Course: P4: Social and Religious Studies

Topic outline

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- SOCIAL STUDIES Forum
- click here for a video lesson on Important places and public asset in our district URL
- CLICK HERE FOR A VIDEO LESSON ON: Social Economic activities in our district URL
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UNIT1:Socio-economic activities in our district
UNIT1:Socio-economic activities in our district
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UNIT1:Socio-economic activities in our district
- Sub-topic Our district
  
  Key unit competence: Compare socio-economic activities of his/her district with those of the neighbouring districts and recognise their importance in the development of the District.
  
  Learning objectives
  
  At the end of this unit, you should be able to: Knowledge and understanding
  • Locate his/her District on the provincial and Rwandan maps.
  •Identify social-economic activities of his/her district.
  Skills
  Describe the location of his/her district on the provincial and Rwandan maps.
  Analyse different economic activities carried out in his/ her district in comparison with her/his neighbouring districts.
  State how socio-economic activities contribute to the development of the district
  Explain the importance of socio-economic activities in the development of the district.
  Attitudes and values
  Acknowledge the importance of social-economic activities in his/her district.
  Respect work as a source of income.
  
  1. Community
  
  Oral activity
  
  Look at the picture.
  What is happening in the picture?
  What do you think the people are doing?
  Where do you go to buy what you need?
  What do you buy?
  Where can you buy or sell items in your district?
  
  A busy marketplace
  
  Identify my district
  A district is an area in which people live.A neighbourhood is the area close to you.Neighbours are the people who live next to you. Neighbouring districts are next to the district in which you live.
  A province is a region that is bigger than a district. Each district is part of a province.In Rwanda we have five provinces and 30 districts.
  These are our five provinces:
  Eastern Province
  Kigali City
  Northern Province
  Western Province
  Southern Province
  Each of the five provinces is divided into districts. Table 1.1 gives the names of the different districts.
  Table 1.1 Provinces with their districts
  
  Activity 1.1
  Look at the map on the next page.
  1. Find your province on the map.
  2. Look at the list of districts. Which is your district?
  3. Find your district on the map. Point to where it is.
  4. What is the size of your district?
  5. Which are the districts next to your district?
  6. On your own, draw a map of your district. Show your map to your group.
  7. Explain where your district is. Point out your neighbouring districts.
  District map
  
  The five provinces and 30 districts of Rwanda
  
  Lesson 2
  
  Socio-economic activities in our district •
  A social activity is where we contact or meet people. An economic activity is when we make, buy or sell goods.
  • A socio-economic activity is a mix of a social and economic activities.
  The two activities go together.
  When we buy or sell goods, we talk to people. We meet and spend time with them. When we work to earn money, we work with people. When we go to the market, we buy and sell goods. We meet people and talk to them.
  Examples of socio-economic activities
  • agriculture or farming crafts trade
  • fishing pottery employment
  tourism
  Social activities
  People talk to each other. They go out together. They play sport together compete and against each other. Some people go to church. Others go to mosque. People have families and friends. People attend marriages, baptisms and funerals. People get married and start families. Children visit their parents and grandparents. People visit their neighbours. You visit your friends and family members. People attend cultural events. People sing and dance. Many people like to share food with each other. They have feasts together.
  
  Traditional dance in Musanze
  
  Economic activities
  People grow vegetables on their farms. They take them to the market to sell. Other people come to the market to buy the vegetables. People catch fish. They sell the fish. With that money, they can buy food and clothes. Tourists or visitors from other countries come to Rwanda. They stay in hostels and hotels. They pay to stay there. They visit our beautiful areas. They pay for transport and tour guides.
  
  Exercise 1.1
  1. In groups, make a list of all the socio-economic activities in your district.
  2. Talk about each activity.
  a) What do people do?
  b) Where does it happen?
  c) Which socio-economic activities have you joined in?
  3. Share your group’s discussion with the rest of the class.
  
