UNIT 3 SOCIAL COHESION
Key unit competence:
To use language in the context of social cohesion
Introductory Activity Observe the following pictures and discuss
In your discussion, include answers to the following questions:
1. What is happening in the above pictures?
2. What can make people to work together as shown in those
pictures?
3. What do we call the harmony and good relationship among
members of community?
3.1. Talking about personal values that enhance social
cohesion
3.1. 1. Learning activities: Reading and Text analysis
Pre-readingactivity
• The diagram on social cohesion
Observe the diagram below and discuss
After interpreting the above diagram, answer the following
questions
1. Identify different values presented in the diagram.
2. What are the values grouped under social relations?
3. Which objective and subjective quality of life is mentioned in the
diagram?
4. Based on different values described in the diagram, identify some
personal values that can enhance social cohesion.
5. Why do you think personal values can help in the enhancement
of social cohesion?
• Text: Enhancing Social cohesion
What balances individual rights against those of society and appreciates
that a good relationship enables people to respect each other’s values is
known as social cohesion. This works towards the well-being of all its
members and acts as a bond linking people together for better growth.
For the society to achieve it, individual values play a big impact as
discussed within the following sections.
Firstly, let’s talk about Empathy which involves the ability to emotionally
understand what another person is experiencing. Essentially, it is putting
yourself in someone else’s position and feeling what they must be feeling.
When you see another person suffering, you might be able to instantly
envision yourself in the other person’s place and feel sympathy for what
they are going through. While people are generally pretty well-attuned
to their own feelings and emotions, getting into someone else’s head can
be a bit more difficult. The ability to feel empathy allows people to “walk
a mile in another’s shoes,” so to speak. It permits people to understand
the emotions that others are feeling.
For many, seeing another person in pain and responding with indifference
or even outright hostility seems utterly incomprehensible. But the fact
that some people do respond in such a way clearly demonstrates that
empathy is not necessarily a universal response to the suffering of
others. Secondly, there are just a few elemental forces that hold our world
together. The one that’s the glue of society is also called trust. Its presence
cements relationships by allowing people to live and work together, feel
safe and belong to a group. Trust in a leader allows organizations and
communities to flourish.
However, the absence of trust can cause fragmentation, conflict and even
war. That’s why we need to trust our leaders, our family members, our
friends and our co-workers, albeit in different ways. We may not show it
outwardly, but we are less likely to tell the formerly trusted person that
we are upset, to share what is important to us or to follow through on
commitments. As a result, we pull back from that person and no longer
feel part of their world. This loss of trust can be obvious or somewhat
hidden especially if we pretend to be present but inwardly disengage.
And those who have done something to lose our trust may not even know
it.
Lastly by no means of least, It is about the action or process of forgiving
or being forgiven. When you are forgiven, you feel free to relate with
the person who forgave you. When you do it, you release yourself from
bitterness and therefore you can embrace those who had wronged you.
This fosters good relationship among members of the society thereby
fostering social cohesion.
Adopted: https://www.forbes.com/sites/dennisjaffe/2018/12/05/
the-essential-importance-of-trust-how-to-build-it-or-restoreit/#5157440864fe
https://www.test-english.com/explanation/a2/much-many-little-fewsome-any/
Comprehension questions
1. Based on the author’s views, what do you understand by social
cohesion?
2. Which Personal values can enhance social cohesion as described
by the author?
3. Using clear examples, explain some reasons as why the described
personal values may enhance social cohesion.
4. What can happen in the absence of trust among people?
5. Which moral lesson have you drawn after reading the above text?
3.1.2. Application activity :
Picture interpretation
1. Observe the picture and answer questions
II. Match the following words with their definitions
III. Your village has called a meeting to discuss about personal values
that enhance social cohesion among people.
You are asked to take minutes as the secretary. Write the minutes
and present them to the public.
Notes:
The minutes should include:
a. A title containing the date and place where the meeting was held.
b. A list of members who attended the meeting.
c. Agenda/ items to be discussed e.g. Minutes of previous meeting,
speech from chairman, problems that may arise if some values
are lacking among people.
d. Body summarizing ideas for each item on the agenda.
e. Conclusion and date for the next meeting.
