For students For teachers

In this unit students will have an opportunity to:

Unit summary
• explore values that are common to all religions
In this unit you will find out more about the values and peoples at all times and in all places
that people share even though they come from
• analyse world issues relating to religion, the
different parts of the world and have different
economy and politics by considering universal
religions. Looking at these universal values will help
values
you to understand issues in the world that relate to
religion, the economy and politics. Understanding • develop the understanding that these universal
that these universal values are important in Papua values are applicable to Papua New Guinea, which
New Guinea will also help you to see that we belong in turn will give them a sense of belonging to a
to a wider world where other people share similar wider world
values. This unit will also help you to understand the • work individually and in small or large groups
importance of values in your relationships and in the
• complete two research assignments for
way that your character develops.
assessment
For your assessment you will have to write two short
stories about role models and also compare and
contrast the values of Papua New Guinea with those
of another country.

Assessment for this unit is described at the end of the unit:

• Assessment task one-students must find information and write two short stories about role models (one
national and one international) that show how they display universal values in their careers and lives.

• Assessment task two-students compare and contrast the values of Papua New Guinea with those of
another country.

Links with other units and strands

Living and working together
The PNG Way

Syllabus references
Students can:
10.3.1 describe and explain how universal values are applicable to Papua New Guinea and the world
10.3.2 identify a range of role models and their common characteristics
10.3.3 clarify personal values and recognise factors that influence them
Unit 3 Universal values will take 10 weeks to complete, including assessment. A suggested timetable is
shown below.

Week 1 Week 6
Lesson 1,2 Developing your identity Lesson 1, 2, 3 Abortion
Introduction to Unit
Different religious views on a~or
Lesson 3 Values
Medical views about abortion

Week 2 Week 7
Lesson 1 Putting values into action Lesson 1,2 Abortion in Papua New Guinea
Lesson 2 Making decisions Abortion in other countries
Lesson 3 Value systems Lesson 3 Influences of universal values

Week 3 WeekS
Lesson 1,2 Learning values Lesson 1 Assessment task one
Lesson 3 Using critical thinking Lesson 2, 3 Role models

Week 4 Week 9

Lesson 1,2 Respecting different points of view Lesson 1,2 National and international role
models
Lesson 3 Universal values
Lesson 3 Challenge!

WeekS
Week 10·
Lesson 1,2 The Statue of Liberty
Lesson 1 Challenge! (continued)
Lesson 3 Using values to decide moral issues
Lesson 2, 3 Assessment task two
 DEVELOPING YOUR IDENTITY
At each stage of your life there are different emotional and social skills to learn. You
learn these skills at different ages. By the time you reach adolescence you will usually
have learned how to do the following:
trust yourself and others
• be independent in many of the things that you do
• take the lead or take the initiative
• cooperate and compete with others
• compare yourself with others.
New word
One of the main things that you do during adolescence is to develop a sense of your
belief system-
the belief system own identity. In other words, you have to work out who you are as a person. In order to
of a culture is the become a mature adult you must do the following:
way that people
• identify your strengths, weaknesses and values
in a community
thjnk and make • choose a belief system as part of your identity
decisions in their
• understand how you relate to the wider world-recognise the group or groups that
lives
you belong to, know how you fit into them and understand how you can care for
them and their environment.

Try to find out from other people

Young people often feel confused
what they think of you. They can tell
about many things. This is because
you things about yourself that you
you are still trying to fiJld out who
may not be able to see for yourself.
you are as a person.
When you listen to the ideas of other
people, it can help you to develop.
 \ \
I
I'
/ _-
'I
\\ I
\
\ :\ I,
....-, \
I ,'\ (\' I '
! \ \\'

@] Do, think and decide

1 Make groups of four students and do the following:

a Write down the personal strengths and abilities that you think you have (for example,
you are good at sport; making other people laugh; being kind and helpful to other
people).

b Select the five qualities that you think are most important.

c Write down the strengths and abilities of the other members of your group.

d Compare the strengths and abilities that each person has written down. Discuss the
similarities and differences.

e Write down your own weaknesses and discuss them with your group.

f Now discuss what you have learned about yourself by doing this activity.
• Are your ideas about yourself different from the ideas that other members of your
group have about you?
• Are you surprised about what you have found out about yourself?

Values
Lesson
People believe that some things are important and other things are less important, but
not everyone has the same ideas about the value of different things.

What do you value?

I 3
friends family home goodfood
localmusic dancing beauty playingsport

church smart clothes life my body I

money the environment travelling the future

peace helpingothers education learningnew things

traditionalculture beingwith friends health animals

spirituality

~. Do, think and decide

. 1 Look at the table "What do you value?" and do the following:

a Add any other items that are important to you and then choose the ten most important
items and write them down in order from the most important to the least important.

b Look at the first five items on your list and the picture at the top of page 124. Do they
relate mainly to people or possessions, to intellectual qualities, or to religious and
spiritual values?

c .What does your list tell you about what is important to you?

\,

I
-- I
 '~

An intellectual activity or Spirituality describes the

Possessions are the
things that people own,
such as clothes, radios
and musical instruments.
quality involves a person's deepest thoughts and
ability to understand or deal . feelings that a person
with ideas and information. has-for example, about
. .
their religious beliefs.

2 a Look at the table below and choose ten qualities from the list. Write them in your book and put them in order
of importance from the quality that you value most to the quality that you value least

Quality Importance Quality Importance Quality Importance

cooperative honest humble

brave reliable sense of humour

kind trustworthy consistent

friendly open-minded helpful

genuine high standards do not judge

other people

generous hard working forgive other

people

respect other creative self-respect

people

loyal loving assertive

understanding patient. tolerant .

set a good example caring always on time

b Show your list to a partner, compare your lists and discuss any differences.

_-1 ~ "
/

" V (i iii
V \ \ \\ - .,
'\ \
3 Choose three of the ten values that you have chosen in the list on the previous page and
explain why they are important to you.

4 Copy and complete the box below to describe yourself as if somebody else is writing
about you. Use the information from the table to help you do this.

Who said that?

(your name) __ --'-'-=~:.:___.;~-- is a __ ---"--'-'-_~_=-'---

whoisgoodat ~--

S/He should try harder to _~ _

and ~_

and s/he hopes other people will remember him/her for ----''--_~

and ~ _ __'_'_~~
 "
\
!

Putting values into action

In order for something to be a value it must have certain characteristics.

~
Characteristics of values
• You must freely choose your values. A value is not just something that your
parents, friends, school or church tell you is important. Other people will help
you to learn about values, but in the end a value is something that you choose
freely after thinking about different alternatives.

You must believe each value is important. You should feel proud of your values
and be ready and willing to tell other people how you feel about them.

You must act on each value. You should put your values into practice in your
daily life. A value is not just something that you say or believe is important but is
shown in the way that you live and behave. ,

If you have strong values, it is less likely that you will be influenced by other people to
do things that can harm you. You will be able to think properly and evaluate a situation
before you do something that is high risk and could hurt you or other people.
If you do not always put your values into practice and have made mistakes in your life,
you can choose to change and make better decisions in the future. To do this you need
, to do the following:
\

\.

iI· Choosing to make a better future

• recognise the effect you have had on yourself and other people

admit the mistakes you made in the past

I)· accept responsibility for your actions

l· make an effort to be different in the future. .
 L.._.,r
\ "\ \ \''I )
\\ \
i
\
I
,i
\1
! \
---- j

,'._ -' "-

~

The present is the result The.future is the result

of the past and we of the present and we
cannot change what can learn from our
has happened. mistakes. You can choose to make
a different future. What
can you do now to make
a better future?

