illustrated in the picture• Conduct a discussion highlighting the following
² Whole of Sri Lanka became a colony of the British Empire in1815
² Formal institutions of governance were introduced in 1833• This is called Colebrook Reforms• Colebrook Reforms became the foundation for the social,
economic and political changes that took place later.(10 minutes)
Step 11.7.3.2 : ² Divide the class into groups appropriately• Distribute Activity Sheets to the groups• Get pupils to work in groups, get them collect information and prepare
charts including the information(30 minutes)
Step 11.7.3.3 : ² Get each group to present the report• Get other groups to comment on the presented report• Conduct a discussion highlighting the following
² Under the Colebrook Reforms of 1833 - A Legislative Councilwas established to make laws.
• Legislative Council and the Executive Council were establishedto assistGovernor in implementing legislative and executivefunctions.
² Reforms made in 1931 are called Donoughmore Reforms• The legislative Council established under the Donoughmore
Reforms was called the State Council
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• Executive Committee system was introduced to carryoutExecutive functions
• On February 04th 1948 Sri Lanka got independence underDominion status
• Under the Soulbury Constitution a Cabinet system wasintroduced
• Executive functions were performed by the Cabinet headed bythe Prime Minister
• British Crown was accepted as the Head of the State of thiscountry.
• Governor General performed the functions of the Head of theState representing the British Crown
• Parliament having two chambers continued to be implementedfrom 1948 to 1972
• In 1972 Sri Lanka became an Independent SovereignRepublic.
• A new Constitution was established in 1948, it was aConstitution of a Republic
• A State Council was established as the Legislature. It was asingle chamber institute.
• President became the Head of the State since 1972• A separate chapter on fundamental human rights was included
in the Constitution for the first time.(10 minutes)
Assessment and Evaluation:• States different stages of reforms of the governance• Evaluates the quantitative development of the Legislative Council at various stages.• Lists out important stages in the reforms of governance• Presents Activity Reports creatively• Illustrates leadership qualities
70
Annex 11.7.3.1
Picture showing the situation of signing the Kandyan Agreement.
Annexe 11.7.3.2
Activity Sheets
Group 1
• List out the basic features of the Colebrook Reforms• Write them on a demy paper to be presented to the class
Group 2• List out the reforms brought in the years 1910, 1921 and 1924• Illustrate the development of membership in the Legislative Council• Write them on a demy paper to be presented to the class.
Group 3• List out the features of the Donoughmore Constitution• Write a short sentence on one of the following, State Council,
Universal Franchise, Executive Committees• Write them on a demy paper to be presented to the class
Group 4• List out the basic features of the Soulbury Constitution• Write two short sentences for each of those basic features.• Write them on a demy paper to be presented to the class.
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Activity 11.7.4
Competency Level : Evaluates the developmental changes in the current structures ofgovernance
Activity : “ Let us perform duties, and enjoy rights”
Time : 80 minutes
Quality Inputs : ² Picture given in Annexe 11.7.4.1² Activity sheets as given in Annexe11.7.4.2• Demy papers• Platinum pens
Teaching-learning Process :Step 11.7.4.1 : ² Display the picture given in Annexe 11.7.4.1 to the class
² Present the following questions to the class.- What is illustrated in the picture?- What is being discussed at a session like this
² Get answers to those questions and conduct a discussion to highlightthe following² Parliament has to perform many responsibilities and duties for
the citizen• There are responsibilities and duties to be performed by the
Executive for the people• There are responsibilities and duties to be performed by the
Judiciary for the people• There are responsibilities to be formed by Provincial Councils
and Local Government Authorities(10 minutes)
Step 11.7.4.2 : ² Divide the class into groups appropriately.² Distribute Activity Sheets to the groups.• Get pupils to collect information in groups and prepare fill charts.
(30 minutes)
Step 11.7.4.3 : ² Get each group to present the report.² Get others to comment on the reports presented• Conduct a review highlighting the following:
² The Central Government is vested with performing the followingfunctions- Function for the economic development- To assure public security
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- Carrying out welfare activities- Development of social factors such as education, health,
transport etc.- Protection of law and peace
² It is the responsibility of the Judiciary to implement law.• it is the responsibility of the Provincial Councils to take measures
for the development of social and economic development ofthe relevant provinces and thereby to improve the life standardsof the people.
• It is the responsibility and the duty of the Local GovernmentAuthorities to perform public utility services
• There are responsibilities to be performed by the public as well.They are as follows:- Provide assistance to maintain national security- Provide assistance to maintain law and peace- Provide assistance for the economic development- Paying taxes in time- Getting the benefits of welfare activities- Dedication on protection of national dignity- Respecting the rule of law- Behaving in the way to minimize conflicts- Perform public services- Get maximum benefits form education services- Contributing in the protection of cultural heritage
² Getting the benefits of public utility services• Assisting the forces and the police in maintaining public security• Assistance in the protection of public property
(40 minutes)
Assessment and Evaluation:• Explains the responsibilities and rights of different strata of governance for the public
benefit• Evaluates the importance of performing responsibilities and rights for different strata
of governance• Tabulates responsibilities and duties of different strata of governance• Tends to perform one’s duties and responsibilities• Makes others knowledgeable on the importance of performing duties and
responsibilities
Follow up work
Prepare a list of measures that can be taken by you to prevent misuse of public property
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Annex 11.7.4.1
A picture showing a parliamentary session.
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Annex 11.7.4.2
Activity Sheets
Activity Sheet 01
• Collect information on the following topic and note them on a demy paper toprepare a flip chart and present it to the class
• Topic“Rights and responsibilities that have to be performed by the Legislature andthe Executive for the people”
• When all the groups have presented their reports-collect the demy paperswith informations prepared by each group and prepare a single flip chart anddisplay it in the class
Activity Sheer 02
• Collect information on the following topic and note them on a demy paper toprepare a flip chart and present it to the class.
• Topic “Responsibilities and duties that have to be performed by the Judiciary for the people
• When all the groups have presented their reports, collect the demy paperswith informations prepared by each group and prepare a flip chart and displayit in the class.
Activity Sheet 03
• Collect information on the following topic and note them on a demy paper toprepare a flip chart and present it to the class.
• Topic“Responsibilities and duties that have to be performed by Provincial Councilsfor the people”
• When all the groups have presented their reports, collect the demy paperswith informations prepared by each group, and prepare a flip chart and displayit in the class.
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Activity Sheets 04
• Collect information on the following topic and note them on a demy paper toprepare a flip chart and present it to the class.
• Topic“Responsibilities and duties that have to be performed by Local Government Authorities for the people”.
• When all the groups have presented their reports, collect the demy paperswith informations prepared by each group and prepare a flip chart and displayit in the class.
Activity Sheet 05
• Collect information on the following topic and note them on a demy paper toprepare a flip chart and present it to the class.
• Topic“Responsibilities and duties that have to be performed by people for different strata of governance”
• When all the groups have presented their reports, collect the demy paperswith informations and prepare a flip chart and display it in the class.
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11.8 Human Rights and Duties
(20 periods)
Introduction
All human beings have the right to live with human dignity. But this right has been subjectedto various limitations at different ages.
During the early ages of human history, attention was not much paid on human rights. Theydid not pay much interest on human dignity. They paid interest only on the fulfillment of their basicneeds such as food and shelter.
The man began to become civilized after he stopped the practice of killing one another toeat human flesh and since he started to wear clothes made of leaves. Since that age human beingsstarted to work with a feeling of dignity of oneself and others.
Gradually people began to think of new basic human rights. During the slave age that camelater the slave was considered as a property of the slave owner. The slave owner could make useof the slave as he wished and the slave was supplied with basic needs to live at a minimum level.
During the feudal age the landowners controlled the serfs according to their wish. Thelabour of the serfs was exploited by the landlords and a very little portion of resources wassupplied to the serfs for their livelihood.
During the capitalist age, any one could do a job according his wish and a he got remunerationfor the work he did. However, the salary that the worker received was not sufficient whencompared with his service and his production. The society had two differentiated groups asemployers and employees.
The socialist system emerged as an alternative to the capitalist system. In this system theworkers received a sufficient remuneration in a proportion to the work they did. But when humanrights are concerned, the rights of the people to express their ideas and to get information werelimited. The people’s right to bear independ views and opinions was limited.
So the problem of having human rights had been there in the world.
All the religions that appeared in the world so far have preached the importance of gainingthe rights of oneself and others.
Throughout the human history, the rights of the people had been limited during different ages. TheFirst World War and the Second World War can be considered as the warst stage where humanrights were badly violated. After the second world war, most of the countries of the world whosuffered from the two world wars united together and established the United NationsOrganization (U.N.O) in 1945 with the aim of avoiding war and maintaining peace. Since thenthe United National Organization made several Decelerations, Agreements and Enactmentsrelevant to human rights.
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It is expected form this lesson unit to make pupils knowledgeable about internationalagreements on human rights and the development of laws in Sri Lanka on human rights anddevelop competencies of working so as to protect human rights of the other people whileenjoying one’s own human rights.
Human Rights and Duties
Competency : Acts as a citizen with love for mankind
Competency levels :1. Defines the concept of “human rights”2. Analyses the measures taken in Sri Lanka to protect human rights.3. Evaluates duties and responsibilities of citizens in securing universal human rights.4. Applies human rights correctly at different situations
Subject Content
11.8.1 Definition of “Human Rights” - Rights of the man to live in the society as a person with dignity.
eg* Right for the life* Right to live with dignity
Concept imbedded in the “Human Rights”Virtual Rights
Rights of the person gained as a result of being born as a human being which secure thedignity of humanity and which can not be dispossessed by any meanseg. Right to live
Legal RightsRights confirmed by national and international law.eg. Freedom to express ideas
Classification of rightsRights are classified in different ways. See the note given
Rights
Rights
Rights
Human
Child
Rights
Rights
of women
Fundamental
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• Rights are not confined to human beings. All connected with the environment haverights
• Rights concerned with human beings are human rights.Human rights can be classified as follows.eg. 1. Civil and political rights
2. Cultural, Economics and Social Rights
• Broadly, human rights can be classified under 5 categories.1 Civil Rights2. Political Rights3. Cultural Rights4. Economic Rights5. Social Rights
• In general every one has a right “to live and to have dignity”
• Important stages of winning human rights- 1215 A.D. “Magna Carta” Agreement- 1679 A.D. Writ of Habeas Copus- 1689 A.D. Enactment on Rights- 1776 A.D. Declaration of American Independence- 1789 A.D. French Declaration on Humanity and Citizens- 1791 A.D. Enactment on Rights- 1917 A.D. Russians Revolution- 1949 A.D. Chinese Revolution
Factors that highly affected to have discussions on rights at higher level
• Disasters brought about by the 1st World War• Disasters brought about by the 2nd World War (1939 - 1945 A.D)• The fate of the millions of innocent people including children and women who had no
connection what so ever with the war but died at the war.• The desire of the nations to have some means to avoid countries in the world from involving
in war and to secure the rights of all the nations.• As a result of the need that arose among nations who suffered from war to have peace in
the world the United Nations Organization (UNO) was established. In accordance with aproposal brought by that organization. “Universal Declaration of human Rights” was issuedby the U.N.O, which is a great attempt in securing human rights.
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11.8.2 Universal Declaratin of Human Rights and other documents of the United Nationson Human Rights
Universal Declaration of Human Rights
• This declaration consists of a preamble and 30 statements.• It was accepted by the General Assembly of the U/N.O on 10th December 1948 A.D.• In the preamble, it is stated that the basis of freedom, justice and peace of the world is the
acceptance of the dignity of all members of the human family and their equal rights whichcan not be transferred.
• The member states of the U.N.O were requested to propagate, exhibit and explain theUniversal Declaration of Human Rights through schools and educational institutions.
• The Preamble further states that the greatest expectation of the common people is todevelop a community where the people have the freedom to express their ideas and thefreedom to have any beliefs and faiths and to be away from fear and wants.
The Universal Declaration of Human Rights has accepted
i The need of securing human rights by lawii The need of further developing friendships among nations.iii The need of the social progress and the upliftment of the living standards of the
people.
The Universal Declaration of Human Rights is given at the end of this Teachers’Instructional Manual
• In order to give a legal status to the Universal Deceleration of Human Rights accepted on10th December 1948, another two international agreements on human rights have beenissued to have civil and political rights in one, and economic, social and cultural rights in theother as follows:1 International Agreement on Civil and Political Rights2 International Agreement on Economic, Social and Cultural rights.
• After the issue of International Agreement on Civil and Political Rights two AlternativeAgreements were made .
They are as follows,1. When a human right is violated and was taken to the jurisdiction of the particular
country, and if the relevant party is not satisfied with the decision taken by thatjurisdiction, that case can be taken to the Human Rights Committee establishedunder this Agreement. To take this action, the relevant country should have signedthis Agreement. Since Sri Lanka has already signed this Agreement, the citizens ofSri Lanka have got the opportunity to make their complaints to this committee
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There are instances of Sri Lankan citizens taking this advantage of making complaintsto this committee.
eg. The complaint made by a newspaper editor against the law of criminalinsultance
2. The second Alternative Agreement made on the International Agreement on Civiland Political Rights was on abolition of death penalty. A State which has signed thisAlternative Agreement can not implement the death penalty. Sri Lanka has not signedthis Alternative Agreement till 2007
• Consent on Excluding Discrimination Against Women (CEDAW) of 1979 A.D
This has taken to secure the rights of the women, such as1 Political and Civil Rights of the women2 Rights of the women in the family units3 Rights of the women for education and training.4 Rights of the women to involve in economic activities and their benefits.5 Rights of the women for health care and nutrition6 Rights of the women to have security from violence on sex differences.
• Sri Lanka has signed the CEDAW consent in 1979.• The women’s Enactment of Sri Lanka was passed in 1993 in accordance with the CEDAW
consent.• A Ministry on Women’s Affairs has been set up in Sri Lanka• National Women’s Committee has been established to investigate on injustices caused to
women.• After the passing of Women’s Enactment, some changes have bean taken on law relevant
to women.• Offences on women were newly introduced.• Regarding the violence faced by women at their homes, the Act on Domestic Violence
was passed in 2005 A.D
In 1989 A.D The consent on Child Rights was issued
• Rights of the children are safeguarded through this.• Rights of the child to live, to have security, development and participation were confirmed
N.B The Consent on child Rights has been included in the Teachers’ Instructional Manualof Grade 8 on Civic Education.
• Sri Lanka has signed the Consent on child Rights in 1991 A.D• The Enactment on Child Rights in Sri Lanka has been made according to this international
consent.• In passing laws in relation to the children in Sri Lanka the Enactment on Child Rights is
taken into consideration* The establishment of Child Protection Authority in Sri lanka.• That Authority has the power to investigate and take action on situations of violating child
rights.
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• A separate section on women and children has been established in every police station.• Through the changes made to the Penal Code during the period from 1995 to 1998 some
changes have been taken place in the law relevant to children and their rights.• Information on new child misconducts have been introduced.• Punishments on violation of child rights have been increased.• In order to avoid delay in the jurisdiction, a system of dealing the cases on violation of
child rights in the high courts without taking them to the lower courts has been started.
Offences on violation of child rights
• Using children for sexual malpractices• Using children for the transfer of narcotics* Using children on domestic slavery and torturing them.* Using children for begging and various dramatic activities to earn money• International consent made in 1984 against torture, and cruel, in human and disgraceful
treatments.• International consents have been made on human rights based on ancient inhabitants,
disabled people, minority groups and special tribes.eg. The consent on removal of discrimination of all types.
11.8.3 Development of making statutes relevant to Human Rights in Sri Lanka
• Although a chapter on Human Rights is included in the Constitution of Sri lanka of 1972,measures that can be taken against violation of human rights have not been included in it.
• The Constitution of Sri Lanka of 1978 contains a chapter on Human Rights and legalmeasures that can be taken on the violation of those human rights. This part is included inthe statements 10 to 14 in chapter 3 of the Constitution of Sri Lanka of 1978.
• Out of the Human Rights, those Rights that are included in the Constitution of any countryare designated as Fundamental Human Rights. It is the responsibility of the State tohave those rights secured for its citizens.
Rights that have been secured through the Constitution of Sri lanka 1978
Statement 10 Everyone has the freedom of thinking, freedom of conscience and the freedomof religion
Statement 11 Everyone has the right to be free from torture and cruel, inhuman anddisgraceful treatments.
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Statement 12.i. Law and Public Order is common to all. ii. Any citizen should not be subjected to discrimination or specialty on any
matter as race, religion, languages, caste, sex, political view or theplace of birth.
