Civics and Governance

Grade 11

Teachers' Instructional Manual

Department of Social Sciences National Institute of Education Maharagama. 2008

Kanthi Civics and Governance - Grade 11

Board of Consultants: Prof. Gamini Samaranayake, Chairman, University Grant Commission Prof. 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 Board Dr. Piyadasa Athukorala, Senior Lecturer, Dept. of Political Science, University of Sri Jayawardanepura Mr. 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 Leader Mr. B.L.R. Rohana Kumara - Member Mr. 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.E Mr. 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 and Cover 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. Athapattu Mrs. N.S.R. Ranasinghe Mr. 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 problems prevalent in the school system. The present curriculum has been designed with the aim of overcoming the problems related to thinking and social and personal weaknesses that the young generation has faced today.

When we consider the education systems in the Asian Countries comparatively, Sri Lanka was far ahead some years back. But now most of the other Asian countries have developed their education systems making Sri Lanka far behind them. One reason for this retreat is the lack of new 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 have made an attempt on reforming the school curriculum with clear vision. The aims of the new curriculum have been formulated to have pupils’ competencies developed in building up their future making use of the knowledge that they already possess and the accumulation of new knowledge gained through exploration. To achieve these aims, a dynamic change in the role of the teacher is needed. In place of the teacher centred system of education prevalent today, a pupil centred, competency based activity oriented system is expected to be developed through new reforms, and hence teachers should be prepared to face challenges.

I thoroughly believe that this Teachers' Instructional Manual will help teachers immensely to develop such a system. I assure that you will be able to work as a successful teacher by following the instructions and guidelines given in this Teachers' Instructional Manual. It will help you in teaching as well as in evaluating pupils. Guidelines given with relevance to exploration and quality inputs have been presented in the way of helping the student. Further, it will help the school 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 activities given here are only specimens and teachers have the capacity to formulate activities by themselves to suit the differences in the area that they serve.

I hope this Teachers' Instructional Manual will also help the educationists, teacher counselors and officers involving in external supervision and monitoring. Finally I should convey my thanks to all those who participated in compiling this Teachers' Instructional Manual and also to the institute: “Save the children” for their financial support.

Professor J.W. Wickramasinghe Director General National Institute of Education

iii

Kanthi Introduction

According to the curriculum policy of Sri Lanka, the school syllabus has to be updated once in every eight years. Accordingly the present syllabus and the Teachers' Instructional Manual have been 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 and subject matter relevant to each of those subjects topics. It was expected from the teacher to teach those subject matter. As a result of this process a generation of students with broad subject knowledge was created.

In the syllabi introduced under new curriculum reforms, competencies identified as to be developed under each subjects have been recommended. Through this new approach, it is anticipated to produce a generation of pupils who have gone beyond the status of possessing a broad subject knowledge, 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 new teaching learning process has been suggested. Under this process the classroom should reflect a learning culture with exploration done by using the library and reading books, observation of environment, collecting facts from resource persons, learning from peers and teaching the peers what one knows and collecting information through the internet wherever it is possible. The text book provided by the Department of Educational Publications also should be made use of as a resource book. It is expected from the teacher to present these facts explored by students making 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 facts that 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 the teacher to develop many more lessons. It is expected that the teacher will be creative to develop new lessons.

In the new teaching learning process the students are always active. Their abilities and strengths could be observed at the teaching learning process. The teacher should appreciate them, and encourage them. Sometimes, the teacher may observe difficulties that pupils face. At such occasions the teacher should help those pupils to overcome them. Encourage peers to help. The process 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 extended learning which will be helpful to strengthen what students have learned. Consider it as a good situation to evaluate pupils’ learning. Pay attention on involving pupils in many other exercises on extended learning.

Wimal Siyambalagoda Assistant Director General (Faculty of Languages, Humanities and Social Sciences) National Institute of Education

Kanthi Introduction to the subject

Along with the implementation of new Educational Reforms, it is expected to introduce a new 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 Grade 8 in 2006. Along with the new Educational Reforms it was expected to impart basic knowledge 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 Democratic Society.” The subject content relevant to these themes has been analysed and introduced to suit the level of the pupils in that Grade, and has been presented in the form of effective learning events and activities.

In the development of competencies in pupils through the study of the subject “Civics and Governance” the subject knowledge as well as the methodology of teaching and learning are 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' Instructional Manual by studying it thoroughly to provide opportunities to pupils for the meaningful and effective study of the subject content.

Project Team Civics and Governance

Kanthi 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

vi Kanthi Civics and Governance

Detailed Syllabus for Grades 10-11

Kanthi Civics and Governance

Grade 10-11

Aim This course is designed to enable students to understand principles of government and economic activity, along with their practice, with particular reference to Sri Lanka. Through this they should appreciate the importance of democratic and responsible structures and lifestyles that contribute 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 of government • Ability to analyse critically different political perspectives and priorities • Knowledge of economic principles and different economic theories with the ability to analyse and assess them • Critical evaluation of the powers required by institutions and individuals in terms of their functions 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 be encouraged 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 to distinguish between functions and structures should developed, along with understanding of goals and the means whereby these can be pursued. The importance of democratic governance on the basis of accountability to the citizenry should be appreciated.

1 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

2 No. of periods Subject Content franchise equity and freedom Majoritarianism) and formation of nation states; basic structure states - Unitary and Federal and powers - Legislature, Executive Judiciary discussed above, and their outcomes. Systems Definition of the concept democracy Origin and evolution of democracy - direct representative Characteristics of democratic governance - Election of governments on the basis universal - Electoral systems, and free fair elections - Competitive party system - Participation in democratic activities on the basis of - Constitutionalism (in relation in particular to - The right to information and the freedom of media Definition of the state and government - The major features of the state and government Nature of the state and government (a) Forms of the state - nature nation state, origins (b) The major organs of government and their functions Forms of Government - Parliamentary and Presidential Students should study different examples of the systems • ² ² ² ² ² Competency level relevant to the Grade Examines the nature and evolution of democracy Analyzes the main characteristics of democratic governance Compares the differences between state and the government, responsibilities of and to citizens Internalizes the ideals of democracy ² ² ² ² Competency cratic citizen. 1. Acts as a good demo-

3 No. of periods Subject Content Role of the State - Maintaining law and order, pro- - Maintaining law and order, Role of the State vision of welfare, developmental activities, conflict resolution The historical development of the above concepts should be introduced, in the context of social changes within societies. Students should be encouraged to evaluate the necessity of particular portfolios, in context of the above responsibilities state, and to discuss their importance in terms of the main functions of government. The importance of democratic government - exami- nation of alternative rationales government and related political perspectives. Debate and discussion of the above should be encouraged, with students given projects that involve research promotes comparison and contrast. ² ² ² Competency level relevant to the Grade Competency

4 No. of periods Subject Content Introduction of the concepts decentralization and devolution Examples of decentralization and devolution in modern states, with exploration of structures, functions and powers of relevant units Instances of structural changes in recent times selected examples History of decentralization and devolution power in Sri Lanka government at different levels within a country, and explore levels within a country, government at different allocations of power and responsibility in the context The rationale for devolution fulfilling such functions efficiently. and/ or decentralization in Sri Lanka should be examined, the context of social needs. This should be done from a historical perspective, since detailed analysis of current structures will be taken up in Grade 11. Students should be encouraged to discuss the functions of ² ² ² ² Competency level relevant to the Grade Identifies the differences between concepts of decentralization and devolution Explores structures, functions and powers of various units decentralization and devolution Evaluates the necessity of making structural changes in a modern state ² ² ² Competency ing about the concept of decentralization and devolution of power. 2. Acts with an understand-

5 No. of periods Subject Content Introduction of the concept multicultural society and its basic features Factors behind the formation of a multicultural society Multicultural society and the modern state Possibilities of mutual benefit and good governance through respect for other political, socio-economic and cultural identities Students should explore other examples of multi-cultural societies and present reports measuring success with regard to nation-building as well productive cooperation. Examples of failure should also be explored and suggestions for improvement evoked. Role-play to evoke appreciation of different perspectives should be encouraged. Definitions of economic activity and related problems Introduction to various economic systems - Socialist, Capitalist and Mixed and its various forms The concept of the market economy, Present economic system in Sri Lanka the context of development The relationship of the Sri Lankan economy to world economy ² ² ² ² ² ² ² ² ² Competency level relevant to the Grade Appreciates the nature of multicultural society. Explores the formation of a multicultural society and its basic characteristics. Identifies the importance of nation building in a multicultural society. Examines economic activities and basic problems Explores various economic systems Analyses economic systems in relation to development Analyses the impact of globalization on Sri Lanka ² ² ² ² ² ² ² Competency without getting into conflicts and in peace a multi cultural society. tivities paying attention on economic problems of Sri Lanka. 3. Lives as a sood citizen 4. Involves in economic ac-

6 No. of periods Subject Content Impact of technological developments and globalization on the world economy as well Sri Lanka Students should be introduced to an understanding of indicators, economic as well social, that facilitate analysis of economic systems. Individual study different economic systems should be encouraged, with comparative case studies of other countries. Introduction of conflicts and sources of conflicts Types - methods of anticipating, containing, resolving Various Political, socio-economic, ethnic conflicts The advantages of avoiding conflicts and resolving them peacefully Case studies of at least a couple other conflicts should be explored, with students making comparisons and contrasts to the Sri Lankan situation. Instances of successful conflict resolution, as well the opposite, should be considered. Students engage in role plays to facilitate understanding both of the causes conflict, as well the difficulties and possibilities of peaceful resolution. ² ² ² ² ² Competency level relevant to the Grade Explains various types of conflicts Explores positive approaches towards Analyses the importance of resolving resolving conflicts conflicts in a democratic society • • • Competency conflict resolution. 5. Exhibits competencies of

7 No. of periods Subject Content Different types of law, and the role of state with re- types of law, Different gard to each Ensuring the independence of Judiciary in a modern state with special reference to Sri Lanka The current judicial system and its historical development Attor- - Chief Justice, of the State Role of Legal Officials ney General, Minister of Justice of Courts and their powers functions Types Introduction of alternative dispute resolution methods: Arbitration, Ombudsman, Human Rights Counseling and Commission Importance of the Rule Law and implementing justice fairly and without delay Students should be encouraged to look at legal systems in other countries, and make comparative assessments of structures, and offices, in terms of the functions responsibilities of a judicial system. ² ² ² ² ² ² ² Competency level relevant to the Grade Appreciates the requirement for citizens of the rule law and an independent judiciary system Examines different types of law - Crimi- nal, Civil, Constitutional Analyses the present judicial system in Sri Lanka and its development Assesses the role of judiciary in a democratic system and its relation to other branches of government Examines alternative methods of resolving disputes Explaines the implementation of justice ² ² ² ² ² ² Competency citizen with an understanding abou the law and the judicial system in Sri Lanka. 6. Lives as a law abiding

