Introduction

This curriculum design evaluation of grade ten Civics and Ethical Education text book. The book
has 14 units. This evaluation has focused on unit three entitled Equality. The evaluation is
conducted based on the framework of learner centered curriculum design. The unit has four
subtopics. So the evaluation has made on each sub-topics named as lessons. In the evaluation
process the assumed strengths and weaknesses aspects were identified. After evaluation of the
unit, the unit was redesigned.
Finally, conclusion was drawn regarding the whole activities of the project
 Unit 3
Equality
The evaluation is conducted categorizing the unit in five parts including the introduction. The
components evaluated were objectives, activities, questions, and figures and diagrams, case
studies in line with learner centered approach.
1. The Introduction of the Unit
The contents those exist on introduction part of the unit is first listed, then followed by
evaluation.
1.1. Lessons –The unit has four lessons listed below
1. The concept of Equality
2. The effects of Equality
3. Gender Equality
4. Equality of Culture
1.2. The Objectives of the Unit
You will: 1.Recognize how equality was introduced in Ethiopia
2. Appreciate the importance of equality.
3. Understand the importance of gender equality
1.3. Key words and concepts
 Culture
 Equality of culture
 Equal opportunities
 National consensus
 Stability
1.4. Picture taking equal responsibility for house hold chore
1.5. Strengths and critiques of the introduction Part
1.5.1. Strengths
The objective was stated. Goal and objective setting are important components of a learner-
centered curriculum, although their role is somewhat different than in a traditional curriculum. In
traditional terms, the use of objectives is justified on the grounds of rationality and efficiency.
For instance, Mager(1975),suggests that objectives are important for three main reasons; they
provide a basis for selection and design of instructional materials ,content and methods, the
enable evaluation to take place, and the act as a guide for students. In the learner-centered
curriculum, objectives have these three benefits. But they also have important additional
functions. They are an important part of the process of sensitizing learners to what it is to be
learner. By making explicit the objectives of a course, and, eventually, by training learners to set
their own objectives, the following benefits can accrue:
i. learners come to have a more realistic idea of what can be achieved in a given course;
ii. learning comes to be seen as the gradual accretion of achievable goals;
iii. students develop greater sensitivity to their role as learners
iv. self-evaluation becomes more feasible;
v. Classroom activities can be seen to relate to learners real-1ife needs.

The unit was broken down to sub lessons to be convenient to teaching and learning. Key words
and concepts were identified in that the learners first knowing the key words to some extent can
make lessons to be understandable. The existence of picture is better than non existence.
1.5.2. Limitations
 The objectives stated in the introduction part of the unit are limited to the the cognitive
learning outcomes. Regarding this concept Newmann (1992, p. 114) state tha: Higher
order thinking [problem solving] occurs only when students are faced with questions or
tasks that demand analysis, interpretation, or manipulation of information; that is non-
routine mental work. In short, students must be faced with the challenge of how to use
prior knowledge to gain new knowledge, rather than the task of merely retrieving prior
knowledge.
 The picture presented on page 47 of this unit does not allow the leaner’s to predicate the
its aim. The heading of the picture says “taking equal responsibility for house hold
chores”

2. Lesson one-The Concept of Equality

A. Strengths
2.1.The objective of the lesson is stated
 By the end of this lesson you should be able to explain the new dimension of equality
after transition to democracy on Ethiopia.
2.2. The lesson has a guide question for brain storming;”Do you have some idea about the
history of equality in Ethiopia?”
This question encourages the students to think and response to the question and enables them
to participate. To this end, the teacher can understand his students’ prior knowledge about
equality.
2.3. The lesson is supported by the case study.
 The case study followed by questions and, is related to the concept of equality and
inequality. So that the discussion on case can enable the students to understand the
lesson.
2.4. The picture the show the meetings of House of Federation and House of peoples
Representatives.
The open ended question in relation to two houses can encourage the students reflect their
opinion. These give opportunities for students to participate in the lesson.
2.5. Summary the main point to be rembered.
 The lesson is summarized and this can give the students the opportunity to remember the
whole lesson
B. weaknesses
1. The way a teacher encourages students shared decision making and gives them increasing
responsibility for their own learning was not described.
2. Lack mechanisms to evaluate students’ achievement of the objective