~ Do, think and decide

1 Look again at the table of qualities that you value (page 124). For each quality, describe
the actions that you are taking to put the value into practice and any actions that do not
support the value.

2 a After you have made a decision, how well are you able to follow your decision? How
much are you influenced by other people or other events?

b Give some examples of the sorts of things that have a positive effect on your
development and on the people around you and some that have a negative effect.

c Give some examples of things that you can do to make your future better.

Making decisions
Lesson
You have to make lots of different decisions every day. Some decisions are very easy to
make and some are very difficult. Most people like the freedom of being able to make
their own decisions, but you must also be ready to take responsibility for them. In order
to make good decisions we need to follow a process.
2

I, I
i \1 \~ .""
\ \ ',
\'------.
 i
I
/
/'

.i2~
The decision-making process
Describe the situation that needs to be worked out.

2 Think about all the alternative ways of dealing with the situation.

3 List the advantages and disadvantages of each alternative. Think about what is practical as well as the
[c), values involved.

For each alternative, think about what :risksare involved for yourself and others.

6 Think about the short-term and long-term results of your choice.

7 Make your decision and check if you feel happy. If you are not happy then you may need to think again.

Put your decision into practice.

~ 9 After you carry out your decision, think about whether you made a good choice that worked out as you

l thought it would.

10 If it did not work out as you expected or your decision turns out to be a bad choice, try to work out the
~ reasonswhy and how you can avoid making the same mistake next time.

A good decision is When you avoid an issue

one that is well made, or pretend that the problem Try to think about the
not just one that doesn't exist, you are still reasons why you are
turns out well. making a decision because avoiding makin'g a
doing nothing will also decision.
have results.

/
/
u'iII (\
-, \ \ II
\\
I
I, :\
\

\' "
)
-. /
'--_-- _'

~ Do, think and decide

Think of something in your life about which you need to make a decision. Work through
the steps in the box "The decision-making process" in order to find out what to do.

Discuss and respond

Make groups of four or five students and discuss the following. Think about which of the
steps in decision making are most important for each of the examples.

a The decisions that you made in the past have had a big effect on what is happening to
you now.
b The decisions that you are making now will have a big effect on what happens to you
in the future.

c A goal is a mental picture of something that YOiJ want.

d You don't get what you want because you worry too much about what you don't want.

e What is more important in life is not what happens to us but how we respond to what
happens to us.

f Ordinary people can make very good decisions when they really know what they
want.

9 Good decision making is just good luck.

A value system is
also known as a
Value systems moral code.
Lesson
Values are the standards or principles
that people use to guide them and
make decisions in their lives. When
values help people to know what is
3
right or wrong and to work out what to
do, they are known as a value system.
People often say or believe that
values are important, but sometimes
the way that they behave does not
agree with the things that they say
are important. There is a difference
between what they say and what
they do. For this reason, values are
sometimes known as ideals-which
means that we try to reach them but
are not always successful.

: \i
 ; I
/ .I
.' /

Different people also have different values. They will have different ideas about what
is important and what is right or wrong. For this reason, there may be a clash of values
between different people, and this can often be the cause of conflict between people.

~ Do, think and decide

Make groups of five or six students and collect information on the values held by different
religions and groups as follows:

Group 1 : Christians

Group 2: Hindus (Hinduism)

Group 3: Muslims (Islam)

Group 4: Jews (Judaism)

Group 5: Humanitarians

Group 6: Family members, friends and classmates

Group 7: Village elders (interview elders close to the school)

If you can, find out about:

a the values held by the group or religion

b the beliefs of the group or religion

c characteristics of the group such as the clothes they wear

d places of worship

e holy books

f any other 'points of interest.

2 Make a wall chart or poster to show the value system of the religion or group. Display the
wall charts or posters and discuss the similarities and differences.
 I ,-

\, ) II

Learning values
When you are young you learn about values from your parents and other family members.
You also learn about values from your teachers. In this way you learn about the belief
system of your culture. You also learn about values from people in your church or religion.
Most children will gradually accept the values of the community without thinking too
much about them. Reading newspapers and magazines, listening to the radio and
watching films and television can also have an effect on your values. For these reasons,
people sometimes say that we can" catch" values from other people rather than being
taught them directly.
When you are an adolescent you will probably start to think more, and you will have more New word
questions in your own mind about what is right and wrong and how to behave in different morals or ethics--
situations. You may start to disagree with some of the values that you have learned. the beliefs and
When you start to think in this way, it shows that you are beginning to develop your own values that we use
to make decisions
personal standards or values. You will gradually be able to make up your own mind about
about what is right
more difficult problems and questions. When you are able to think carefully and make up and wrong and
your mind about difficult moral or ethical issues and then put your decisions into practice, that help people
it shows that you are a mature adult who is ready to cope with challenges in life. decide how to
behave

Values education is like School leaders and teachers need

character building and to make sure that they set a good That's right.
needs to be modelled, example so that they model the Values are caught
not just taught. values that they are teaching. and not taught.
 " ( ~.---
.......

I
(0,.
Four ways we need to learn
• learning to know
learning to do
• learning to be
• learning to live together

~ Do, think and decide

1 Explainwhat we mean by values.
2 What do we mean by the expression "values are caught and not taught"? Say whether
you agree with this and give reasons.
3 How can the values that are taught by religions help us to make decisions about difficult
ethical or moral issues?
4 Write about your own belief system and the values that are important to you.
5 Talkto your peers, family and community and find out about their values. Make a
summary of what you find out and describe the similarities and differences.
6 Give some examples of how reading newspapers and magazines, listening to the radio
and watching films and television can have an effect on your values.

Discuss and respond

Make groups of five or six students and discuss the meanings of the following: ethics,
conscience and integrity. You can use a dictionary to help you. Write down some
examples that show each of the three ideas.

Using critical thinking

Lesson
Making up your mind about complicated moral or ethical issues can be very difficult.

3 You have to be able to identify and compare different points of view so that when
you make up your mind, you can have reasons for your decisions. Using skills such as
these in order to be able to make moral decisions is known as critical thinking. Critical
thinking allows you to think before you act, rather than just reacting emotionally.

s1)

I· Skills in critical thinking

• Identify the important or relevant facts.

I
Discuss ideas openly.
• Make an argument that has reasonsto support it.
@"I'.•• ListencarefUllytootherpeOPleandevaluate their views.

1i .
,"
<=) •
Be ready to defend your position when it is criticised byothers.
Respectdifferent points of view·and be able to evaluate the reasonsfor different
points of view.
~. Be flexible and open enough to change your opinion if necessary.·

~\:\~~~;~(
/
\.
,I l ! II \..-// ;1 l \
i(
\ '\
\, )j
, ----J

When you have to make a moral or ethical decision there will usually not be an easy
or simple answer, and each situation and decision that you make will be different. It
is usually not easy to know what to do or the best way to respond, It is helpful to look
at the different ways that people respond so that we can understand what happens,
Understanding these steps can help you to make good decisions,

I can see why

that is a problem Yes, I'm not
for you. quite sure what
to do yet.

I ~avs !hat we respond to moral or ethical

I
~!I. ~I~:~~,:::~on
'''''
will usuallybe based on yom feeling' about the situation
Your feelings may be strong, so your reaction can be very quick and can

I~
happen without your thinking about it. This first reaction is known as an
emotional response.