8 No. of periods Subject Content Powers and functions of the Central government, Pro- vincial Governments and Local Government Institutions Previous situations and the introduction of current structures Reasons for delegating powers to peripheral units, and existing and potential problems Effectiveness of Provincial and Local governments in terms of requirements Responsibility and accountability of different layers government to citizens and the corresponding duties responsibilities of citizens Students should deal with these topics not only from theoretical perspectives but also from assessments of local needs in the context of areas which they live. They should look at their earlier work regarding the role of State, and consider the role of peripheral units with regard to the different areas they identified. ² ² ² ² ² Competency level relevant to the Grade Explains the powers and functions of Central Government, Provincial Govern Analyses the development of existing structures from a historical perspective as well as in the context of particular needs Assesses possible changes in the current system in the context of developmental and other requirements ² ² ² Competency roles of different layers government of Sri Lanka and to live as a responsible citizen. 7. to examine the Tends

9 No. of periods Subject Content above to gender issues as well as children’s rights. They rights. above to gender issues as well children’s should discuss the current situation with regard to upholding of these rights, and suggest methods strengthening this. They should also discuss ways in which understanding of rights can be promoted amongst citizens, together with commitment to upholding these as well fulfilling relevant responsibilities and duties. Issues such as the importance of right to Information should be discussed in the context of ensuring transparency and accountability in government. Introduction to the definition and te concepts of Human Rights. Introduction to United Nations documents regarding Hu- man Rights, and the additional perspectives introduced since the Initial Declaration Development of the constitution provision regarding Hu- man rights in Sri Lanka Current status with regard to limitations and justiciability Students should pay particular attention in studying the ² ² ² ² Competency level relevant to the Grade Explains the concepts and definitions of human rights Analyses measures taken with regard to protecting human rights in Sri Lanka Appreciates the importance of individual responsibilities and duties of citizens in the context of ensuring universal human rights. ² ² ² Competency for mankind. 8. Acts as a citizen with love

10 No. of periods Subject Content immediate environment as well other areas. They should also consider instances in which solutions that ensured economic and social development while minimizing environmental damage were evolved. The Assessments, and importance of environmental Impact statutory requirements concerning these, should be stressed. Definition of the environment and awareness potential environmental problems in the modern con Impact of damage to the physical, social and biological environment The concept of sustainable development and promoting solutions that minimize damage The responsibilities of citizens as well the state regarding the environment Students should explore case studies relating to their ² ² ² ² Competency level relevant to the Grade Appreciates the importance of protection of the environment. Recognizes potential threats to the environment and the impact of these on society. Explains the importance of ensuring a balance between developmental requirements and environmental damage that will prevent sustainable development. Explores solutions for environmental problems taking into account the importance of sustainable development. ² ² ² ² Competency sustainable development by minimizing environment problems. 9. Contributes in achieving a

11 No. of periods Subject Content Meaning and importance of international relations Influential countries and potential impact on Sri Lanka International Institutions - UN and its related Organiza- tions Regional Organizations with special reference to SAARC Blocs and Trade War, Trade, Modes of international relations - Diplomacy, Aid, Donations, Peace and Development Foreign Students should explore at the above with special attention to the current status of Sri Lanka and its relationship; countries, organizations and institutions that bear on, or could bear on, our developmental prospects. Students should be requited to prepare group projects on initiatives that could be taken to enhance these prospects through improving relations on bilateral or other bases. ² ² ² ² ² Competency level relevant to the Grade Appreciates the importance of international relations in the contemporary world Explores the current states of international relations and the role of particular countries as they impact on Sri Lanka Explains the structure of relevant international and regional organizations Investigates the benefits for Sri Lanka of developing international relations for specific goals ² ² ² ² Competency of the world society in developing effective. 10. Participates as a member

12 Introduction

In deciding the teaching learning methodology for this course, attention was paid on planning teaching-learning activities to develop student competencies based on exploration. In preparing for 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 the Transaction 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 pupils who leave school, it is not difficult to understand the necessity of changes that have to be taken place 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 who knows everything that the students should learn, and considering students as those who do not know anything, transmission of knowledge to them has become the role of the teacher. This teaching learning process which is of lecture method in outlook, is limited to transmission of knowledge from teacher to student, and does not contribute sufficiently to arouse thinking skills of 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 the Transaction Role. In addition to the follow of ideas from teacher to the class and from class to the teacher, as a result of the emergence of pupil-pupil interactions later, this dialogue transforms gradually into a discussion. The teacher will continue questioning to take pupils from known to unknown, 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 will turn over to be a Resource Person who will act as a mediator in taking each child in the classroom at least to the nearest expertise level in respect of different competencies. Designing a learning environment with materials needed for learning and other facilities, observation of pupils’ learning, identification of pupils’ strengths and weakness, supplying reinforcement and feed back for the enhancement of pupils’ learning and developing evaluation instruments to extend teaching and learning to the outside of the classroom will be the fundamental tasks of the teacher in this context. The role of the teacher associated with that type of tasks is called the Transformation Role.

The series of activities to implement the detailed curriculum introduced by the first part of this course has been included in its second part. Each of those activities has been developed to include at least three steps. Through the first step of an activity an attempt is made to get pupils engaged in learning. Hence this step is named ‘Engagement Step’. As a start of this step, the teacher initiates a dialogue exhibiting the characteristics of the ‘Transaction Role’. Later, this dialogue gradually turns to be a discussion and thereby pupils will get engaged in exploration of the prerequisite knowledge for the basic competency that has to be developed and to acquire the gestures of the following steps of the activity. There are many techniques that the teacher can

13 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 of those 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 in exploration. So, this step could be named ‘Exploration Step’. Pupils will get engaged in the exploration based on the instructions given in a leaflet prepared by the teacher specifically for this purpose. The teacher should design this activity so that pupils could get engaged in cooperative learning exploring different profiles of the problem in small groups. Important characteristics of this step will be that the pupils would make use of the available resources, take part in group discussions and get engaged in exploration. As a result of being engaged in such group activities for a considerable period of time in the school, pupils will be able to develop a series of important skills necessary for the day to day life, such as self discipline, listening to others, working with others 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 leaders of pupil groups. The teacher should only prepare the background for the emergence of leaders from among pupil groups. Pupils will thus get the chance of taking leadership at different situations based and their hidden abilities.

At the third step of an activity each group will get the chance of presenting the results of the exploration to the others. What the teacher should do here is to promote pupils to do group presentations. It is helpful to direct pupils to plan presentations so that each participant would get 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 in our traditional classroom.

At the third step of an activity when the findings have been explained, pupils should be directed towards further development, which may be called ‘elaboration’ stage. When the groups have completed their group presentations a review of the presented findings has to be done. Pupils who worked in different groups may be given a chance to do this review. Group or Groups who made suggestions for development could be given the first chance to make such reviews. Pupils in other groups can be allowed to do it later. However the final review could be done by the teacher. Here, the teacher should make an overall explanation to cover all the important fats explored in the activity.

14 It is a responsibility of the teacher with relevance to this methodology of teaching and learning to find-out whether the teaching learning process has achieved success or in other words whether it has achieved its targets. Assessment and evaluation is a primary need in this context. The teacher should include provision for assessment and evaluation in the process of teaching and learning at the planning stage. The teacher can do the assessment in the process of doing the activity, when the pupils get engaged in exploration. At the third step of the activity where pupils do explanations on their findings, the teacher can do the evaluation. A detailed inquiry on assessment and evaluation is done later in this book.

Teaching learning methodology explained so far guides the teacher to implement the 'Transformation Role, 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 transaction and discussion and at the final step when the final review is done the teacher will get a chance for a 'short lecture'. Along with the curriculum reforms undertaken under the first educational reforms of the new century, in developing teaching learning methodology priority has been given to the emergence of the 'Transformation role' of the teacher, while the good features of the 'Transmission Role' and the 'Transaction role' too have been taken into consideration.

15 11.6 Law and Justice (15 periods) Introduction

Laws are essential for the existence of a civilized society. The Rule of Law is highly regarded in a democratic country. Hence, everyone should learn from the young age to live as a law-abiding citizen in the society. Therefore students should have a knowledge about the law prevailing 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 how law is practised in the country, how judiciary is functioned and how penalties are brought and also 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 and the 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 the bahaviour of the people in an organized society.

16 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 on authority” (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 law 1. Customs and traditions 2. Religion 3. Justice 4. Verdicts of the Courts of law 5. Views of the specialists of law 6. Legislature 7. Constitution

Types of law Law of our country can be divided into two major types- - Inland Law - International Law

17 1. Inland Law • Inland Law of Sri Lanka consist of three types - Constitutional law, - Civil law, and - Criminal law • Laws of Sri Lanka consist of Roman Dutch Law National Law • National Laws consist of Kandyan law, Tesawalamai law and Muslim law • The system of law and Judicial Courts were organized systematically during the British rule.

2. International Law Any 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. Any country 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 Law Law

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

18 • 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. The Sovereignty includes power to control, fundamental rights, franchise. - The legislative power of the people is exercised by the parliament consisting of members elected by the people and directly by the people at a referendum. - The executive power of the people including the security of the country is exercised by the President of the Republic elected by the people. - The judicial power of the people is exercised by the judicature established through 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:

19 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 than 7 years or a fine or both.

6. Corruption Imprisonment of not more than 10 years or a fine not exceeding one hundred thousand rupees of 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 to get 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

20 * 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 the implementation 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.

21 • For this it is important to develop the background for the judiciary to be free from the influence of the legislature and the executive and to act according to the constitution and 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 independence of the judiciary. They are as follows: - Articles 107-117 of the constitution explain the measures taken to secure the independence of the judiciary. • Appointment of judges. - The Chief Justice, the Chairman of the Court of 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 their office so long as they behave well. Article 107(5) classifies the age of their retirement. For Judges of the Supreme Court the age of retirement is 65 years. The age of retirement for judges of the Appeal Court is 63 years. • A judge can be removed for his misconduct when a petition is bought to the parliament signed by 1/3 of its members and is passed with a simple majority in the parliament. • According to the Article 108(1) of the constitution salaries of the judges are paid from the consolidated fund. A salary of a judge can not be reduced within his term of office • A Judicial Service commission has been established to deal with appointments, promotions, transfers and disciplinary action of the judges of the lower courts and all judicial officers. • The Judicial Service commission consists of 3 members. The Chief Justice is the Chairman of the Commission and the other two members are appointed by the President. • Measures to make judges free from unnecessary influence and control. - According to the Article 110(2) of the Constitution the judges of the Supreme Court and the Appeal Court should not accept or bear any other office with or without a salary except with the consent of the President. - A case can not be field in the courts of law against a judge for the verdict he has given in a court of law.