Statement 13 No one should be arbitrarily imprisoned, retained or punished.
Statement 14 Everyone should have the freedom to talk, assemble, to do any legal job, andto travel in the country.
• Human rights explained in statements 10 to 14 in chapter 3 of the Constitution of SriLanka of 1978 have been confirmed by Supreme Court Judgments.
i In order to enjoy the right to talk, the right to get information has to be fulfiled.
ii In the past if a person who has got subjected to torture and dies when he is undercustody , his dependents had no measure to be taken. But the verdict of the casesin the present day reveal that the dependents could file a case against the relevantofficers in such cases and get compensation.
• Accordingly to the statement 17 of the constitution of Sri Lanka of 1978, if a fundamentalright of any person is violated through an executive or administrative action, that personhas the right to make a claim to the Supreme Court under the provision of the statement126. Such a case should be filed within one month of the violation of the right.
• Such a complaint can be mad to the Human Rights Commission as well.
• On violation of human rights of a person through an executive or an administrative action,the relevant person can make a complaint on that to the Commissioner of Parliament onAdministrative Affairs (the Ombudsman) as well.
• If any person is not satisfied with the decision of any of the above measures, he can makea complaint to the Human Rights Committee of the International Agreement on Civil andPolitical Rights.
11.8.4 Present Situation of enjoying Human Rights and its Limitation
The famous philosopher Harald J Laski has stated “A person has the freedom to walk onthe road waving a walking stick, but that freedom ends at the tip of the nose of the other person”.This implies that our right to enjoy human rights has to be used in the way that it does not hinderor violate the rights of the others.
• Limitation in enjoying fundamental rights
Statements 15 of the constitution of Sri Lanka 1978 explains the limitations of fundamentalrights.
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Fundamental Rights stated in Subsections 5 and 6 of the Section 13 of the Constitutioncan be enjoyed and implemented only under the limitations legally prescribed for thesafeguard of the security of the state.
• According to the statements 12, 13 and 14 of the Constitution of 1978 the State can makelimitations on the fundamentals rights of the people on such grounds as the security and thewellbeing of the country, safeguard of public health or morals and national economy.eg. I At a time when there is political instability in the country, certain limitations
can be made on the rights of the people to assemble, speak and expressideas.
II If the national economy is greatly affected as a result of a strike, the statecan make limitations on the people’s right on trade union activities.
• Duties and Responsibilities of citizens on the protection of human rights
The 29th statement of the Universal Declaration of Human Rights explains the duties thathave to be performed by a person in order to enjoy fundamental rights. They are as follows:
I There should be limitations to the rights in order to protect the rights of the others andto have spiritual development.
II These rights should not be enjoyed in the way that the goals and the principles of theUnited Nations are violated.
• The Constitution of Sri Lanka 1978 too states the basic duties that have to be performedby a citizen.
I To protect and to follow the ConstitutionII Development of wellbeing of the nation and the national peace.III To perform the functions of the occupation one has selected with conscience.IV To work for the protection of public property and take action against misuse and
waste public property.V To respect others’ rights and various types of freedomVI Protection of nature and natural resources.
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Activity 11.8.1
Competency Level : Explains the definitions and concepts of ‘Human Rights’
Activity : “ Let us protect the rights”
Time : 40 minutes
Quality Inputs : ² The picture as given in Annexe 11.8.1.1² Activity sheets as given in Annexe 11.8.1.2• Writing papers and felt pens
Teaching-learning Process :Step 11.8.1.1 : ² Display the picture given in Annexe 11.8.1.1
² Get pupils to observe it• Ask question from pupils
Eg. I What is illustrated in the picture?II What were the rights that the human being did not
possess as illustrated through the picture?• Carry out a discussion getting answers to the above question and
highlighting the following.² Every person should have human rights² Human rights have been violated in the world in different ages
in different ways.² Due to the difficulties faced by people, they had to struggle to
win human rights and as a result of those struggles, they couldwin human rights gradually.
(05 minutes)
Step 11.8.1.2 : ² Divide the class into groups appropriately.• Distribute the Activity Sheet as given in Annexe 11.8.1.2 to each
group.² Get pupils in groups to collect data and prepare a report.² Give sufficient time for that.
(20 minutes)
Step 11.8.1.3 : ² Get each group to present the report.• Discuss the group report in the class.
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• Conduct a review highlighting the following.² Human Rights can be defined as the rights that the people have
got to live as people with dignity in the society.• The right to live, the right to live with dignity are examples of
human rights.• We should enjoy human rights not to make any harm to others.• Human rights that have been included in the Constitution can
be considered as “Fundamental Human Rights.(15 minutes)
Assessment and Evaluation:• Explains “Human Rights”.• Accepts that everyone has the right to enjoy human rights.• Enjoys human rights without disturbing and making any harm to the others.• Presents group activities creatively.• Acts in the way to protect human rights.
Follow up work
² Write down the human rights stated in the Universal Declaration ofHuman Rights
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Annex 11.8.1.1
Annex 11.8.1.2
Activity Sheet
1. Write in your own wordsWhat is meant by Human Rights. Write a definition
2. Write down – 3 factors that lead to violation of human rights, and 3measures that can be taken to protect human rights.
3. Explain the difference between human rights and fundamental human rights
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Activity 11.8.2
Competency Level : Analyses the measures taken in Sri Lanka for the protection of HumanRights
Activity : “Let us protect human rights”
Time : 40 minutes
Quality Inputs : ² The picture as given in annexe 11.8.2.1² Demy papers• Marker pens
Teaching-learning Process :Step 11.8.2.1 : ² Conduct a brainstorming discussion highlighting situations of violating
human rights that the pupils know.² Conduct a discussion highlighting the following.
² At some occasions human rights are violated.• Neglection of duties becomes a cause for the violation of rights• When human rights are violated, concessions could be gained
with the help of law.(05 minutes)
Step 11.8.2.2 : ² Divide the class into groups appropriately.• Distribute the Activity sheets to the groups given in annex 11.8.2.1.• Get pupils to do the activity in groups.
(20 minutes)
Step 11.8.2.3 : ² Get each group to present their group activity to the class.• Get pupils in other groups to comment.• Make a review highlighting the following:
² At situations of violating human rights, there are different waysof taking action on complaining.
• Complaints can be made to Grama Niladhari, DivisionalSecretary, Police and Security forces
• Assistance of the judiciary can be obtained.• Complaints can be made to Human Rights Committee• On violation of child rights complaints can be made to the Child
Security Judiciary(15 minutes)
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Assessment and Evaluation:• Explains the courses of Human Rights violation.• Accepts that the human rights of all have to be protected.• Writes situations of violating human rights and measures that can be taken on such
situations.• Presents group activities creatively.• Behaves in the way that human rights are safeguarded.
Follow up work
Classify the human rights included in the constitution under the following headings:1. Civil Rights2. Political Rights3. Economic Rights
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Annexe 11.8.2.1
Activity Sheet
Following are informations abstracted from several news papers. Study those information andanswer the questions given belowNews
1. “A father who does not send his young children to school, employs them in labour work.Everyday evening he comes home drunk and quarrels with the mother and children”
2 “A group of people threaten a voter not to vote in the coming election and to keep awayfrom politics”.
3. “ A group of people threaten a person who has come form outside to leave the area andnot to come back to settle in the area”
4. “ Children have left their old parents on the road” 5. “A woman who has been ill-treated by a person when traveling in a bus has shown her
objection. As a result that person has assaulted her”.
Questions
1. What are the human rights that have been violated at each of those situations? 2. What are the duties that have been neglected at each of those situations? 3. What are the legal measures that can be taken at each of those situations? 4. What are the measures that you can take as a citizen at each of those situations for
the protection of human rights?
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Activity 11.8.3
Competency Level : Evaluates the importance of duties and responsibilities of citizens inprotecting universal human rights.
Activity : “Let us perform our duties and responsibilities”
Time : 40 minutes
Quality Inputs : ² Instructions on role-plays as given in annex 11.8.3.1² Activity sheets as given in annex 11.8.3.2
Teaching-learning Process :Step 11.8.3.1 : ² Select 6 pupils from the class and distribute the situations for role-
play to them as given in annex 11.8.3.1 (This should be done fewdays before the lesson for those pupils to get ready for the role play.Each role play should be given to 2 pupils
Step 11.8.3.2 : ² Get those 6 pupils to do their role plays one by one.• Conduct a discussion to highlight the following
² Human Rights exist in the society• Every human right is related to a duty of another person• Rights are based on morals• The necessity of human rights to spend a good life, to have
dignity in life and for the security of life(10 minutes)
Step 11.8.3.3 : ² Divide the class into groups appropriately. Pupils who did the roleplays too should be included in the groups.
• Distribute the Activity sheet given in Annex 11.8.3.2 to the groups• Get pupils to involve in the group work
(20 minutes)
Step 11.8.3.4 : ² Get each group to present the group report.• Get pupils in other groups to comment on the reports.• Conduct a review highlighting the following:
² Human rights have to be protected for the safeguard ofdemocracy
• When human rights are protected, everyone in the society canspend their lives with satisfaction
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• Since human rights are connected to each other, people shouldwork to protect those rights in common
• As we respect our own rights we should respect the rights ofothers as well. Then the human rights of all people will besecured.
• In order to build up a good society, it is important to protecthuman rights by performing human duties and humanresponsibilities.
(10 minutes)
Assessment and Evaluation:• Explains what human rights are• Accepts that we should perform human duties and responsibilities if human rights are
to be secured.• Involves in role-plays concerned with human rights• Presents group activities creatively• Contributes in functions of protecting human rights.
Follow up work
² List out the duties of a citizen as given in the Constitution of 1978.
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Annexe 11.8.3.1
Instructions on role plays
• Select 6 pupils from the class and give each of the following role-play situations to 2 ofthem. Give instructions to get ready for the role plays given to them.. This should bedone few days before the lesson.
Role play situations1. A person operates his radio at a high tone disturbing others in the neighborhood.
One neighbor scalds that person.2. One person puts litter in a public place. Another person who sees it advises him.3. An officer who does not do his duty well scalds a person who has come to get his
service.
Annexe 11.8.3.2
Activity Sheet
Your group is assigned to discuss in your group and answer the following questionsgetting the helps of the text book too. Answer the questions and get ready with thereport to be presented at the discussion in the class.1. “ A person has the freedom to walk along the road waving a walking stick. But that
freedom ends at the tip of the nose of the other persons.What is meant by the above statement?
2. (a) Write one human right on each of the following: personal rights, politicalrights, economic rights and religious rights.
(b) Write one duty related to each of those rights3. Why do human duties and responsibilities become important in the protection of
rights. Write two factors
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Activity 11.8.4
Competency Level : Respects human rights and duties at special situations including the equalityof men and women
Activity : “Let us give due place to the women”
Time : 40 minutes
Quality Inputs : ² Activity sheets as given in Annexe11.8.4.1for all the pupils in theclass
² Activity sheet as given in Annexe 11.8.4.2
Teaching-learning Process :Step 11.8.4.1 : ² Distribute the Activity sheets given in Annexe 11.8.4.1 to all the
pupils in the class.• Get pupils to do the activity individually giving them sufficient time.• Conduct a discussion based on what pupils have written during the
activity and highlighting the following:² The mother performs a lot of work as the father• Women should possess a special place in the society• Women perform a lot of work for the existence of the society• Women perform a lot of functions for the development of the
family, society and the country.(10 minutes)
Step 11.8.4.2 : ² Divide the class into groups appropriately• Distribute the activity sheets given in annex 11.8.4.2 to the groups.• Get pupils to do the group work.
(15 minutes)
Step 11.8.4.3 : ² Get each group to present the report of the activity to the class.• Get others to comment on the report in order to develop it..• Conduct a review highlighting the following:
² Inequality of men and women depends only on biological facts.• Women perform a special role for the existence of the society.• Men and women are equal in abilities and in all other respects.• We should develop our behavior from our young age not to
make any change or any harm to women and treat them as ourown mothers and sisters.
• Following actions have been taken for the protection ofwomen’s rights.
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1 Emergence of women’s enactment2 Establishment of a separate Ministry on Women Affairs3 Establishment of National Women’s Committee to
examine on injustices brought to women.(15 minutes)
Assessment and Evaluation:• Explains the social equity of men and women• Accepts that women should have equal rights as for men• Lists out the measures that have been taken for the protection of women rights.• Acts cooperatively in the group• Contributes in the protection of women’s rights.
Follow up work
Write an essay on the topic
“Due place for women in the society.”
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Annex 11.8.4.1
Activity Sheet
Functions performed by the Functions performed by the mother on behalf of the family father on behalf of the family
1 ......................................................... 1 ........................................................... 2 ......................................................... 2 ........................................................... 3 ......................................................... 3 ............................................................ 4 ......................................................... 4 ............................................................ 5 ......................................................... 5 ............................................................ 6 ......................................................... 6 ............................................................
Annex11.8.4.2
Activity sheets for groups
Group 1
Your group is assigned to explain the functions performed by the mother for thefamily, and prepare a report on that to be presented to the class discussion
Group 2
Your group is assigned to collect information and write a report on the tropic.“Women in the past and the present Sri Lanka has performed/performsa lot of functions for the society and the country”
Present your facts on the following headingsi. Women leaderships in the past
ii Role of the women in the present society
Group 3
Explain the situations of women performing special services to the society and thecountry through different occupations and services in the present day in equal withmen.
Group 4
Collect facts on the following topics and prepare a report to be presented at theclass discussion1. Measures that have been taken at international level for the protection
of women’s rights2. Measures that have been taken in Sri Lankan for that.
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11.9 Environment Problems and Sustainable Development(20 periods)
Introduction
During the early days when the man started his life activities on the earth, he could do hiswork to suit the environment. When the man started cultivating his food, he tried to manage theenvironment according to his needs but did not do much harm to the environment. With thecommencement of the industrial age, physical resources were taken for use in large scale. Duringthe industrial age, along with the development of technology, human needs became very complexand to fulfill those unlimited and complex human needs production of goods increased with theuse of new technology. With this increase of production physical resources were taken for use inlarge scale. Natural resources started to get declined and environment problems came in.
Attempt made by man to develop his life standard in the name of development paved theway for the environment pollution. The air, water and the soil came to be polluted. The problemgradually become so serious that man now faces the problem of living on the earth.
Now the world has faced the problem of protecting the environment which has becomea challenge now. In using the resources man has to think of how it is to be used to secure the lifeof the present day man and also that of the future generation.
It is expected through this lesson unit to provide pupils with the knowledge ondevelopment, meaning of the concept of development, management of resources, environmentpollution, causes for environment pollution and protection of environment. It is also expected todevelop competencies among pupils on achieving a long term development through minimizingenvironment problems.
Competency: Contributes in achieving a sustainable development by minimizing environmentproblems.
Competency Levels:• Evaluates the importance of the protection of environment.• Accepts the challenges of the environment and their social consequences.• Explains the importance of sustainable development minimizing environment
problems.• Explores solutions for environment problems considering the importance
of sustainable development.
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Subject Content
11.9.1 Definition of environment
“It is the totality of external conditions surrounding a being or a groupof beings or an object.”
“Natural environment is the environment other than social and cultural”
“Physical environment is all that is present on the earth except what isproduced by man”
(Geography Dictionary - Dr. Upali Weerakkody)
11.9.2 Types of Environment
• Physical Environment
Environment composed of natural phenomena is called physical environment. Geographicaland physical factors such as soil, water, climate are included in the physical environment.
• Biological Environment
Plants and beings on the earth comprise the biological environment. The biologicalenvironment is spread as a thin layer on the earth. One characteristic of the biologicalenvironment is the availability of reactions between one another among plants and beingson the earth. It works as a biological system. Plants and the beings living in the biologicalenvironment have interrelations with the physical environment. eg. Plants absorb sunlight,carbondioxide and water from the physical environment and produce carbohydrate.
• Social Environment
Social environment is the sector other than the physical environment. This comprisessocial set up, religions, castes, social classes, customs and traditions, virtues, marriagesystems and many other social features. Social environment is connected withinterrelationships among human beings including responsibilities, duties, rights, laws, etc.
