Társadalomismeret angol nyelven

A történelem és a társadalomismeret 10. évfolyamra lezárult. A történelem tanulásában kronologikusan haladva a tanulók eljutottak napjaink történetéhez, társadalomismeretből pedig érintették mindazokat a témákat, amelyek általában e tárgy tematikáját alkotják. Mind a témák ismeretében, mind képességfejlesztés tekintetében átlagosan megközelítik a középfokú érettségi szintet. (Nyilvánvalóan az egyéni eltéréseket figyelembe kell venni.)

A nyelvi-kommunikációs évben felkészültek arra, hogy egyéni vagy csoportos projektmunkát készítsenek. A társadalomismeret-történelem munkaközösség bátorítani fogja a diákokat, hogy minél többen válasszanak ilyen típusú témákat. Minden tanévben a munkaközösség témajavaslatokat fogalmaz meg, amelyek ajánlat szintjén meghirdetésre kerülnek. A képességfejlesztés tekintetében az egyéni munka, az önállóság erősítése, a problémaorientált gondolkodás kerül az előtérbe. A korábban elsajátított ún. történeti-társadalomismereti képességek egyéni használatát kívánjuk elérni.

A nyelvi-kommunikációs évben az első idegen nyelv ismerete a többség számára olyan szintű, hogy valóban a kommunikáció és az eszmecsere eszközévé vált. Ezért törekszünk arra, hogy az angol nyelvi munkaközösséggel közösen történelmi-társadalomismereti témákat is feldolgozzanak, nemzetközi kapcsolatokon keresztül közös projektekbe vegyenek részt.

Céljaink közé tartozik a témahetek történelmi-társadalomismereti témákkal, illetve egyes témák ilyen irányú kiterjesztésével ébren tartani diákjainkban a homo socius-t és homo politicus-t.

The following is part of an educational programme which would serve to inspire students in their final years of secondary school to examine and discuss important issues facing their community and the society at large and to consider their own values in light of different opinions, at the same time maintaining the content requirements set by the national school system.

It has been our experience teaching advanced students of English in Hungary that often language lessons do not allow enough time for participants to approach important, contemporary topics of interest on a deeper level. Even if the lesson framework happens to be more flexible, adequate materials are not always available to inspire lively discussion on various social issues that directly or indirectly affect our daily lives. Assuming that both time and resources make such discussion possible, most classes consistently contain a few dominant individuals who take over the bulk of the conversation (either because they feel more confident in using their language skills or because they are less inhibited in expressing their opinions), discouraging more reserved students from speaking their minds. Generally, there is a constant conflict between the usual requirements of ESL (grammar, vocabulary, translation, summarisation, etc.) and the opportunity to delve into topics which, although covered in language exam preparation material, could be dealt with in far greater detail than in many traditional language classes. This course attempts to offer ideas, reading material and techniques that focus on analysing the burning issues facing society today, while providing resources suitable to the needs of advanced language students, in addition to creating an atmosphere where intense discussion and an honest exchange of views can take place, hopefully in a natural and intimate communicative setting.

It is important to note that " Rights and Responsibility " is a course designed to assist participants in developing their communicative and critical thinking skills ( the English language in this case is simply a tool for doing so). The emphasis is on an active use of the language and the building of a communicative process based on democratic dialogue. This material is intended for use by 17-18 year olds in the advanced phase of their secondary school studies in accordance with the standards established by the National Core Curriculum (NAT) in the area of Social Studies and English as a foreign language, in addition to the requirements set by national and international language exam organisations. We assume that at this stage most students have completed their basic academic studies, and possess the language skills appropriate to begin making practical use of the knowledge they have acquired. They are about to enter into a world where the ability to take in and process information is critical to their survival. Typically, students at this age have begun to exhibit a deeper curiousity about the world around them and are forming their own individual opinions. This provides an excellent opportunity for them to begin thinking about connections between problems in their daily lives and what they have learned in school. Using their own experiences as a source of inspiration, they may start developing a foundation for their own viewpoints as members of their community, hopefully becoming active citizens of their country and an open society.

Assuming that students at this level already have a basic familiarity with their own constitutional rights, the principle behind "Rights and Responsibility" is a wide-ranging interpretation of basic human rights. The underlying goal of the course is to provide participants with an opportunity to think consistently about these rights. Taking part in this process, they may find that the values they hold to be true are often in conflict with those of their peers and the society around them. Therefore, the question they must continually ask themselves is the following: What are the values that underlie and guide our actions and opinions in daily life? The course material includes topics that have long been the subject of heated debate and about which one can not easily avoid holding an opinion (abortion, homosexuality, unemployment, fanaticism - see Table of Contents for complete listing).