22 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 king held the power of jurisdiction of law and giving verdicts. • When Sri Lanka came under the foreign rule of the western powers, system of judicial courts of those foreign countries were introduced to Sri Lanka. • During the Dutch period, the coastal areas of Sri Lanka were divided into 3 judicial districts, and 3 types of courts were introduced to the country. o Raad van Justice o Civil Raad o Land Raads The 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 Court ii. District Courts iii. Magistrate Courts iv. Courts of Request • In 1940 The Court of Criminal Appeal was established in Sri Lanka. It was the highest appeal Court within the country. People of Sri Lanka could appeal against the 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 Priory Council 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.

23 Supreme Court

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.

24 Attorney General • The office of the Attorney General started evolving from the post of “Advocate Fiscal” 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 matter affecting 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 the Minister. • He is responsible for his Ministry to the President and the Parliament. The responsibility of the Ministry lies on him.

25 The Functions of the Ministry of Justice • Policy planning and implementation of programmes relevant to jurisdiction of justice and 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

26 - 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 the original criminal jurisdiction. • Judges of the High Courts are appointed by the President and they can be removed from office by the President on the recommendations of the Judicial Service Commission. • 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 the Province. • Exercise appellate and revisionary jurisdiction in respect of sentences imposed by Magistrates Courts and Primary Courts within the Province.

27 • 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 Mandamus and writ of Quo Warranto.

Supreme Court • Chapter 16 of the Constitution of Sri Lanka 1978 explains the nature of the Supreme Court. • According to the Article 118 of the constitution, it is the most supreme and the final judicial body in the Republic of Sri Lanka. • The Supreme Court consists of the Chief Justice and a panel of judges not less than six and not more than 10 in number. • The Chief Justice who is the Chairman of the Supreme court and the other judges of the Supreme Court are appointed by the President with the consent of the Constitutional Committee. • The age of retirement of those judges is 65 years. The salaries of the judges are decided by the parliament and are drawn from the Consolidated Fund. the salary of a Supreme Court Judge and his right for pension can not be reduced during his term of office.

28 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 election petitions.

11.6.6Alternative Methods of Settling disputes.

Counselling and Arbitration, Ombudsman, Human Rights Commission • Conflicts between employers and employees on matters of service and conflicts that arise 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 ways 1. Arbitration done on voluntarily 2. 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.

29 (ix) Any person or persons named in the decision, whether they have not been any party of 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, the decision becomes invalid after 12 months from the effective date of the decision. (xii) When a decision becomes invalid, the Labour Commissioner should publish it through Gazette notification.

Counselling • When a dispute arises between employers and employees on matters of service in any place 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 of Parliament on Administrative Affairs or the Ombudsman. • Article 156 of the Constitution explains about the commissioner of Parliament on Administrative Affairs (Ombudsman) • The Ombudsman has two major functions: i. Take action on violation of fundamental human rights ii. Take action on any other injustices made by administrative affairs • The Commissioner of Parliament on Administrative affairs (Ombudsman) is appointed by the President, and will hold office during good behaviour. • Measures have been taken in the constitution to ensure the independence of the Ombudsman. • He can be removed from office only by the President after approving a proposal by the parliament.

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.

30 Functions of the Human Rights Commission (i) Pay attention on the executive and administrative functions with the aim of certifying that they act according to the terms of the Constitution relevant to the fundamental human rights. (ii) Examine the complaints on violation of human rights and about to be violation of human rights, and settle them. (iii) Advise the government to take legal and administrative action for the development and preservation of fundamental human rights. (iv) Make recommendations to the government on measures to be taken to ensure that the national laws and administrative regulations are in accordance with the international declarations and conventions on human rights. (v) Make recommendations to the government on the need of participation and agreement with international agreements and other international matters in the field of human rights. (vi) Take measures for the development of education on awareness of human rights and development 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 without delay

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 law despite 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

31 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

32 Activity 11.6.1

Competency Level : Evaluates the rule of law and the importance of the independence 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 11.6.1.2 ² The text book ² Bristol boards ² Demy papers ² 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 formal ² The security of the society is ensured by law ² 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.

33 ² Conduct a review highlight the following: ² Everyone in the Society should have a knowledge on law ² Ignorance of law is not an excuse in law ² Human life and property are protected by law ² Social Security is ensured through law ² When a person is not law-abiding, he will be disgraced in the society. ² Breaking a law is a punishable offence ² Law is common to all ² 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.

34 Annexe 11.6.1.1

A picture showing jurisdiction of law in a court of law.

35 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 well being of the society.

Group 3

Collect information on punishments that people have undergone due to violation of laws.

Group 4

Explain the institutions established to protect law and how they function.

Group 5

Collect facts on the following topic: “When a person is not law - abiding, he will be disgraced in the society.

36 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 Annexe 11.6.2.1. ² Activity sheet as given in Annexe 11.6.2.2. ² The text book ² Bristol Boards ² Demy papers ² 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 what is written on them. ² Conduct a discussion highlighting the following: ² There are different sources of law ² There are different types of law practising in a state ² The inland law is built up with Roman Dutch law and the English law ² The supreme law of Sri Lanka is the constitutional law ² The constitution is regarded as the basic law of a country (10 minutes)

Step 11.6.2.2 : ² Divide the class into groups appropriately ² 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.

37 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 laws ² Constitutional law is composed by the legislature ² The Constitution implemented in Sri Lanka has been composed in 1978 ² The Constitution has 24 chapters ² 17 Amendments have been made to the Constitution by April 2007 ² Powers of the legislature, the executive and the judiciary are explained in the Constitution ² It also includes the system of making amendments to the Constitution and also the fundamental rights of the citizens ² The Criminal law contains the law, the offence and the relevant punishment ² The law that affects inter personal relations is the civil law ² Civil life and property is safeguarded through the civil law ² Kandyan marriages and matters connected with such marriages are considered in Kandyan law ² Thesavalamai Law is exercised in Jaffna area ² 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.

38 Annexe 11.6.2.1

Different types of law written 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 becomes important in the social life

(1) Constitutional law

(2) Criminal law

(3) Civil law

(4) Kandyan law Thesavalamai law Muslim law

39 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 pens ² Bristol boards ² Demy papers ² 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 courts ² Conduct a discussion highlighting the following: ² There are several types of judicial bodies (courts) functioning in Sri Lanka ² Supreme Court is the highest and the final court ² Supreme Court and the Appeal Court are the high judicial bodies ² High Court deal with criminal cases ² District Courts deal with civil cases and are established at district level ² 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.

40 ² Conduct a review highlight the following: ² The Chief Justice is appointed by the President ² He has an important role and responsibility ² Supreme Court consists of 11 Supreme Court Judges ² 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 Courts ² District Courts, Magistrates Courts and Primary Courts function at regional level ² The Judiciary performs the function of protecting the law and justice ² Steps have been taken through the constitution for the protection of the independence of the Judiciary ² 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 of different judicial institutions.

41 Annexe 11.6.3.1

A picture of the Courts Complex in Colombo.

42 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 under the following headings • How judges are appointed • Powers and Functions

Group 3

• Collect information about Provincial High courts and District Courts under the following headings: • How judges are appointed • Powers and Functions

Group 4

• Collect information about Magistrates Courts and Primary Courts under the following headings: • How judges are appointed • Powers and Functions

43 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 boards ² Felt pens ² 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 society ² Disputes take place as a result of differences of attitudes of those people ² Sometimes disputes take place between employers and employees on matters of service ² 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)

44 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 settle disputes ² Human rights commission arbitration, counseling, mediation, ombudsman, discussion and conference, bargaining, intervening are 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 citizens at injustices caused by the violation of fundamental human rights ² The members of the commission are appointed by the president on the recommendations of the Constitutional Council ² When a dispute takes place and is taken to the Commission it is settled through arbitrations. ² The Act on Technical Disputes Statements 15(a) to 21 explain the procedures of arbitration ² Article 156 of the constitution of Sri Lanka 1978 explains about the post of the Commissioner of Parliament an Administrative Affairs (Ombudsman) ² The major functions of the Ombudsman are on avoiding violation of fundamental human rights of the citizens and protecting citizens from 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 and propose legal actions that can be taken on such situations.

45 Annexe 11.6.4.1

Case Studies

Case 1 Rupasena Mudalali of Ihalagama has maintained a large size stone quarry. It has been a burden to about ten families in the village. The big noise and the mixing of stone dust to the air caused diseases among people. Villagers talked to him about this matter several times, but there was no response. Villagers reported to the Pradeshiya Sabha about this, but there was no result. Finally the villagers decided to go to the Human Rights Commission.

Case 2 Jagath is a young person working in an office. He came to the office from a distant place. But he comes to the office in time and works in the office. But the head of the office warns him from time to time that he is not doing his work properly, and warned him to get a transfer to some other place. Jagath was mentally worried and discussed this matter with a friend. Here the friend advised Jagath to go to the Ombudsman and report against the Head of the office.

Annexe 11.6.4.2 Activity Sheets

Group 1 • Prepare a list of different situations of arising disputes, and name different legal 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 violation of fundamental human rights.

Group 4 • Explain the role of the Ombudsman in protecting the citizens from administrative injustices.

46 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 given in Annexe 11.6.5.1. ² Activity sheet as given in Annexe 11.6.5.2. ² Text book ² 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 Court ² Chief Justice is appointed by the President ² His service is independent ² The Chief Officer of Law of the Republic of Sri Lanka is the Attorney General ² He is appointed by the President ² The Minister of Justice is appointed by the President from among the Members of the Parliament ² 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.

47 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 law ² The post of the Attorney General in Sri Lanka goes far back as to the Dutch period ² In Civil and Criminal cases, when the government becomes one party of the case, the party of the government is represented by the Attorney General ² In serious cases such as those relevant to murder, rape or narcotics, the Attorney General prosecutes complains ² The Attorney General's Department functions under the Attorney General ² The chief Justice is the Head of the Supreme Court and is the chairman of the Judicial Service commission ² The Chief Justice is the chairman of the Council of Law Studies ² The formulation of principles relevant to interpretation of justice and law reforms come under the Minister of Justice ² 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 government officers of law.

48 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 and functions.

Group 3

Write down how the Minister of Justice is appointed and his powers and functions.