1
2 You will then have more time to think and analyse the situation. You might
begin to ask questions such as "What are the most important parts of the
. situation? What different choices can I make?What will be the results of each
.

1
of these choices?" This is known as a rational response.

I 3 Then you can join together your emotional response and your rational response-
~ to reach a better understanding and make your decision. This is known as a
~ wise response.
b
 \ I
I '
\;':-.j
~I i
_~ I, \ "',,,- ... __ ,_.-
~ \\ \ v : /

~ Do, think and decide

1 Readthe following five situations and decide what you will do.

~ .
Assess your values and beliefs
A You have left school after Grade 10 and cannot find a job. Someone offers to make you a copy of a

get a job.
II !
B Your friends have been making fun of the way you look. You want to have your hair straightened
because you think this looks smart and will impress your friends, but you know that the chemicals are
very strong and can be harmful.
C Everybody in your group has the latest sports shoes except you. There is a pair of sports shoes in a store
that you want, but you don't have enough money to buy them.

D A teacher leavesa copy of your end of term exam questions lying around. Your friend finds the copy of
~ the exam and offers to let you see it. The teacher does not know that a copy of the exam questions is
~ missing.
11 . E One of your friends is aggressiveand bullying other students and treating them badly. These students

,
~ are afraid and have asked you to help.

2 Copy and complete the table below to show your emotional response, your rational response and your wise
response. Also decide which course of action you will follow.

Situation Emotional Rational response Wise response Course of action

response

Grade12certificate

hairstraightening

sports shoes
exam questions

bullying -,

I f
i'
\I
\, \\
',) \ I;, . i ie' r. ii
I I! i \ \./
C-LLLL..___l
Ii (, '. \
\ , \' /
»<:
', \. ---

Respecting different points of view

People in Papua New Guinea come from many different language groups and cultures.
This can be the cause of conflict. However, it also makes life very interesting because
when we find out more about the ideas of other people, we may have to reconsider
our own ideas and be prepared to change. When we try to see different situations from
the point of view of all the people involved, we can get a better understanding. Having
a good understanding of different points of view helps us to be tolerant and able to live
peacefully together.

g)
t How to interact with yourself and others

,
Did you know?
~ - Be honest in your emotions with others and with yourself. Be ready to listen
"Generosity of

I-
and try to understand the ideas of other people, even if they are different from spirit" means that
. your own. we are kind in
the way that we
Respectand value yourself and then you will be able to respect and value other

I
treat other people
people.
and in the way
- Accept responsibility for the results of your actions and do not blame other that we talk about
them. This means
~ people for what happens to you. Being responsible will help you to be humble

l
that we try to
and to be generous in the way that you treat other people, which will help in respect the rights
I your spiritual development. of other people
~ and to understand
them and the way
they behave. We
Can you please should try to say
try to respect my something kind.
point of view? about another
person and not say
something bad.

i\'.···· _.
'\ \ I II
i .», 1\
; {il
\
 .,\ \
\

Eating dog meat

People from Rogea have helped the people from Teste to raise moneu to build a new
church.When visitors come from Rogea to Teste for the churchopening,the!:)ask if
the!:)can eat dog meat as a special treat. The people from Teste do not usuall!:)eat
dog meat, but there is a large dog in the village that would be big enough to eat. Some
people in Teste strongly .
believe that we should not
eat dog and don't want to
see an!:)dogs killed and
eaten, but because the
people from Rogea have
helped them the!:)do not
want to appear to be rude
or unthankful.

Trees for life

Man!:)people come to Port
Moresby and live in squatter
settlements. Back home
in the village the!:)usually
collect firewood from the
bush,which the!:)use to cook
t~eir food. Now they are in
the city they cannot afford
kerosene so they still look
for firewood. The!:)are living
in the city but trying to live
the village wa!:)of life.

Unfortunatel!:),Port Moresb!:)
does not get muchrain
and there are not many
 \\
\1
\ __ \ \\ \
- .-\
/ I

trees (whichall belong to the local people). So !:!ouhave to pa!:!for firewood, whichis
expensive. The cit!:!council has planted manq,trees to provide shade for people walking
alongthe street and to make the cit!:!more attractive. People livingin the settlements
sometimes cut down the trees for firewood, but the local residents want to keep the
trees and look after the environment.

Jehovah's Witnesses
The daughterof a famil!:!who are Jehovah's Witnesses has had a serious accident and
C) lost a lot of blood, so she needs a blood transfusion in order to save her life. However,
the parents refuse to allow their daughterto receive blood because of their religious
beliefs. The doctor tells the parents that their daughterma!:!die without the bloocl He
wants to save the life of the girl,but this will go againstthe wishes of the parents.

a Do, think and decide

1 What do we mean by generosity of spirit? Write a short story that shows people treating each other with
generosity of spirit.

2 Readthe three stories" Eating dog meat': "Trees for life" and" Jehovah'sWitnesses': In each case two different
belief systems are involved. Describe how each person or group of people would explain their point of view

3 Choose one of the stories and think about what each of the people involved would say.Write down a dialogue
between the two people involved and present it to the rest of the class.

\
-,
\
 \ \ \
'//\ I \

!) r-,
L.~., '\ /
)1

Lesson
UNIVERSAL VALUES
Different individuals and communities have different values. Different religions can also

3 have different values. However, there are some values that are shared by people from
many different places. When something has the same value for all or almost all people,
then we say that it is a universal value. For example, people allover the world agree
that it is wrong to kill other human beings.
New word During the Second World War, which lasted from 1939 to 1945, many countries
endowed with were fighting, and after the war the United Nations organisation wanted to lay the
reason and foundations for a more peaceful world. The member nations wrote down a list of
conscience means
human rights and freedoms that was called the Universal Declaration of Human Rights
that a person has
the ability to solve (UN, 1948). Three of the thirty articles, or universal values, are shown below:
a problem or work
out an answer
about what is right Article 1
or wrong after All human beings are born free and equal in dignity and rights. They are endowed
thinking about all with reason and conscience and should act towards one another in a spirit of
the relevant facts
brotherhood.
liberty means
freedom and Article 3
security of person
Everyone has the right to life, liberty and security of person.
means to feel safe
from danger
Article 7
All are equal before the law and are entitled without any discrimination to equal
protection of the law.

When we learn values we We need to understand Yes, this is known as

need to learn to live together people from other social cohesion and
peacefully as a community, but cultures and other global connectedness.
also to live as part of the family faiths or religions.
of nations in the world.

::;.../ ,---...

\_j ;f;-'\';; 1,
\\ " .1
!, ( 1/
I

/{ \
\ \

L
( :' /
.' \,
) }i il. \
\\v '
I.

U \ !( oJ /1
 1
Examples of universal values '1'''''
.~
tolerance "
recognising and accepting the differences in people (diversity)
treating people fairly
treating all people equally (equity)
I
love loving your family
loving friends 1
loving your country
loving all people in the world

honesty making ethical decisions r

being open and not hiding anything (transparency)
not being corrupt and supporting anti-corruption
standing firm in your values (personal integrity)
knowing and following the right thing to do (conviction and conscience)
peace solving conflict and making peace (peace processes)
understanding different ways to maintain peace
thinking of ways to help other people and not just thinking about yourself (public spirit)
respect valuing other people
valuing yourself
valuing property

trust being reliable-being on time, doing what you are expected to do

being consistent-steady and not always changing
being faithful so that people will believe in you
I
;1

~ Do, think and decide

1 Explain what we mean by universal values.

2 Look at articles 1, 3 and 7 on page 139 and explain simply what each one means. Give an example of each to help
in your explanation.