  Lesson 3
  Socio-economic activities in neighbouring districts
  
  There are socio-economic activities in your district.
  There are also socio-economic activities in all the other districts.
  Some are the same and some are different.
  The socio-economic activities will depend on many
  things such as:
  how many people live in the district
  what the natural resources are
  which products grow well in the area
  what people need and want
  how easy or difficult it is for people to meet
  
  Examples of socio-economic activities in neighbouring districts In districts
  where there are national parks, there are many
  socio-economic activities dealing with tourists.
  In areas where there is water, there are socio-economic activities such as fishing. An example is the area around Lake Kivu.
  In the city of Kigali, there are more shops and businesses than in rural areas. In some areas, there is more farming than in other areas.
  
  
  
  Compare socio-economic activities Lesson 4
  You know the socio-economic activities in your district.
  Learn more about the socio-economic activities in neighbouring districts.
  Your neighbouring districts are those that are next to yours.
  
  Activity 1.2
  1. In groups, find out what the socio-economic activities are in your neighbouring districts.
  2. Compare these with the socio-economic activities in your district.
  a) What are the differences?
  b) How are the activities the same?
  c) Why are there differences?
  d) Why are there similarities?
  3. Present what you found to the class.
  
  Lesson 5
  
  The importance of socio-economic activities
  Socio-economic activities help each district to develop. To develop means to grow and prosper.
  Socio-economic activities add to the development of each district
  Socio-economic activities help a district to develop. Look at these examples.
  Employment or work helps people to earn money. Then they have money to spend and buy things. That means, other people will make and sell things and they will also earn more money. Many people may wish to visit a district. They may want to buy or sell goods. They may want to visit people or see a cultural place. Then roads will need to be built. Roads make it easy for people to visit a district.
  
  Tourism in a district means that people will build hotels and hostels.
  They will open restaurants or other places to eat.
  People who make crafts and pottery will open stall where they can sell these items.
  Tourist guides will get work.
  They will show tourists our country.
  More money will come into the district.
  
  Tourists like to visit our cultural places.
  This building is in Rukali, Nyanza, and is a replica of a palace.
  Socio-economic activities are important for each district
  Agriculture or farming helps people to be employed. It also feeds people.
  If we did not have farms, we would not eat.
  
  There are many houses in Kigali.
  More schools are built so all the children can attend school.
  
  Farms, such as this one in Karongi, are very important.
  
  Other countries may spend money in our district. Shops, business
  and trade bring money to our districts.
  Trade helps us to earn money.
  Then our district can pay for buildings, schools and hospitals.
  If we sell and buy, our economy gets strong.
  When our economy is strong, people in other countries will invest in our districts.
  To invest is to put money into a business or other socio-economic activities.
  Exercise 1.2
  1. In pairs, discuss how socio-economic activities help to develop your district.
  2. Explain why socio-economic activities are important for the development of your district.
  Activity 1.3
  As a class, take part in a debate on: Socio-economic
  activities are good for our district. One half of the class will
  argue for the statement. The other half will argue against
  the statement. You must present good reasons for your
  argument to the class.
  Homework
  Write three sentences to explain what you learnt during the
  debate about the importance of socio-economic activities.
  
  Checklist of learning
  In this unit, I have learnt:
  
  Self-assessment
  Make sure that you are able to do the following on your own.
  1. Compare the socio-economic activities in your district to those in neighbouring districts.
  2. Explain why some are the same.
  3. Say why some are different.
  
  Formal assessment
  1. Draw a map of your district. (5)
  2. Look at this picture. Answer the questions.
  
  a) What socio-economic activities are happening on the road to Kiyovu? (4)
  b) What are the socio-economic activities in your district?(2)
  c) Why are socio-economic activities important to each district? (4)
  Total marks: 15
- click here for a video lesson on: Socio-economic activities in our district URL

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Unit 2 :Basic human and children’s rights

Key unit competence: recognise basic human and children’s rights and fight for them.

Learning objectives

At the end of this unit, you should be able to:
Knowledge and understanding
• Identify basic human and children’s rights.
• State forms of child abuse and ways of preventing them.

Give the meaning of equality and equity.

• State different forms of sexual abuse.
Skills
• Respect principles of human and children’s rights.
• Analyse how equity and equality is carried out in our district.
• Identify ways of promoting equity and equality in our district.
• Identify elements of gender-based violence.
Attitudes and values
• Show self-respect, respect and tolerance of the other.
• Report child abuse practices and cases to parents, guardians, teachers and police.
• Appreciate the importance of basic human rights and children’s rights.
• Exhibit behaviours that promote equity and equality.
• Show concern on gender-based violence and sexual abuse.
• Communicate willingly in matters concerning sexual abuse.
• Describe elements of gender based violence and sexual abuse.