Group 4

Write down the measures that have been taken to secure the independence of the service of the Chief Justice.

49 11.7 Different strata of government

Introduction

Main responsibility of a democratic government is to fulfill the needs of the citizens at the maximum level. In examining how far this responsibility is fulfilled, it is necessary to examine different layers of the government and their roles. Since the human needs have become very complex in the present society, the role of the government too has become very complex. In order to make the functions of the Central Government easy, different strata of government have been established.

It is expected form this unit to examine the role of the Central Government and other layers of 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 to examine 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 live as a responsible citizen.

Competency Levels 1. Explains the powers and functions of the Central Government, Provincial Councils and Local Government Institutions. 2. Analyses the development of present structures with their historical developments and the landmark 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 Local Government Institution in Sri Lanka.

Central Government

Executive Legislature Judiciary President and Parliament Supreme court and the Cabinet the judicial system

50 Opeining parlianmentary sessions Addressing the parliament sending messages to the parliament Presents the Policy statement to the parliament Represents the country in foreign countries Presides at the state ceremonies Using the state frank Starting making laws through referandom Calls, propagates and dissolve parliament Appoints ambassadors to foreign countries, accepts foreign embassords Legisla- tive powers As the head of the state Functions and Powers of the President As the head of the Executive Powers relevant to the judiciary Appointing the Prime Minister Works as the Com- Works mander in Chief of the forces Declaration of war and peace Grant pardon for offences Appointing Ministers and the distribution of Ministries Appointing higher officers in the State service Appointing the Chief Justice Supreme Court, Appeal Court and Higher Court Judges

51 Executive

Executive President

The constitution of Sri Lanka 1978, section 30.1 explains about the Executive President as follows.

“There shall be a Presidential in the Republic of Sri Lanka. The President shall be the head of 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 and functions 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 Powers and functions of the parliament 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 terminate Supreme Court Judges from office

52 Judiciary

All courts of law and other judicial institutions established under the constitution or established in accordance with the action taken by the parliament should carry out judicial functions according to 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 the constitution 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 Provincial Councils under 3 lists. List I - Provincial Council list List II - Reserved list List III - Concurrent list

List I

1. Making Statutes

Every Provincial Council can make statutes applicable to the relevant province with respect to 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 them are 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 changes have taken place in the judicial functions. Each province will have a High Court and is designated as the High Court of the relevant province.

53 The power to issue writs such as habeas copus, cowarrranto, Mandamus, etc, which had been under the Supreme Court before passing the 13th amendment to the constitution, was given to the High Court of the province.

3. Public Service

The Public Service prior to the implementation of the 13th Amendment to the constitution was unique and was under the control of the Central Government. But after the implementation of the 13th amendment the Public service has two sections, as the Public Service of the Central Government and the public Service of the Provincial Councils. For each Provincial Council there is a Provincial Council Public Service Commission. The Public Service of each Provincial Council 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 of officers of the Provincial Public Service, transfers, promotions, disciplinary control and dismissal of 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

54 Protection of roads Maintenance Demarcations of boundaries Construction Public roads Removing obstacles Maintaining drains Settle disputes relevant to roads Construction of sub ways

Construction and maintenance of drains Construction and maintenance of Public lavatories Cleaning services including removal of faces and urine Public Health Removal of unbeneficial buildings Issuing licenses Enhancement of public health in the area.

Supply of electricity to public places Supply of electricity Maintaining public markets Public Utility Provision of housing facilities Services Maintaining play grounds, gardens, etc. Supply of water Maintenance of Public wells Maintenance of public Libraries

11.7.1.2 Introduction of situations of governance in the past and the present structures

• Landmarks of the evolution of governance since Sri Lanka got the colonial status under 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 complete independence. − According to the reforms made under the Donoughmore Commission in 1931 citizens of Sri Lanka got the opportunity in involving in politics to a large extent.

55 Examples of some reforms - Universal franchise - State Council - Executive Committee System

• According to the constitution brought by the Solbury Commission in 1947 Sri Lanka gained 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 and the judicial service respectively.

• Implementation of the Constitution of the Democratic Socialist Republic of Sri Lanka 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 Prime Minister and they were appointed by the President on the advice of the Prime Minister. − The Supreme Court was accepted as the highest and the final Court of Law in the country. − Public Service Commission and the Judicial Service Commission that prevailed under the Solbury Constitution were removed and in their place a Public Service Advisory Board and a Disciplinary Board for the Public Service and a Judicial Service Advisory Board and a Disciplinary Board for the Judicial Service were established.

56 − A chapter on fundamental human rights was included in the constitution for the first time − The principles of maintaining state policies were brought under the constitution.

• Implementation of the present constitution of the Democratic socialist republic of Sri 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 29 members are selected through National lists of the political parties. − Introduction of proportional representative system at elections in electing members to the Parliament instead of the simple majority representative system. − All the affairs relevant to the Supreme Court, Court of Appeal and the High Courts are defined in the constitution. − Establishment of Judicial Service Commission by abolishing Judicial Advisory Board and the Disciplinary Board. − Establishment of the Public Service Commission by abolishing the Public Service Advisory Board and the Disciplinary Board. − Fundamental human rights of the people are explained in detail in the Constitution and the legal measures for the protection of fundamental rights are explained in the Constitution by revising and avoiding the shortcomings in the fundamental rights introduced 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 problems that 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.

57 − To provide opportunity for the development of young leadership at the regional level. − To provide opportunity for people to attend to their work independently at regional level. − 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, resources needed to implement those policies are not equally distributed to the Provincial Councils. − Though the exercise of police powers has been devolved to the Provincial Councils it 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 regional units. − 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 units may be benefited while some may be disadvantaged. − In getting the needs of the people satisfied, people may face the problem of deciding whether a particular work is done by the Central Government or by the Provincial Council. − Since a Provincial Council covers a large area it has not become close to the regional people as expected. − Complexity in the distribution of power between the Central Government and the Provincial 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.

58 − 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 the citizens at different strata Responsibilities and duties of 1. National and regional security citizens 2. Development of national and • Support to maintain national regional economy security. • Contribution for the economic 3. Development of national and development, paying taxes regional welfare correctly and in time. • 4. Protection of national dignity Get maximum benefit from welfare services • 5. Secure law and peace Dedication to protect national 6. Conflict management and conflict dignity • resolution Support to secure law and peace • 7. Maintaining welfare services at Behave minimising conflicts disasters • To work cooperative with 8. Environment management institution providing services at disasters • 9. Development of education of Provide information to the public national and regional levels and relevant institution at disasters • 10. Protection of cultural heritage Get maximum benefit from educational affairs • 11. Enhance national unity Contribution in the protection of 12. Supply public utility services c cultural heritage • Avoid disputes • 13. Planning and implementation of Get benefits from utility services regional development activities in time • Pointing out places that need 14. Enactment of laws according to regional development and the needs of the public contribution in such work • 15. Taking measures to protect public Support the forces and the police property at security services • Contribution in the protection of public property

59 Activity 11.7.1

Competency Level : Explains the powers and functions of the Central Government Provincial and 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 11.7.1.1 ² Activity sheets given in Annexe 11.7.1.2 ² Demy papers ² Felt pens

Teaching-learning Process :

Step 11.7.1.1 : ² Display the pictures given in Annexe11.7.1.1 to the class ² 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 Government ² They are named - the Executive, the Legislature and the Judiciaty ² The President and the Cabinet comprise the Executive in Sri Lanka ² Parliament is the Legislature in Sri Lanka ² 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

60 • Appointment of the Prime Minister and other Cabinet Ministers and non Cabinet Ministers are functions of the President. • Secretaries of the Ministries and other higher officers are appointed by the President • High Commissioners, Ambassadors and state representatives are appointed by the president • The Chief Justice and the judges of the Supreme Court and High Courts, members of the Judicial Service Commission are appointed 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 the Parliament • Control of finance of the government affairs is vested in the Parliament • Parliament has the power to bring proposals in the parliament for 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 Central Government of Sri Lanka, and display it on the wall newspaper.

61 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.

62 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

63 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 Councils and Local Government Authorities.

Time : 40 minutes

Quality Inputs : ² Annex 11.7.2.1 Map of Sri Lanka showing the boundaries of provinces 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 pupils ² What is the Province in which your school is situated? ² Name the institutions that have been established in the Province for the proper governance ² 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 appropriately ² Distribute the Activity Sheet given in the annex 11.7.2.2 where the powers of the Central Government, Provincial Councils and Local Government 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 report ² Get other groups to present their ideas and comments on the report presented by each group.

64 • Conduct a review highlighting the following ² 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 Councils Urban Councils and Pradeshiya Sabha ² There Local Government Authorities function to serve the people 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.

65 Annexe 11.7.2.1

Map if Sri Lanka Where Provincial boundaries are demarcated.

66 Annexe 11.7.2.2

Activity Sheet

Given below are powers of the Central Government, Provincial Councils and Local 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

67 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 11.7.3.1 ² 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 in 1815 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 Council was established to make laws. • Legislative Council and the Executive Council were established to assistGovernor in implementing legislative and executive functions. ² Reforms made in 1931 are called Donoughmore Reforms • The legislative Council established under the Donoughmore Reforms was called the State Council 68 • Executive Committee system was introduced to carryout Executive functions • On February 04th 1948 Sri Lanka got independence under Dominion status • Under the Soulbury Constitution a Cabinet system was introduced • Executive functions were performed by the Cabinet headed by the Prime Minister • British Crown was accepted as the Head of the State of this country. • Governor General performed the functions of the Head of the State representing the British Crown • Parliament having two chambers continued to be implemented from 1948 to 1972 • In 1972 Sri Lanka became an Independent Sovereign Republic. • A new Constitution was established in 1948, it was a Constitution of a Republic • A State Council was established as the Legislature. It was a single 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

69 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.

70 Activity 11.7.4

Competency Level : Evaluates the developmental changes in the current structures of governance

Activity : “ Let us perform duties, and enjoy rights”

Time : 80 minutes

Quality Inputs : ² Picture given in Annexe 11.7.4.1 ² 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 highlight the following ² 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 following functions - Function for the economic development - To assure public security

71 - 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 of the relevant provinces and thereby to improve the life standards of the people. • It is the responsibility and the duty of the Local Government Authorities 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

72 Annex 11.7.4.1

A picture showing a parliamentary session.

73 Annex 11.7.4.2

Activity Sheets

Activity Sheet 01

• Collect information on the following topic and note them on a demy paper to prepare a flip chart and present it to the class • Topic “Rights and responsibilities that have to be performed by the Legislature and the Executive for the people” • When all the groups have presented their reports-collect the demy papers with informations prepared by each group and prepare a single flip chart and display it in the class

Activity Sheer 02

• Collect information on the following topic and note them on a demy paper to prepare 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 papers with informations prepared by each group and prepare a flip chart and display it in the class.