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Damages
• Physical Environment
- Geographical• Excessive minings
eg. minings for oil, iron ore, coal,graphite, gems
• Damages done in the use of the earth.eg. constructions for industries,
highways
- Soil• Destroying forests for cultivation• Use of agricultural chemicals• Growing harmful plants
eg. pinus• Over consumption of soil resources
for human needseg. making tiles, bricks and
clay work, etc.• Adding chemicals to the soil from
factories and constructions
- Water• Over consumption• Miss consumption• Adding litter to the water• Changing the streams of water
eg. Construction of reservoirs andcanals
Consequences
• Destroy of environmental beauty• Erosions, floods land slides, wild-fire soil
defertilization• Health problems
• Destroy of soil beings• Destroy of water fountains• Climatic changes• Destroy of underground water• Erosion• Defertilization of soil• Destroy of land• Destroy of environmental equilibrium
• Facing shortages of drinking water• Health problems• Shortages of water• Destroy of underground water• Destroy of water fountains• Emergence of dead river banks• Destroy of water born beings• Change of wetness• Climatic changes
Damages made to the environment due to human activities and theirconsequences
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• Natural disasters like, floods, erosionslandslides
• Atmosphere getting heated• Decay of Osan layer• Acid rains• Climatic changes
• Biological imbalances• Destroy of varieties of plants and beings• Breakdown of biological systems
eg. circle of oxygen, circle of water
• Conflicts based on religions• Breakdown of Social relationships• Social injustices• Social differences• Down-fall as a nation• Breakdown of the national identity• Rise of conflicts• Breakdown of relationships of parents and
children and other family relations
- Climate• Climatic changes due to agricultural
and industrial activitieseg. Destruction of forests for
agricultural purposesEffects on atmosphere due to
industrialization
• Biological EnvironmentChanges done on biological environmentthrough various human activitieseg. Destroy of forests for settlement and
various services
• Social Environment• Discriminations on certain religions• Discriminations on differences of caste,
social class, etc.• Not respecting social values customs
and traditions• Breakdown of family relationships
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11.9.3 The Concept of Long term development and the development knowledge about minimizing environmental damages
The concept of ‘develo-pment’ indicates the progress of human welfare. If the basicneeds of all the people in the society are fulfilled to have an accepted living standard to all,discarding social differences, it can be regarded as ‘development'.
The meaning of the concept of ‘development’ changes with the time.
• Definitions of development
“If the poverty of a country comes to an end, opportunities foremployment are increased and inequalities in the distribution of incomeare removed, that is development”.
- Dudly Sears -
“Increase of production and the growth of technology and instructionalorganisations that leads to increase of production is development”
- Kingdel Burg -
“Development is the improvement of the living standard of the worldpopulation”
- United Nations Organisation - 1961 - 70 -
“Along with the economic development, a country should have the socialdevelopment. Social development should take place in such mattersas food, nutrition, health, education, housing, social security, dress,leisure and human independence.”
- UNESCO declaration - 1978 -
“Development is a chain of actions on change and growth of the peopleinclusive of factors such as social, cultural and virtuous.”
- United Nations Organisation - 1981 - 90 -
Measuring development
Attempt is made to measure the development of countries to understand at what levelthe economy exists. This measurement helps to understand whether a country is at a higher levelor not in development. However these instruments change according to the time.
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• The importance of measuring development
• To identify differences of development at different stages in a country• To identify social, economic and virtuous problems of a country.• To find solutions for the identified development problems.• To plan economic policies relevant to the development of the country.• To compare the development of a country with other countries.• To make structural changes in the economy in the coming year.
• Measuring development
Instruments of measuring development are mainly of two types
Instruments of measuring development
• Traditional Instruments
• Gross National Product per head
It shows the Gross National Product per one person in any economy during aspecific period of time.
It is calculated as follows: Gross National Product
Gross National Product per head =Population at the middle of the year
ModernTraditional
- Gross National Productper head
- Rate of increase of theGross National Product
- Real Gross NationalProduct
- Physical Quality Life Index(PQLI)
- Human Development Index(HDI)
- Human Poverty Index (HPI)- Criteria on population- Criteria on education- Criteria on consumption- Criteria on health- Criteria on communication
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• Rate of Increase of the Gross National Product
It shows the increase or the decrease of the Gross National Product of a relevant year incomparison to that of the previous year in an economy.
It is calculated as follows:
Gross National Product - Gross National Productof the relevant year of the previous year
Rate of increase of the = x 100Gross National Product Gross National Product
of the previous year
eg: The Gross National Product of an economy in the year 2005 was Rs. million 4200.In the year 2006 the Gross National Product was Rs. million 4250. Let uscalculate the rate of increase of the Gross National Product.
4250 - 4200The rate of increase of the Gross National Product = x 100
4200 50
= x 100 4200
= +1.19%
The Rate of increase of the Gross National Product is always shown as + or -. Becauseif the GNP of an economy in a particular year has increased in comparison to the previous yearthe Rate of Increase of the GNP will be a + number. On the other hand if the GNP of a particularyear of an economy is less than that of the previous year the Rate of Increase of the GNP will bea - number.
In our example it was +1.19.
• Real Gross National Product
Real Gross National Product is calculated by taking out the rate of inflation from the GrossNational Product.
Gross National ProductRead Gross National Product = x 100
Price Index
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Literacy
Infant death rate
Life expectancy at birth
]
Life expectancy at birth
Literacy
Real Gross National Product per head
• Life expectancy over
40 years
• Elder literacy
Developing • Drinking water facilities
Countries • Health facilities
• Percentage of low
• weight children
• Life expectancy below
60 years.
• Literacy
Developed • Percentage of those
Countries • below poverty level
• Unemployment for
• more than 1 year
Physical QualityLife Index
(PQLI)
Human PovertyIndex(HPI)
HumanDevelopmentIndex (HDI)
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Life Expectancy
Gross Death Ratio
Gross Birth Ratio
Increase rape of population
Density of schools
Percentages entering Primary, Secondary
and Tertiary Education
Number of students per 1000,000 of population
Expenses on education as a percentage of the
Gross National Product
Teacher-pupil ration
Consumption of energy per person
Daily consumption of calories per day
Life expectancy at birth
Infant death rate
Maternal death rate
Gross death rate
Gross birth rate
Number of doctors per thousand population
Number of News papers bought per 100 population
Number of radios per 100 population
Number of TVs per 100 population
Number of Telephones per 1000 population
• Efficiency of Instruments of measuring development
• Gross National Product per head has been the traditional instrument of measuringdevelopment for a long time. But it has many shortcomings, such as:- It is based only on economic factors- It does not measure social conditions- It does not indicate discrepancy in the distribution of income.- It does not indicate social welfare
Criteria onEducation
Criteria onConsumption
Criteria on Health
Criteria onCommunication
Criteria onpopulation
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• Physical Quality Life Index (PQLI) is an instrument adopted in the modern days tomeasure development. It is more advanced than the traditional Gross NationalProduct per head. It measures the educational and health conditions. But it doesnot consider economic criteria.
• Human Development Index is a popular instrument today in measuring development.Since literacy and Infant Death Rate are taken into consideration in this measurement,education and health sectors are considered in measuring development. It has themeasuring of economy as well. Hence this is considered as a better instrument ofmeasuring development.
• Classification of countries according to development
The popular system of classification is as Developed countries and Developingcountries.
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• Developed Countries
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• Problems faced by developed countries
Examples of developed countriesNorway Canada Germany FranceSweden Netherland JapanAustralia Belgium U.S.A.
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• Developing Countries
When we consider Regional Situation, most of the countries in the Asian, African andLatin American Regions are developing countries. Most of the developing countries are thosecountries that have gained independence from Imperial control after the second world war.
Characteristics of Developing countries
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High Rate ofpopulation increase
Development
Consumption ofcalories per head
is lowTechnology at lower
levelExports primary
goods. Law foreignexchange
HumanDevelopmentIndex is low
Physical quality LifeIndex is low
Infant Death Rate ishigh
Low per headIncome
Low literacy rate
Patients perdoctor is high
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• Developed Countries
Characteristics of developed countries can be shown as follows:
• Problems faced by developed countries
Physical Quality life Indexexceeds 90
Per Head Incomeexceeds 3500 $
Life expectancy atbirth is high
Human DevelopmentIndex is high
High literacy rate Less rate of increaseof population
Consumption ofcalories per person at
higher level
Infant Death rate isless
More urbanpopulation
More capitalresources
Technology athigher level
The contribution of theindustrial sector to the
Gross National product ishigh
Expenditure on educationas a percentage of the
Gross National Product ishigh
Internationalterrorism
Environmentpollution
Problem ofgetting rawmaterials
Difficulties inmarketingproducts
Problemsrelevant to
energy
Competencyfor market
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< <
<<<
Problems faced by Developing Countries
Disadvantaged Balanceof Payment
Less Capital Shortages in Foreign Exchange
Ownership of local resources Terrorismextracted by foreign countries
Problems facedby
developing countries
Unemployment Large number of dependents
Increase of crimes, misconduct Prices of primary goodsnarcotics, violations of go up and downhuman rights
Rate of increase of Technology at population is high low level
Political unstability
• Examples of Developing Countries:Ethiopia Sri LankaSomalia NepalSiora Leon BangladeshIndia
• Problems faced by Sri Lanka as a Developing Country • Less Capital
This situation has been created by the vicious circle of poverty. It can be illustratedas follows:
Less income
Less High Consumption
Production xpenses
Less Capital Less Savings
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It is necessary to break this vicious circle. It has to be done at the point of “less capital”Measures that have been taken recently for that:
• Encouraging inland savings• Starting export-oriented industries• Diversification of exports• Encouraging local and foreign investments• Starting import-substitute industries• Development of Tourism• Getting required technology• Technology at low level• Taking measures to avoid Unfovourable Balance of payment and less Foreign
Exchange• Promote political stability
With the expansion of the development concept, economic development was accelerated.Along with the economic development the damage on the environment got serious. Henceon the need of gaining economic development with minimum damage to the environment,the concept of “Long-term Development” emerged.
• Sustainable Development
“Sustainable Development indicates the management of resources by the present generationto enjoy long term benefits of the available resources at the maximum, so that the futuregeneration too would be able to fulfill their needs.”
“Development to fulfill the needs of the present generation without disturbing the capabilityof the future generation to fulfill their needs and expectations is called SustainableDevelopment”.
- Buntlan Commission , 1987 -
“Sustainable Development is the development of the quality of life within the capacity of theearth planet”
- International Organization on Conservation of National Resources - 1991 -
• There are several challenges that have to be overcome in achieving the ‘SustainableDevelopment’. They can be illustrated as follows:
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• The need for Sustainable Development
• People in the present society involve in activities with the expectation of gainingpersonal profits. In that context the concept of common welfare is least considered.eg. Hence the production is mercantalized, food items not beneficial to health areproduced and marketed, eg: Methods adopted to preserve vegetables and fruits,Production of instant foods.
• Economic development does not go in line with the environmental and social limits.
• Intention on fulfillment of short term needs. Taking decisions on economy withoutconsidering long term needs and the needs of the future generation -eg. * Destroying forests
* Use of tube wells* Over consumption of resources
• Technology used for large scale production to fulfill human needs is not beneficial tothe environmenteg. Large Machinery use for large scale production causes air pollution
• In attempting to develop the Gross Domestic Production quantitatively, the need tobear a social cost arises.eg. Environmental and social problems caused by industrialization
Community Development• Fulfillment of basic
human needs• Fulfillment of Justice• Social participation• Technology use
for production• Development of Attitudes
SustainableDevelopment
Economic Development• Production attitudes to
get the highest profit• Avoid Social expenses• Competition
caused by theexpansion ofthe market
EnvironmentDevelopment• Environment
favoured use ofresources
• Development thatthe earth can bear
• Aesthetic favoured
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• Measures to be taken for Sustainable Development
• Motivating producers to produce goods and services congenial to the environment• Making people knowledgeable on the importance of the consumption of goods and
services congenial to the environment• Planning development projects to minimise environment damages• To make and exercise laws and regulations for the sustainable development• Encourage people to have a life style limiting overconsumption and beneficial to the
environment
• Responsibilities of the State and the citizens relevant to the environment
• Responsibilities of the State
• Planning measures for the development of attitudes of people relevant to the protectionof environment.
• Take measures to overcome poverty.• Take measures to minimize the imbalance of the development and consumption.• Make laws, rules and regulations and policies relevant to the environment for long-
term development.• Plan and implement awareness programmes for people on long-term development.• Taxing the producers who produce goods and services harmful to the environment.
• Responsibilities of the citizens
• Practising a life style congenial to the environment.• To be away from over consumption.• Developing attitudes congenial to the protection of the environment.• Remove litter in the proper manner.• To be away from human activities harming the physical environment.• To get the maximum benefit of the resources.• Making use of resources carefully.• Proper management of resources.
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Activity 11.9.1
Competency Level : Evaluates the importance of the protection of environment.
Activity : “Let us identify the physical environment”
Time : 40 minutes
Quality Inputs : ² The picture as given in Annexe 11.9.1.1.² Definitions of the Environment as given in Annexe 11.9.1.2.² Activity sheet as given in Annexe 11.9.1.3.
Teaching-learning Process :Step 11.9.1.1 : ² Display the picture given in Annexe 11.9.1.1 and the definition
given in Annexe 11.9.1.2.² Get pupils to observe the picture and the definitions.² Conduct a discussion to highlight the following:
² Physical environment includes - air, water, geographical features,plants and beings.
² All that is not produced by man come under physicalenvironment.
² Physical environment consists of the creations of the nature.² There are many definitions on the environment
(10 minutes)
Step 11.9.1.2 : ² Divide the class into groups to have four in each (according to theSTAD method)
² Distribute the Activity Sheets given in Annexe 11.9.1.3.² Get pupils to do the activity.² Get each pupil to answer the questions individually.
(20 minutes)
Step 11.9.1.3 : ² Get answers from pupils individually.² Marks obtained by individuals in a group are totalled and the total
is taken as the score of the group.² Allow pupils to note down important points.² Conduct a review highlighting the following:
² Physical environment is created by the nature.² Physical environment consists of plants, beings, water, air,
sunlight, etc.² Creations of man do not come under physical environment.
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² It is the responsibility of the people to protect the physicalenvironment.
(10 minutes)
Assessment and Evaluation:• Names the parts of the physical environment.• Evaluates the interrelationship between the physical environment and the human
environment.• Writes down information about the environment.• Makes others knowledgeable about the environment.• Presents information creatively.
Follow up work
² Fill in the table given below: Select relevant information from what is given withinbrackets.
Physical Environment Created Environment
................................................. .................................................
................................................. .................................................
................................................. .................................................
................................................. .................................................
(forests, buildings, tea estates, water falls, rivers, tanks, ponds, air, rain, towns, paddy fields, wild animals, birds)
² Fill in the blanksi. All that is not produced by man come under ........................................ii. Two parts of the physical environment are ................................. and
...............................iii. Physical environment is the environment that is not
.......................................
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Annexe 11.9.1.1
Annexe 11.9.1.2
Definitions on Environment
“It is the totality of external conditions surrounding a being or a group of beings oran object.”
“Natural environment is the environment other than social and cultural.”
“Physical environment is all that is present on the earth except what is producedby man.”
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Annexe 11.9.1.3
Activity Sheet
1. What is meant by Physical environment?............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
2. What are the parts that constitute the physical environment?............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
3. Construct a definition on Environment?............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
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Activity 11.9.2
Competency Level : Contributes in maintaining environment equilibrium for sustainabledevelopment..
Activity : “Let us contribute for sustainable development”
Time : 80 minutes
Quality Inputs : ² Activity sheets as given in Annexe 11.9.2.1.² Bristol boards² Platignum pens
Teaching-learning Process :Step 11.9.2.1 : ² Conduct a brain storming session raising the following questions?
² Out of the resources that we make use of, what are the resourcesthat take long time to be created, that get decayed when it isused and that can not be reused by reconditioning?
² If those resources come to be vanished in a short time, whatproblems will arise?.
² Conduct a discussion highlighting the following:² If we do not use resources to fulfill development needs carefully,
those resources will come to be vanished.² We have to protect those resources for future generations as
well.² New productions are done using resources to raise the standard
of living of the people.² Environment problems have risen as a result of the use of new
productseg. ²Damages to the Oson layer ² Atmosphere has got heated
² There can be a situation that the man can not live on the earth asa result of damages done to the environment.
² Hence, we have to pay attention on long-term development. (10 minutes)
Step 11.9.2.2 : ² Divide the class into groups appropriately.² Distribute activity sheets so that each group would get one activity
sheet.² Get pupils to do the activity in groups.² Assist them when necessary..
(30 minutes)
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Step 11.9.2.3 : ² Get each group to present the information they have collected tothe class.