• Find out different ways of preventing gender based violence and sexual abuse.

Oral activity Before you start

In a group, look at the picture and answer the questions.
Talk about your answers in your group.
1. What are the children doing?
2. Do you think they are happy? Why?
3. Are they free? Why?
4. What does it mean to be free?
5. Do you think they are safe? Why?
6. What does it mean to be safe?

7. What can help you to be safe?

These children are playing a game.

Human rights Lesson 1

Human rights help you. They give you power to live well.

This is because they:

• keep you safe as they help you to protect yourself
• make people treat you in a good and fair way
• make you treat others in a good and fair way
• are the same for all people.

Basic human rights are rights that everybody should have.

It does not matter:

where you live
who you are
if you are young or old
if you are a boy or girl
if you are rich or poor.

You have the basic human right to follow your religion.

Basic human rights include the right to:

Life: nobody should kill or hurt you.

Equality: we should all be treated the same.

Freedom: nobody should take your freedom away.

Respect: we should all show respect to each other.

Live in peace and be safe from harm: this means

there should be no violence and no war.

Nobody fights.

A human right gives you the freedom to live in a safe way. It also helps you to grow. You can become the person you want to be. It allows you to be happy.

Children’s rights Lesson 1

Children’s rights are part of human rights. You have rights because you are a child. You need to be protected. Look at these children’s rights.

Exercise 2.1

1. In pairs, name four human and children’s rights.

2. Which human and children’s rights do you have? Give examples.

3. Why is it important to have human and children’s rights?

Lesson 3

Respect and tolerance

To have human rights means you have respect. If you respect yourself, then you:

• are kind to yourself

• like yourself

• do not harm or hurt yourself.

Be kind to yourself.

Respect yourself.

If you respect others, you do not harm them.

You are polite and kind.

To respect is to be tolerant.

It means to accept other people.

You are friends even if people are different from you.

People are different if they are not the same as you. People may:

• look different from you

• have different religions

• come from a different district.

Always treat people in the same way you would like to be treated.

Exercise 2.2

Describe how you show respect for other’s human rights.

We respect people who
are older.
Activity 2.1
In groups, discuss why it is important to respect human and children’s rights.

Lesson 4 Child abuse

Child abuse means when children are hurt and harmed.

This happens when people do not respect human and children’s rights.

There are different kinds of child abuse: physical abuse,
sexual abuse,emotional abuse and neglect.
Physical abuse

When somebody hurts your body it is physical abuse. This is when somebody hits, kicks, beats or harms you in a bad way.
Examples are if you are:

• whipped or caned

• hit with a fist

• hit with a stone

• hurt in a way that causes scars, bleeding or broken bones

Physical abuse is when somebody hurts your body.

Sexual abuse

This kind of abuse happens when a person touches you on
your private parts or genitals. These are the parts of the body
that other people may not touch without your permission.
Sexual abuse happens when you are:
• touched in a way that makes you uncomfortable, shy and scared
• forced to touch another person’s private parts
• forced to have sex

• forced to get married.

Emotional abuse

Emotions are feelings. You can feel happy or sad. You can also feel safe or scared.

Emotional abuse is when people use bad words to hurt you.

What they say makes you feel sad or scared. Examples of
emotional abuse are when a person tells you:
• that you are useless
• that you should never have been born

• that they hate you or do not like you.

When people use bad words to hurt or Neglect is when you are not cared for or looked after.
scare you, it is called emotional abuse.

Neglect

To be neglected means to be not cared for or looked after. Examples are:

• Nobody gives you food.

• You don’t get help when you are ill.

• You have no place to stay.

• You have to look after yourself. You never see your parents or guardians.

Exercise 2.3
1. Work with a partner. Use your own words to describe the different forms of child abuse.

2. Describe what you feel about child abuse.

Lesson 5 Activity 2.2

1. Draw the different kinds of child abuse.

2. Explain to the class what your drawings mean.

How to prevent child abuse Lesson 6
There are things you can do to prevent child abuse.
You can report it to:
• the police
• a teacher

• your parents or guardians.