3.2. Elaborating on Peace and Unity
3.2.1. Learning activities Reading and Text analysis
1. Which activity does Fig.1 represents and why is it important?
2. What is the role of justice in peace building and Unity?
3. At what extent do you measure peace and unite in Rwanda? Give
clear examples.
• Text 1: Building peaceful Rwanda
April 22 2014: Rwandan peace builder Jean de Dieu Basabose looks
at the commemorative events for the 20th anniversary of the Rwanda
genocide, and explains the importance of peace education in preventing
future genocides in Rwanda and beyond.
On 7 April 2014, Rwanda commemorated the 20th anniversary of the
genocide committed against Tutsi in 1994. The theme for this year’s
commemoration was: Remember, Unite, Renew. The preparations for
the commemoration were marked by a series of events taking place in
Rwanda and around the world. One of the noticeable preparatory events
was the tour of the ‘Flame of Remembrance’ which was carried across the
country’s 30 districts. This event symbolizes courage, reconciliation and
hope for an enlightened and promising future.
The anniversary events create opportunities to publicly honour the
memory of the victims of the genocide and to offer emotional support to
the survivors and advocate for their recovery and well-being. The annual
events are also an opportunity to bring people together, nationally
and internationally, in order to reflect on their role in preventing the
reoccurrence of genocide or other mass atrocities across the globe. The
commemoration calls on the world to reaffirm our commitment to never
let this happen again and shows that reconciliation through shared
human values and human resilience are possible. It is our responsibility
to nurture and promote our interconnectedness, restore human values
and build a just and peaceful human society for everyone.
The role of peace education in rebuilding a peaceful Rwanda
I work for Shalom Educating for Peace, a peace education organization
operating in Rwanda. Peace education can play a key role in building
a just future for Rwanda. In the run up to the commemorations in
Rwanda we hosted the third African Alliance for Peace Summit. The
conference was held in Kigali from 16-19 February. The dates were
chosen deliberately to take place during the period of 100 days before the
20th commemoration of the genocide. The conference was aligned with
the commemoration’s preparatory events and operated with the objective
of bringing together people to discuss ways to avoid the reoccurrence of
an atrocity such as the genocide.
The theme of the summit was “Promoting Peace Education in our
Communities,” and brought together 62 participants from 11 countries
including Rwanda, Burundi, DR Congo, Sierra Leone, Ethiopia, Kenya,
Cameroon, Uganda, Zimbabwe, and South Africa.
The purpose of the event was to examine how to prevent violence, wars,
genocide, and xenophobia by promoting peace education and sustaining
peace infrastructures, but it also enabled participants from different
parts of Africa and beyond to learn about what happened in Rwanda
in 1994 and how Rwandans have responded to the tremendously
challenging post-genocide context. The summit left its participants with
the conviction that genocide can be prevented with the development of
an effective peace education system. As a contribution to the prevention
of violence on the continent, participants at the summit formulated the
‘Kigali Declaration’ in order to call on all African countries to invest in
educating its people for peace.
The summit participants reflected on the necessity of building strong and
effective infrastructures for peace and promoting peace education within
our communities as a way to prevent the reoccurrence of the deplorable
past and to work proactively for a tangible “never again”.
If we take a look at the 100 days leading up to the genocide, it is clear
that Rwanda suffered from the lack of education and other infrastructure
for peace. Youth were over-equipped with killing instruments traditional
arms, machetes, guns, etc. Violent meetings were organized around
the country. The media broadcasted violent messages, and hatred was
spread around the country. There were warning signs about a possible
genocide, and youth were indoctrinated in divisive and genocidal ideology.
Unrest, disorder, prejudice, despair, and instability were the common
characteristics of our communities.
The period of terror that ensued lasted just 100 days, from April to July.
During those 100 days, Rwanda became a bloody land and more than one
million Rwandans perished. Ashamed of what happened in the country,
the world couldn’t repeat the “Never Again” slogan.