² Get others to comment on the presented information.² Conduct a review highlighting the following:
² Development of the quality of life within the capacity of theearth planet/ development to fulfill the needs of the presentgeneration without disturbing the capability of the futuregeneration to fulfill their needs can be called sustainabledevelopment.
² A person contribute a to the sustainable development by havinga life style bearable and using resources carefully.
² Contribution of all people in the world is needed to havesustainable development.
² Difficulty in getting basic needs fulfilled, damage on oson layercaused by human activities, shortage of drinking water, higherheatness of the atmosphere, wastage of resources are the barriersto the sustainable development.
(40 minutes)
Assessment and Evaluation:• Defines sustainable development.• Accepts that one can contribute to the sustainable development by having a
bearable life style.• Presents various creations relevant to sustainable development.• Takes active part in group work.• Makes others knowledgeable about the need for sustainable development.
121 ������
Annexe 11.9.2.1Activity Sheets
Activity Sheet 01
• Collect and report few definitions on sustainable development’.• Discuss those definitions in your group.• Present a simple definition based on the discussion.• Present your report to the class.
Activity Sheet 02
• Prepare a list of qualities that are to be developed in a person who wouldcontribute to the sustainable development by fulfilling his needs..
• Explain those qualities to the class in brief.
Activity Sheet 03
Prepare a report on the topic“sustainable development should be achieved through the contribution of all thepeople in the world”under the following sub topics• Use of resources• Factors that have to be considered in introducing new productions
Activity Sheet 04
Prepare a short report on situations that threaten sustainable developmentcaused by human activities relevant to environment factors: water, land,atmosphere.
Activity Sheet 05
Explain in brief measures that we should follow in using resources forsustainable development.
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Activity 11.9.3
Competency Level : Evaluates the importance of protecting the environment.
Activity : “Let us protect our environment”
Time : 80 minutes
Quality Inputs : ² Picture as given in Annexe 11.9.3.1.² Concept map as given in Annexe 11.9.3.2.² Activity sheets as given in Annexe 11.9.3.3.² Demy papers² A4 papers² Bristol Boards² Marker pens
Teaching-learning Process :Step 11.9.3.1 : ² Display the picture showing the beauty of the environment and the
decay of the environment as given in Annexe 11.9.3.1.² Get pupils to observe the picture.² Conduct a discussion highlighting the following:
² Unorganised human activities bring harm to the environment.² Such human activities cause pollution of water, air and land.
(05 minutes)
Step 11.9.3.2 : ² Divide the class into groups appropriately.² Display the concept map given in Annexe 11.9.3.2.² Distribute Activity Sheets given in Annexe 11.9.3.3.² Give necessary instructions to the groups.² Announce the time at which group work has to be completed.
(25 minutes)
Step 11.9.3.3 : ² Get each group to present the report.² Discuss on each group report pointing out its strengths and
weaknesses.² Conduct a review highlighting the following:
² The environment consists of sectors as physical, biological andsocial.
² All such components of environment get damaged as a result ofunorganised human activities.
² Such environmental damages bring much harm to theenvironment.
123 ������
² Unlimited minings, vast changes done on land causeenvironmental damages.
² Agricultural activities, industries and other human activities bringdamages to the soil.
² Decay of soil beings, drying of water fountains, climatic changeswill take place.
² Over consumption, pollution of water, artificial drainage systemswill bring damage to the water.
² Shortages of drinking water, health problems, changes in theunderground water, decay of water born beings will be the resultsof environment damages.
² Climatic damages will take place as a result of agricultural andindustrial activities.
² Increase of natural disasters like floods, erosions, earth slides.² Overheating of the atmosphere, decay of Oson layer, acid rains
too will be the results.² Biological environment will be damaged as a result of human
activities.² Breakdown of biological equilibrium of the environment, decay
of traditional plants and beings, will be the results.² Social discrepancies, illtreatment of some social classes,
discrepancies on some religions, depending too much on socialclass and caste differences, not respecting social customs andvirtues will bring damage to the social environment.
² Struggles based on religions, break down of social relationsbreakdown of social identity will be the results of damaging thesocial environment.
(40 minutes)
Assessment and Evaluation:• Names the different sectors of the environment.• Accepts that the environmental equilibrium will be damaged as a result of human activities.• Presents the environmental damages caused by human activities.• Presents information clearly and orderly.• Involves in group activities.
Follow up work
Develop a concept map based on the concept map that you observed and theinformation you have collected.
124 ������
Annexe 11.9.3.1
125 ������
Ann
exe 1
1.9.
3.2
In
fluen
ces o
f hum
an ac
tiviti
es a
re p
hysic
al, b
iolo
gica
l and
soci
al en
viro
nmen
t
126 ������
Annexe 11.9.3.3
Activity Sheets
Group 1
Do a presentation on geographical influences of human activities after observingthe concept map.
Group 2
Do a presentation on influences of human activities on soil after observing theconcept map.
Group 3
Do a presentation on influences of human activities on water after observing theconcept map.
Group 4
Do a presentation on the influences of human activities on climate afterobserving the concept map.
Group 5
Do a presentation on the influences of human activities on biological environmentafter observing the concept map.
Group 6
Do a presentation on the influences of human activities on social environmentafter observing the concept map.
127 ������
Activity 11.9.4
Competency Level : Accepts the challenges to the environment and their social influences.
Activity : “Let us protect the environment”
Time : 80 minutes
Quality Inputs : ² Few newspaper reports on damages to the environment as given inAnnexe 11.9.4.1.
² Activity sheets as given in Annexe 11.9.4.2.² Felt pens² Half sheets
Teaching-learning Process :Step 11.9.4.1 : ² Present the newspaper reports given in Annexe 11.9.4.1 to the class.
² Ask questions as follows and conduct a discussion.² What sections of the environment have been affected as indicated
in these newspaper reports?² What are the human activities that have influenced them?
² Conduct the discussion highlighting the following:² Resources in the environment are being used to fulfill human
needs.² Natural environment gets polluted as a result of human activities.² As a result the lithosphere, hydrosphere and the atmosphere
have been polluted. (10 minutes)
Step 11.9.4.2 : ² Divide the class into groups appropriately.² Distribute the activity sheets among groups.² Direct pupils to a place/places around the school that influence
pollution of water, land and atmosphere.² Get pupils to explore information.² Help them when needed..
(30 minutes)
Step 11.9.4.3 : ² Get each group to present the report on what they had explored.² Get others to comment on the presented report.
128 ������
² Conduct a review highlighting the following:² Hydrosphere has been damaged (polluted) as a result of human
activities (show examples)² This may ultimately result in the scarecity of drinking water in
the future.² Because of this activities done with water used as a resource
may get limited.² The atmosphere gets polluted because of the smoke released
from factories, motor vehicles and various other machines.² The land gets polluted because of the removal of wastage
unsystematically.² Human activities have be controlled in order to minimize
environmental problems.² We should be careful to have minimum damage to the
environment. (40 minutes)
Assessment and Evaluation:• Explains that water, air and land get polluted due to human activities giving examples.• Evaluates the importance of behaving in the way not doing any harm to the
environment.• Prepares reports on field observations.• Takes active participation in group work.• Makes others knowledgeable on protection of environment.
Follow up work
• Collect reports on information about pollution of water, air and land inSri Lanka/ the world.
• Prepare a report on measures to solve them.
129 ������
Annexe 11.9.4.1
Collect two or more newspaper reports related to environment pulution.
Annexe 11.9.4.2
Activity Sheet
• Observe a place/ places close to the school with the advice of the teacher.
• Prepare a report on your observations under the following sub headings:
• Sectors that have been polluted - water/ land/ air
• Causes for environment pollution
• Unfavourable results caused by environment pollution
• Measures that can be taken to minimize environment pollution
130 ������
Activity 11.9.5
Competency Level : Explains the importance of sustainable development to maintain anequilibrium in the environment so that environment damages areminimized in the fulfillment of development needs..
Activity : “Let us step towards development”
Time : 80 minutes
Quality Inputs : ² Map showing developed and developing countries as given in Annexe 11.9.5.1. ² Activity sheets as given in Annexe 11.9.5.2. ² Bristol boards ² Demy papers ² Platignum pens ² The text book
Teaching-learning Process :Step 11.9.5.1 : ² Display the map given in Annexe 11.9.5.1 and get pupils to identify
few developed countries and few developing countries.² Ask the following questions from the pupils:
² What are the developed counties as shown in the map² What are the developing countries as shown in the map² What are the reasons to consider them as developing countries?
² Conduct a discussion highlighting the following:² Countries in the world can be categorized as developed countries
and developing countries.² There are several criteria to distinguish as developed and
developing countries.² Less income, shortage of capital, facilities like education, health,
transport, communication at a low level are the commoncharacteristics of developing countries.
(15 minutes)
Step 11.9.5.2 : ² Divide the class into groups appropriately.² Distribute activity sheets given in Annexe 11.9.5.2 to the groups.² Distribute stationary to the groups.² Give necessary instructions to the groups.² Give them time to do the activity.
(25 minutes)
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Step 11.9.5.3 : ² Get each group to present its report.² Get others to comment on the presented reports.² Conduct a review highlighting the following:
² Development of a country in all the areas of economic, social,cultural and moral could be considered as real development
² Instruments of measuring development are of two typestraditional and modern
² Modern instruments are concerned with economic factors aswell as social factors
² Low income, shortage of capital, high rate of populationincrease, low levels of social development are the characteristicsof developing countries
² Developing countries face problems in the process ofdevelopment, such as shortage of capital, lack of technology,problem of energy, political unstability
² Those countries should attempt to develop on their own effortby overcoming such problems
(35 minutes)
Assessment and Evaluation:• Explains what ‘development’ is giving definitions.• Accepts that not only the economic sector, but social, cultural and moral sectors too
are important in development.• Categorises countries as developed and developing analysing criteria on
development.• Participates in group work as an active member.• Makes presentations attractively.
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Annexe 11.9.5.1
Map showing a few selected developed countries and developing countries.
(1) Canada (11) Nieger(2) U.S.A (12) Mali(3) England (13) Moretanea(4) Japan (14) India(5) New Zealand (15) Maldives(6) Sri Lanka (16) Nepal(7) Bangala desh (17) Butan(8) Pakistan(9) Afganistan(10) Wad
(1), (2), (3), (4), (5) developed countries(6), (7), (8), (9) (10), (11), (12), (13), (14), (15), (16), (17) Developing Countries
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Annexe 11.9.5.2
Activity Sheets
Activity Sheet 01
• Select few definitions on the new concept of development.• Discuss about those definitions in your group. Get the assistance of your
teacher when needed.• Select two definitions from what you have already selected and discussed.• Construct a definition of your group taking into consideration the definitions
you have selected and the views of the members of your group.• Write down the two selected definitions on ‘development’ and the definition
that your group constructed on a bristol board, present it to the class andexplain it.
Activity Sheet 02
• Prepare a report on the themes given below making use of bristol boards/demy papers supplied to you.- State three traditional instruments to measure ‘development’- State the advantages and disadvantages of those traditional instruments- State three modern instruments to measure ‘development’- State the advantages of those modern instruments.
• Present your report to the class and explain it.
Activity Sheet 03
• Prepare a list of common features of developing countries• Present it to the class and explain it.
Activity Sheet 04
• Prepare a list of problems faced by developing countries in the process ofdevelopment.
• Present the list to the class and explain it.
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11.10 International Relations(20 periods)
Introduction
In the early days people could get their needs fulfilled within the country. Hence internationalrelations were limited. Later on, as a result of voyages of discovery and industrial revolutioninternational relations began to develop.
As a result of the industrial revolution, on the needs of getting raw material for industriesand to find markets for finished goods international relations on trade began to develop. With theattempt on achieving such economic needs, the powerful countries were able to capture countriesand to have colonies under their rule. Along with the spread of international trade, powerfulcountries attempted to spread their culture as well.
Along with the development of transport and communication, international relations beganto grow further.
Along with such international relations powerful countries in the west established Empires.Then began a struggle for power among those powerful countries. The World War I and theWorld War II were the bad consequences of those struggles among powerful countries. TheWorld War II brought serious damage to the world. Many people died at the war. Somechildren lost their parents. There was a large number of refugees. The whole world facedimmense problems as a result of the war.
The people in the world felt the need to avoid war. They faced the problem of findingsolutions to the consequences of war. As a result of these felt needs the United NationsOrganisation (UNO) and its affiliated institutions were established. This step can be consideredas a land mark in the development of international relations.
Later on many international organizations were established relevant to economic, socialand political needs. Those organisations are now functioning world wide and at Regional levels.At the same time countries in the world maintain international relations at State level throughdiplomatic missions and ambassador services.
International Relations have developed as a broad subject and greater attention is paid onthat in the present day. The world has become small to be a universal village. The man hasbecome a member of the world society.
It is expected through this lesson unit to make pupils explore on international relations,their importance, different means of relations and their relevance to the human life and developcompetencies needed as a member of the world society.
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Competency : “Participates as a member of the world society in developing effectiveinternational relations”
Competency levels:1. Accepts the importance of international relations in the modern society.2. Explores the present situation of the international relations and the influences of other
countries on Sri Lanka.3. Explains the structure of selected international organizations.4. Examines the benefits gained by Sri Lanka through development of international
relations with specific objectives.
Subject Content
International Relations
11.10.1 Introduction
International relations are the relations maintained among nations. The relations are builton relations among states, among states and organizations, and among persons.
Importance of international organizations
• In the very early days the States had self sufficient and self dependent economies. TheStates could exist alone. But along with the expansion of the world population, and whenthe needs of the people became complex and varied a state could not exist alone. Henceinternational relations became important.
• International relations can be developed along different fields as political, economic, culturaland social.
Causes for the development of international relations
• Inequality of resources.• Inability to produce all the needs of a country within the country.• Need to market extra products.• Development of transport and communication.• The need to have new technology.• To get help at disasters.• Political, social and cultural causes.
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11.10.2 Countries that influence Sri Lanka and their influence
Countries of the world make influences on Sri Lanka in various fields. Internationalrelations are developed in fields such as economic, political, social, cultural, etc. In the attempton development, Sri Lanka gets involved in international trade, gets foreign aids and loans. Thereare political and social relations as well. Some such international relations are discussed below.
1. Import-export activities
As major buyers of Sri Lankan export U.S.A., U.K., India, Belgium. Germany, Italy,United Arab Emir State, Russia, Japan make influences on Sri Lanka. Those countries have thepower to make influences on Sri Lankan economy by way of making limits to exports, makingvarious conditions, and making rations.
Among countries that Sri Lanka imports goods - India, China, Hongkong, Singapore,Iran, Thaivan, South Korea and U.S.A. are important. Those countries too have the power tomake influences on Sri Lankan economy by way of increasing prices, making limits on trade,increasing duties, etc.
2. Foreign aids and loans
Countries like Japan, U.S.A., U.K., European Congress, China and India supply aidsand loans, and these countries can make influences on Sri Lanka in supplying such aids and loansfor development work.
3. Supply of employment
Countries in the Middle East and European congress are the principal countries thatsupply employment to Sri Lankans. Those countries have the power to make influences on SriLanka by way of making limits on employment, fixing minimum employment and making variousconditions.
4. Powerful countries in the south Asian Region
The most powerful country in South Asia is India, while Pakistan takes the second place.Since Sri Lanka is situated close to India and Pakistan geographically and since there are strongrelationships with those countries in economic, political, educational, cultural and social aspects,those two countries have influences on Sri Lanka in international relations.
5. Influences through international institutions
In the present world, along with the development of the concept of globalization thecountries of the world make international influences through various organizations. World Bank,International Monetary Fund, Asian Development Bank, European Congress, United NationalOrganisations are some of those institutions. Influences on economic, educational, social, culturaland political fields are done through such institutions. Mostly it is the powerful countries whomake international influences through such institutions and it is the developing countries that areaffected by such influences.
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11.10.3 International Organisation
United Nnational Organisation (UNO)
Origin
• Three countries led by three leaders pioneered the establishment.They were:U.S.A. - Franklin RouseweltBritain - Winston ChurchilRussia - Joseph Starlin
• Delegates from 50 countries including the above three held a conference oninternational organisation in April 1945 at St. Fransisco.
• The Enactment of the United Nations was signed by the above countries on June26th 1945.
Aims• To maintain international peace and security.• To develop friendly relations among nations, on the principles of equal rights of the
people and on the principles of freedom to take decisions.• To secure fundamental human rights supporting the resolution of international
economic, social, cultural and human problems.• To function as a centre of coordination in achieving those common aims.
To achieve those aims six principal organisations were established attached to the U.N.O.