Report child abuse to a police officer.

You can also:

• speak up and talk about it so other people know, especially local leaders

• get shelter in a place of safety. This could be a church, mosque or nongovernmental organisation (NGO). • say no – warn the person you will not be abused

• stay away from people who are abusers

• tell the abusers about human and children’s rights.

Activity 2.3
1. On your own, find out how you can prevent child abuse.

2. Present what you found out to the class. Be prepared to answer questions

Lesson 7 Equality and equity

Equality means we are all the same and should be treated in the same way.

It means we are equal.

Equity means people get a fair share of what they need. It also means people are treated in a fair or just way.
Look at this example.
The farmer has told both learners that they can each pick a mango.
This is equality as both have permission.
The taller learner can easily get a mango.
The shorter learner cannot reach a mango. This is not fair.
This is not equity. To make sure there is equity, the shorter learner needs help.
The taller learner should help the shorter learner to reach the fruit.
Then there is equity. This means that to ensure we have equity, we sometimes have to give people an advantage.

Equity sometimes means giving people an advantage.

Exercise 2.4

Work in pairs.

1. Give the meaning of equality.
2. Give the meaning of equity.
3. Use your own words to give an example of each. Show the difference.
4. Make a drawing to show the difference between equity and equality.

5. Explain if you would prefer to live in a place with equity and equality.

Importance of equity and equality in our district and society

If we have equity and equality, we have human and children’s rights.

Then there will be no abuse.
We want to live in a happy and peaceful way in our
district. To do so, we must have equality and equity. Then
people will all be treated fairly.

How to promote equity and equality in our district

Look at what you can do to promote equity and equality.
Exercise 2.5
Answer these questions in groups.
1. Are there equity and equality in your district? Give examples to explain your answer.

2. Discuss why equity and equality are important in your district.
3. Make a summary of the most important ideas in your group.
4. Present your summary to the class. Be prepared to answer questions.
Activity 2.4
In groups, role play how you will show equity and equality in our district.
This means you must:
• show how to behave
• show what you do to treat people equally and with respect.
Homework
Write four sentences to explain what you learnt in the

role-play, about how to show equality and equity.

Gender-based violence and sexual abuse
Lesson 9 Gender gives you a male or female role. It tells you how to behave.

This can be as a man or boy, or a woman or girl. Gender-based violence is when you are hurt because you are a woman or girl, or a man or boy. Most gender- based violence is by males against females.
This is not always so. Females sometimes also abuse males.

Examples of gender-based violence:

• A husband beats his wife.
• An uncle beats his niece.
• A brother beats his sister.
• A boyfriend beats his girlfriend.
• A mother beats her son or her daughter.
• A girl is stolen or sold to be married.

Gender-based violence can happen anywhere. It can happen:

• at home, by people you know

• at work or at school. Gender-based violence can happen when:

• there is no equality

• people do not respect human rights.

Exercise 2.6 Discuss the following in groups.

1. Examples of gender-based violence and sexual abuse.

2. Why do you think sexual abuse and gender-based violence happen?

The effects of gender-based violence and sexual abuse

When gender-based violence and sexual abuse happen, it has bad effects .

Look at the effects shown in the pictures.

hhh Violence and abuse lead to physical When there is violence or abuse, children
Harm. may run away from home.

How to prevent gender-based violence and Lesson 10
sexual abuse
It is every person’s duty to try to stop bad things happening.

You can do so if you:
• report it (tell the police, a teacher or person you trust)
• talk about it so that it is not a secret
• tell people about human rights
• show people you respect them
• treat people in a fair way.

Activity 2.5
Work in a group.
1. Identify different ways to prevent gender-based violence
and sexual abuse.
2. Present your ideas to the class.
Homework
Write five sentences to describe how you will prevent
gender-based violence and sexual abuse.

mmm

Self-assessment
Make sure you are able to answer the following questions on your own.
1. Why are equality and equity in our district important?
2. What are you doing to promote equity and equality?