Activity Sheet 03

• Collect information on the following topic and note them on a demy paper to prepare a flip chart and present it to the class. • Topic “Responsibilities and duties that have to be performed by Provincial Councils for the people” • When all the groups have presented their reports, collect the demy papers with informations prepared by each group, and prepare a flip chart and display it in the class.

74 Activity Sheets 04

• Collect information on the following topic and note them on a demy paper to prepare 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 papers with informations prepared by each group and prepare a flip chart and display it in the class.

Activity Sheet 05

• Collect information on the following topic and note them on a demy paper to prepare 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 papers with informations and prepare a flip chart and display it in the class.

75 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 subjected to various limitations at different ages.

During the early ages of human history, attention was not much paid on human rights. They did not pay much interest on human dignity. They paid interest only on the fulfillment of their basic needs such as food and shelter.

The man began to become civilized after he stopped the practice of killing one another to eat human flesh and since he started to wear clothes made of leaves. Since that age human beings started 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 came later the slave was considered as a property of the slave owner. The slave owner could make use of 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. The labour of the serfs was exploited by the landlords and a very little portion of resources was supplied to the serfs for their livelihood.

During the capitalist age, any one could do a job according his wish and a he got remuneration for the work he did. However, the salary that the worker received was not sufficient when compared with his service and his production. The society had two differentiated groups as employers and employees.

The socialist system emerged as an alternative to the capitalist system. In this system the workers received a sufficient remuneration in a proportion to the work they did. But when human rights are concerned, the rights of the people to express their ideas and to get information were limited. 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 gaining the rights of oneself and others.

Throughout the human history, the rights of the people had been limited during different ages. The First World War and the Second World War can be considered as the warst stage where human rights were badly violated. After the second world war, most of the countries of the world who suffered from the two world wars united together and established the United Nations Organization (U.N.O) in 1945 with the aim of avoiding war and maintaining peace. Since then the United National Organization made several Decelerations, Agreements and Enactments relevant to human rights.

76 It is expected form this lesson unit to make pupils knowledgeable about international agreements on human rights and the development of laws in Sri Lanka on human rights and develop competencies of working so as to protect human rights of the other people while enjoying 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 the dignity of humanity and which can not be dispossessed by any means eg. Right to live

Legal Rights Rights confirmed by national and international law. eg. Freedom to express ideas

Classification of rights Rights are classified in different ways. See the note given Rights Rights Human Rights

Fundamental of women

Rights Child Rights

77 • Rights are not confined to human beings. All connected with the environment have rights • 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 Rights 2. Political Rights 3. Cultural Rights 4. Economic Rights 5. 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 a proposal brought by that organization. “Universal Declaration of human Rights” was issued by the U.N.O, which is a great attempt in securing human rights.

78 11.8.2 Universal Declaratin of Human Rights and other documents of the United Nations on 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 which can not be transferred. • The member states of the U.N.O were requested to propagate, exhibit and explain the Universal Declaration of Human Rights through schools and educational institutions. • The Preamble further states that the greatest expectation of the common people is to develop a community where the people have the freedom to express their ideas and the freedom 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 law ii 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 on 10th December 1948, another two international agreements on human rights have been issued to have civil and political rights in one, and economic, social and cultural rights in the other as follows: 1 International Agreement on Civil and Political Rights 2 International Agreement on Economic, Social and Cultural rights.

• After the issue of International Agreement on Civil and Political Rights two Alternative Agreements 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 that jurisdiction, that case can be taken to the Human Rights Committee established under this Agreement. To take this action, the relevant country should have signed this Agreement. Since Sri Lanka has already signed this Agreement, the citizens of Sri Lanka have got the opportunity to make their complaints to this committee

79 There are instances of Sri Lankan citizens taking this advantage of making complaints to this committee. eg. The complaint made by a newspaper editor against the law of criminal insultance 2. The second Alternative Agreement made on the International Agreement on Civil and Political Rights was on abolition of death penalty. A State which has signed this Alternative Agreement can not implement the death penalty. Sri Lanka has not signed this 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 as 1 Political and Civil Rights of the women 2 Rights of the women in the family units 3 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 nutrition 6 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 Manual of 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. 80 • 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 legal measures that can be taken on the violation of those human rights. This part is included in the 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 country are designated as Fundamental Human Rights. It is the responsibility of the State to have 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 freedom of religion

Statement 11 Everyone has the right to be free from torture and cruel, inhuman and disgraceful treatments.

81 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 the place 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, and to travel in the country.

• Human rights explained in statements 10 to 14 in chapter 3 of the Constitution of Sri Lanka 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 under custody , his dependents had no measure to be taken. But the verdict of the cases in the present day reveal that the dependents could file a case against the relevant officers in such cases and get compensation. • Accordingly to the statement 17 of the constitution of Sri Lanka of 1978, if a fundamental right of any person is violated through an executive or administrative action, that person has the right to make a claim to the Supreme Court under the provision of the statement 126. 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 on Administrative Affairs (the Ombudsman) as well. • If any person is not satisfied with the decision of any of the above measures, he can make a complaint to the Human Rights Committee of the International Agreement on Civil and Political 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 on the 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 hinder or violate the rights of the others. • Limitation in enjoying fundamental rights Statements 15 of the constitution of Sri Lanka 1978 explains the limitations of fundamental rights.

82 Fundamental Rights stated in Subsections 5 and 6 of the Section 13 of the Constitution can be enjoyed and implemented only under the limitations legally prescribed for the safeguard of the security of the state.

• According to the statements 12, 13 and 14 of the Constitution of 1978 the State can make limitations on the fundamentals rights of the people on such grounds as the security and the wellbeing 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 express ideas. II If the national economy is greatly affected as a result of a strike, the state can 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 that have 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 and to have spiritual development. II These rights should not be enjoyed in the way that the goals and the principles of the United Nations are violated.

• The Constitution of Sri Lanka 1978 too states the basic duties that have to be performed by a citizen. I To protect and to follow the Constitution II 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 freedom VI Protection of nature and natural resources.

83 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 11.8.1.1 ² 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 rights ² 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 could win 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.

84 • 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 of Human Rights

85 Annex 11.8.1.1

Annex 11.8.1.2

Activity Sheet

1. Write in your own words What is meant by Human Rights. Write a definition 2. Write down – 3 factors that lead to violation of human rights, and 3 measures that can be taken to protect human rights. 3. Explain the difference between human rights and fundamental human rights

86 Activity 11.8.2

Competency Level : Analyses the measures taken in Sri Lanka for the protection of Human Rights

Activity : “Let us protect human rights”

Time : 40 minutes

Quality Inputs : ² The picture as given in annexe 11.8.2.1 ² 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 ways of taking action on complaining. • Complaints can be made to Grama Niladhari, Divisional Secretary, 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)

87 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 Rights 2. Political Rights 3. Economic Rights

88 Annexe 11.8.2.1

Activity Sheet

Following are informations abstracted from several news papers. Study those information and answer the questions given below News 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 away from politics”. 3. “ A group of people threaten a person who has come form outside to leave the area and not 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?

89 Activity 11.8.3

Competency Level : Evaluates the importance of duties and responsibilities of citizens in protecting 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 11.8.3.1 ² 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 few days 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 role plays 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 of democracy • When human rights are protected, everyone in the society can spend their lives with satisfaction

90 • Since human rights are connected to each other, people should work to protect those rights in common • As we respect our own rights we should respect the rights of others as well. Then the human rights of all people will be secured. • In order to build up a good society, it is important to protect human rights by performing human duties and human responsibilities. (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.

91 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 of them. Give instructions to get ready for the role plays given to them.. This should be done few days before the lesson.

Role play situations 1. 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 questions getting the helps of the text book too. Answer the questions and get ready with the report 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, political rights, economic rights and religious rights. (b) Write one duty related to each of those rights 3. Why do human duties and responsibilities become important in the protection of rights. Write two factors

92 Activity 11.8.4

Competency Level : Respects human rights and duties at special situations including the equality of 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 the class 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 our own mothers and sisters. • Following actions have been taken for the protection of women’s rights.

93 1 Emergence of women’s enactment 2 Establishment of a separate Ministry on Women Affairs 3 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.”

94 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 the family, 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/performs a lot of functions for the society and the country” Present your facts on the following headings i. 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 the country through different occupations and services in the present day in equal with men.

Group 4 Collect facts on the following topics and prepare a report to be presented at the class discussion 1. Measures that have been taken at international level for the protection of women’s rights 2. Measures that have been taken in Sri Lankan for that.

95 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 his work to suit the environment. When the man started cultivating his food, he tried to manage the environment according to his needs but did not do much harm to the environment. With the commencement of the industrial age, physical resources were taken for use in large scale. During the industrial age, along with the development of technology, human needs became very complex and to fulfill those unlimited and complex human needs production of goods increased with the use of new technology. With this increase of production physical resources were taken for use in large 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 the way for the environment pollution. The air, water and the soil came to be polluted. The problem gradually 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 become a challenge now. In using the resources man has to think of how it is to be used to secure the life of the present day man and also that of the future generation.

It is expected through this lesson unit to provide pupils with the knowledge on development, meaning of the concept of development, management of resources, environment pollution, causes for environment pollution and protection of environment. It is also expected to develop competencies among pupils on achieving a long term development through minimizing environment problems.

Competency: Contributes in achieving a sustainable development by minimizing environment problems.

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.

96 Subject Content

11.9.1 Definition of environment

“It is the totality of external conditions surrounding a being or a group of 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 is produced by man” (Geography Dictionary - Dr. Upali Weerakkody)

11.9.2 Types of Environment

• Physical Environment

Environment composed of natural phenomena is called physical environment. Geographical and 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 biological environment is spread as a thin layer on the earth. One characteristic of the biological environment is the availability of reactions between one another among plants and beings on the earth. It works as a biological system. Plants and the beings living in the biological environment 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 comprises social set up, religions, castes, social classes, customs and traditions, virtues, marriage systems and many other social features. Social environment is connected with interrelationships among human beings including responsibilities, duties, rights, laws, etc.

