The goal of this paper is to create a lesson plan in the subject of “Politics and Economy” titled knowledge integration from “multiple perspectives.” At the beginning, in this research, “perspective” is defined as “the viewpoint or way of thinking for a specific object from an individual position.” Students should learn through taking “multiple perspectives” because it 1) is used when participating in different political activities and social activities, 2) improves their understanding of the essential meaning about different culture and the way of thinking of the people of other countries, and 3) is effective for not only subject learning but also living their social life. Although previous research has revealed various classroom practices, little is known about how students learn about market economy through “multiple perspectives.”
　　As a result, the main objective of this research is to design a model that facilitates “multiple perspectives” about “Monopoly.” Basically, for those who are omitted from a market because of monopoly, antimonopoly act is required to retrieve their freedom of economic activities. However, for those who monopolize a market, the same act restricts their freedom. In other words, through this unit, students can learn that there are two standpoints to an antimonopoly act itself; thinking it is a limitation to freedom, or a promotion of the freedom. Students are classified into two groups: one discusses the advantages of “monopolization” and the other the disadvantages of “being monopolized.” The members of each group then form a new group and reconsider the advantages and disadvantages from both perspectives.
　　This paper opens a new vista of the market economy education by highlighting “multiple perspectives,” so it may also encourage students to discuss different problems in detail, and to grasp the more intrinsic viewpoint.

　　The aim of this study is to identify the achievements and difficulties that the co-creation of geography learning by students and teacher brings to the education of citizenship in geography education. As a result of an effort to co-create geography lessons between students and teachers through “Student Voice,” the following three incidents were confirmed. (1) students resisting the co-creation of geography learning, (2) students feel conflicted about the co-creation of geography learning, (3) students indicating a possibility for co-creation of geography learning. There are many disincentives inside and outside of students for citizenship education in geography education through the co-creation of geography learning. Those improvements are necessary. The findings of this study are the proposal of a new dimension that students and teachers co-create geography education as a citizenship education. Furthermore, this study describes the problems of the conventional theory of geography education and depicts the necessity of breaking away from the citizenship-based education of geography education led by teachers. However, it emphasized the following problems: (1) encouraging citizenship in learning goals does not always guarantee subjectivity in pursuit of issues, and (2) supporting subjectivity in pursuit of issues does not necessarily guarantee the goal-setting for citizenship in geography education. This study shows that in order to overcome this contradiction, instructors’ “co-agent” roles will become more and more important.