Formal assessment
1. Choose the correct word in the box to complete each sentence.
police promote protected human
a) Human rights are yours because you are ________. (1)
b) Children have special rights because they need to be ________. (1)
c) You should report child abuse to the ________. (1)
d) It is very important to ________ equity and equality. (1)

2. Match the words in column A with the correct meaning in column B.

(5)
Column A	Column B
2.1 equity	A accept other people
2.2 equality	B fairness
2.3 respect	C we are all the same
2.4 abuse	D hurt and harm
2.5 tolerance	E to be polite and kind

3. Read the case study. Then answer the questions.
Keza was so sad. Her cousin, Eric, had grabbed her and told her to

take her clothes off. But Keza had shouted loudly. She said, “No!

No! No! I have a right to be safe! You have to respect me. I will tell
my mother. I will report you to the police.”
a) Why was Keza sad? (1)
b) What do you call this kind of abuse? (1)
c) What did Keza do to stop Eric? (1)
d) Did Keza do the right thing? Give a reason for your answer. (1)
e) Tell Eric how he should rather act towards girls. (2)
Total marks: 15

Lesson 7: Equality and equity URL
Lesson 9: Gender-based violence and sexual abuse URL
click here for lesson on Basic Human and children rights URL
click here for a lesson on gender URL
click here for a lesson on Equality and equity URL
click here for a video lesson on: Vocation of the Israel URL

UNIT 3:Health and well-being
UNIT 3:Health and well-being
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UNIT 3:Health and well-being
- Unit 3    Hygiene
  Washing your hands properly is an important part of good hygiene and prevents disease.
  UNIT 3    Hygiene
  Key unit competence: Demonstrate proper hygiene practices and environment cleanliness
     Learning objectives
  At the end of this unit, you should be able to:
  Knowledge and understanding
  • Identify basic hygiene practices and their importance to the environment.
  • Identify waterborne diseases.
  • Identify signs, symptoms and treatment of malaria.
  Skills
  • Carry out activities that promote good hygiene of their surrounding environment.
  • Explain the importance of proper hygiene and problems caused by lack of proper hygiene to
  the environment.
  • Explain waterborne diseases, causes, effects and prevention.
  • Suggest different ways of preventing malaria.
  Attitudes and values
  • Appreciate and practise proper environmental hygiene.
  • Show respect towards keeping environment clean.
  • Show concern about waterborne diseases and malaria.
  • Contribute to prevention of waterborne diseases and malaria.
  
  Before you start Oral activity
  Look at the picture. Then discuss the answers to these
  questions in your groups.
  1. What are the children doing?
  2. Why is it good to be in a clean area?
  3. What do you clean at home?
  4. Why do we need to be clean?
  5. Why should both girls and boys help to clean?
  
  Learners cleaning the school yard
  Lesson 1   Hygiene
  Hygiene is keeping yourself and your environment clean
  and healthy. If you keep clean, you can prevent or stop
  diseases. Your environment is everything around you.
  This can be, for example, your:
  • classroom
  • school
  • home
  To be clean helps to stop germs from spreading. Germs
  cause diseases. They make you ill. When you are sick, you
  do not feel well.
  
  How to be clean
  Hygiene practices are what you do to keep yourself clean.
  They are also what you do to keep your environment clean.
  Look at these examples of hygiene practices.
  Wash your hands
  It is very important to keep your hands clean. Germs on
  your hands can make you and others sick. Wash your hands
  oft en. Use clean water and soap. Always wash your hands
  before you:
  • peel fruit and vegetables
  • eat
  • cook
  • go to sleep.
  
  Always wash your hands aft er you:
  • go to the toilet or pit latrine
  • touch an animal
  • garden or farm.
  
  Sing a song while you wash your
  hands. This will remind you to wash
  both your hands very well.
  Activity 3.1
  Do this activity in pairs.   1. Role play how you should wash
  your hands.
  2. Explain to your partner why you
  should wash your hands.
  3. Your partner can explain to you
  when you should wash your
  hands.
  
  
  
  It is important to wash your hands regularly.
  Lesson 2
  Keep your environment clean
  How to keep the area where you live clean. You can do this if you:
  • clean your house, classroom and school area
  
  • never litter and pick up waste
  • sweep and wash the floor
  • keep the area in and around the toilet and pit latrine clean
  • do not go to the toilet in or near water.
  