97 Damages made to the environment due to human activities and their consequences

Damages Consequences

• Physical Environment

- Geographical • Excessive minings • Destroy of environmental beauty eg. minings for oil, iron ore, coal, • Erosions, floods land slides, wild-fire soil graphite, gems defertilization • Damages done in the use of the earth. • Health problems eg. constructions for industries, highways

- Soil • Destroying forests for cultivation • Destroy of soil beings • Use of agricultural chemicals • Destroy of water fountains • Growing harmful plants • Climatic changes eg. pinus • Destroy of underground water • Over consumption of soil resources • Erosion for human needs • Defertilization of soil eg. making tiles, bricks and • Destroy of land clay work, etc. • Destroy of environmental equilibrium • Adding chemicals to the soil from factories and constructions

- Water • Over consumption • Facing shortages of drinking water • Miss consumption • Health problems • Adding litter to the water • Shortages of water • Changing the streams of water • Destroy of underground water eg. Construction of reservoirs and • Destroy of water fountains canals • Emergence of dead river banks • Destroy of water born beings • Change of wetness • Climatic changes

98 - Climate • Climatic changes due to agricultural • Natural disasters like, floods, erosions and industrial activities landslides eg. Destruction of forests for • Atmosphere getting heated agricultural purposes • Decay of Osan layer Effects on atmosphere due to • Acid rains industrialization • Climatic changes

• Biological Environment Changes done on biological environment • Biological imbalances through various human activities • Destroy of varieties of plants and beings eg. Destroy of forests for settlement and • Breakdown of biological systems various services eg. circle of oxygen, circle of water

• Social Environment • Discriminations on certain religions • Conflicts based on religions • Discriminations on differences of caste, • Breakdown of Social relationships social class, etc. • Social injustices • Not respecting social values customs • Social differences and traditions • Down-fall as a nation • Breakdown of family relationships • Breakdown of the national identity • Rise of conflicts • Breakdown of relationships of parents and children and other family relations

99 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 basic needs 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 for employment are increased and inequalities in the distribution of income are removed, that is development”. - Dudly Sears -

“Increase of production and the growth of technology and instructional organisations that leads to increase of production is development” - Kingdel Burg -

“Development is the improvement of the living standard of the world population” - United Nations Organisation - 1961 - 70 -

“Along with the economic development, a country should have the social development. Social development should take place in such matters as 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 people inclusive 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 level the economy exists. This measurement helps to understand whether a country is at a higher level or not in development. However these instruments change according to the time.

100 • 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 Modern

- Gross National Product - Physical Quality Life Index per head (PQLI) - Rate of increase of the - Human Development Index Gross National Product (HDI) - Real Gross National - Human Poverty Index (HPI) Product - Criteria on population - Criteria on education - Criteria on consumption - Criteria on health - Criteria on communication

• Traditional Instruments

• Gross National Product per head

It shows the Gross National Product per one person in any economy during a specific period of time.

It is calculated as follows: Gross National Product Gross National Product per head = Population at the middle of the year

101 • Rate of Increase of the Gross National Product

It shows the increase or the decrease of the Gross National Product of a relevant year in comparison to that of the previous year in an economy.

It is calculated as follows:

Gross National Product - Gross National Product of the relevant year of the previous year Rate of increase of the = x 100 Gross 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 us calculate the rate of increase of the Gross National Product. 4250 - 4200 The 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 -. Because if the GNP of an economy in a particular year has increased in comparison to the previous year the Rate of Increase of the GNP will be a + number. On the other hand if the GNP of a particular year of an economy is less than that of the previous year the Rate of Increase of the GNP will be a - 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 Gross National Product. Gross National Product Read Gross National Product = x 100 Price Index

102 Physical Quality Literacy Life Index Infant death rate (PQLI) Life expectancy at birth ]

Human Life expectancy at birth Development Literacy Index (HDI) 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

Human Poverty Index (HPI) • Life expectancy below 60 years. • Literacy Developed • Percentage of those Countries • below poverty level • Unemployment for • more than 1 year

103 Life Expectancy

Criteria on Gross Death Ratio population Gross Birth Ratio Increase rape of population

Density of schools Percentages entering Primary, Secondary and Tertiary Education Criteria on Number of students per 1000,000 of population Education Expenses on education as a percentage of the Gross National Product Teacher-pupil ration

Criteria on Consumption of energy per person Consumption Daily consumption of calories per day

Life expectancy at birth Infant death rate Maternal death rate Criteria on Gross death rate Health Gross birth rate Number of doctors per thousand population

Number of News papers bought per 100 population

Criteria on Number of radios per 100 population Communication 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 measuring development 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

104 • Physical Quality Life Index (PQLI) is an instrument adopted in the modern days to measure development. It is more advanced than the traditional Gross National Product per head. It measures the educational and health conditions. But it does not 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 the measuring of economy as well. Hence this is considered as a better instrument of measuring development.

• Classification of countries according to development

The popular system of classification is as Developed countries and Developing countries.

105 • Developed Countries

106 • Problems faced by developed countries

Examples of developed countries Norway Canada Germany France Sweden Netherland Japan Australia Belgium U.S.A.

107 • Developing Countries

When we consider Regional Situation, most of the countries in the Asian, African and Latin American Regions are developing countries. Most of the developing countries are those countries that have gained independence from Imperial control after the second world war.

Characteristics of Developing countries

108 Infant Death Rate is Low per head High Rate of high Income population increase

Low literacy rate Human Physical quality Life Development Index is low Index is low

Consumption of calories per head Exports primary Technology at lower is low goods. Law foreign level exchange

Patients per Development doctor is high

109 • Developed Countries

Characteristics of developed countries can be shown as follows:

Physical Quality life Index exceeds 90

Per Head Income Human Development exceeds 3500 $ Life expectancy at Index is high birth is high

High literacy rate Less rate of increase Consumption of of population calories per person at higher level

Infant Death rate is More urban More capital Technology at less population resources higher level

The contribution of the Expenditure on education industrial sector to the as a percentage of the Gross National product is Gross National Product is high high

• Problems faced by developed countries

International Environment Problem of terrorism pollution getting raw materials

Difficulties in Problems Competency marketing relevant to for market products energy

110 Problems faced by Developing Countries

Disadvantaged Balance of Payment

Less Capital Shortages in Foreign Exchange

Ownership of local resources Terrorism extracted by foreign countries Problems faced by developing countries

Unemployment Large number of dependents

Increase of crimes, misconduct Prices of primary goods narcotics, violations of go up and down human rights

Rate of increase of Technology at population is high low level

Political unstability

• Examples of Developing Countries: Ethiopia Sri Lanka Somalia Nepal Siora Leon Bangladesh India

• 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 illustrated as follows:

< Less income <

Less High Consumption Production xpenses < < Less Capital< Less Savings

111 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. Hence on 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 generation to enjoy long term benefits of the available resources at the maximum, so that the future generation too would be able to fulfill their needs.” “Development to fulfill the needs of the present generation without disturbing the capability of the future generation to fulfill their needs and expectations is called Sustainable Development”. - Buntlan Commission , 1987 -

“Sustainable Development is the development of the quality of life within the capacity of the earth planet” - International Organization on Conservation of National Resources - 1991 - • There are several challenges that have to be overcome in achieving the ‘Sustainable Development’. They can be illustrated as follows:

112 Community Development Economic Development • Fulfillment of basic • Production attitudes to human needs get the highest profit • Fulfillment of Justice • Avoid Social expenses • Social participation • Competition

• Technology use caused by the for production Sustainable expansion of • Development Development the market of Attitudes

Environment Development • Environment favoured use of resources • Development that the earth can bear • Aesthetic favoured

• The need for Sustainable Development

• People in the present society involve in activities with the expectation of gaining personal profits. In that context the concept of common welfare is least considered. eg. Hence the production is mercantalized, food items not beneficial to health are produced 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 without considering 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 to the environment eg. Large Machinery use for large scale production causes air pollution • In attempting to develop the Gross Domestic Production quantitatively, the need to bear a social cost arises. eg. Environmental and social problems caused by industrialization

113 • 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 protection of 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.

114 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 physical environment. 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 the STAD 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.

115 ² It is the responsibility of the people to protect the physical environment. (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 within brackets.

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 blanks i. 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 ......

116 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 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 is produced by man.”

117 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? ......

118 Activity 11.9.2

Competency Level : Contributes in maintaining environment equilibrium for sustainable development..

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 boards ² 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 resources that take long time to be created, that get decayed when it is used and that can not be reused by reconditioning? ² If those resources come to be vanished in a short time, what problems 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 products eg. 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 as a 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)

119 Step 11.9.2.3 : ² Get each group to present the information they have collected to the 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 the earth planet/ development to fulfill the needs of the present generation without disturbing the capability of the future generation to fulfill their needs can be called sustainable development. ² A person contribute a to the sustainable development by having a life style bearable and using resources carefully. ² Contribution of all people in the world is needed to have sustainable development. ² Difficulty in getting basic needs fulfilled, damage on oson layer caused by human activities, shortage of drinking water, higher heatness of the atmosphere, wastage of resources are the barriers to 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.

120 Annexe 11.9.2.1 Activity 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 would contribute 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 the people 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 development caused by human activities relevant to environment factors: water, land, atmosphere.

Activity Sheet 05

Explain in brief measures that we should follow in using resources for sustainable development.

121 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 papers ² A4 papers ² Bristol Boards ² 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 and social. ² All such components of environment get damaged as a result of unorganised human activities. ² Such environmental damages bring much harm to the environment.

122 ² Unlimited minings, vast changes done on land cause environmental damages. ² Agricultural activities, industries and other human activities bring damages to the soil. ² Decay of soil beings, drying of water fountains, climatic changes will take place. ² Over consumption, pollution of water, artificial drainage systems will bring damage to the water. ² Shortages of drinking water, health problems, changes in the underground water, decay of water born beings will be the results of environment damages. ² Climatic damages will take place as a result of agricultural and industrial 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 social class and caste differences, not respecting social customs and virtues will bring damage to the social environment. ² Struggles based on religions, break down of social relations breakdown of social identity will be the results of damaging the social 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 the information you have collected.

123 Annexe 11.9.3.1

124 Influences of human activities are physical, biological and social environment Annexe 11.9.3.2

125 Annexe 11.9.3.3

Activity Sheets

Group 1

Do a presentation on geographical influences of human activities after observing the concept map.

Group 2

Do a presentation on influences of human activities on soil after observing the concept map.

Group 3

Do a presentation on influences of human activities on water after observing the concept map.

Group 4

Do a presentation on the influences of human activities on climate after observing the concept map.

Group 5

Do a presentation on the influences of human activities on biological environment after observing the concept map.

Group 6

Do a presentation on the influences of human activities on social environment after observing the concept map.

126 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 in Annexe 11.9.4.1. ² Activity sheets as given in Annexe 11.9.4.2. ² Felt pens ² 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.