3 Choose your own community or another that you know well.

a Describe the universal values that are shared by the members of that community.

b Give examples of the things people do that show their values.

c Share what you have written with a partner and discuss the similarities and differences.
 The Statue of Liberty
One of the best known symbols of universal values in the world is the Statue of Liberty
that stands at the entrance to New York Harbour. This famous statue was a present
from the people of France to the people of America in 1884 and has the following poem
written by Emma Lazarus.

j
'> Poem at the Statue o'f Liberty,
NewVork Harbour
Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
H~re at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand

I
Glows world-wide welcome; her mild eyes command
~ The air-bridged harbor that twin cities frame.
''Keep, ancient lands, your storied pomp!" cries she
With silent lips, "Give me your tired, your poor,
Your huddled ma:ssesyearning to breathe free,
:t The wretched refuse of your teeming shore.
, Send these, the homeless, tempest-tost to me,
' ~ I lift my lamp beside the golden door!"

The Statue of Liberty in

New York Harbour

/
 '\ \
I
II

I i
!
,/

~ Do, think and decide

1 Choose a universal value that you think is important and make a poster to explain or encourage it among people
in your community. Display and present your poster in the classroom, then choose the best ones in the class.

2 Collect information from newspapers, magazines,

radio or television that shows what happens when
people do not follow universal values. For each
example, explain the value that is not being followed
and the effect that this is having. Share your ideas with
the rest of the class.

3 Use a library to find out about the Liberty Bell in the

city of Philadelphiain the United States and write a
short story about what you find out.

Discuss and respond

1 Make groups of five or six students and do the
following:

a Discuss if there is a difference between the values

that people actually share and what you think they
would like to share. Give examples and reasons for
your point of view The Liberty Bell

: f I \
\ \-
-\
\1\ \i .~j

\..._ --- __ --- \

 \I )1) Ii I ! 1 \ \\ '.C , \
, ,V j',t...",-; (:\
\ . \\'~- ..--;-:-:-

, " \_., \' 1 (7~~~<-

.~ . '\
\
._-\ ) r.\ \x'\ \ --___
1 \ \

b Write down a list of values that you believe are shared or should be shared by many
people, communities and religions.

2 Make groups of five or six students and do the following:

a Readthe poem by Emma Lazarusthat is found at the Statue of Liberty,

b Write down any words you don't know and find out their meaning, You can use a
dictionary to help you,

c Discuss what the poem means and what the statue stands for.
d Make a summary of your discussion by writing down what the Statue of Liberty tells
us about universal values,
3 Make groups of five or six students and write a short role play or drama to show what
happens to a family or community when they do not follow universal values, Practise
your role play and then show it to the rest of the class,

Using values to decide moral issues

There are many issues that affect people living in the community, For example:
• People are concerned about the economy
because it is hard to earn the money that is
required to buy things that they need, and each
year things become more expensive,
• People are concerned about the snvironrnent
and the way for Papua New Guinea to continue
to develop without wasting resources and
causing problems like pollution.
• People are concerned about moral issues that
affect each of us as individuals such as sexual
behaviour, family planning and abortion,
When people make decisions about important
moral issues, they usually use their personal
values or universal values, Abortion is an example
of an important moral issue that affects people all
over the world,

a Do, think and decide

1 Why should people use values to decide what is right and wrong?

2 Give some examples of the values that you use to make decisions about mor~l issues in
your life,
3 When people do not apply their values, how can they make decisions about moral issues?
Ii

"

\. I
\ \ \ \

ABORTION
Lessons
When a woman is pregnant, the embryo sometimes stops growing in the uterus and

1
the woman will bleed unexpectedly. The woman loses the baby and this is known as a
spontaneous abortion.

Abortion is also a technique that can be used by a doctor when a woman has become
pregnant and she does not want to have the baby. However, people should not think of
abortion as a method of family planning. Abortion is a serious step for a woman to take
and can normally only be carried out during the first three months of pregnancy. Abortion
can be dangerous for the health of the mother and it is also a moral or ethical issue.
2
For these reasons countries have laws that control the use of abortion. In Papua New
Guinea abortion is against the law, but a woman may be able to have an abortion if
there are good reasons for it (for example, when having the baby will have a serious
3
effect on the health of the mother). A woman who has become pregnant because she
has been raped would also have a reason to want an abortion, but this is not normally
allowed in Papua New Guinea.

Abortion has become an important moral or ethical issue in many countries in the
world. Some of the arguments for and against legalised abortion are shown in the table
on the next page.

People who are

People who support the
against abortion are
woman's right to decide
called pro-life.
are called pro-choice.

.' _,_"\'
T ,\ '.t..~ ?,.<.(.':
·~~ni.t\g:lUnt~:~sal\I"~lu~s
\,"·1 I r,I1 !! ,
 j i'

Arguments against legalised abortion Arguments that support legalised abortion

The baby is a human being from the time of conception The best person to make the decision is the pregnant
and should be protected. The right to life is the most basic woman. She should have the right to choose.
human right and babies cannot speak for themselves.

Babies who are born with disabilities can grow up to be There are different opinions about the time when human
happy and content. life begins.

Nobody has the right to decide who should live and who
should die.
We do not allow mothers to kill their children for any
reason so we 'should not allow unborn children to be killed.
Contraception does not always work so you can get
pregnant even when you are using contraception.
A woman who is pregnant because she has been raped
should be able to have an abortion.

What we need. is more education about contraception and If the life of the mother is in danger she should be allowed
family planning. to have an abortion.

We should try to improve the quality of life so that all The woman is a human being but the unborn baby is not
yet a human being. The needs of the woman are more
children can be cared for properly.
important.

Each unborn baby is very special and will grow up to be Abortion happens naturally in some cases. When abortion
is legal it can be controlled and made as safe as possible.
unique person.

An abortion can leave a woman with emotional problems Abortion does not always result in emotional problems.
Keeping the child or giving the child up for adoption can
like shame, regret and guilt.
- create more problems.

Abortion is killing and makes life seem to be less Life is very important but we also need to think about the
important. quality of life.

When does a human life begin?

People have different ideas and beliefs about when a new human life begins, for example:

• at the time of conception when the sperm fertilises the egg

• when the organs begin to develop in the foetus

• four months after conception when the face forms

• six months after conception when the baby is able to live outside the uterus

,
\~ • after the baby is born and can breathe by itself.

~ Do, think and decide

1 When do you think that a new human life begins? Give reasons for your answer.

2 Explain why your beliefs about the time when a new life begins might affect your opinions about abortion.

Different religious views on abortion

Abortion is an important moral issue for all religions. The beliefs of people from different religions in relation to
abortion are shown in the boxes on the following pages.
 :11\

)
/

J1;
j Christianity
~ Different churches have different views on abortion. The
:&,;, Catholic Church saysthat abortion is always wrong because life

1'. must be protected with the greatest care from the moment of
@I conception. The United Church and the Anglican Church say
~. that abortion may be acceptable in special cases;for example,

.,
~ when a woman becomes pregnant after she has been raped, an
®,
~ abortion may help her to recover. In cases like this the c hurches
would say that the "right" choice is "the lesserof two evils".