  Exercise 3.1
  1. Explain the meaning of hygiene.
  2. What is a germ?
  3. What is a disease?
  
    Lesson 3
  It is important to keep the environment clean
  Problems happen when there is no hygiene. If we do not
  clean ourselves, we get germs. We can also spread germs.
  When we spread germs, we pass them on to others. Then
  they can get sick. If we do not clean the environment, we
  can cause diseases.That is because we let germs breed and spread. These insects like dirty environments:
  • flies  • fleas  • mosquitoes  • ticks • lice.
  These insects spread serious diseases. They breed in dirt. That
  is why it is very important to have hygiene in the environment.
  If we make the water dirty, we can get very sick. If we drink
  dirty water, we can get an upset stomach. This is called diarrhoea.
  
  Work as a group.
  1. Discuss why we should keep the environment clean.
  2. Share your group’s ideas with the class.
  Activity 3.3
  Divide into groups.
  1. Clean the area around your school.
  2. Each group should clean a different area.
  3. Make a record of the area you clean. Say what you have done.
  Homework
  Write four sentences to explain why it is important to clean
  the school.
  
  Diseases Lesson 4
  Diseases are illnesses. They make you sick. When you are you can prevent
  sick you do not feel well. Some diseases can make you so waterborne
  sick that you have to go to a hospital. Other diseases cause diseases.
  people to die.
  Waterborne diseases
  Waterborne diseases are illnesses that you can get from the
  germs in water. Examples are:
  • diarrhea • cholera
  • hepatitis A • typhoid fever
  • dysentery.
  In most of these diseases, you get an upset stomach. It can
  
  be serious. People die from these diseases.
  Causes and effects of waterborne diseases
  A cause is the reason something happens. Waterborne
  diseases are caused by dirty water and dirty rivers. They are
  also caused by drinking dirty or unsafe water. When people
  go to the toilet near or in water there may be faeces or urine in the water.
  It becomes dirty. An effect is a result of what
  
  happens. The effects of these diseases are bad. You vomit and
  go to the toilet a lot. You cannot eat. You are weak. You may
  pass the disease on to others.
  How to prevent waterborne diseases
  Most waterborne diseases are preventable. When a disease is
  preventable, it need not happen. People do not need to get sick.
  Exercise 3.2
  1. Discuss the following in groups:
  a) Causes of waterborne diseases
  b) Effects of waterborne diseases
  c) Prevention of waterborne diseases
  2. Present what you have discussed to the class.
  
  Lesson 5 Malaria
  Malaria is carried by mosquitoes. When a female malaria
  mosquito bites you, you get malaria. Mosquitoes breed in
  water (especially dirty, still water).
  Never leave empty containers outside. Old tyres that lie
  around collect rain water. Mosquitoes like to breed in still
  and dirty water.
  It is best to prevent malaria. You can do this if you:
  • keep your environment clean
  • do not put containers outside that can fill up with rain
  water. This is where mosquitoes breed.
  • clean rivers and ponds
  • sleep under a mosquito net
  • cover your arms and legs at sunrise and sunset
  • help other insects, birds, animals, fish and reptiles that
  eat mosquitoes, to live.
  Malaria can be treated by taking tablets prescribed by a doctor.
      Mosquitoes breeding in still water
  
  Activity 3.41.
  
  Find out and discuss the causes and effects of malaria.
  Find out and discuss the causes and effects of malaria.
  Find out and discuss the causes and effects of malaria
  Present your answers to the class.
  Be prepared to ask and answer questions.
  2. Do a clean-up to destroy mosquito-breeding places.
  Find these places in your area.
  Homework
  Write four sentences to explain how to destroy mosquito breeding
  places.
  
  Some insects, fish, birds, reptiles and animals eat mosquitoes. Do not kill them. They help to get rid
  of mosquitoes. That helps to prevent malaria.
  