127 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 in Sri Lanka/ the world. • Prepare a report on measures to solve them.

128 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

129 Activity 11.9.5

Competency Level : Explains the importance of sustainable development to maintain an equilibrium in the environment so that environment damages are minimized 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 map ² What are the developing countries as shown in the map ² 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 common characteristics 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)

130 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 types traditional and modern ² Modern instruments are concerned with economic factors as well as social factors ² Low income, shortage of capital, high rate of population increase, low levels of social development are the characteristics of developing countries ² Developing countries face problems in the process of development, such as shortage of capital, lack of technology, problem of energy, political unstability ² Those countries should attempt to develop on their own effort by 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.

131 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

132 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 and explain 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 of development. • Present the list to the class and explain it.

133 11.10 International Relations (20 periods)

Introduction

In the early days people could get their needs fulfilled within the country. Hence international relations were limited. Later on, as a result of voyages of discovery and industrial revolution international relations began to develop.

As a result of the industrial revolution, on the needs of getting raw material for industries and to find markets for finished goods international relations on trade began to develop. With the attempt on achieving such economic needs, the powerful countries were able to capture countries and to have colonies under their rule. Along with the spread of international trade, powerful countries attempted to spread their culture as well.

Along with the development of transport and communication, international relations began to 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 the World War II were the bad consequences of those struggles among powerful countries. The World War II brought serious damage to the world. Many people died at the war. Some children lost their parents. There was a large number of refugees. The whole world faced immense problems as a result of the war.

The people in the world felt the need to avoid war. They faced the problem of finding solutions to the consequences of war. As a result of these felt needs the United Nations Organisation (UNO) and its affiliated institutions were established. This step can be considered as a land mark in the development of international relations.

Later on many international organizations were established relevant to economic, social and 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 through diplomatic missions and ambassador services.

International Relations have developed as a broad subject and greater attention is paid on that in the present day. The world has become small to be a universal village. The man has become 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 develop competencies needed as a member of the world society.

134 Competency : “Participates as a member of the world society in developing effective international 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 built on 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. The States could exist alone. But along with the expansion of the world population, and when the needs of the people became complex and varied a state could not exist alone. Hence international relations became important. • International relations can be developed along different fields as political, economic, cultural and 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.

135 11.10.2 Countries that influence Sri Lanka and their influence

Countries of the world make influences on Sri Lanka in various fields. International relations are developed in fields such as economic, political, social, cultural, etc. In the attempt on development, Sri Lanka gets involved in international trade, gets foreign aids and loans. There are 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 the power to make influences on Sri Lankan economy by way of making limits to exports, making various 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 to make 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 aids and loans, and these countries can make influences on Sri Lanka in supplying such aids and loans for development work.

3. Supply of employment

Countries in the Middle East and European congress are the principal countries that supply employment to Sri Lankans. Those countries have the power to make influences on Sri Lanka by way of making limits on employment, fixing minimum employment and making various conditions.

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 strong relationships 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 the countries of the world make international influences through various organizations. World Bank, International Monetary Fund, Asian Development Bank, European Congress, United National Organisations are some of those institutions. Influences on economic, educational, social, cultural and political fields are done through such institutions. Mostly it is the powerful countries who make international influences through such institutions and it is the developing countries that are affected by such influences.

136 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 Rousewelt Britain - Winston Churchil Russia - Joseph Starlin

• Delegates from 50 countries including the above three held a conference on international organisation in April 1945 at St. Fransisco.

• The Enactment of the United Nations was signed by the above countries on June 26th 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 Assembly 2. The Security Council 3. The Economic and Social Council 4. The Trusteeship Council 5. International Court of Justice 6. The Secretariat

The General Assembly • It is the principal body where representatives of all nations meet together. (By October 2006 there were 192 members) • The General Assembly meets once a year. Special meetings can be called on the request of the majority of members.

137 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 Security Council. • The Security Council consists of five permanent and ten non-permanent members. Permanent members are Britain, the United States of America, Soviet Russia, China and France. The non-permanent members are elected for two year terms by the General Assembly. • An action can be taken with the votes of at least 09 members including all the five permanent members. For decisions on peace and security the consent of the permanent five members is needed. If any permanent member abstains from voting in 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 principles of 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 the Economic 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.

138 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 duration of a session is two months.

The Trusteeship Council • The Trusteeship Council has as its main function the supervision of the administration of trust territories under the authority of the General Assembly. • Promotes political, economic, social and educational advancement of the inhabitants of the trust territories. • Promotes progressive development of the trust territories towards self-government or independence.

At the beginning the Council had 11 territories. Now all of them have come to be independent 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.

139 The secretariat

• It is the main administrative office of the United Nations Organisation. Its role is to carry out the administrative services of the U.N.O. and the implementation of plans and policies decided by the institutions of the U.N.O. • It is in charge of the Secretary General who is appointed by the General Assembly on the advice of the Security Council. • The term of office of the Secretary General is five years. Maximum terms he can hold office is two. • The Secretary General has the power to direct the matters that he thinks would be a threaten to the international security to the Security Council. • The members of the staff of this the Secretariat are appointed by the Secretary General. Those officers have to work on behalf of the U.N.O. and not on behalf of their 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 wars begin 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 the nations of the world. • It seeks to promote friendly international co-operation by encouraging nations to facilitate the free flow of ideas between their people. • It seeks to develop a society built on a basis of a culture with knowledge, education and determination.

140 • To achieve those aims, the UNESCO has paid its attention on promoting reading and writing, to develop a basis for people to spend the leisure fruitfully, to promote health, 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 and education 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 Sri Lanka. 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 as a 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.

141 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.

142 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 other labour rights.

Programmes that have been implemented • Implementing programmes on improvement of labour relations and social security of labour in the Caribean Region of Africa. • Working in solving labour problems in the Asian countries through the Asian Programme 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 after serving 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.

143 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, a programme 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 such as diphtheria, measles, polio, tetanus, tuberculosis.

144 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 and Afganistan.

• Member countries have agreed to respect the independence and unitary status of the member countries, not to use armed forces against each other, not to interfere with the internal affairs of the member countries, to settle disputes peacefully and to work on the principles of 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

145 • 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)

146 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 with the 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 the process of production. • Further, it aims at mobilization of labour among member countries.

Relations developed by SAARC countries with international organisations and Regional Organization

SAARC countries have developed relations with international countries and Regional countries. 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 - UNDP 6. SAARC - United Nations International Pharmaceutical Programme 7. SAARC - Colombo Plan

147 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 - B India - I Mianmar - M Sri Lanka - S Thailand - T Economic 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. But recently 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 trade and Technology of member countries.

148 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 ration system 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) (World Bank)

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 work making use of money grants from developed countries. • To supply specialist knowledge and technology to developing countries for their development work. • Persuade developed countries and international organisations to invest in developing countries.

149 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 1944 It was established according to the Bretonwood Agreement along with the World Bank.

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 Commission Report of 1839. By 1907 it was known as the "Empire Conference".

150 In 1911 Great Britain held a conference to discuss the common problems of the colonies of the British Empire, which was called the "Empire Conference". The Common Wealth of Nations evolved from the former British Empire. When the colonies of the British Empire gained independence, most of them voluntarily agreed to be the members of the Common Wealth of Nations. 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 Empire to join the Common Wealth of Nations. Number of member countries at the inception - 07 The 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 and development 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 activities and to organise the social structure where one lives in. • Promote activities on eradication of poverty, ignorance and diseases and work for the development of life standard of the people. • Promote international Co-operation and eradicate situations that world bring about war and a secure international place and protection. • To do away with national disputes and imperialism and promote human dignity and social 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 to strengthen its capital.

151 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 and diplomacy.

It is used as an important means of developing international relations and management of international 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 functions of a diplomat, laws, methods of diplomacy, principles and ethics. • Should have a knowledge about one’s country and also about the country where one 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.

152 International Trade

A country can not produce all what she needs. In other words a country can not be self dependent. Hence, any country has to import those goods that she can not produce from other countries. On the other hand a country can not consume the who quantity of some goods that she produces. So excess of products of a country has to be exported to other countries. So almost all the countries of the world export some of their products to the other countries and import same goods from other countries. This export and import of goods among countries is known as international trade.

International trade takes place in two ways: i. Two party trade ii. 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. When such an Agreement is made between two countries, it has conditions such as the goods that are transacted, how monetary transactions are done and the period of the agreement. • Although the prices of the goods that come under the agreement change in the world market, the two countries that came to the Agreement do not change the prices during the period of the agreement. • This method is more beneficial to developing countries that have problems on foreign exchange. (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 some other goods exported to some other country. Transaction of money is done through foreign exchange. • Money accepted in international trade are American Dollars, Sterling Pound of U.K. Euro and Japanese Yen. • International relations are strengthened by international trade.

153 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 or countries 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 legal status.

• 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 will make 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

154 • At the situations of war, countries involved in war may have to develop international relations 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 caused by refugees, may have to resettle refugees, those refugees may have to be supplied with infrastructure facilities, may have to supply education, health, security, etc. A country may find difficult to do all these things alone. That country may have to get the support of the international community. For that they have to have international relations.

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 for that. This particularly happened due to the shortage of capital in the developing countries. • Since the developing countries export primary goods to the world market, and the prices of primary goods are low, they always face disadvantaged balance of trade. • Hence the assets of those countries get decreased and face problems in finding capital 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 Foreign Aids. • 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 to the war. U.S.A. implemented a programme called “Marshal Plan” to grant foreign aids 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

155 • Donations • Donations are supplied to a country from another country or countries or from an organisation. • 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 and such other fields in the form of goods or services come under this category. • Buildings for universities, hospitals and such other institutions, housings for those who were displaced due to tsunami come under this category. • Specialist services of foreign countries for research and training programmes in the fields of engineering, medicine, agriculture, fisheries, etc are the services that come under 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

156 Peace

As a result of the 1st World War and the 2nd World War, the attention of the world leaders was focused on International Peace and Security. The establishment of the United Nations Organisation (UNO) too was a result of this situation. Today the UNO works as the main international 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 conflicts too may seek the assistance of another country or countries. So, international relations are built in 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 each country should have relations with other countries. Even if a country is self sufficient, it may have some other problems which compel that country to have relations with other countries. • Developed countries attempt to maintain their standards, where the developing countries attempt to get developed. In this attempt on development all countries whether developed or 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 up international relations on such aims as facing world terrorism, violation of human rights, social mishappenings, and serious crimes.