3.Lesson Two -The Effects of Equality Of Citizens

A. Strengths

1. The objective of the end of the lesson should able is stated

2. The existence of brainstorming question
 that ask students about the importance of equality of citizens in Ethiopia
3. The opportunity of Group Discussion
 Encourages the students to the make small groups and discuss on three questions. This
guided by learner centered curriculum
4. At the end of this lesson there are main themes to be remembered by students
  This is an advantage for learners to conceptualize the lesson

B. Weaknesses
4.Lesson Three-Gender Equality
A. Strengths
1. The objective of the lesson is stated
 By the end of this lesson you should be able to explain the new dimension of equality
after transition to democracy on Ethiopia
2. The lesson has a guide question.
 Do you have some idea about the history of equality in Ethiopia? This question
encourages the students to think and response to the question and enable them to
participate To this end ,the teacher can understand his students prior knowledge about
equality
3. The lesson is supported by the case study.
 the case study followed by questions and the case is related to the concept of equality us
inequality so that the discussion on case the students can understand the concept of
equality
4. Summary the main point.
 The lesson is summarized and this can give the students the opportunity to remember the
whole lesson
B. weaknesses
1. The way a teacher encourages students shared decision making and gives them increasing
responsibility for their own learning was not described.
2. Lack mechanisms to evaluate students’ achievement the objective

4.Lesson Four-Equality of culture

A. Strengths

1.The objective of the end of the lesson should able is stated .

 The students will able to explain equality of culture
2. The existence of brainstorming question.
 1. What meant by equality of culture?
2. Do you think all cultures are equal? Why? Discuss the issue in the in the class.
3. The opportunity of Group Discussion
 Encourages the students to the make small groups and discuss on three questions. This
guided by learner centered curriculum
 This approach gives high opportunity for the learners to take time and exchange ideas and
develop their critical thinking and reasoning abilities.
4. At the end of this lesson there are main themes to be remembered by students
 This is an advantage for learners to conceptualize the lesson

B.Weaknesses
Part Two: Curriculum Design
 Subject -Civics
 Grade -10
 Unit-3
 Topic –Equality
The grade 10 civics and Ethical education content entitled Equality is designed as follows. The
new designed unit mainly focuses using the assumed limitations identified in the evaluation part
of the unit as input to fill gaps. As result of the unit is designed on the framework of leaner
centered curriculum.

Lesson one
The Concept of Equality
1. The objective of the lesson
BE. 1. By the end of this lesson you should be able to explain the new dimension of
equality after transition to democracy on Ethiopia.
R: 1.By the end of the lesson should able to explain the concept of equality.
2. By the end of this lesson the students will able to explain the history of equality in
Ethiopia.
2. The Method /Approach of Teaching and Learning
BE. The lesson starts by raising the question: “Do you have some idea about
 the history of equality in Ethiopia?”
R:1. From your prior knowledge define equality.
2. List services you expect from your teacher and schools. Do you think that?
School and your teacher treat you equally?
3. Do you know practices that indicate inequality in Ethiopia? How can we
avoid such bad practices ?
4.Ask the head of your near by Public Service sector head that to what extent
graduates of the poor and rich have equal opportunity in recruitment and report
to your classmates.
In Koohang et al , the following definitions about constructivism can be found: “Rooted in
learning theories advanced by Dewey (1916), Piaget (1973), Vygotsky (1978) and Bruner
(1996), constructivism learning theory is defined as active construction of new knowledge, based
on learner’s prior experience”. “ The key idea is that students actively construct their own
knowledge: the mind of the student mediates input from the outside world to determine what the
student will learn. Learning is active mental work, not passive reception of teaching“

3. Summary the main point.

 The lesson is summarized and this can give the students the opportunity to remember the
whole lesson
4.Assessment of the Lesson.