  Peer assessment
  Do the following and swoop with you partner to check each other’s work.
  1. Describe the problems caused by a lack of hygiene.
  2. Make a drawing to show how malaria can be spread by dirty water
  Formal assessment
  1. What does hygiene mean? (1)
  2. Name two waterborne diseases. (2)
  3. What are the effects of waterborne diseases? (2)
  4. Give three reasons why we should keep the environment clean. (3)
  5. Explain how you could destroy or clean up places where mosquitoes breed. (2)
  6. Look at the picture. Then answer the questions.
  
  a) What is the frog doing? (1)
  b) In what way is the frog helping to prevent malaria? (2)
  c) What else can you do to prevent malaria? Give two ideas. (2)
  Total marks: 15
- click here for a Lesson on Hygiene URL
UNIT 4:Wealth
UNIT 4:Wealth
Label: 1URLs: 3
UNIT 4:Wealth
- Unit 4 Economy
  
  UNIT 4 Economy
  Key unit competence: develop culture of making priorities and savings.
  
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Define needs and wants.
  • Identify needs and wants in society.
  • Identify different activities that generate income.
  • Give examples of circumstances that affect people spending.
  
  Skills
  • Explain how the environment helps to meet human needs.
  • Prioritize between needs and wants.
  • Make a list of things that people spend money on.
  • Explain importance of saving.
  
  Attitudes and values
  • Use environment properly to meet his /her needs.
  • Be devoted to work (hard working).
  • Use available resources properly.
  • Develop a culture of saving.
  Oral activity Before you start
  In a group, look at the picture.
  1. What are the people doing?
  2. Why is catching fish important?
  3. What do people do with fish?
  4. Can you buy fish?
  5. Can people get money from selling fish?
  Needs and wants   Lesson 1
  A need is something you have to have. You need it to:
  • live
  • be safe
  • grow
  • learn
  • be healthy
  • be clean.
  For example, you need soap to wash your hands so you can
  be clean. You need books so you can learn. You need food so
  you can eat. You need a parent or guardian to care for you
  and keep you safe.
  A want is something you wish you had. You may want
  something because:
  • your friend has it
  • you think it will make you happy
  • it may make your life easier
  • it looks nice
  • it will be fun to own.
  
  Activity 4.1
  Work in groups.
  1. Make a list of your needs.
  2. Make a list of your wants.
  3. Make a list of the wants and needs of the people in
  your community.
  4. Present your lists to the class.
  5. Discuss what you notice about most needs and wants.
  Are they the same? Are they different?
  
  Lesson 2 The environment helps people with their needs
  Remember that the environment is everything around us.
  The environment helps us to meet our needs and wants.The
  environment gives us food. It gives us:
  • soil that we can use to plant seeds, so that we have food
  to eat
  • water – we cannot live without water
  • fruit and nuts – we eat these to stay healthy
  • some animals that we can eat
  • fish that we can eat
  • bees that give us honey.
  
  Our environment also helps us. It gives us:
  • shade and protection from the sun
  • materials to build houses
  • dead branches to make fires to cook food
  
  We must always use the environment properly. This means we:
  • must not chop down trees without a good reason
  • must plant another tree for every tree we chop
  down
  • save and do not waste water
  • protect and do not kill our wild animals.• wood to use to make carvings to sell to tourists
  • grass to make baskets and mats.
  We must always use the environment properly. This means we:
  • must not chop down trees without a good reason
  • must plant another tree for every tree we chop
  down
  • save and do not waste water
  • protect and do not kill our wild animals.
  
  Activity 4.2
  1. In your groups, role play how the environment helps us
  to meet needs and wants. For example:
  • Show how you use a tree to make a table.
  • Show how you collect wood to make a fire.
  • Add other ideas to your role play.
  2. Present your role play to the class.
  Money
  Money is what we use to buy things. For example, when we
  are sick, we use money to buy medicines.They help us to
  get better. We use money to pay for our transport when we
  need to go to a different place. Some people have to pay for
  water.
  To sell is to give something in exchange for money. People
  also spend money on:
  • food • seeds
  • farming tools • clothes
  • books • education
  • buying a radio • matches
  • stamps to post a letter • computers.
  