157 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 papers ² 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 products to 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 or developing can survive alone ² Inequality in the distribution of resources ² To get required resources

158 ² To market excess productions ² To purchase high quality products ² Although some goods are produced in the country insufficiency of production ² Inability to produce some goods in the country due to the lack of necessary technology ² Need of foreign aids to find necessary capital and technology ² The need of international cooperation to ecure peace ² Necessity of the assistance of other countries at disasters ² 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 a terrorism and narcotic disaster.”

159 Annexe 11.10.1.1

160 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 the columns 02, 03 and 04 in the table relevant to those goods. Explain in brief the information included in the table at the group presentation.

Column (01) Column (02) Column (03) Column (04) Good Buying Causes for Benefits gained exported countries buying by Sri Lanka

Tea

Rubber

Finished garments

Gems

161 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 the reasons 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 the organisations 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

162 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 that cooperate in our development”

Time : 80 minutes

Quality Inputs : ² Symbols of UNESCO and UNICEF as illustrated in Annexe 11.10.2.1. 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 Nations aimed at achieving economic and social development. ² Those institutions do a great service to the member countries in various 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 of education, science and cultural affairs of the member countries.

163 ² UNICEF does a great service for the welfare of the children and for the protection of child rights ² The World Health Organization does a great service for the development of physical and mental health of the people of the member countries ² The UNCTAD works for the development of a trade system among member countries ² The UNCTAD pays special attention to solve problems faced by 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

164 Annexe 11.10.2.1

Symbols of the UNESCO and the UNICEF.

165 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 following topics: • 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.

166 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 in Annexe 11.10.3.1. ² Activity sheet as given in Annexe 11.10.3.2. ² Bristol boards and Demy papers ² Felt pens

Special Instructions: Give instructions to pupils to collect information relevant to Activity sheet 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 marked in 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)

167 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 an Organisation 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 countries ² All the SAARC countries are developing countries ² Although these countries are economically poor, they are at a high level in social development ² These countries have paid attention on economic development, development of trade, exchange of technology, work against terrorism, 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 table with information relevant to those countries.

168

Country Extent of Population Language Religion System Capital Capital System Religion Language Population of Extent Country

Sq.km

land in of governance money per head present ruler present per head money of governance in land

Unit of of Unit Income Name of the of Name Income

169 Annexe 11.10.3.1

Map showing SAARC countries.

170 Annexe 11.10.3.2

Activity Sheet

Prepare an Activity sheet like this relevant to each SAARC country.

Name of the country ...... Extend of land Population Languages Ethnic groups Sy-stem of governance Income per head Present ruler Capital Unit of money Political party

171 Part III

Assessment and Evaluation

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Kanthi 171

Kanthi Part III

Assessment and Evaluation

Introduction

Assessment and evaluation is a programme with interpersonal relationships that could be easily implemented in the classroom itself in order to confirm the attainment of learning results by pupils expected through the teaching learning process and to recognize the competency levels that the pupils have achieved. If the Assessment is done appropriately, it is not difficult for the pupils to gain an expertise at least close to the relevant competency. On the other hand what is expected 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 commonly known as ‘feed back’ and ‘feed forward’. It is the function of the teacher to provide feed back to pupils when their weaknesses and inabilities are discovered, and to provide feed forward to pupils when their abilities and strengths are discovered in order to promote those abilities and strengths.

For the success of the teaching-learning process it is necessary for pupils to recognize the competencies they have gained out of those competencies expected from the course. In an evaluation system it is the aim of the teachers to judge, the competency levels that the pupils have achieved in the lines of levels of pupils’ success. The teachers also should communicate the pupils’ progress to the pupils, parents and other relevant parties.

The curriculum presented to you constitutes a student centred, competency based and activity oriented exposition. Learning through action to make the life meaningful is the substance of the 'Transformation Role' of the teacher.

In the curriculum implemented through a series of pre developed activities, it is attempted to integrate teaching, and learning with assessment and evaluation. It is possible for the teacher to assess pupils when they get involved in exploration in groups at the second step of each activity and to evaluate them at the third step when they present and elaborate their findings. It is expected from the teacher to move with pupils hen get involved in exploration, observing their activities 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 attitudes accumulated to build up each competency.

The last two criteria will help pupils to expertise two abilities important for the life. The teacher should attempt to recognize the five behavioural changes of pupils related to these criteria

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Kanthi when they get involved in activities in the classroom, and also to strengthen those behaviours at the assessment and to quantify them at the evaluation.

Teaching-learning process can be made more effective by improving the evaluation procedure. For that the teacher has the chance to generate few situations for evaluation in the lines of Activity Continuum. Evaluation procedure could be made meaningful by separating the Activity Continuum into few Activity Clusters, so that recognition of Evaluation Points would be made easy. At the beginning of each Activity Cluster, it is necessary to introduce Evaluation Instruments that are going to be applied for each activity. In selecting Evaluation Varieties, it is necessary to select awakening activities that would motivate children's learning. A list of activities relevant to this is given below. Concept Maps Wall News Papers Quizzes Question and Answer books Student Portfolios Exhibitions Debates Panel Discussions Seminars Impromitu Speeches Role Plays Presentation of Literature Reviews Field Books/ Nature Diaries Practical Tests

Part 3 of the course has been planned to introduce a suggested Evaluation Point and the Evaluation Instrument selected for that. When the evaluation is done in two ways within activities and in between activities, the teaching-learning process will get more strengthened and the pupils will get motivation to learn with pleasure and awakening.

In addition, there can be written tests and proect work in the class. There can also be written 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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Kanthi 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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Kanthi 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 good B - Good C - Average D - Should improve

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Kanthi 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 years of age as a domestic servant

• Misuse of intellectual property

• Bribery

• Driving away a person from the residence by force

• Not awarding due promotion to a government servant

• Illegal detention

• Getting work for more than 8 hours without overtime payment

• Changing a fence of a land

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Kanthi 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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Kanthi 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 the opposition make special declarations.

9.00 am. - 9.30 am. - A special speech by the Minister who brings the Act about 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 and declares that the Act is passed.

4.00 pm. - House ajourns

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Kanthi 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 dignity of the parliament. Explain how to speak in the parliament with correct postures. Conduct the session according to the fixed time.

• The Agenda of the Day: • Get the pupil who performs the role of the speaker to explain 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 a majority of pupils. • The group with the majority to be taken as the governing party and the group with the minority to be considered as the opposition. • Arrange the seats suitably to function as the child parliament. 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 environmental problems is the lack of proper system to release litter. Due to the release of litter from houses, industries and other places in a destructive way, environmental problems have

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Kanthi arisen. Hence I would present this Act to be passed as a law aiming at minimising environmental problems by building a legal framework relevant to the release of litter.”

• Conducting the debate:: • Give instructions that when the Hon. Speaker calls the name of a M.P., the particular M.P. should get up from his seat 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 policy on 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 implementing the 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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Kanthi • 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 Local Government 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 releasing litter. - Explains the importance of the views presented by Hon. M.P.s and promises to make necessary amendments to the Act taking into consideration the ideas presented by the Hon. M.P.s. - Thanks the Ministers and the M.P.s of all the parties who 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 in the 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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Kanthi 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 good B - Good C - Average D - Should improve

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Kanthi 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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Kanthi • 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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Kanthi 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 at situations 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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Kanthi 12.0 Method f Evaluation:

Name of the Pupil

Worksa cooperatively

Completes the work assigned satisfactorily

Completes work in due time follows teacher's instructins

Shares resources

Involves in work with pleasure Involves in work with discipline

Involves in work with pleasure

A - Very good B - Good C - Average D - Should improve

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Kanthi 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-term development.

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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Kanthi • 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 the protection 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 of environment.

3.45 pm. - 4.00 pm. - Review and wind up

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Kanthi 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 the music teacher) • Lighting the traditional oil lamp. Get the Chief Guests, the principal along with you to light the 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 the programme. (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 to do transplantation. Plants, mamotees and other necessary equipment have to be made ready for this. Take those plants, momotees and water to the place/places where they are going to be planted as planned earlier and transplant them, and water them. Some measure has to be arranged to protect the plants.

• Tea break : • It has to be pre planned so that the environment is not damaged.

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Kanthi • 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 with the pupils.

• Presentation of songs and poems relevant to the protection of 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 of sharing what they have brought could be encouraged.

• Purifying environment : • This has to be pre planned. Necessary equipment have to 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 and Governance would deliver a short lecture summing up the work 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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Kanthi 12.0 Method f Evaluation:

Name of the Pupil

Worksa cooperatively Completes the work assigned satisfactorily s Complete work in due time

follows teacher's instructins Shares resources

Involves in work with pleasure

Involves in work with discipline Involves in work with pleasure

A - Very good B - Good C - Average D - Should improve

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Kanthi 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 instrument Preparing a manual of self creations

5.0 Aims of the instrument Develop knowledge among pupils on International organizations and Regional organisations that can contribute in economic and social development of Sri Lanka and provide opportunity 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 and Regional 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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Kanthi • 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 Serial No. Relevance of information Correctness of information Systematic presentation of information Creativity Finish of the work

01 02 03 04 05 06 07

A - Very good B - Good C - Average D - Should improve

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Kanthi Annexe – 1

Universal Declaration of Human Rights

On 10December 1948, the General Assembly of the United Nations adopted and proclaimed 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 of the Declaration and to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories.

Preamble

Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of 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 have outraged the conscience of mankind, and the advent of a world in which human beings hall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,

Whereas it is essential, if man is not to be compelled to have resource, at least resort, to rebellion against 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 fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,

Whereas Member states have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms 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 every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. 194

Kanthi Article 1

All human beings are born free and equal in dignity and rights. They are endowed with reason and 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 distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of 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 all their 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 against any 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 violating the fundamental rights granted him by the constitution or by law.

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Kanthi 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 impartial tribunal, 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 proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defense. (2) No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.

Article 12

No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection 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 each state. (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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Kanthi 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 to marriage, 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 freedom to change his religion or belief, and freedom, either alone or in community with others and in public 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 hold opinions without interference and to seek receive and import information and ideas through any media 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 through freely 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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Kanthi 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 and resources of each state, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

Article 23

(1) Everyone has the right to work, to free choice of employment, to just and favourable conditions 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 human dignity, 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 and periodic holidays with pay.

Article 25

(1) Everyone has the right to a standard of living adequate for the health and wellbeing of himself and of his family including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond 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 elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religions groups, and shall further the activities of the United Nations for the maintenance of peace.

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Article 27

(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the 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 from any 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 forth in this Declaration can be fully realized.

Article 29

(1) Everyone has duties to the community in which alone the free and full development of his personality is possible. (2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for 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 and principles of the United Nations.

Article 30

Nothing in the Declaration may be interpreted as implying for any state, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

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