The aim is not to teach students to win debates. It is rather to assist them in collecting and digesting information , while remaining objective and open to the opinions of others, so that in the process of developing personal views they may discover and understand the values underlying them.

Regardless of whether it is an attractive prospect or not, Hungary's eventual membership in the European Union is now a reality. It is therefore essential that students be able to actively and intelligently communicate using the English language in order to be able to better develop and understand their identity as Hungarians in the European community. The current secondary school generation will no doubt play a significant role in shaping the future political, economic, and social policies of the country and they must be adequately prepared to deal with the rapid changes in the world around them. This can only happen if they maintain an open and objective understanding of their neighbors and can also make themselves understood, representing their views and defining their needs appropriately. It is our absolute obligation as educators to assist them in this endeavor.

The basic methodology used in "Rights and Responsibility" is that of the study circle, a learning process rooted in various civic movements of 19th century America and which has since been adapted by small-group discussion programs in many other countries. It is based on the idea of a democratic exchange of views among a small group of individuals, who have gathered to learn more in depth about a particular social or political issue. Reading material is provided to catalyze the discussion and all participants are given equal opportunity to express their opinions, hopefully resulting in productive and meaningful dialogue. Study circles stress cooperation and participation so that the group can capitalize on the experience of all its members* The process, a democratic discussion among equals, requires group members to confront difficult and often controversial topics, constantly clarifying and summarising what they have read and heard from each other. The group leader's role is to keep the discussion lively and focused, and to model respectful listening, encouraging participants to share their knowledge, experiences and opinions in a non-confrontational manner*. His or her most important skill is the ability to ask constructive questions that are conducive to conversation and that do not put the speaker on the defensive. The basic goal of a study circle is to deepen participants' understanding of an issue by focusing on the values that underlie their opinions. The group works through difficult issues and grapples with the choices that they or their society are facing. Study circles seek "common ground" - areas of general agreement- but deliberation is the goal rather than consensus or compromise*. Perhaps the most important element crucial to a successful study circle is that participants understand the difference between a dialogue, which is collaborative, and a debate, which is oppositional. The following comparison serves to provide a framework by which group members can establish the basic ground rules that should be followed throughout the course.

A comparison of dialogue and debate*:

Dialogue is collaborative: two or more sides work together towards common understanding.

In dialogue, finding common ground is the goal.

In dialogue, one listens to the other side(s) in order to understand, find meaning, and find agreement.

Dialogue enlarges and possibly changes a participants point of view.

Dialogue reveals assumptions for re-evaluation.

Dialogue causes introspection on one's own position.

Dialogue opens the possibility of reaching a better solution than any of the original solutions.

Dialogue creates an open-minded attitude: an openness to being wrong and an openness to change.

In dialogue, one submits one's best thinking, knowing that other peoples' reflections will help improve it rather than destroy it.

Dialogue calls for temporarily suspending one's beliefs.

In dialogue, one searches for basic agreements.

In dialogue, one searches for strengths in the other positions.

Dialogue involves a real concern for the other person and seeks not to alienate or offend.

Dialogue assumes that many people have pieces of the answer and that together they can put them into a workable solution.

Dialogue remains open-ended.

Keeping these elements in mind should result in active discussion by students, in which the "teacher" is also an equal participant. The reading material provides the background information for each session and also serves as a flexible source of language activities, including reading comprehension exercises, written and oral summarisations, translations, vocabulary practice, and dramatic games, all of which concentrate on the topic under analysis. In effect, students' use of the language becomes a way for them to express their opinions and begin to develop and represent their individual sytem of values. It is of utmost importance to understand that the goal is by no means to make participants feel that debate is not a valid form of communication; after all debate is an important part of Hungarian culture! Students must, however, realise that debate and dialogue are two very different things, and that one should pay attention to which a given situation calls for. Their attitude, the speaking and listening skills they employ, their body-language, and their choice of words strongly influence whether their communication is contructive or destructive. They should be aware that effective communication is a subtle and neverending process that requires intense participation and concentrated effort. Only then will they begin to realise the benefits that can be gained from it. In this respect, the role of the teacher is crucial. He or she must at once act as a catalyst for discussion, as mediator and monitor, instructor and participant. The study circle leader does not "teach" in the usual sense of the word. He or she does not have to be an expert on the subject being discussed, but must have enough familiarity with it to raise views that have not been considered by the group. The leader's main task is to create an atmosphere for collaborative learning, one in which each participant feels at ease expressing ideas responding to those of others. *