Principal organisations, their structure and functions:
1. The General Assembly2. The Security Council3. The Economic and Social Council4. The Trusteeship Council5. International Court of Justice6. The Secretariat
The General Assembly
• It is the principal body where representatives of all nations meet together. (By October2006 there were 192 members)
• The General Assembly meets once a year. Special meetings can be called on therequest of the majority of members.
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Powers and Functions• Admittance of new members• Discuss and recommend policies on international co-operation aimed at international
peace and security including the policies on disarmament and limitation of arms.• Approving the annual budget.• Direct the attention of the Security Council on conditions of threatening international
peace and security.• Appointing the Secretary General on the recommendations of the Security Council.
The Security Council
• The responsibility of maintaining international peace and security lies on the SecurityCouncil.
• The Security Council consists of five permanent and ten non-permanent members.Permanent members are Britain, the United States of America, Soviet Russia, Chinaand France. The non-permanent members are elected for two year terms by theGeneral Assembly.
• An action can be taken with the votes of at least 09 members including all the fivepermanent members. For decisions on peace and security the consent of thepermanent five members is needed. If any permanent member abstains from votingin taking any decision on a proposal, that proposal gets void. It is called the ‘veto’power.
Powers and functions
• Maintaining international peace and security according t the purposes and principlesof the United Nations.
• Examining any dispute that may lead to an international conflict.• Recommend solutions and conditions to settle such disputes.• Planning on control of aims.• The Council can call upon members to impose economic sanctions and to break off
diplomatic relations.• It can take military action against countries which threaten or break the peace.• Make recommendations to the General Assembly to admit new members.• Make recommendations to the General Assembly in the appointment of the Secretary
General.
The Economic and Social council
• Economic and social functions of the United Nations are co-ordinated by theEconomic and Social Council.
• Number of members 54.• 1/3 of the members terminate their term of office in each year. So in each year 18
members are elected to this Council by the General Assembly.
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Power and functions
• Secure human rights and freedom of the people.• Discuss international economic and social subjects with common importance.• Studying, reporting and recommending on international economic, social, cultural
and educational subjects.• Make agreements with specialized agencies of the United Nations.• Call advices from Non Governmental Organizations on matters relevant to the
Council.• Coordinate functions of the specialized agencies by advising and making
recommendations.
Sessions of the Council are held twice a year in New York and in Geneva. The durationof a session is two months.
The Trusteeship Council
• The Trusteeship Council has as its main function the supervision of the administrationof trust territories under the authority of the General Assembly.
• Promotes political, economic, social and educational advancement of the inhabitantsof the trust territories.
• Promotes progressive development of the trust territories towards self-governmentor independence.
At the beginning the Council had 11 territories. Now all of them have come to beindependent territories.
The International Court of Justice
• It is the judicial Organisation of the United Nations.• It is composed of fifteen judges of different nationalities who are elected by the
General Assembly and the Security Council.• The period of service of a judge is 09 years.• Two judges are not appointed from one country at the same time.• The Court sits in the city of Hague in Netherland.
Powers and functions
• The court examines all the disputes forwarded by member states.• Member states agree to be abide by the decisions of the Court.• It has the judicial power on all matters included in the Charter of the United Nations
Organization.• It has the judicial power on international Agreements and Conventions.
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The secretariat
• It is the main administrative office of the United Nations Organisation. Its role is tocarry out the administrative services of the U.N.O. and the implementation of plansand policies decided by the institutions of the U.N.O.
• It is in charge of the Secretary General who is appointed by the General Assemblyon the advice of the Security Council.
• The term of office of the Secretary General is five years. Maximum terms he canhold office is two.
• The Secretary General has the power to direct the matters that he thinks would bea threaten to the international security to the Security Council.
• The members of the staff of this the Secretariat are appointed by the SecretaryGeneral. Those officers have to work on behalf of the U.N.O. and not on behalf oftheir respective countries.
Powers and functions of the Secretariat
• To prepare and forward the annual budget of the U.N.O.• The control of the militant of the U.N.O.• Intervene as a mediator to settle international conflicts.• Call international sessions relevant to the subjects of the U.N.O.• Function mass media services of the U.N.O.
Some Specialized Agencies of the U.N.O.
• United Nations Educational, Scientific and Cultural Organisation(UNESCO)
Started in 1946
The Head Office is at Paris in France
The aim of the UNESCO may be summarized in the opening line of its Preamble: “Since warsbegin in the minds of men, it is in the minds of men that the defenses of peace must be constructed.”
Its purposes:
• Destroy the barriers of ignorance and prejudice that exist between the people of thenations of the world.
• It seeks to promote friendly international co-operation by encouraging nations tofacilitate the free flow of ideas between their people.
• It seeks to develop a society built on a basis of a culture with knowledge, educationand determination.
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• To achieve those aims, the UNESCO has paid its attention on promoting readingand writing, to develop a basis for people to spend the leisure fruitfully, to promotehealth, to secure and take best use of the natural resources and to uphold family life.
• UNESCO believes that education is an essential factor for human development andeducation helps to have world peace.
Functions performed by UNESCO relevant to Sri Lanka
UNESCO has done a good service to promote education, science and culture of SriLanka. Some of its functions are as follows:
• Open University of Sri Lanka• University of Moratuwa• National Institute of Education• Sri Lanka Library Service• Natural Science Authority• Cultural Triangle Project• Mahaweli Community Radio Centre• Arthur C. Clarke Centre
United Nations International Children’s Fund (UNICEF)
Started in 1946
The Head Office is at New York in U.S.A.
Purpose: To secure the lives of children who lost their parents and who came to be destitute asa result of the Second World War.
Functions:
• To fulfill the immediate needs of the children at emergency.• Supply food, clothes and medicines etc to the children who need.• Implement functions relevant to the rights of the children according to the Declaration
on the Rights of the child by the General Assembly of the U.N.O.• Provide aids for the progress of children, and provide aids and encourage institutions
carrying out relevant programmes and policies.• Provide aids to promote Health Training, Specialist Health Services and for the
supply of nutritious food to children.• Provide aids to promote education.
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Functions performed by UNICEF for Sri Lanka:
• Provide aids to promote infant health.• Functions for the suppression of child diseases.• Functions to promote literacy.• Functions to decrease infant death rate.• Provide aids for the development of health facilities in the rural areas and in the
Estate sector.• Provide aids to promote primary education in the rural areas and in the estate sector.• Provide aids to promote family health in the new colonies of the Mahaveli
Development Project.• Functions to avoid malnutrition.
United Nations Conference on Trade And Development (UNCTAD)
Started in 1964
Head office is at Geneva in Switzerland.
Aims:
• To maintain world trade for the enhancement of economy.• To promote international trade of the developing countries.• Analysis of policies leading to increase the rate of economic development of the
developing countries.• To have discussions and Agreements with countries.• To develop co-operation in technology.
Functions performed by UNCTAD for Sri Lanka
• Assistance in organising trade activities.• Computerization of import export information of the Colombo harbour since January
1994.• Bring Katunayake airport under self working custom data system.• Computerization of functions of Customs Department of Sri Lanka.
International Labour Organization (ILO)
Started in 1919.
It came to be an associate agency of the U.N.O. in 1946.
Head office is at Geneva in Switzerland.
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Aims
• To protect rights of the labour.• To improve labour conditions, raise living standards and promote social and
economic stability of member states.• To improve housing standards of the working people.• Prepare and implement programmes for the progress of the labour.• Prepare programmes for technical assistance.• Prepare educational and training programmes for the labour.• Make international agreements to have an equal standard in relation to salaries,
hours of working, compensations, work conditions, social security, leave and otherlabour rights.
Programmes that have been implemented
• Implementing programmes on improvement of labour relations and social securityof labour in the Caribean Region of Africa.
• Working in solving labour problems in the Asian countries through the AsianProgramme on Human labour planning.
• Programmes on labour administration, labour, policies of employment, job security,labour emergency, employment of women and children, etc.
• Training programmes on the use of technology and programmes on education,research and information technology.
• Programmes on avoiding child labour.
Programmes implemented relevant to Sri Lanka
• Programmes on the welfare of those Sri Lankan workers who come back afterserving in the Middle East countries.
• Programmes to assist training in Hotel and Tourist Industries and in Handicraft.• Programmes to assist Sri Lanka on the supply of foreign jobs.
Food and Agriculture Organisation (FAO)
Started in 1945
Aims• Get rid of hunger and malnutrition in the world.• Promote life standard of the world population.• Improve food production in the world.• Promote systematic distribution of food.• Promote life standard of villagers through programmes on rural development.
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Functions undertaken by FAO
• Programmes on protection of soil.• Programmes on protection of water resources and water management.• Promote technology in the Third World Countries to improve yield in cultivation.• Programmes on the development of fisheries in the fresh water.• Supplying aids to the countries who suffer from lack of sufficient food such as
Uganda, Eheopea and Tansania.• Resettlement of families under Volta River Project and Aswan dam project.
World Health Organisation (WHO)
Started in 1948
Head Office is situated at Geneva in Switzerland.
Its main aim is to help in the eradication if not the prevention of disease.
• At the Primary Health Conference held at “Alma Ata” in Russia in 1978, aprogramme of eight factors was proposed as follows:• Health Education• Food and Nutrition• Pure water and Sanitation• Child Health and Family Planning• Maternity Health• Prevention of epidemic diseases• Treatment of diseases• Supply of medicines
A special attention on developing countries was paid in this programme.
• The challenge that the W.H.O. has faced at present is on eradication of Aids/HIV.
• Programmes are implemented world wide to protect children, from diseases suchas diphtheria, measles, polio, tetanus, tuberculosis.
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11.10.4 Regional and other organizations
SAARC Organisation
Started in 1985 (on 08th December 1985 at Dacca in Bangladesh)
Member Countries: Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, Sri Lanka andAfganistan.
• Member countries have agreed to respect the independence and unitary status of the membercountries, not to use armed forces against each other, not to interfere with the internalaffairs of the member countries, to settle disputes peacefully and to work on the principlesof equality among member countries.
Aims• Accelerate economic, social and cultural development of the Region.• Raise the standard of living of the people of the Region through the improvement of
their walfare activities.• Promote co-operation and self confidence of member countries.• Develop active cooperation and mutual assistance in the economic, social, cultural,
technological and scientific fields.• Understand the problems of member countries and participate in mutual understanding
and trust.• Work in cooperation with other international and Regional Organizations having
equal aims.
Measures adopted for economic and social development of member countries.• Agriculture development• Health, population and child welfare• Educational, cultural and sports development• Development of Science and technology• Development of transport• Interchange of technology• Promote communication• Environment development• Implementing programmes an eradication of narcotic drugs• Rural development programmes• Promote tourism• Cooperation in disasters• Development of trade
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• National flags of SAARC Countries are given below
• Some general information about member countries
Member Method of Capital Extent of land Money
country governance Sq.km. Unit
India Parliamentary New Delhi 3,287,263 Indian
System Rupees
Bangladesh Parliamentary Dacca 143,998 Taka
System
Pakistan Parliamentary Islamabad 796,095 Pakistan
System Rupees
Bhutan Monarchy Thimpu 46,500 Bhutan
Rupees
Nepal Parliamentary Kathmandu 147,181 Nepal
System Rupees
Maldives Executive Male 302 Maldivian
Presidential Rupees
System
Sri Lanka Executive Sri 65,610 Sri Lankan
Presidential Jayawardenapura Rupees
System
Afganistan Presidential Carbool 652,090 Afgan
System
• Trade Agreements made among SAARC countries.1. SAPTA (South Asian Preferential Trade Agreement)2. SAFTA (South Asian Free Trade Agreement)
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South Asianl Preferential Trade Agreemtnt (SAPTA)
Started in 1995
Member Countries: SARRC countries
Aims• Promote Regional Trade• Utilize resources efficiently• Implementing a preferential trade policy limited to South Asia• Grant duty concessions• Free Trade areas relevant to this Agreement are identified as “Free Trade Areas”
South Asian Free Trade Agreement (SAFTA)
• This can be recognized as a further step of the SAPTA. This has been started withthe aim of establishing a Free Trade Zone among the countries of the Region.
• It aims at strengthening economic cooperation among countries, of the Region,accelerating the development of inland economy of each country and improving theprocess of production.
• Further, it aims at mobilization of labour among member countries.
Relations developed by SAARC countries with international organisations andRegional Organization
SAARC countries have developed relations with international countries and Regionalcountries. Such relations are important for Regional co-operation and international co-operation.Some such relations are given below:
1. SAARC - UNCTAD (1993)2. SAARC - ESCAP (1994)3. SAARC - UNICEFF (1993)4. SAARC - Asia Pacific Telecommunication (1994)5. SAARC - UNDP6. SAARC - United Nations International Pharmaceutical Programme7. SAARC - Colombo Plan
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ASEAN
Started in 1967
Head Office is situated at Jakarta in Indonesia.
Member Countries : Indonesia, Singapore, Thailand, Phillippine, Malasia, Vietnam, Brunai,Loas, Vienmer
Aims• To implement a unified economic system in the member countries on co-operation.• Development of Research Sections Cooperatively.• Uniting for better success of agricultural and industrial fields.• Promote trade in the member countries and find ways to study problems in
international trade.• To raise the life standards of member countries.
BIMST - EC
Started in 1978
Head Office is situated at Jakarta in Indonesia.
Member Countries : Bangladesh - BIndia - IMianmar - MSri Lanka - SThailand - TEconomic Cooperatin - EC
Aims : Economic cooperation of member countries and exchange of Technology.
• This organisation was formed by uniting the countries around the Bay of Bengal. Butrecently Nepal and Afganistan too joined this organization. That is in 2005.
• At the seminars of this organisation steps have been taken to make Agreements on tradeand Technology of member countries.
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World Trade Organisation (WTO)
Started in 1995. (01st January 1995)
Head Office is situated at Geneva in Switzerland
• It was established as an affiliated institution of the GATT on 01st January 1995.
Aims:
• To promote production, trade and investments.• Get 3rd world countries participate in active international trade.• To work in cooperation with other international organisations who take part in policy
making relevant to world economy.• To assist in the development of international trade.• To assist in the solution of problems relevant to international trade.
Some functioned performed by WTO
• As a result of multiple party trade agreements made by this organisation, the rationsystem in exporting textiles to the developed countries was removed.
• Secure the ownership of intellectual property.• Reduce custom duties on industrial goods.• Introduction of the system of trade licence for production.
International Bank for Reconstruction and Development (IBRD) (WorldBank)
Inception : The agreement was made in 1944. But came to be implemented in 1949.
Head Office is situated at : Washington in U.S.A.
Aims
• To supply financial loan aids to the developing countries for their development workmaking use of money grants from developed countries.
• To supply specialist knowledge and technology to developing countries for theirdevelopment work.
• Persuade developed countries and international organisations to invest in developingcountries.
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Some functioned performed by the world Bank for Sri Lanka.• Sri Lanka got the membership of the World Bank in 1950, and started getting
aids in 1954.• Colombo Environment Development Programme• Poverty alleviation scheme• General Education Development Project• Health and Population Project• National Irrigation Reconstruction Project• Economic Restructure Project• Telecommunication Project• Private Financial Development Project
International Mnetory Fund (IMS)
Started in 1944It was established according to the Bretonwood Agreement along with the WorldBank.
Head Office is situated at Washington in U.S.A.
• It was established as an affiliated institution of the GATT on 01st January 1995.
Aims:
• To have an international stable financial system and a formal foreign exchange system.
• To have a multi party international payment system.
• To facilitate international trade.
Functions:• Supervision and monitoring of funds relevant to economic and financial development
of member countries.• Supply of funds to those countries having problems on balance of payment• It helps countries to secure financial stability, facilitates international trade, and helps
countries for their economic development and to reduce poverty.• Sri Lanka is a member of the IMF and has gained benefits from it in covering balance
of payment and financial aids for various development projects.
Common Wealth of Nations
It was established in 1944. But its history goes for back as to Durham CommissionReport of 1839. By 1907 it was known as the "Empire Conference".
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In 1911 Great Britain held a conference to discuss the common problems of the coloniesof the British Empire, which was called the "Empire Conference". The Common Wealth ofNations evolved from the former British Empire. When the colonies of the British Empire gainedindependence, most of them voluntarily agreed to be the members of the Common Wealth ofNations. It was established in 1944 with the former colonies of the British Empire as its members.However it is not compulsory for all countries who gained independence from the British Empireto join the Common Wealth of Nations.