I People can explain the stories in the Bible in different ways,

but many Christians think that parts of the Bible help them

I"
to work out their point of view on important topics such as
~~,•. abortion. For example, many believe that humans are sacred
u because they are created in God's image (Genesis 1:27), that

l
God has given every person a purpose in life even before birth
(Isaiah 49:5; Galatians 1:15) and that all children are precious to
?J God and never rejected by him (Matthew 18:10).
Christians believe that Jesus was crucified
~ Many Pacific Island countries are Christian and the Catholic so the cross has become a symbol of
) Church is very strong in the Philippines. Christianity

Judaism
Judaism is the religion of Jewish people. Israel is the best-known Jewish country but there are also many
Jews in the United Statesand in other countries. In the Jewish religion, abortion is allowed at any time
during the pregnancy but only if the pregnancy will affect the health of the mother or if there is something
wrong with the baby. Jews believe that the baby does not become a person until the head comes out of the
vagina and so an abortion is not regarded as killing a person.

)1

~
~
~ The Star of David is a symbol of judaism A Jewish family eating the Sabbath supper (Friday)
I

\, v
\ I'
I
\ <, _/ )
 \\ \! ii 'L!/I "\
\ I ---_J-
,j !,
\.W)eek<'6-C:'"
. " ii :t\\ [
i~

~,
i Islam
People who follow Islam are called Muslims and they follow the will of Allah (God) in all parts of their
lives. Examples of Muslim countries are Saudi Arabia and Indonesia.
The holy book of Islam, which is called the Koran, teaches Muslims that all human life is a gift from Allah
and is special and holy. Muslims believe that a woman should not have an abortion for social or economic
reasons.The Koran says,"You shall not kill your children for fear of want. We will provide for them and for
you. To kill them is a grievous sin" (Koran 17:31).
e. Muslims also believe that the growing baby does not get a soul until it is 120 days old and this is when the

II
new life begins. Before 120 days the mother has more rights than her unborn baby and so an abortion may be
possible. After 120 daysthe baby has more rights than the mother and an abortion is only possible if the life of
the_mother is in danger.According to the Koran, on Judgment
~ Day'children who were aborted will ask why they were killed
(Koran 81"-9 and 14).
'" sdo.me·fMuhslihms
also bbeli~vethat a woman will not enter
para ise I seas an a ortion.
I.

~
9
~
}
The crescent and star are symbols of Islam
I

,
/ }-
"
.' ~ ",

\ /r
-:
Ii (1)1
<
II
\ \
!\
: f
\ \
.. I ! \ /i
I
I'
"
I,
 \ \ \" ,,< i I /" \

,I \I -;;_- ,\" I
,
I ! )
,I: I

./ \

a
J Hinduism
~ Hinduism is a religion with many gods and goddessesand is the main religion of India. About 80 per cent

r
~

~
of Indians are Hindus, which amounts to about 930 million people.
Hindus believe in a great soul or spirit called Brahman. They also believe that the soul enters the baby
at the time of conception and so it is a new individual from this time. Hindus believe that abortion is
i killing and is also against the principle of non-violence or ahimsa.
IJ However, in India there has been an increase in the number of female babies being aborted. This is

I
~
because it is medically possible to discover the sex of a baby before it is born and families in India like to
have sons so that the family line can continue. Also, when a girl gets married the family hasto pay a dowry.

i
I
~
~
~
), In Hinduism, Shiva is a god associated with
I the powers of reproduction Hindus believe in a great soul called Brahman

~
~ Buddhism
~ People in many Asian countries, such asThailand
@ and Vietnam, are Buddhists. Buddhists believe that
it is possible to overcome suffering in the world
and become enlightened by following the eightfold
path or eight steps to enlightenment. Buddhists
Ii also believe that the embryo is conscious from the
moment of conception and so they believe abortion
is killing. However, Buddhists also believe that
each person's reasonsfor what he or she does are
important. A woman should not have an abortion
for selfish reasons, but if a baby is going to be born
that is not normal or if the life of the mother is in
danger then it may be best to have an abortion.

A sitting Buddha and a sleeping Buddha

I, ~,"\
r I
.."":i
.s-:
 I ;
\ \
\ '

i Buddhism - the eight steps along the path

to enlightenment

I
1 The right understanding-knowing and understanding the Buddha's teaching.

2 The right thought-thinking good, kind thoughts.

3 The right speech-never telling lies or saying unkind things.

4 The right actions-behaving thoughtfully and kindly towards others.

5 The right work-doing a job that does not harm others or the environment.

6 The right effort-trying hard to do good things.

7 The right state of mind-thinking carefully before you act.

~ 8 The right concentration-using meditation to train your mind.

\

~ Do, think and decide

1 Readthe different religious views on abortion and answer the following:

a Which religion is opposed to abortion under any circumstances?

b Which religion accepts abortion under certain circumstances at any time during pregnancy?

c Which religion accepts abortion under certain circumstances before the foetus is 120 days old?

d Which religion is opposed to abortion on social and economic grounds?

e Which religion accepts abortion when it is the "lesser of two evils"?

Discuss and respond

Look at the box" Buddhism-the eight steps along the path to enlightenment" and make comparisons with
Christianity or another religion. Discuss the similarities and differences.

,I
Medical views about abortion
As well as the different religious views on abortion, doctors who carry out the operation also have their own
point of view about abortion,

,a,
", The doctor's point of view
I In many countries, when doctors complete their training they make a promise that they will do no harm to

they treat patients.

I For an issue such as abortion, a doctor

1.'
has to decide what his or her moral or ethical
position will be. A doctor has to follow the law
of the country on abortion, but when a doctor

I.
carries out an abortion he or she has to be able
~ to live with the decision that he or she makes.
In other words, the doctor has to follow his or
her conscience.
Doctors sometimes also find that some
young women come back for a second or
third abortion, which shows that they are not
using a reliable method of contraception.
These young women may be using abortion as
a method of family planning and may not be
taking abortion seriously. Having unwanted
pregnancies also shows that people are having
unprotected sex and therefore may be at risk
of catching sexually transmitted infecfions,
~ including HIV. Some doctors would not
, be happy to give an abortion in casessuch
~ as these.
}
~
)

~ Do, think and decide

1 Describe some of the reasons why a doctor might be worried or concerned about abortion.

2 Explain how some young women are misusing the legal right to have an abortion,

'-\ ~
 \\ \
'
\
. I
\

-
J Some abortion facts and figures
It is estimated that 46 million women in the world have an abortion each year. More than three-quarters

I
~

~
(78%) Of these women live in developing countries and lessthan a quarter (22%) live in developed
countries.

@)' - Of the 46 million abortions, about 26 million women have a legal abortion and about 20 million have
an abortion that is illegal or prohibited by law.

- In countries where governments make abortion illegal, they have not managed to stop abortion. Women

I. :a:~n~:::u::::~:~:,::~',~:~~
~
:::~a~~::Ot~~;:~::: ::c:a:::~~~~rt;onbecause
proper medical care.
theydonotget
~ (Adapted from J. Jenkins, Contemporary Moral Issues, Heinemann)
)

~ Do, think and decide

1 Describe some of the reasons why more women in developing countries have abortions than women in
developed countries.

" I , \ \

i150 \\ \ ! Ii
\ \'
 ._....-~~"
;(
\' \.'\il

Abortion in Papua New Guinea

Abortion is a difficult and complex issue and so the law in Papua New Guinea is also
complicated, The table below is a summary of the seven main reasons why a woman
may want an abortion and whether those reasons are allowed in Papua New Guinea.