In the aftermath of the genocide, it was clear that Rwanda didn’t die.
Instead, Rwandans have demonstrated the power of human resilience.
Firm recovery efforts have been made to rebuild the country. Antigenocide and pro-peace strategies have been established and adopted by
the people.
Adopted from: https://reliefweb.int/report/rwanda/peace-educationpost-genocide-rwand
Comprehension questions
1. Who explained the importance of peace building and when was
it reported?
2. What was the theme when the commemoration reported take
place?
3. Explain the role of media in genocide against Tutsi as reported in
the above extracted.
4. After reading the above extract from the newspaper, why do you
think youth should be encouraged to visit memorial sites our
country and participate in commemoration dialogues.
• Text 2. A poem: Ancestral Honour
We come together in unity,
as one big community,
finding commonality in our shared humanity,
dancing and singing the traditional songs
that once lit the fires of our ancestors’ dreams,
as we spark our own shining out hope.
Our elders carried dreams
deep within their hearts,
perhaps, left unrealized in their time.
They worked to pave the way
that we might know a better life.
They risked their lives and livelihoods
so that we might know tastes of paradise.
We carry with us this dream
of a brighter future
for our families,
of a world where all peoples
may live in peace.
That lives filled with hardship
may be one day transformed
into a society based on love,
purpose, and progress.
No matter our origins,
our parents and grandparents
all passed down wisdom and traditions
gleaned from holy texts and personal experience.
For it is our rituals and holidays that connect our peoples,
and the values we learn from those that came before us
that form the foundations of our identities
upon which we can build an understanding of the world
and in what ways we can change it for the better.
Adopted from: http://poetryebook.com/2017/09/10/unity-day-poems/
• Comprehension questions
1. What do we have in common?
2. According to the poet, where do get the traditional songs?
3. Why did the ancestors risk their lives?
4. What was the main reason for ancestors?
5. Where do we build our understanding of the world?
3.2.2. Application activity
• Vocabulary: Spelling and pronunciation
Using dictionary, provide the meaning and pronunciation of the words
given in the table below, the first one is done for you:
3.3. Talking about national services programs in Rwanda
3.3.1. Learning activities: Reading and text analysis
• Pre-reading activity
• Text: The graduates we want
National Service in higher learning institutions, published on October
02, 2014 by the New times, stated that the National Service is a
continuation of the spirit of promoting positive values among Rwandans,
especially the youth. The values include unity, patriotism, selflessness,
integrity, responsibility, volunteerism, humility, among others. Speaking
at the launch, Prime Minister Anastase Murekezi said there is need to
maintain national service for the development of the country.
“Let values you have learnt in Itorero help you build Rwanda rather than
betraying it,” Murekezi said, cautioning the youth against drug abuse
and other anti-social behaviour. The premier reaffirmed government’s
commitment to financing education of poor students while encouraging
banks to offer loans to bright students. Education minister Silas
Lwakabamba said his ministry will do everything possible to make sure
that students graduate with the values they can stand by and defend
wherever they are. Prof. Lwakabamba said today’s graduate should be far
different from the graduate in the colonial period, which he said produced
graduates who failed to fight for the values shared by all Rwandans.
“They instead allowed themselves to be manipulated and the outcome
was the atrocities that befell our nation; the 1994 Genocide against the
Tutsi,” the minister said. “We do not want a graduate that is disconnected
from these values, the society and the family; we want graduates who
will lead by example and be a model to society wherever they will be. This
is the meaning of our theme, ‘Let me work well so that others may learn
from me’” The minister said his ministry recognises the role of higher
learning institutions in developing the right graduates.
“Conventional knowledge that the education system provides cannot
be useful to our nation if it is not complemented by instilling Rwandan
values in our young people. That is why we have invested a lot of effort in
revising the primary and secondary school curricula so that the knowledge
we provide our youth is one that transforms the whole person,” he said.
The minister appealed to heads of higher learning institutions to provide
full support to National Service and ensure that it is institutionalized
and functional.