Consistent with the goals and objectives defined above, upon completion of the "Rights and Responsibilities" course, students should be in possession of the following:

• a well-rounded, individual set of values (at the very least, they should be on the road to developing their own system of beliefs;
• an ability to engage in constructive dialogue about an issue affecting them without losing control of their emotions;
• the ability to think critically;
• a willingness and capacity to understand the viewpoints of others, even if these are in opposition to their own;
• the ability to listen effectively, an awareness of when to hold back;
• an awareness of their personal prejudices;
• the ability to keep personal prejudices from influencing their actions;
• the ability to learn from others and to change personal points of view;
• a working knowledge of different social issues and how these are handled in their own culture, as well as in cultures perhaps radically different from their own;
• a working knowledge of the vocabulary and language specific to the issues discussed (see- "Language requirements")

In essence, "Rights and Responsibility" is a course designed to be used by any group of individuals who have an active interest in discussing the issues concerning the society around them, and who wish to develop their English skills outside of the traditional English lesson framework. It is easily adapted to a number of different learning environments. Perhaps the only key criteria that should be taken into account when building it into an existing school curriculum are that participants exhibit a high level of commitment to the process (ultimately, they "own" the study circle) and have a strong command of the English language. From an ESL standpoint, this means that students should have the confidence and the ability to converse and write on at least an upper-intermediate level or higher. Perhaps the intermediate Hungarian State language exam could be a requirement, depending on the curriculum in the given school, but this does not have to be compulsory. The age limit suggested under "Methodology" should in no way restrict anyone from participating, but teachers should recognise that the topics to be discussed are often of a sensitive nature and require a certain level of knowledge and maturity from the participants. Younger students may not have had the exposure necessary to handle such topics with tact and discretion. Since the participants generally volunteer for such a course, they should be made aware of what they will be required to do, but it is ulimately up to the individual teacher to take these factors into consideration when putting together his or her class.

Study circles as a methodology have been used in a variety of different situations. Churches and synagogues, civic and community groups, businesses, advocacy organisations, schools, and unions have all used study circles to help their members consider vital issues.* Since the strength of this method lies in its flexibility, adapting "Rights and Responsibility" to the needs of an existing Hungarian school curriculum should not present significant problems. As part of a foreign language program it can be used as a specialised, course to supplement advanced language exam classes or to assist students applying to universities as English majors, although it may also prove useful in the context of extra-curricular activities, such as English clubs, school government organisations and student counseling sessions. The course can also serve as part of a social studies curriculum for those who wish to deal with the subject matter in a foreign language. In addition, such a course of study may easily fit into curriculums designed for secondary school graduates who wish to specialise in specific professional fields, such as journalism or media and advertising, law, as well as business and economics. The study material and structure of each unit have been designed to allow for maximum flexibility, although a word of caution to teachers who wish to use the course as part of a daily lesson framework. It is not intended to be used in place of regular school subjects and will not work well on an everyday basis. It is meant to be built into existing curriculums and used in combination with subjects already in the traditional lesson plan and therefore should not be handled as a compulsory subject of study!

Although their are many variations on the basic format that can be tailored to fit the requirements of the given institution, the ideal study circle should meet maximum three times a week at a minimum of 60 minutes/session, although 45-90 minute sessions are also possible. It is strongly advisable to leave time between sessions for participants to reflect on their experiences and work through the study material and /or prepare written and oral assignments. Students should not feel overburdened with a heavy workload at the price of losing their commitment to the process. Adequate time is also necessary during sessions for reading and in-depth discussion, which tends to be most effective when the material is fresh in the minds of the participants. Reading and written assignments can also be given for homework. Another alternative may be to hold longer sessions once a week, bi-weekly or even monthly.. Which format is used largely depends on the curriculum requirements and lesson time available at individual schools. In any case, it is left up to the discretion of the teachers and students involved to find the format most suitable to their needs.

The general introduction emphasises that "Rights and Responsibility" can be utilised in several different ways. When used as part of a school curriculum, in most cases the students' progress must be checked and evaluated in some manner. It is important to note that the main goal of the course is not to have students memorise facts and statistical data. The majority of students' activities throughout the course will be a collaborative effort to use and develop their communication skills and exchange their views on a particular topic. In this context, their interest, commitment, and attitude are things that can not easily be "graded" using a system of marks. A great deal of objectivity and empathy will also be required on the part of the group leader when assessing the progress of his/her students. Since school progress reports must contain specific grades, this presents somewhat of a dillema.