Reason for abortion Allowed in PNG?

Life to save the life of the mother only in the first three months
Health to preserve the physical health of the mother only in the first three months

Mental health to preserve the mental health of the mother only in the first three months
Rape in cases of rape and incest not allowed

Defect when the unborn child has medical problems not allowed
or there is something wrong with the child

Social for social and/or economic reasons; for not allowed

example, if the mother cannot afford to
support the child

Demand available on demand, no reason has to be not allowed

given

(Adapted from Pregnant Pause [http://www.pregnantpause.org/lex/world02.jsp])

Abortion in other countries

The reasons for abortion are the
It can be difficult to get up-to-date same in the table above as in the
information about abortion laws in table over the page, so you can use
many countries and sometimes the the information about Papua New
Guinea to help you understand
laws of a country are not always
abortion in other countries.
carried out consistently. Laws can
also change from time to time.
However, the table on the next page
is a summary of the abortion laws in a
number of countries using information
that was available in 2007.

,,\
-, \
\
/

\' \', I'

-I \I
 /

Country Reason for abortion

"
Life Health Mental Rape Defect Social Demand
health

Australia y y y y y y y

Fiji y y y ? ? Y N

India y y 2 2 2 2 N

Indonesia y N N N N N N

y y y y y y N
Israel

New Zealand y y y N Y N N

PNG 1 1 1 N N N N

Saudi Arabia R R ? N N N N

Philippines y N N N N N N

Solomon Islands R N N N N N N

Thailand y y y y y N N

UK 2 2 2 N 2 2 N

y y y y y y y
USA

Vanuatu y y ? N N N N

y y y y y y y
Vietnam

Key
Y legal for this reason
N not legal for this reason
1 legal, but only in the first three months of pregnancy
2 legal. but only in the first six months of pregnancy
R generally legal but with significant restrictions
? information not available, or law is not clear

(Adapted from Pregnant Pause [http://www.pregnantpause.orgllex/world02.jspJ)

~ Do, think and decide

1 Describe the law on abortion in Papua New Guinea and then use the information above to make a
recommendation to either keep the law as it is or to change it in some way. You must give reasons for your
recommendation.

2 Look at the laws on abortion in some other countries that are shown in the table and make a comparison with
Papua New Guinea.

, I
,i

,I
(IIi
1\ \\
j\~,----\'
 , \ \
\ . \\,\,~'

<,::

Discuss and, respond

Make groups of five or six students and discuss the laws on abortion in PapuaNew Guinea.Think about each of
the seven reasons why a woman might want an abortion and discuss whether you think the law is suitable. Give
reasons for your opinion.

2 Make groups of four or five students and discuss the following:

a any links that you can find between the laws on abortion and the main religion that people follow

b any links that you can find between the laws on abortion and the level of development in the country.
Write down a summary of your discussion and share with other groups.

3 Make debating teams of four students and hold a debate on one of the following topics:

a The law on abortion in PNG should be changed

b Abortion is a sin and a crime.

c Abortion should be availableto any woman for any reason.

d We need family planning, not abortion.

'o\
,I \ I \
I
 ./(\
-,

Lesson
INFLUENCES OF UNIVERSAL VALUES
When people in a community share universal values and use them in daily life then

3 it usually has a positive effect on the community.

table below.
Some examples are shown in the

The positive effect of maintaining universal values

Topic Example
personal achievements People have an equal opportunity to be successful and can reach
their potential

self-esteem Most people usually feel good about themselves because they are
recognised and valued by family members and the community.

family Each family is an important part of the community. Family members

respect and support each other. Families are able to work and play
together.

school People see that the school is an important part of the community.
All children should have the chance to go to school and are
encouraged to attend school and to study properly. People respect
teachers, their families and school property.

community The community is able to work together when it needs to and is able
to sort out problems without fighting. There are good community
leaders who set an example to the rest of the community.

peers All members of the peer group are accepted as equals and
appreciated by each other and the community.

Papua New Guinea Competent leaders who are honest and who want to help the people
are elected in a way that is fair and open for all to see. When it is
time for leaders to be changed, they are changed peacefully and in a
way that is fair.
People are able to afford to buy the things they need and also to get
the government services they need such as health and education.
People respect the environment and the country continues to
develop in ways that can be sustained.
 \j
"

\ \
./

One of the positive effects of sharing

universal values is that people feel good
about themselves

When people in a community do not share universal values and use them in daily life then it usually has a
negative effect on the community. Some examples are shown in the table below.

The negative effect of ignoring universal values

Topic Example
corruption People in positions of power are dishonest and may want money before they will do the job
they are normally supposed to do.

war and conflict People are unable to sort out problems in ways that keep the peace. Small problems can
become big problems.

greed and stealing People want too much for themselves and are willing to break the law in order to get it.

unequal distribution of Some people get more than their fair share of the wealth of the country. Some people may
wealth and services have no working aid posts or schools nearby.

domestic violence, People are not able to talk about their problems and sort them out peacefully. A person takes
rape and murder away the basic human rights of another person.

breakdown in law and Some people may feel that they have to break the law in order to get money to survive_and
order some don't care about the rights of others. .

"-. "'" .' (I i \ -. 1 \ \r

\ \,' ,j \' ;-;:--..
\,' -r
, , \ 1,), " -
\ \ '-.:.~; / ) \ '-':. =:»
\ <,
l •
 l__ -': \\ \
, i

~ Do, think and decide

1 Look at the table "The positive effect of ignoring
universal values" on page 154 and also at the table
"Examples of universal values" on page 139. For each
positive effect, choose one universal value (or more)
that causes the positive effect. Describe and explain
how the universal value has a positive effect.

2 Look at the table "The negative effect of ignoring

universal values" on page 155 and also at the table
"Examples of universal values" on page 139. For each
negative effect, choose one universal value (or more)
that causes the negative effect. Describe and explain
how the universal value has a negative effect.

The following table shows an example to help you do When they do not share universal values people can have
questions 1 and 2. problems or lose their human rights.

Topic Example Values

Papua New Guinea Competent leaders who are honest and who Love
want to help the people are elected in a way • a leader must love his or her country
that is fair and open for all to see. Honesty
Leaders are changed peacefully when it is time • a leader must make ethical decisions
for them to be changed. • a good leader should not be corrupt
Peace
• a good leader must know how to help make
peace
• a good leader must find ways to help other
people
Respect
• a good leader must respect other people
and be respected
~ Trust
/ • a good leader must be reliable

,
/
-,
- /'
/

'-.

! .' .~ -',

~ \. .. i......_..- __ \
3 Use a library to find out about symbols of peace that are used in the world. One example is shown below.
Explain what you think each part of the symbol means.

Freedom of
THOUGHT
Freedom of
EXPRESSION
Freedom of
CHOICE
Freedom of
BEl N G

Copyright © 16 October
2001, Katherine Phelps
http://www.glasswings.com.au/
essays/symbol.html
 \I/! i ',:
l_,
\ i

I \
'i
I'i
\ .-

Assessment task one

. Complete Assessment task one, comparing the values of Papua New Guinea's
culture with those of another country. Turn to page 169 for a full description of the
assessment task.