Adopted from: https://www.newtimes.co.rw/section/read/181538
• Comprehension questions
1. What positive values are mentioned by the reporter in the above
extract?
2. Which disruptive behaviors did the former Prime Minister talked
about in the news as reported?
3. Give reasons that was given by the Minister for changing the
curriculum.
4. Explain the importance of National Service in Rwanda
3.3.2. Application activity:
Composition writing
3.4. Language structure: Some forms of the verb
Active and passive voice
• Preparatory activities
1. Using examples, justify the statement below.
“In academic writing, People show interest in the person or object that
experiences an action rather than the person or object that performs the
action. In other words, the most important thing or person becomes the
subject of the sentence.”
2. Study the following tables and answer the questions that follow
1. Identify the rules used to change active sentences into passive voices.
2. Why should we use the forms identified in the second column?
Notes
I. “By” is used before the subject in the passive voice to introduce the
doer of the action.
Example: “Love addicted” was sung by Vamps.
II. The passive voice is used without by if the doer of the action is not
known.
Examples:
• The streets are cleaned every day.
• The policeman was murdered.
• A new departmental store is being built.
• The cloth is sold in yards.
Rules:
1. The places of the subject and object are interchanged i.e. the object
shifts to the place of the subject and the subject shifts to the place of the
object in the passive voice.
Active voice: I write a letter.
Passive voice: A letter is written by me.
Subject (I) of sentence shifted to the place of object (letter) and object
(letter) shifted to the place of subject (I) in passive voice.
Exceptions:
1. Sometimes by is omitted in the passive voice when there is no subject
in the sentence used in passive voice because the doer of the action is
not known or when there is no need to know the doer of the action.
Example: The streets are cleaned every day.
A policeman was murdered.
2. The word “by” is not always used before the subject in passive voice.
Sometime words like with, to, etc.” may also be used before the subject
in passive voice.
Examples:
Active voice: The water fills the tub.
Passive voice: The tub is filled with water.
Active voice: He knows me.
Passive voice: I am known to him.
B. Imperative Sentences
Definition
A sentence that expresses either a command, a request, an advice, an
entreaty or desire is called imperative sentence.
Characteristics of Imperative Sentences
1. The object “you” is generally missing in Imperative Sentences.
The structure of such sentences in Passive Voice is: Let + object + be/
not be + V3
Example:
• Imperative sentence: Finish the work by tomorrow
• Passive voice: Let this work be done by tomorrow.
2. In sentences which express request, advice and order, such phrases
like, you are requested to/advised to /ordered to... are used
Words like kindly/please are dropped.
Example:
• Imperative form: work harder please!
• Passive form: You are advised to work harder.
C. Modal verbs: must, should
Preparatory activities
1. Describe some modals that may be used to express obligation or
something that a person has to do and when providing pieces of advice.
2. Fill in the blanks using should, must and shouldn’t.
a. I feel sad and lonely. You … see a doctor.
b. I have no money. You … work harder.
c. All schools in Rwanda … create peace and unity clubs.
d. We … do our homework because it’s important.
e. Jason has missed the train He …be late next time.
f. In England all children … wear uniforms at school.
g. Parents or guardians … teach their children Rwandan values.
Notes
3.8. End unit assessment
1. In about 250 words, write a speech you would give to fellow student
teachers of Year one about their responsibilities to build a cohesive society.
2. Match the words in the table below with their meanings
3. Complete the gaps with appropriate phonetics or words
4. Vocabulary activity: Choose the right words to fill in gaps
Social ----1--------balances individual rights against those of society and
appreciates that a good ---2------------- enables people to respect each
other’s------3-------. Therefore, it works towards the well being of all its
members. For example, it fights exclusions and marginalization and
creates a sense of-------4--------. It also offers members of the group or
society the opportunity for upward mobility. This promotes and--------
5------- results in both individual and national development. We often
demonstrate positive values in different ways. For example, by solving
problems that affect others, helping those in need, having a sense of -----
------in what we do, being honest or even being caring to others. All these
positive values contribute to ---------------. Finally, sensitize people to------
---------one another