Within an ESL framework, course participants will be obliged to make use of the vocabulary and grammar skills they have learned in the form of oral presentations and various written exercices, including compositions, summarisations, essays etc. It is suggested that marks be given concentrating on this area of students' work. This may serve to evaluate their familiarity with basic information concerning the topic under discussion, in addition to guauging their use of the language in different contexts. Marks could be given for all activities requiring independent written work, focusing on students' use of vocabulary and grammar, written structure, the application of formal and informal language, and the accuracy with which they organise and present their work. A note of warning: It is not advisable to grade students on their participation in dramatic games dealing with emotionally sensitive topics, nor should participation in such activities be compulsory! Giving marks to a student on how he or she played the role of a nurse at an abortion clinic could have disastrous consequences and would completely destroy the essence of the study circle process. (See- Content and Unit Structure).

It is also important to emphasise that marks alone are often not sufficient for the assessment of students' progress. Therefore, written assessments are strongly recommended. This would obviously require a considerable amount of extra time on the part of the teacher, but it has been our experience that such reports are far more effective in personally evaluating the work of any student. It is left to the teacher to decide whether English or the given student's native language is more appropriate for use in such written reports. Such evaluations may contain comments on the students' language work, but they also provide a good format for approaching other areas of students' work. The following are some points to consider:

• communication and speaking skills
• listening and reading skills; the ability to read and listen for gist
• writing skills
• the ability to effectively summarise information
• organisational skills
• the ability to identify problems and define possible solutions
• the degree of empathy and tolerance towards others
• the degree of sensitivity towards social problems
• the ability to see questions from a wide perspective
• the ability to make connections between different areas of conflict
• self-discipline; knowing when to speak and when to hold back

It should be mentioned that in the course of writing such assessment reports, the teacher will also become an integral part of the process, since he or she will also have to consider each student honestly and objectively. It may also be an interesting exercise to encourage students to write their own self-evaluations, as well as that of their teacher. After all, he or she is as much a part of the group as any of its other members! Taking all of the above into account, assessment of progress during the course is something that teachers should not take lightly. A great deal is at stake depending on how it is handled. It is recommended that teachers take time at the beginning of the course to discuss this issue with their students and develop a compromise that is acceptable to all concerned.

I. Whose rights?

1. The right to life?
• Abortion
• Euthanazia
• Public health
• Capitol punishment
2. The right to freedom?
• Sexuality
• Men and Women
• Age groups
• Mass culture
3. The right the prosperity?
• Business and Economics
• Consumer Society
• Unemployment
• Poverty

II. IS THERE POLITICAL FREEDOM?

1. Who informs?
• Opinion or objectivity
• Manipulation and propaganda
2. Killing for beliefs?
3. Religious war
4. Fanaticism
5. Whose party?
6. Professional politics
7. Civil politics
8. Election

III. INDIVIDUAL AND/OR COMMUNITY?

1. What we are born into
2. Family
3. Ethnic group
4. Nation
5. Where we live
6. Shelter
7. What we choose
8. School
9. Workplace
10. What we are forced to do(?)
11. The fringe
12. Cults/sects

IV. APPENDIX

A list of organizations we can turn to for information and advice concerning topics under discussion.

The Rights and Responsibility textbook will most likely be published in the form of two volumes with an additional handbook for teachers. The goals and methodology described in the previous sections are the foundation for the practical use of the material within the text, which is essentially a collection of written work from different media souces, including news publications, literary magazines, trade journals, periodicals, newsletters from various organisations, and publications on the internet. The intention is to present the widest range of views possible on a given topic, using sources from all over the world, and representing the perspectives of different cultures, including The United States, countries in Western Europe, East-central Europe, the former Soviet Union, and various third world nations. We have carefully selected and edited each article in the interest of saving space and to make them more easily comprehensible. The texts are supplemented with statistical data and discussion questions to inspire honest dialogue and, hopefully, an empathic exchange of ideas. Vocabulary exercises are also included, along with suggestions for oral presentations and written work. It is possible that the teachers handbook will include supplementary reading material of greater length, in addition to detailed suggestions on how to handle the material.