Lessons ROLE MODELS

A role model is a person who has the qualities that you would like to have and who

2 affects you in such a way that you want to be a better person. For example, a role
model might be a person from your community who lives his or her life in a way that
you admire and respect. Local role models such as these often inspire other people to

3 be like them and can have an important effect on the people around them,
A role model can also be someone who is well-known in the whole country or who is
famous in the world. Leaders who do their job well, people who work for the church,
musicians, sportsmen and sportswomen can all make an impression on people by the
example that they show to others.

It is not just
someone who
you look up to or
is successful, but It's their
To me a good someone who behaviour that
role model is has had to go people look A good role
Ithink a good
someone who through similar up to. It's their model helps
role model
tells you or struggles or leadership you to become
encourages me
influences you challenges qualities that the person you
to get to where
to make the right to you. people want to want to be and
she is.
choices in life. see and copy. inspires you to
get there.

, -
'.\ - \
\ \
i :\
<\ \.. \\
L
~\ji : \
I.
\ \ \ \ ", //\
vi:
! •

i' ,;
I.,l il
1/
._ i/
 "\, I' , I -
\ '

,I!

Young people often have different role models and some of these are shown in the
Did you know?
box below:
Women were

f
§l
.Examples of role models
allowed to
takepart in
~

· people in the local community

weightliftingat the
Olympic Games

II·
sportsmen and sportswomen such as Mowen Boino and Mae Kome (athletics), for the firsttime at
~ JackWillie (boxing), Ryan Pini and Anna-Liza Mopio Jane(swimming), Theresa Sydneyin 2000.
Dika Touawas
Tona (tae kwon do) and Dika Toua (weightlifting).
the first woman
in the world

,.
musicians such asTony Subam, George Telek, Airi Ingram and Moab String Band
to lift weights
~ • missionaries and church leaders such as priests and pastors in an Olympic
weightlifting
community leaders, national leaders and international leaders such as Dr Naomi
competition.
Martin, Dame Carol Kidu, Sir PauliasMatane and Barack Obama.

I believe people who are role

TigerWoods, the famous American

/ models know that they are,
whether they like it or not.
golfer, thinks that being a good role
model is more important than his golf.
He thinks his sport is just a way for him Hey, did you know thatTiger
to influence young people. Woods is mixed race-from
Africa, Thailand, China, Europe
and American Indian?

7
/

i 1 \
\I
'/,L\' ,,/-' ..: '\. \1
'
\
" , ::

159
'\
\ \. /
 1 \
\ \,

TigerWoods

~ Do, think and decide

1 Look at the ideas about role models of the five young people on page 158. Do you agree with their ideas?Write
down how you would describe a role model.
2 Do you agree with the statement" role models know that they are, whether they like it or not"? Give reasons for
your answer.
3 Why do we have role models? Explainwhy they are important.
4 Think of a role model who comes from your family, village or community and do the following:

a Write down the name of the role model and say briefly what they do.

b List the reasons that make this person a role model.

c Explainwhy you chose this person.

d Talkabout this role model with other students in your class.

5 Draw a shield on a piece of paper and divide the shield into six parts. In each part do one of the following:

a Draw a plant or animal that represents you.

b Write the name of the person that you admire most.

c Briefly describe what you want to be in the future.

d Write down the things that you would like people to say about you after you are dead.

e Briefly describe what you would like to change about yourself.

f . Briefly describe what you are good at.

" \ i \\

\" .~.jj"
6 Think about what you are good at, your goals and what you hope to achieve. Then do the
following on a sheet of paper:

a Design a badge or logo that shows your personal goals.

b List the ways that you can achieve your goals.

e Show your badge or logo to other students and to your teacher.

d Work towards achieving your goal.

e Look at your badge or logo every three weeks to help you achieve your goals.

Discuss and respond

1 Make groups of six or seven students and do the following:

a Think of examples of role models in your school or community and brainstorm what
makes a good role model and a poor role model.

b List the qualities of your role models that make them stand out.

e Make a poster that describes your role model.

d Write a short story that describes your role model.

e Display your posters and stories on the class notice board for other students to see.
 \ 1/ { __
I I I
' I II
',-I
I,
J".j !,
I' -------...'
'-"','
\"" I'
,I
1'(\ ,-

II! r ~ J It -"'II \ 1\ \
, ,---) \\ \
\ V,
'---~
""
.i >:
" ,,/ \
'\ r
. - \
",
'
--~

National and international role models

There are many examples of well-known role models from among the people in Papua
New Guinea and from other countries in the world, These people display universal
values in their careers and their lives, Some of these national and international role
models are described in the next few pages.

was not very interested in mathematics.

After Grade 9, she went to Coroka

Teachers' College but later
transferredto St Benedict's Teachers'
College at Kaindi in Wewak.

Her family arranged a traditional

marriage for her to a man who was
teaching at Kaindi. But she decided
that this marriage would not work
and so married an Australian high
school teacher, Yin Martin.

• After graduation she started

teaching at Kaindi Demonstration
School and very soon became the
Headmistress at Boikin.

The Education Department was

very pleasedwith her work and
she became part of the program to
localise positions held by expatriates. Dr Naomi Martin

I' ,''>-' '~",

\ ~~4}
/, ,
I.
II II
1162 ,{ I i
\ \:\'\./:>--' \/ )!
\ C i \ .: Vi
,I) Ii -_./
 l-
I'
\ \ (\ \\ \\, ,'
\ " ,
/) Ii
\~ ..:
\
-_ ) I I
"---- .1
/ I / /

• In 1974 she went to England to study at Oxford University and then became an inspector in Morobe
Province. She had a daughter and began studying at the University of Papua New Guinea (UPNG) by
correspondence.

• The family moved to Port Moresby so she could study better. She was given a university teaching
fellowship in 1979.

In 1980 she went to SussexUniversity in England to study for her master'sdegree. Her husband stayed
back to look after their daughter.

In 1982 she returned to teach curriculum development at UPNG.

She wanted to study overseaswith her husband for her Doctor of Philosophy (PhD) and she became the
legal head of household, the first woman in PNG to be given this status.

She completed her PhD at the University of Alberta in Canada, the first PNG woman to do so.

She was the first woman in PNG to be awarded a Doctor of Philosophy (PhD) degree, which she
received from the University of Alberta in Canada.

From 1988 to 1990 she taught education at UPNG and then became the Commissioner for Higher
Education giving advice to the Minister.

• She does not believe that there are "women's jobs" and "men's jobs" but that there are "professional jobs
to be done".

1·
J•
She sets high standards for herself, likes challenges and tries to achieve things that many people believe
cannot be achieved by women.

She is interested in what is best for society and reaches out to other people and ideas. She does not like
to criticise other people.
~
b· She listens to other points of view and tries to include them in her thinking.

\ \ \, :::)) I .: <. '. \\

\. <~ \\
\ \
163, ,I
\

\
\
 \
\ \!

/
/
- /

DikaToua
• She was born on 23 June 1984. She comes from
Hanuabada, National Capital District.

• She took up weightlifting after going to the gym with

her auntie, who was also a weightlifting champion in
the 1990s. Her auntie won medals and became a role
model for Dika.

In 2000, aged 16, at the Olympic Games in Sydney, she

was the first woman ever to lift a weight at the Olympic
Games because the sport had just been opened to
women.

In 2004 at the Olympic Games in Athens she carried

the flag at the opening ceremony and came sixth in her
division.

Later she received an Olympic Solidarity scholarship

and trained at the Oceania Weightlifting Federation
Institute in Samoa, run by the famous Australian coach
Paul Coffa.