Number of member countries at the inception - 07The were as follows:
• Great Britain• Australia• South Africa• Rodesia (Simbabwe)• Canada• Newzealand• India
Aims:
• To work for the international peace and stability in order to secure peace anddevelopment of the humanity.
• To work for the personal freedom and equal rights of the people disregarding national,racial or religious differences.
• Protection and development of ma's right to involve in democratic political activitiesand to organise the social structure where one lives in.
• Promote activities on eradication of poverty, ignorance and diseases and work forthe development of life standard of the people.
• Promote international Co-operation and eradicate situations that world bring aboutwar and a secure international place and protection.
• To do away with national disputes and imperialism and promote human dignity andsocial equality.
Functions:
Function of the Commonwealth of Nations is to act to achieve the above aims.
Asian Development Bank (ADB)• Started in 1966• ADB was established with the aim of economic development of Asian Countries.
Members include not only the Asian countries but the developed countries tostrengthen its capital.
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Aims
• Promote investments in the Asian and Pacific Regions.• Utilization of regional resources for economic development.• Supply loan aids for development projects.• Promote industrialization in the countries in the Asian and Pacific Regions.• Promote cooperation among countries in the Region.• Work in co-operation with the other international institutions of the U.N.O.• Pay special attention on economic problems of the Region.• Supply technical aids.
11.10.5 Methods of International Relations
Diplomatic Service
Maintaining official relation among independent states making use of intelligence anddiplomacy.
It is used as an important means of developing international relations and management ofinternational relations. It is very much useful in maintaining peaceful relations among States.Relations among States are maintained through ambassadors and diplomats.
• Functions of ambassadors and diplomats
• Carryout the foreign policy of the country• Safeguard the intentions of the citizens of the country• Inform important messages of the State• Develop a good image about the country• Establish friendship among nations• Develop political, social and intellectual relations• Represent the country and the head of the State of the country• Work with an understanding and supervision of the above functions
• Qualities to be possessed by an ambassador or a diplomat
• Should work with a broad knowledge and understanding about the role and functionsof a diplomat, laws, methods of diplomacy, principles and ethics.
• Should have a knowledge about one’s country and also about the country whereone serves.
• Should have a knowledge about the current affairs of the world• Should have a good knowledge about diplomacy, arbitration, mediation and
conferencing.• Should be able to adopt international law and international politics for the wellbeing
of one’s country.• Should work as an eminent, exemplary and honorable person.
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International Trade
A country can not produce all what she needs. In other words a country can not be selfdependent. Hence, any country has to import those goods that she can not produce from othercountries. On the other hand a country can not consume the who quantity of some goods thatshe produces. So excess of products of a country has to be exported to other countries. Soalmost all the countries of the world export some of their products to the other countries andimport same goods from other countries. This export and import of goods among countries isknown as international trade.
International trade takes place in two ways:i. Two party tradeii. Multi-party trade
Two party trade
• Exchange of goods and Services between two countries.• Although it is not compulsory to have a written agreement between the two relevant
countries, sometimes such agreements are made between the two countries. Whensuch an Agreement is made between two countries, it has conditions such as thegoods that are transacted, how monetary transactions are done and the period ofthe agreement.
• Although the prices of the goods that come under the agreement change in the worldmarket, the two countries that came to the Agreement do not change the pricesduring the period of the agreement.
• This method is more beneficial to developing countries that have problems on foreignexchange.(Free trade agreement between India and Sri Lanka is an example)
Multi-Party trade
• Exchange of goods and services among more than two countries is called multi-party trade.
• This is the popular system of trade practised in the world now.• Money payable to goods transacted are not directly paid to the relevant country.
The value of any goods exported to a country may be settled from the value of someother goods exported to some other country. Transaction of money is done throughforeign exchange.
• Money accepted in international trade are American Dollars, Sterling Pound ofU.K. Euro and Japanese Yen.
• International relations are strengthened by international trade.
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War• When two or more parties get into a conflict and when they can not resolve it
peacefully, that conflict may end in an armed struggle which may be called a war.Hence, war is the maximum stage of a conflict.
• A struggle of armed forces between two parties consisting of States, nations orcountries or between two parties within a same county may be called a war.
• In one way the war is combined with nuiance. On the other hand it has a legalstatus.
• Causes of war• Political factors
Political factors leading to war depend on the following:• Sovereignty• Imbalances of power• Conflicts• Suspicion• Invasion• Fear on a foreign power
• Psychological factors• Cultural factors• Visionary factors
eg. democracy vs dictatorship democracy vs nationalism capitalism vs socialism
• Economic factors
War can take place based on any one or more of the above factors.
It is reported that more than 100 million people have died in war in the 20th century.• In the 1st World War more than one million soldiers and more than one million
civilians had died.• In the 2nd World War more than 16 million soldiers and more than 30 million civilians
had died.• John F. Kennedy, a former president of the United States of America has stated
“Either the human multitude should make an end of the war, or else the war willmake an end of the human multitude.”
• As a result of the war people emigrate to other countries, and will become refugees.• The problem of refugees has become very serious in the world today.• Large amount of resources are destroyed as a result of war.• When the countries get weak as a result of war they happen to get the assistance of
other countries.eg. weapon, military training, soldiers
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• At the situations of war, countries involved in war may have to develop internationalrelations to get military assistance.
• Sometimes those countries may have to make Agreements with other countries,and sometimes such Agreements may have bad consequences.
• When a country has faced a war, that country has to deal with the problems causedby refugees, may have to resettle refugees, those refugees may have to be suppliedwith infrastructure facilities, may have to supply education, health, security, etc. Acountry may find difficult to do all these things alone. That country may have to getthe support of the international community. For that they have to have internationalrelations.
Foreign Aids• Since the developing countries can not accomplish their development work by
themselves, they have to get the co-operation of the international community forthat. This particularly happened due to the shortage of capital in the developingcountries.
• Since the developing countries export primary goods to the world market, and theprices of primary goods are low, they always face disadvantaged balance of trade.
• Hence the assets of those countries get decreased and face problems in findingcapital to invest on development projects.
• Hence those developing countries have to depend on foreign aids.• Aids that a country gets from other countries or international organizations to settle
the balance of payment or to find capital for development projects, are called ForeignAids.
• Foreign Aids are of different types:• donatins• loans• goods and services
• The system of Foreign Aids started in the formal manner after the 2nd World War.That is due to the economic decline faced by most of the countries in Europe due tothe war. U.S.A. implemented a programme called “Marshal Plan” to grant foreignaids to those countries who were in poverty in order to recover their economics.
Causes for the need of foreign aids:• Shortage of capital• Problem of refugees• Natural disasters• Reconstruction work as a result of war• To get new technology
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• Donations
• Donations are supplied to a country from another country or countries or from anorganisation.
• They can be money, machinery, buildings or services.• Grants that are not going to be recovered come under donations.
• Loans
• A country or an institution may grant loans on conditions.• Loans may be either with interest or without interest.
Loans without interest are helpful to developing countries.• In supplying loans with interest, the rates of interest and the period of paying back
are included in the conditions.• Loans can be categorised on the basis of the period of repayment as long term loans,
intermediate loans and short term longs.• Some countries in giving loans may make conditions that the burrowing country
should compulsorily buy goods from the lending country.
• Goods and Services
• Foreign aids relevant to education, health, irrigation, agriculture and industries andsuch other fields in the form of goods or services come under this category.
• Buildings for universities, hospitals and such other institutions, housings for thosewho were displaced due to tsunami come under this category.
• Specialist services of foreign countries for research and training programmes in thefields of engineering, medicine, agriculture, fisheries, etc are the services that comeunder this category.
• Foreign Scholarships to local students too are services that come under this category.
International Organisations that supply foreign aids• World Bank• International Development Congress• Asian Development Bank• Colombo Plan• OPEC
International Organisations on Foreign Trade
• European Common Market• UNCTAD• World Trade Organisation
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Peace
As a result of the 1st World War and the 2nd World War, the attention of the world leaderswas focused on International Peace and Security. The establishment of the United NationsOrganisation (UNO) too was a result of this situation. Today the UNO works as the maininternational organisation to promote international peace, security and friendliness.
When a conflict arises between two countries, in the attempt on resolution of such conflicts,the assistance of a third country may be sought. Similary countries which have internal conflictstoo may seek the assistance of another country or countries. So, international relations are builtin this way.
Development• In the presence of the concept of globalization each country has to have relations with
other countries. On the other hand, there is no country which is self sufficient. Hence eachcountry should have relations with other countries. Even if a country is self sufficient, it mayhave some other problems which compel that country to have relations with other countries.
• Developed countries attempt to maintain their standards, where the developing countriesattempt to get developed. In this attempt on development all countries whether developedor developing, attempt to maintain relations with other countries in the fields of economic,social, political and cultural. Both developed and developing countries attempt to build upinternational relations on such aims as facing world terrorism, violation of human rights,social mishappenings, and serious crimes.
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Activity 11.10.1
Competency Level : Evaluates the importance of international relations in the present society.
Activity : “Let us step towards development through cooperation”
Time : 80 minutes
Quality Inputs : ² Picture as given in Annex 11.10.1.1.² Activity sheet as given in Annexe 11.10.1.2.² Demy papers² Felt pens
Teaching-learning Process :Step 11.10.1.1 : ² Display the picture given in Annexe 11.10.1.1 and get pupils to
observe it.² Conduct a discussion asking following questions:
² What are the goods illustrated in the picture?² Why those goods are imported in large scale to Sri Lanka?
² Conduct a discussion highlighting the following:² Through the self sufficient social system prevailed in the past,
countries carried out their economic activities by themselves.² Today none of the countries in the world can survive alone.² Every country has to have relations with other countries to import
essential goods from other countries and export excess productsto other countries and also for many other reasons.
(05 minutes)
Step 11.10.1.2 : ² Divide the class into groups appropriately.² Distribute activity sheets given in Annexe 11.10.1.2 so that each
group gets one.² Give sufficient time to complete the activity.² Give necessary instructions to do the activity.
(35 minutes)
Step 11.10.1.3 : ² Get each group to present the group report.² Get others to comment on the report presented.• Conduct a review highlighting the following:
² In the modern world no country whether developed ordeveloping can survive alone
² Inequality in the distribution of resources² To get required resources
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² To market excess productions² To purchase high quality products² Although some goods are produced in the country insufficiency
of production² Inability to produce some goods in the country due to the lack
of necessary technology² Need of foreign aids to find necessary capital and technology² The need of international cooperation to ecure peace² Necessity of the assistance of other countries at disasters² The need of international support to solve problems that arise
at certain times. eg. terrorism, narcotic disaster(40 minutes)
Assessment and Evaluation:• Explains the need for international relations.• Accepts the importance of international relations to Sri Lanka as a developing
country for her attempts on development.• Marks and names few countries that maintain relations with Sri Lanka in a map.• Keeps good inter relations with others in the group.• Makes others aware of the need of international relations.
Follow up work
Prepare an article including your views on the topic:“International relations are needed to solve current problems like aterrorism and narcotic disaster.”
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Annexe 11.10.1.1
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Annexe 11.10.1.2
Activity sheets
Group 1
Complete the following table.Explain in brief the information included in the table at the group presentation.
Column (01) Column (02) Column (03) Column (04)Good Country from Causes to Benefits of
which imported import importing
Motor vehicles
Machinery
Fuel
Group 2
Some goods exported from Sri Lanka are given in column 01. Complete thecolumns 02, 03 and 04 in the table relevant to those goods. Explain in briefthe information included in the table at the group presentation.
Column (01) Column (02) Column (03) Column (04)Good Buying Causes for Benefits gainedexported countries buying by Sri Lanka
Tea
Rubber
Finished garments
Gems
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Group 3
Some goods imported to Sri Lanka are given in Column 01 of the table.Write down the countries from which they are imported in column 02, and thereasons for importing in column 03 of the table.
Column (01) Column (02) Column (03)Goods Countries from Reasons for
where they are importing
imported
Dhall
Tyres
Potatoes
Group 4
Some natural disasters faced by Sri Lanka are given in column 01 of the table.Write down the countries that helped at those situations in column 02, and theorganisations that helped in column 02 of the table.
Column (01) Column (02) Column (03)Natural Countries Organisations that
disasters that helped helped
Tsunami
Floods
Droughts
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Activity 11.10.2
Competency Level : Analyses the benefits gained by Sri Lanka in developing international relations.
Activity : “Let us identify the affiliated institutions of the United Nations thatcooperate in our development”
Time : 80 minutes
Quality Inputs : ² Symbols of UNESCO and UNICEF as illustrated in Annexe11.10.2.1.
² Activity Sheets as given in Annexe 11.10.2.2.² Bristol boards, half sheets and felt pens.
Special Instructions: Distribute the Activity sheets given in Annexe 11.10.2.2 to the pupils few days prior to the lesson, so that they could collect information for the activity.
Teaching-learning Process :Step 11.10.2.1 : ² Display the symbols of the UNESCO and the UNICEF as given in
Annexe 11.10.2.1.² Get pupils to observe those symbols and identify the institutions.² Conduct a discussion highlighting the following:
² There are several institutions affiliated to the United Nationsaimed at achieving economic and social development.
² Those institutions do a great service to the member countries invarious fields.
(10 minutes)
Step 11.10.2.2 : ² Divide the class into groups appropriately.² Distribute Activity sheets given in Annexe 11.10.2.2 to the groups.² Get pupils to do the activities in groups.
(25 minutes)
Step 11.10.1.3 : ² Get each group to present the group report.² Get others to comment on the report presented.² Conduct a review highlighting the following:
² UNESCO does a great service for the development ofeducation, science and cultural affairs of the member countries.
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² UNICEF does a great service for the welfare of the childrenand for the protection of child rights
² The World Health Organization does a great service for thedevelopment of physical and mental health of the people of themember countries
² The UNCTAD works for the development of a trade systemamong member countries
² The UNCTAD pays special attention to solve problems facedby developing countries in international trade
(40 minutes)
Assessment and Evaluation:• Explains the affiliated institutions of the U.N.O.• Evaluates the contribution of the affiliated institutions of the U.N.O. in the economic
and social development of the member countries.• Collects information and reports on the aids supplied by the affiliated institutions of
the U.N.O. to Sri Lanka.• Takes active part in the group work.• Makes others knowledgeable on the activities of the affiliated institutions of the
U.N.O.
Follow up work
Collect information on
• World Health Programme
• United Nations Development Programme (UNDP)
• International Labour Organisation
• World Bank
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Annexe 11.10.2.1
Symbols of the UNESCO and the UNICEF.
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Annexe 11.10.2.2
Activity sheets
Activity Sheet 01
• Collect information about the UNICEF under the following topics:• Symbol• Aims• Services• Aids supplied to Sri Lanka
Present the report of the information you collected to the class.
Activity Sheet 02
• Collect information about the UNESCO under the following topics:• Symbol• Aims• Services• Aids supplied to Sri Lanka
Present the report of the information you collected to the class.
Activity Sheet 03
• Collect information about the World Health Organisation under the followingtopics:• Symbol• Aims• Services• Aids supplied to Sri Lanka
Present the report of the information you collected to the class.
Activity Sheet 04
• Collect information about the UNCTAD under the following topics:• Symbol• Aims• Services• Aids supplied to Sri Lanka
Present the report of the information you collected to the class.
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Activity 11.10.3
Competency Level : Explains the structure of the selected international organisations and Regional organisations.
Activity : “Let us identify the SAARC countries”
Time : 80 minutes
Quality Inputs : ² Map showing the member countries of the SAARC as given inAnnexe 11.10.3.1.
² Activity sheet as given in Annexe 11.10.3.2.² Bristol boards and Demy papers² Felt pens
Special Instructions: Give instructions to pupils to collect information relevant to Activitysheet given in Annexe 11.10.3.2 one week prior to the lesson.
Teaching-learning Process :Step 11.10.3.1 : ² Display the map given in Anexe 11.10.3.1.
² Get pupils to identify the member countries of the SAARC markedin the map.
² Ask questions as following:² What are the countries marked in the map?² What is the capital of each of those countries?
² Conduct a discussion highlighting the following:² There are eight countries in the South Asia.² They are situated in one geographical region.² They have common social, economic and political problems.
(10 minutes)
Step 11.10.3.2 : ² Divide the class into groups appropriately.² Get each group to select a country through lots.² Get those groups to have a short discussion with other groups about
the information of the countries that they have got.² Distribute activity sheets given in Annexe 11.10.3.2 to the groups.² Get pupils to do the Activity in groups.² Give instructions and help when necessary.² Give them sufficient time to complete the activity.