When using the text, it will quickly become apparent to course participants that the topics are all interrelated. It has been our experience in practice that discussions on one particular theme will inevitably lead into areas that touch upon related topics, and that new questions to be explored will constantly arise. The individual units and the sub-sections within them have been designed keeping this in mind. Thus, the role of the teacher is particularly important in keeping the discussion focused and in composing new questions in language compatible with the direction the group wishes to follow. Course participants should remain aware that topics in the text do not neccessarily have to be taken in the order they are presented. . A group dealing with the issue of abortion may find themselves talking about any number of the other topics, for example, public health, sexuality, men and women, poverty, etc. When the group feels that they have reached a point of transition, they should take time to decide how to proceed. They may wish to continue by doing individual reasearch using outside source material, or jump to a different section of the text in order to change the point of reference. Those using the text outside of the classroom format, for example in the case of an English language club that meets only once a week, may wish to concentrate on just one topic before moving on to other club activities. English teachers conducting traditional ESL courses may find "Rights and Responsibility" a useful source of extra texts for translation or summarisation.

Obviously, their are numerous different contexts in which to use the book, although it is important to mention that the study circle process and methodology are an integral part of the material and are absolutely essential to the success of Rights and Responsibility as a full course of study! The teacher's handbook will contain a detailed description of this methodology.

The textbook obligates students to participate in a variety of different activities. Separate symbols are used to indicate each type of activity and have been carefully selected in order to clearly indicate to users what they are expected to do consistent with the study circle methodology. The following is a description of these symbols and the activities they are meant to show.

1. The symbol illustrates a group of individuals seated at a round table. It indicates the questions to be used in the opening discussion, in which participants are expected to talk about any experiences they have had concerning the given topic. Important: Everyone should contribute.

2. Once again, we see a round table discussion. The participants now have already done some reading, are basically familiar with information concerning the topic, and are aware of the opposing viewpoints surrounding it. They are discussing whether or not they have reached a better understanding of the problem. Have their questions been answered? What do the viewpoints heard so far ignore? Are their any possible solutions to the problem?

The participants are illustrated in black and white; they are struggling to develop an opinion about the problem. They do not necessarily have to reach a consensus, but should strive to understand each other. The symbol is used in conjunction with discussion questions that might help them to do so.

3. The open book indicates reading material that contains objective information about the topic, for example descriptions on the historical and legal background of the problem in question.

4. This time, the open book uses arrows to indicate extracts that represent strongly opposing viewpoints on the topic. Such reading material attempts to illustrate the problem from a wide-scale, international perspective.

5. The classic symbol of the theatre invites group members to participate in role-play activities. The dramatic situations used are meant to bring participants closer to the problem on an emotional level, and hopefully encourage them to develop their sense of empathy.

6. The microscope symbol indicates a scientific approach to the problem and can be seen in conjuntion with texts or graphs that provide statistical data in the interest of further illustrating the problem for participants.

7. The path of the discussion has led participants to the point where they must decide in which direction they wish to go. Does everyone feel that they have a well-developed opinion on the issue or would they like to delve deeper, perhaps in the area of a related topic? They may wish to do further research or initiate some kind of community action. The symbol indicates thoughts, possible points of connection and suggestions to help group members in making their decision.

8. We have returned to the round table once again, but now participants turn their attention to one individual in the group, who is giving an oral presentation. Naturally, it depends on the teacher to decide at which stage to use this activity. Perhaps this would be an opportunity to summarise the different or opposing viewpoints that group members have been exposed to in the course of their work.

9. The symbol represents a dictionary to indicate the vocabulary necessary for written and oral exercises.

Each article is accompanied by a vocabulary list. Based on the teacher's discretion, these may be used in class or as part of individual homework assignments.

10. The empty paper and pen indicate written summarisations, compositions, and translations. It is once again up to the teacher to decided when to assign this kind of activity, although it is suggested that such work be given at the end of individual sections to conclude study on a given topic, giving group leaders an opportunity to check and evaluate students' progress.

Using the reading material will require students to make considerable practical use of their English language skills. Assuming that an English teacher is acting as group leader, he or she will have to assess the students knowledge of vocabulary in the proper context, their accuracy in the usage of grammar, their level of comprehension, their speaking and listening skills, and so on. Since "Rights and Responsibility is not a grammar book, and focuses primarily on effective communication, teachers and group members will have to determine which language skills need to be stressed and how much classtime should be devoted to these according to the needs of the individual group. All texts for reading will contain separate vocabulary lists based on their content. It is assumed that students participating in the course already have a strong knowledge of the language, and that focus on grammar should be minimal, but unforseen problems with vocabulary are bound to arise. The following is a list of general words and expressions that students should be expected to know in relation to each topic of discussion. We have attempted to put these in the category where they are most likely to appear, although they may appear in the context of several different topics.