• In 2006 she won gold at the Commonwealth Games

in Melbourne, was given the award of Member of the
British Empire (MBE) and gave birth to her son, Paul.

• In the 2007 Pacific Games she won gold in the 53 kg Dika Toua competing at the Olympic Games at
Athens in 2004
class and set a new record.

She was PNG sportswoman of the year in 2002, 2003,

2004,2005, 2006 and 2007.

In 2008 she won the gold medal in the Oceania Weightlifting Championships and came eighth overall
in her division at the Olympic Games in Beijing, China.

She has been described as a "pocket dynamo", "the Queen of weightlifting" and "a broad, smiling
splendour".
 / \_

ia George Telek
~.

. He was born in Raluana, EastNew Britain, in 1959. He is usually known asTelek.

I
In the late 1970s he sang with various string bands before joining the band Painim Wok in the 19805.

• In 1986 he met David Bridie from the Australian band Not Drowning, Waving and together they
recorded the album Tabaran, which came out in 1990 and was very successful.

II· • In 1997 he recorded his first solo album, Telek, outside PNG. It won an ARIA award as BestWorld
Music Album and was labelled "one of the best world releasesthis year" by Rolling Stone magazine.

In 2000 he recorded his

I~·. second album, Serious Tam,

in England.

In 2004 his third international

album came out, which is
called Amette.

His songs are traditional

songs about daily life, songs
that the people sing when
they pick the bananas,
collect coconuts or go fishing.

He uses harmonies that are

typical ofthe Tolai people.

He is married to Bridget and

~ they have seven children.
\

"/ ,) -:
~
i [~~-/,'i !{ {->, ,) ,~ I /\

'._~_\
\';<0- II
\ '.

1\ c<) <":-:;:' ~t{ if v»

 \ '
i I
/

J Sir Paulias Matane

M

~ • He was born in Viviran, EastNew Britain, in 1931.

Their marriage was arranged traditionally and they have been happily married for over fifty years.

They have three children and several grandchildren. They also have adopted children and have helped to
bring up other children.

He is a very strong member of the United Church.

• He worked as a teacher and public servant for many years and was Director of Education.

• After "retiring" from the Public Service in 1985, he went home and continued to work for local
communities.

• For many years he wrote for The National newspaper giving advice to younger people based on the

I
experience he has had in his life.

II • He also gave little talks every week on EMTV that were known as Chit Chats. In these talks he often
shared his knowledge of the world and encouraged

I
.
.
• people in their daily lives.
He has travelled to many countries overseasand used
his experience to write more than forty books in simple
English.

He has helped many other people to become writers

and produce their own books.

He wants Papua New Guineans to learn by

reading more books so that they can have a better
understanding of the world.

In 2004 he was chosen by the Somare government to

be Governor-General. He is one of the elder statesmen
of PNG.

He prefers to wear a tailored laplap or sulu rather than

) trousers.
o
• When Sir Pauliaswrites an email, at the end he usually
writes: "Serving with Love from Government House".
Sir Paulias Matane

-. \'
''.':~\
1\\ \,
II
/1
--::_~J
 _./
) \ , \'
\ II I ':\

Barack Obama

·
students at the University of Hawaii but they divorced in 1964.

I . His father went back to Kenya and saw his son only once before he was killed in a car crash in 1985.

I·
His mother remarried and lived in Indonesia, where he went to school until he was ten years old and
learned to speak Indonesian.

• He then went to live with his grandparents in Hawaii and graduated from high school in 1979.

I
A~er school he went to college for two years and then Columbia University where he studied political
scrence.

• He worked for four years in New York and then moved to Chicago where he was Director of the
Developing Communities Project, a church-based community organisation.

• In 1988 he went to Harvard Law School and graduated in law in 1991.

He was elected the first African American president of the Harvard Law Review (a famous magazine for

·
people interested in law and justice).

• He met Michelle Robinson in 1989 and they got married in 1992.

I·
From 1992 to 1994 he was a teacher at the University of Chicago Law School.

• His mother died of cancer in 1995.

I
In 1996 he was elected as a Senator in the state of Illinois.

• In 2005 he was elected as a Senator to the United StatesSenate.

• In 2008 Time magazine chose

I
him as its Personof the Year.

• He became the first African

American President of the

I
United States in January 2009.
At this time he was also trying
to stop smoking.

• His wife Michelle is also

a lawyer and has been a
university teacher. They have
~ two daughters, Malia (born
~ 1998) and Sasha(born 2001).

~ • He plays basketball and is

very keen on sport.

• He is a Christian and has also

written several books. Barack, Sasha, Malia and Michelle Obama in 2009

.. " '\ '.,.

v ~.\ . \
\ (i \ '~\\ _. "

\ -, '''..._0''/ \
,\
'..1..
r-
<'" __
'- _"
1\
 ~ Do, think and decide
1 Look at the examples of role models on the previous pages and also the examples of role
models in Unit 2 on pages 98-100.
a Which one(s) would you choose as a role model?
b List the qualities that make this person a role model.
c Describe how this person came to be in his or her present situation.
d Compare a national or international role model with a local role model. List the
similarities and differences.
e Describethe qualities or factors that are shared by nationaland internationalrole models.
2 Who are your role models or the people that you admire the most? Give reasons for your
choice and describe their qualities.
3 Work with a partner and tell each other about your role models and the reasons you
chose them. Discuss any differences between your ideas and your partner's.

Discuss and respond

1 Make groups of five or six students and discuss the following:
a How important is it for a good role model to be humble and modest? Give reasons for
your answer.
b How important is it for a good role model to be aware of the needs of the community?
Give reasons for your answer.
Write down a summary of your discussion and share it with other groups in your class.

2 Make groups of four or five students and discuss the following:

a How can you become a good role model?
b Can you become a good role model just because you want to be such a person in the
eyes of other people? Give reasons for your point of view.

Lesson iChallenge! .'. .

I
3 Work in groups of five or1ix students and do the following: ;

-.,.....
I:,. • ~as~~:~;stof the personalqualitiesand characteristicsof a role modelfor you, cia"

cb Discuss how you can decide if a person has the qualities and characteristics on your

1
list. Think about ways that you can do this without the person knowing that they are
being assessed.
Organise a compeJition to choose the best female and the best male role model in
your class or in your school.
. d Organise an event or celebrationto give p certificate or award to the best female role
!) model and the best male role model.
t (Continue this actiyitv in the next lesson.)
\
'
 Week 10

Complete assessment task two on page 170,

Lessons

2
3
ASSESSMENT
Assessment task one
For assessment task one you must compare and contrast the values of Papua New
Guinean culture with those of another country, Some of the cultural values you might
look at are:
1 religion

2 sport

3 ceremonies

4 family and community

5 government and politics,

When you do this assessment you must do the following:

a identify the cultural values of Papua New Guinea and another country

b describe the similarities and differences between the cultural values of Papua
New Guinea and those of another country,

(30 marks)

Unit 3: Universal values 169

Week 10

Assessment task two

For assessment task two you must find information and write two short stories about
role models (one national and one international) that show how they display universal
values in their careers and lives.
You can use the examples of role models in Unit 2 (pages 98-100), as well as the
examples in this unit (pages 162-167), or any others that you choose.

When you do this assessment you must do the following:

a collect, analyse, organise and present the information
b describe the two role models and their common characteristics

c give reasons why you chose the two role models.

(30 marks)

170 Personal Development for Grade 10: Outcomes Edition