(30 minutes)
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Step 11.10.3.3 : ² Get each group to present its report.² Get pupils in other groups to comment on the report.² Appreciate the good points in each report.² Conduct a review highlighting the following:
² Countries in the South Asian Region have formed anOrganisation called SAARC.
² It has 8 countries.² They are in the same region. But they have geographical
differences.² 1/4 of the world population live in SAARC countries.² India and Pakistan are the two powerful countries in nucleus
power among SAARC countries² All the SAARC countries are developing countries² Although these countries are economically poor, they are at a
high level in social development² These countries have paid attention on economic development,
development of trade, exchange of technology, work againstterrorism, etc.
(40 minutes)
Assessment and Evaluation:• Names the SAARC countries.• Evaluates the high standard of social welfare and virtues of the SARC countries.• Marks the SAARC countries in a map.• Presents group reports clearly.• Works cooperatively in groups.
Follow up work
• Draw a map showing South Asian countries, and fill in the tablewith information relevant to those countries.
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Country E
xtent of Population Language R
eligion System C
apital U
nit of Incom
e N
ame of the
land in of governance
money
per head present ruler
Sq.km
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Annexe 11.10.3.1
Map showing SAARC countries.
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Annexe 11.10.3.2
Activity Sheet
Prepare an Activity sheet like this relevant to each SAARC country.
Name of the country ........
Exte
nd of
land
Popu
latio
n
Lang
uage
s
Ethn
ic gr
oups
Sy-s
tem
of go
vern
ance
Inco
me p
er h
ead
Pres
ent r
uler
Cap
ital
Uni
t of m
oney
Polit
ical
par
ty
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Part III
Assessmentand
Evaluation
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Part III
Assessment and Evaluation
Introduction
Assessment and evaluation is a programme with interpersonal relationships that could beeasily implemented in the classroom itself in order to confirm the attainment of learning results bypupils expected through the teaching learning process and to recognize the competency levelsthat the pupils have achieved. If the Assessment is done appropriately, it is not difficult for thepupils to gain an expertise at least close to the relevant competency. On the other hand what isexpected from evaluation is to recognize the competency levels that the pupils have achieved.
Teachers who are involved in the assessment can provide two types of guidance commonlyknown as ‘feed back’ and ‘feed forward’. It is the function of the teacher to provide feed backto pupils when their weaknesses and inabilities are discovered, and to provide feed forward topupils when their abilities and strengths are discovered in order to promote those abilities andstrengths.
For the success of the teaching-learning process it is necessary for pupils to recognizethe competencies they have gained out of those competencies expected from the course. In anevaluation system it is the aim of the teachers to judge, the competency levels that the pupils haveachieved in the lines of levels of pupils’ success. The teachers also should communicate thepupils’ progress to the pupils, parents and other relevant parties.
The curriculum presented to you constitutes a student centred, competency based andactivity oriented exposition. Learning through action to make the life meaningful is the substanceof the 'Transformation Role' of the teacher.
In the curriculum implemented through a series of pre developed activities, it is attemptedto integrate teaching, and learning with assessment and evaluation. It is possible for the teacherto assess pupils when they get involved in exploration in groups at the second step of eachactivity and to evaluate them at the third step when they present and elaborate their findings. It isexpected from the teacher to move with pupils hen get involved in exploration, observing theiractivities and facilitating and guiding them to solve their problems in the classroom.
Five common criteria have been suggested to make assessment and evaluation easy.Out of these criteria, the first three have been formulated based on knowledge, skills and attitudesaccumulated to build up each competency.
The last two criteria will help pupils to expertise two abilities important for the life. Theteacher should attempt to recognize the five behavioural changes of pupils related to these criteria
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when they get involved in activities in the classroom, and also to strengthen those behaviours atthe assessment and to quantify them at the evaluation.
Teaching-learning process can be made more effective by improving the evaluationprocedure. For that the teacher has the chance to generate few situations for evaluation in thelines of Activity Continuum. Evaluation procedure could be made meaningful by separating theActivity Continuum into few Activity Clusters, so that recognition of Evaluation Points wouldbe made easy. At the beginning of each Activity Cluster, it is necessary to introduce EvaluationInstruments that are going to be applied for each activity. In selecting Evaluation Varieties, it isnecessary to select awakening activities that would motivate children's learning. A list of activitiesrelevant to this is given below.
Concept MapsWall News PapersQuizzesQuestion and Answer booksStudent PortfoliosExhibitionsDebatesPanel DiscussionsSeminarsImpromitu SpeechesRole PlaysPresentation of Literature ReviewsField Books/ Nature DiariesPractical Tests
Part 3 of the course has been planned to introduce a suggested Evaluation Point and theEvaluation Instrument selected for that. When the evaluation is done in two ways within activitiesand in between activities, the teaching-learning process will get more strengthened and the pupilswill get motivation to learn with pleasure and awakening.
In addition, there can be written tests and proect work in the class. There can also bewritten tests at the end of the year held at school level or zonal level.
Further, it is advised to use the instruments for extended learning at the term end evaluations.
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Instrument for extended Learning
Grade 11
Instrument for Extended Learning - 1
1.0 Evaluation Stage: Term 01
2.0 Competency levels covered:• Evaluates the need for Rule of Law and the importance of an independent system of
jurisdiction of justice.• Evaluates the role of the Judiciary in a democratic system of governance and its
relevance to various sections of the government.• Examines the alternative methods of solving disputes.
3.0 Subject content covered:• Different types of law and the role of the state relevant to each.• Different types of judicial institutions, their powers and functions.• Alternative methods of solving disputes.
4.0 Nature of the instrument• Few situations on violation of human rights commonly seen in the society are illustrated
the Table given in Annexe 11.1.1.• Pupils would observe the table and will be directed to complete the table.
5.0 Aims of the instrument• Make pupils knowledgeable on measures that could be taken at situations on violation
of fundamental human rights.
6.0 Instructions on implementation of the instrument
Instructions to the teachers:• Pay attention on the competency levels of the lesson unit and the subject content.• Pay attention on specific instructions given at planning and implementation of activities.• Display a model of the table in the classroom so that pupils can observe easily and
note down.• Give sufficient time to collect information to complete the table.• When pupils have completed the table get them present their findings to the class.
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Instructions to the pupils• Observe the table carefully and collect information to complete the table correctly.
7.0 Method of Evaluation
Criteria for evaluation• relevance of facts• correctness of facts• filling the table systematically• presentation• Work as a whole
Grades:A - Very goodB - GoodC - AverageD - Should improve
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Annexe 11.1.1
Table for the activity
Situation/ Legal action to be Judicial instruction institution taken on the situation or any other institution
or the incident to be directed
• Inhuman assault
• Employing a child below 14 yearsof age as a domestic servant
• Misuse of intellectual property
• Bribery
• Driving away a person from theresidence by force
• Not awarding due promotion to agovernment servant
• Illegal detention
• Getting work for more than 8 hourswithout overtime payment
• Changing a fence of a land
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Instrument for Extended Learning - 2
1.0 Evaluation Stage: Term 1
2.0 Competency levels covered:• Internalizes the ideals of democracy.• Explores the structures, powers and functions of the units of decentralisation and
devolution of power.• Analyses the importance of conflict resolution in a democratic society.• Evaluates the role of the judiciary in a democratic system of governance, and its
relevance on sections of the government.• Evaluates the importance of the protection of environment.• Explains the importance of long-term development of maintain an equilibrium so that
damages to the environment are minimised in fulfilling development needs.
3.0 Subject content covered:• Definition of the environment.• Knowledge on possible environment problems.• Influence on physical, social, social and biological environment.• Responsibilities of the state and the citizens relevant to the environment.
4.0 Nature of the instrument“A session of the child parliament”
5.0 Aims of the instrument• Develop leadership qualities in children, strengthening the active participation of
citizens in a democratic system of governance.
6.0 General Instructions on implementation of the instrument
General Instructions to the teachers:• Inform pupils, teachers and the principal about having a ‘Child Parliament’.• Collect necessary material.• Display a picture/ photograph of the parliament for pupils to observe.• Get the assistance of the principal and the teachers to organise the programme.• Pay attention to specific instructions in planning and implementing activities.• Direct pupils towards relevant targets through activities.• Give feedback and reinforcement at necessary situations.• Get the participation of all the pupils for this programme.• Give a pre training on the activities of a parliamentary Secretary, Mace bearer and
Assistant Mace bearer. Explain them what they have to do.• Direct pupils to behave in the way to have the dignity of the Parliament.
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General Instructions to the pupils• Perform the function assigned to you with responsibility.• At starting the school hoist the national flag and recite the national anthem.• After that start the work on ‘Child Parliament’.
7.0 Time Schedule - Child Parliament
8.00 am. - 8.30 am. - Inauguration- The mace bearer enters the parliament house bearing
the mace- The speaker arrives following the mace bearer- Members of the parliament keep standing when the
speaker enters the house until he sits on his seat.
8.30 am. - 8.40 am. - The speaker presents the agenda.
8.40 am. - 9.00 am. - Leader of the governing party and the leader of theopposition make special declarations.
9.00 am. - 9.30 am. - A special speech by the Minister who brings the Actabout the particular Act to be debated.
9.30 am. - 10.00 am. - Tea break
10.00 am. - 12.00noon - Debate- the Minister of Justice and Reformation of laws.- Minister of Human Rights and Disaster Management.- 04 M.P.s of the governing party- 06 M.Ps of the opposition
12.00 noon. - 1.00 pm. - Interval
1.00 pm. - 3.00 pm. - Debate continues- the Minister of Local Government- the Minister of Foreign Affairs- 04 M.P.s of the governing party- 06 M.P.s of the opposition
300 pm. - 3.30 pm. - Tea break
3.30 pm. - 3.45 pm. - Speech of reply by the Minister of the subject
3.45pm. - 3.55 pm. - Taking votes for the Act.
3.55 pm. - 4.00 pm. - The speaker declares the results of the votes anddeclares that the Act is passed.
4.00 pm. - House ajourns
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8.0 Detailed Instructions:
Detailed Instructions to teachers:• Inauguration : • Inform the pupils about the Child Parliament at the
beginning of the term.• Be ready with the mace and the place to keep it.• Make pupils knowledgeable about the traditions of the
parliamentary session and give them a pre training.Explain about how they should behave to secure the dignityof the parliament.Explain how to speak in the parliament with correctpostures.Conduct the session according to the fixed time.
• The Agenda of the Day: • Get the pupil who performs the role of the speaker toexplain the agenda of the day.
• Get the following points included in his speech- introducing the activities of the day- the need of the active participation of all- It is a situations for pupils to improve their skills- The need for new young leaders with good qualities
for the success of democracy.
• Process : • Divide the class into two groups so that one group gets amajority of pupils.
• The group with the majority to be taken as the governingparty and the group with the minority to be considered asthe opposition.
• Arrange the seats suitably to function as the childparliament. Get the two groups sit in their seats.
• Get volunteers to appear as the Speaker and Ministers.• Select three pupils to appear as the Parliamentary
Secretary, the Mace Bearer and the Assistant Mace Bearer,voluntarily.
• Give instructions to all.
• The process of presenting the Act:• Get the pupil who appears as the Minister of Environment
and Natural Resources to speak as follows:“The major problem in Sri Lanka out of the environmentalproblems is the lack of proper system to release litter. Dueto the release of litter from houses, industries and otherplaces in a destructive way, environmental problems have
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arisen. Hence I would present this Act to be passed as alaw aiming at minimising environmental problems by buildinga legal framework relevant to the release of litter.”
• Conducting the debate:: • Give instructions that when the Hon. Speaker calls thename of a M.P., the particular M.P. should get up from hisseat and start his speech.
• He should address the Speaker as “Honourable Speaker”.• M.P.s in their speech should not ridicule the character of
others.• The Minister of Justice and Reformation of Low
- explains the legal importance of the Act- explains the legal problems that may arise in
implementing the law.- He should explain the importance of the Act.
• The Minister of Human Rights and Disaster Management- Highlights that a proper system to release litter is a
human right.- When litter is removed in the improper way, it violates
human rights.- The improper release of litter will cause diseases
and many other social problems.• Four M.P.s of the Governing Party.
- explain the importance of having a national policyon release of litter.
- They will highlight its need.- They will explain its benefits.- They will explain the measures that could be taken
to minimise the problems caused by implementingthe law.
• Six M.P.s of the opposition- Explain the need of a proper way to release litter.- Stress the importance of taking immediate action.- Highlight the importance of releasing litter not making
harm to the environment.- Explain the importance of a programme on recycling
of litter.- Explain the job opportunities and the economic
advantages of such a programme.
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• 2nd part of the dabate:: • The Minister of Foreign Affairs:- Emphasizes that the protection of environment is a
national responsibility.- Explains that foreign aids can be obtained in solving
environment problems.- Explains the importance of studying the methods of
releasing litter adopted by foreign countries.• The Minister of Local Government
Explains that this is a major problem faced by LocalGovernment authorities.
• M.P.s of the opposition- Explain the environment problems faced by the
country due to the improper release of litter.- Explain the need of a legal framework to solve the
problem.• The reply speech of the Minister in charge of the subject
- Explains the aim of the national policy on releasinglitter.
- Explains the importance of the views presented byHon. M.P.s and promises to make necessaryamendments to the Act taking into consideration theideas presented by the Hon. M.P.s.
- Thanks the Ministers and the M.P.s of all the partieswho joined in the debate.
• Taking votes : • The speaker gets the attention of the Parliament and states that votes will be taken for the Act.• The speaker asks M.P.s who support the Act to raise their
hands.• Majority of the M.P.s vote in favour of the Act.• The speaker declares that the Act has received the votes
of majority of M.P.s and declares that the Act is passed inthe parliament.
• The Speaker adjourns the Parliament.• The Speaker stands up, and all the M.P.s stand up.• The mace bearer comes and takes the mace out of the
House. The Speaker follows him.• All the M.P.s leave the House.
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9.0 Method of Evaluation
Name of the Student:
Evaluation Criteria:• Performs the function in accordance with the instructions of the teacher.• Performs the function within due time.• Clarity in speech, correct pronunciation, good presentation of facts.
• Tends to accept others’ views, respects others’ views and acts with responsibility.
A - Very goodB - GoodC - AverageD - Should improve
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Instrument for Extended Learning - 3
1.0 Evaluation Stage: Term 02
2.0 Competency levels covered:• Explains the definitions of human rights and the concept of human rights.• Analyses the measures taken for the protection of human rights in Sri Lanka.• Evaluates the importance of duties and responsibilities of citizens in the protection of
human rights.• Behaves in the way so that human rights are secured.
3.0 Subject content covered:• Introduction of the universal Declaration of Human Rights of the United Nations
and other declarations and conventions followed.• Development of Constitutional formations relevant to human rights in Sri Lanka.• Present status of enjoying human rights and its limits.
4.0 Nature of the instrument• An exhibition relevant to human rights i n Sri Lanka.
5.0 Aims of the instrument• Tends to spend a life with dignity protecting human rights.
6.0 General Instructions on implementation of the instrument
General Instructions to the teachers:• Inform the principal, teachers and the pupils about the exhibition relevant to human
rights that is going to be held.• Fix a date• Give instructions to the pupils on preparation of goods for the exhibition.• Arrange a place for the exhibition.• Distribute topics to groups and give instructions to those groups to prepare exhibition
huts.• Select a suitable resource person to deliver a lecture on human rights.• Get each pupil to take an active part in the exhibition.• Train pupils to present songs.• Inform pupils that the participation of parents is compulsory.• Inform pupils that cleanliness, systematicness, attractiveness and security are the
essential factors in arranging exhibition huts.• Train a group of pupils to do a role play relevant to the protection of environment.• Direct pupils to prepare invitation cards and invite relevant personnel.• Be ready with necessary things to treat the guests invited.
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• Get the lecture hall arranged.• Direct pupils to collect material needed for the inauguration.• Prepare two pupils to make announcements.• Give instructions to bring lunch.
Instructions to the pupils• Participate in the exhibition to make it a success by performing functions and duties
assigned to you.
10.0 Time Schedule - Environment Day
8.00 am. - 8.30 am. - Inauguration• Welcoming the invitees and taking them to the place
of inauguration• Hoisting the national flag and the school flag• Reciting the national anthem and the school anthem• Lighting the oil lamp• Religious practices• Welcome speech• Reciting the welcome song
8.30 am. - 8.35 am. - Explaining the aims of the exhibition
8.35 am. - 8.45 am. - Speech of the Chief Guest
8.45 am. - 8.55 am. - Principal’s speech
8.55 am. - 10.30 am. - Seeing the exhibition
10.30 am. - 11.00 am. - Tea break/ Treating the invitees
11.00 am. - 11.30 pm. - Display of role plays
11.30 am. - 1.15 pm. - Presentation of songs on human rights
1.15 9m. - 2.15 pm. - Lunch break
2.15 pm. - 3.00 pm. - Lecture on Human Rights by the resource person.
3.00 pm. - 3.55 pm. - Discussion and review.
3.55 pm. -4.00 pm. - Vote of thanks.
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11.0 Instructions on group activities:• Assign groups of pupils to arrange exhibition huts on the following themes:
- child rights- labour rights- passenger rights- women rights- consumer rights
• Train a group of pupils for a role play relevant to the measures that can be taken atsituations on violation of human rights.
• Train a group of pupils to present songs relevant to human rights.• Assign a group of pupils to organise the inauguration. Pay attention on the following:
− Preparation of invitation cards and inviting relevant personnel.− Welcoming the invitees.− Arrangements for hoisting the national flag ready with the followings national
flag, a post and a rope.− Arrangements for hoisting the school flag.− Reciting the national anthem, the school anthem and the welcome song.− Explaining the aims of the exhibition.
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12.0 Method f Evaluation:
Name of the Pupil
A - Very goodB - GoodC - AverageD - Should improve
Wor
ksa
coop
erat
ivel
y
Com
plet
es th
e wor
kas
sign
ed sa
tisfa
ctor
ily
Com
plet
es w
ork
indu
e tim
e
follo
ws t
each
er's
inst
ruct
ins
Shar
esre
sour
ces
Invo
lves
inw
ork
with
ple
asur
e
Invo
lves
inw
ork
with
disc
iplin
e
Invo
lves
inw
ork
with
ple
asur
e
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Instrument for Exteeded Learning - 4
1.0 Evaluation Stage: Term 03
2.0 Competency levels covered:
• Evaluates the importance of the protection of environment.• Explains the challenges of the environment and their social influences.• Explains the importance of long-term development to maintain an equalibrium so
that damages to the environment are minimised in fulfilling development needs.• Explores solutions for environment problems considering the importance of long-
term development.
3.0 Subject content covered:
• Definition of the environment• Knowledge on possible environment problems• Influence on physical, social and biological environment• Knowledge on long-term development• Knowledge on the measures to minimise environmental damage• Responsibilities of the State and the citizens relevant to the environment
4.0 Nature of the instrument
• To have an Environment Day.
5.0 Aims of the instrument• Develop knowledge on challenges to the environment in the attempts on social and
economic development to work on the protection of environment for long-termdevelopment.
6.0 General Instructions on implementation of the instrument
General Instructions to the teachers:• Inform pupils, teachers and the principal about holding on Environment Day relevant
to the subject: Civics and Governance.(Date: 05th June on which the world Environment Day falls/ or any other day)
• Collect required material for the proposed activities.• Get the support of the principal and the staff.• Pay attention to the specific instructions on planning and implementation of different
activities.• Direct pupils towards relevant targets through activities.• Give feed back and reinforcement at necessary situations.
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• Give instructions to bring lunch on the particular day.• Get the participation of all the pupils for this programme.• Give instructions to pupils in time to do their creations.• Give prior training for pupils’ performances.• Plan activities such as transplanting and cleaning the environment.• Invite resource persons for lectures in time.• Be careful about the security of the pupils.• Plan the programme to have its dignity from the beginning to the end.
General Instructions to the pupils• Perform the functions assigned to you relevant to the ‘Environment day’ to make it
a success.
7.0 Time Schedule - Environment Day
8.00 am. - 8.30 am. - Inauguration
8.30 am. - 8.40 am. - Mission of the day
8.40 am. - 9.00 am. - Lecture (Importance of the Environment Day)
9.00 am. - 10.30 am. - Transplantation
10.30 am. - 11.00 am. - Tea break
11.00 am. - 11.30 am. - Lecture (Legal Situation on Environment damages)
11.30 am. - 12.45 pm. - Presentation of songs and poems relevant to theprotection of environment.
12.45 pm. - 1.45 pm. - Lunch break
1.45 pm. - 2.45 pm. - Purifying environment
2.45 pm. - 3.45 pm. - Dances and dramas relevant to the protection ofenvironment.
3.45 pm. - 4.00 pm. - Review and wind up
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8.0 Detailed Instructions:
Detailed Instructions to teachers:• Inauguration : • Hoisting the national flag and the school flag by the Chief
Guest and the principal. (Invite a Chief Guest in time)• Reciting the national anthem and the school anthem (Get a
team of pupils trained for this. Get the assistance of themusic teacher)
• Lighting the traditional oil lamp.Get the Chief Guests, the principal along with you to lightthe lamp.
• Religious practices.Attend to religious practices as arranged.
• Mission of the Day : • A short speech by a pupil on the aims of the programme,functions of the day with a request from all to support theprogramme.(A student has to be got prepared for this)
• Lecture : • Importance of the Environment day.• Get a pupil prepared to do this lecture. The lecture should
include -• What is meant by environment• How the environment gets polluted and the human activities
that influence environment pollution.• Damages done as a result of environment pollution.• Protection of environment and how we can contribute for
that.
• Transplanation : • Get few invitees, the principal, few teachers and pupils todo transplantation. Plants, mamotees and other necessaryequipment have to be made ready for this. Take thoseplants, momotees and water to the place/places wherethey are going to be planted as planned earlier andtransplant them, and water them. Some measure has tobe arranged to protect the plants.
• Tea break : • It has to be pre planned so that the environment is notdamaged.
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• Transplanation : • Legal situations on environment damages:• It has to be pre planned. It can be done by a resource
person. He has to be informed earlier.Give some time after the lecture to have a discussion withthe pupils.
• Presentation of songs and poems relevant to the protectionof environment : • Get pupils pre trained to present poems and songs.
• Lunch break : • Get pupils to have their lunch that they have brought.Attention should be paid to have manners. Practice ofsharing what they have brought could be encouraged.
• Purifying environment : • This has to be pre planned. Necessary equipment haveto be made available. Get all the pupils involve in work.
• Dances and Dramas relevant to the protection of environment : • Few items have to be pre planned and properly trained.
• Review : • The teacher in charge of the subject - Civics andGovernance would deliver a short lecture summing up thework of the day.
• Wind up : • This could be done by a vote of thanks by a pupil. • It has to be pre planned and arranged.
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12.0 Method f Evaluation:
Name of the
Pupil
A - Very goodB - GoodC - AverageD - Should improve
Wor
ksa
coop
erat
ivel
y
Com
plet
es th
e wor
kas
sign
ed sa
tisfa
ctor
ilys C
ompl
ete w
ork
indu
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e
follo
ws t
each
er's
inst
ruct
ins
Shar
esre
sour
ces
Invo
lves
inw
ork
with
ple
asur
e
Invo
lves
inw
ork
with
disc
iplin
e
Invo
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inw
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with
ple
asur
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Instrument for Extended Learmomg - 5
1.0 Evaluation Stage: Term 03
2.0 Competency levels covered:• Evaluates the importance of international relations in the modern society.• Explores the present situation of international relations and the influences of various
countries on Sri Lanka.• Explains the structure of selected International and Regional Orgnisations.• Examines the benefits of developing international relations for specific aims.
3.0 Subject content covered:• Meaniing and the importance of international relations.• Countries that influence Sri Lanka and the possible influences on Sri Lanka.• International institutions - U.N.O. and the affiliated institutions• Regional organisations with special emphasis on SAARC and Regional Trade
Agreements.
4.0 Nature of the instrumentPreparing a manual of self creations
5.0 Aims of the instrumentDevelop knowledge among pupils on International organizations and Regional organisationsthat can contribute in economic and social development of Sri Lanka and provideopportunity for pupils to work creatively.
6.0 Instructions on implementation of the instrument
Instructions to the teachers:• Pay attention on the competency levels and the subject content relevant to the lesson
unit.• Give instructions to pupils in the 1st term itself regarding the preparation of Manual
of Self Creations relevant to the International and Regional Organisations.• Give instructions to pupils in the 1st term itself to collect information, reports,
newspapers, maps, pictures, figures, photographs, etc relevant to International andRegional organisations.
• Get pupils to compile information for the Manual on the following topics:− Name of the organisation− Background of the origin− Member countries− Aims− Benefits gained by Sri Lanka
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• Inquire whether the pupils get involved in work and motivate them.• Provide necessary guidance and feedback to the pupils.
Instructions to the pupils:• Perform the functions assigned to you in preparing the Manual of Self Creations.
7.0 Evaluation Method:
Award marks on the following criteria
Evaluation Criteria
Name of the Pupil
01020304050607
A - Very goodB - GoodC - AverageD - Should improve
Rel
evan
ce of
info
rmat
ion
Cor
rect
ness
of
info
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Syst
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ion
of in
form
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Cre
ativ
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Fini
sh o
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Seri
al N
o.
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Annexe – 1
Universal Declaration of Human Rights
On 10December 1948, the General Assembly of the United Nations adopted andproclaimed the Universal Declaration of Human Rights, the full text of which appears here.Following this historic act, the Assembly called upon all Member countries to publicize the text ofthe Declaration and to cause it to be disseminated, displayed, read and expounded principally inschools and other educational institutions, without distinction based on the political status ofcountries or territories.
Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all membersof the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which haveoutraged the conscience of mankind, and the advent of a world in which human beings hall enjoyfreedom of speech and belief and freedom from fear and want has been proclaimed as thehighest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have resource, at least resort, to rebellionagainst tyranny and oppression, that human rights should be protected by the rule of law,
Where it is essential to promote the development of friendly relations between nations,
Where the people of the United Nations have in the charter reaffirmed their faith in fundamentalhuman rights, in the dignity and worth of the human person and in the equal rights of men andwomen and have determined to promote social progress and better standards of life in largerfreedom,
Whereas Member states have pledged themselves to achieve, in cooperation with the UnitedNations, the promotion of universal respect for and observance of human rights and fundamentalfreedoms is of the greatest importance for the full realization of this pledge,
Now, therefore the General Assembly proteins This Universal Declaration of Human Rights
As a common standard of achievement for all peoples and all nations, to the end that everyindividual and every organ of society, keeping this Declaration constantly in mind, shall strive byteaching and education to promote respect for these rights and freedoms and by progressivemeasures, national and international, to secure their universal and effective recognition andobservance, both among the peoples of Member States themselves and among the peoples ofterritories under their jurisdiction.
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Article 1
All human beings are born free and equal in dignity and rights. They are endowed with reasonand conscience and should act towards are another in a spirit of brotherhood.
Article 2
Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinctionof any kind, such as race, colour, sex, language, religion, political or other opinion, national orsocial origin, property, birth or other status, Furthermore, no distinction shall be made on thebasis of the political, jurisdictional or international status of the country or territory to which aperson belongs, whether it be independent, trust, non-self-governing or under any other limitationof sovereignty.
Article 3
Everyone has the right to life, liberty and security of person.
Article 4
No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in alltheir forms.
Article 5
No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.
Article 6
Everyone has the right to recognition everywhere as a person before the law.
Article 7
All are equal before the law and are entitled without any distinction to equal protection againstany discrimination in violation of this Declaration and against any incitement to such discrimination.
Activity 8
Everyone has the right to an effective remedy by the competent national tribunals for acts violatingthe fundamental rights granted him by the constitution or by law.
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Article 9
No one shall be subjected to arbitrary arrest, detention or exile.
Article 10
Everyone is entitled in full equality to a fair and public hearing by an independent and impartialtribunal, in the determination of his rights and obligations and of any criminal charge against him.
Article 11
(1) Everyone charged with a penal offence has the right to be presumed innocent until provedguilty according to law in a public trial at which he has had all the guarantees necessaryfor his defense.
(2) No one shall be held guilty of any penal offence on account of any act or omission whichdid not constitute a penal offence, under national or international law, at the time when itwas committed. Nor shall a heavier penalty be imposed than the one that was applicableat the time the penal offence was committed.
Article 12
No one shall be subjected to arbitrary interference with his privacy, family, home orcorrespondence, nor to attacks upon his honour and reputation. Everyone has the right to theprotection of the law against such interference or attacks.
Article 13
(1) Everyone has the right to freedom of movement and residence within the borders of eachstate.
(2) Everyone has the right to leave any country, including his own, and to return to his country.
Article 12
(1) Everyone has the right to seek and to enjoy in other countries asylum from persecution.(2) This right may not be invoked in the case of prosecutions genuinely arising from non-
political crimes or from acts contrary to the purposes and principles of the United Nation.
Article 15
(1) Everyone has the right to a nationality.(2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his
nationality.
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Article 16
(1) Men and women of full age, without any limitation due to race, nationality or religion,have the right to marry and to found a family. They are entitled to equal right as tomarriage, during marriage and at its dissolution.
(2) Marriage shall be entered into only with the free and full consent of the intending spouses.(3) The family is the natural and fundamental group unit of society and is entitled to protection
by society and the state.
Article 17
(1) Everyone has the right to own property alone as well as in association with others.(2) No one shall be arbitrarily deprived of his property.
Article 18
Everyone has the right to freedom of thought, conscience and religion, this right includes freedomto change his religion or belief, and freedom, either alone or in community with others and inpublic or private to manifest his religion or belief in teaching, practice, worship and observance,
Article 19
Everyone has the right to freedom of opinion and expression, this right includes freedom to holdopinions without interference and to seek receive and import information and ideas through anymedia and regardless of frontiers.
Article 20
(1) Everyone has the right to freedom of peaceful assembly and association.(2) No one may be compelled to belong to an association.
Article 21
(1) Everyone has the right to take part in the government of his country, directly or throughfreely chosen representatives.
(2) Everyone has the right to equal access to public service in his country.(3) The will of the people shall be the basis of the authority of government; This genuine
elections which shall be held by secret vote or by equivalent free voting procedures.
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Article 22
Everyone, as a member of society, has the right to social security and is entitled to realization,through national effort and international cooperation and in accordance with the organization andresources of each state, of the economic, social and cultural rights indispensable for his dignityand the free development of his personality.
Article 23
(1) Everyone has the right to work, to free choice of employment, to just and favourableconditions of work and to protection against unemployment.
(2) Everyone, without any discriminal has the right to equal pay for equal work.(3) Everyone who works has the right to just and favourable remuneration ensuring for
himself and his family ensuring for himself and his family an existence worthy of humandignity, and supplemented, necessary, by other means of social protection.
(4) Everyone has the right to form and to join trade unions for the protection of his interests.
Article 24
Everyone has the right to rest and leisure, including reasonable limitation of working hours andperiodic holidays with pay.
Article 25
(1) Everyone has the right to a standard of living adequate for the health and wellbeing ofhimself and of his family including food, clothing, housing and medical care andnecessary social services, and the right to security in the event of unemployment,sickness, disability, widowhood, old age or other lack of livelihood in circumstancesbeyond his control.
(2) Motherhood and childhood are entitled to special care and assistance. All children,whether born in or out of wedlock, shall enjoy the same social protection.
Article 26
(1) Everyone has the right to education. Education shall be free, at least in the elementaryand fundamental stages. Elementary education shall be compulsory. Technical andprofessional education shall be made generally available and higher education shall beequally accessible to all on the basis of merit.
(2) Education shall be directed to the full development of the human personality and to thestrengthening of respect for human right and fundamental freedoms. It shall promoteunderstanding, tolerance and friendship among all nations, racial or religions groups, andshall further the activities of the United Nations for the maintenance of peace.
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(3) Parents have a prior right to choose the kind of education that shall be given to theirchildren.
Article 27
(1) Everyone has the right freely to participate in the cultural life of the community, to enjoythe arts and to share in scientific advancement and its benefits.
(2) Everyone has the right to the protection of the moral and material interests resulting fromany scientific, literary or artistic production of which he is the author.
Article 28
Everyone is entitled to a social and international order in which the rights and freedoms set forthin this Declaration can be fully realized.
Article 29
(1) Everyone has duties to the community in which alone the free and full development of hispersonality is possible.
(2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitationsas are determined by law solely for the purpose of securing due recognition and respectfor the rights and freedoms of others and of meeting the just requirements of morality,public order and the general welfare in a democratic society.
(3) These rights and freedoms may in no case be exercised contrary to the purposes andprinciples of the United Nations.
Article 30
Nothing in the Declaration may be interpreted as implying for any state, group or person any rightto engage in any activity or to perform any act aimed at the destruction of any of the rights andfreedoms set forth herein.