  To earn an income means to get money. We can get money if we
  work hard. These are things people do to make money. They:
  • farm
  • cook food to sell
  • build houses for others
  • find a job, for example, work in a bank, or as a teacher
  • make clothes and sell them
  • look after other people’s children
  • become tour guides and take tourists around the
  country to see our beautiful Rwanda
  • make ornaments and beaded work
  • drive people in a bus or car from one place to another.
  We make things for tourists and
  other countries to buy.
  Exercise 4.1
  Answer the following questions.
  1. What is an income?
  2. What do people do to get an income?
  3. Discuss what you can do to increase your family’s income.
  4. Say why it is important to work hard.
  5. Present your best ideas to the class.
  What affects how we spend money?
  Everybody does not spend money in the same way. How you
  spend money depends on:
  • what your needs and wants are
  • what your family’s needs and wants are
  • where you live
  • how large your family is
  • if your parents or guardians have an income
  • how much things cost.
  Activity 4.3
  1. Think of your needs and wants.
  2. Make a shopping list.
  3. Find out how much the things on your list will cost.
  4. Share your shopping list with the class.
  5. Decide if there is anything on your shopping list that
  you do not need.
  Activity 4.4
  Work in a group.
  1. What do people spend money on?
  2. What affects how people spend money?
  3. Role play how to buy and sell. Make the classroom into a shop.
  Decide what you will buy and what you will sell.
  It is important to save money
  Everybody has to save money. Then you can buy the things
  you need. You may also need things in an emergency. This
  is when something bad happens. Your grandmother may get
  ill and you will need money to take her to the hospital. Or
  your house might burn down and you will need money to
  build another.
  Money is worth a lot. It is not good to waste it. So think
  before you spend money. Always ask if you really need to
  spend it. Find out if there is something that costs less money.
  How to save money
  You can put money into a bank. A bank is a place where you
  keep money in a safe way. You get interest on the money you
  keep there. Th is means you get more money.
  You can also put your money in a money box. Make
  a rule that you will not open your money box. Keep your
  money box in a safe place. You can also give your money to
  trusted elders to keep safe for you.
  
  Activity 4.5
  In your groups, discuss the following.
  1. What does it mean to save money?
  2. Why is it important to save?
  3. Where can you save money?
  4. Discuss the different ways of saving.
  5. Decide which are the best ways to save.
  6. Present your ideas to the class.
  
  Homework
  Make a money box. Decorate your money box with words
  and pictures that say why it is important to save money.
  Self-assessment
  How well can you do all the things in the checklist of learning?
  Formal assessment Lesson 5
  1. What is a need? (1)
  2. What is a want? (1)
  3. List two needs in society. (2)
  4. Explain how the environment helps to meet our needs.
  Give two examples. (2)
  5. List two activities that can make money. (2)
  6. List two things most people spend money on. (2)
  7. Read the case study before you answer the questions.
  Mukesha wants to buy a new dress. Her family
  has saved money to buy a radio. They cannot
  afford both.
  a) What should the family do? (1)
  b) How can Mukesha earn money? (1)
  c) How can Mukesha save money? (1)
  d) Why is it important to save money? (1)
  e) Why is money useful? (1)
  Total marks: 15
- click here for a video lesson on Economy URL
- click here for a video lesson on What affects how we spend money? URL
- click here for a video lesson on: the main elements of weather URL

UNIT 5:Civic education

Label: 1URL: 1

Unit 5: Civics and governance

Civics and governance

Key unit competence: Describe the Rwandan coat of arms, acceptable behaviour and District
leadership.

Learning objectives
At the end of this unit, you should be able to:

Knowledge and understanding
• Identify different elements of Rwanda coat of arms.
• Define harmony and disharmony.
• Define a leader and leadership.
• Name the main district leaders and their roles.

Skills
• Describe the Rwandan coat of arms.
• Draw the national coat of arms.
• Explain causes, consequences of disharmony and ways of promoting harmony.
• Describe qualities of a good leader.
• Draw a district organigram.

Attitudes and values
• Acknowledge the importance Rwanda coat of arms.
• Show respect for national symbols.
• Acknowledge the importance of harmony among peers.
• Show concern about bad behaviour and report to elders.
• Practice acceptable behaviours.
• Imitate good behaviours from peers and adults.
• Acknowledge the importance of leaders in our district.

• Show respect and collaborate with leaders.

Before you start Oral activity

Discuss these questions in your groups.
1. Does every soccer/football team have a leader?
2. Why does the team have a leader?
3. Does your class have a leader?
4. Does our country have leaders?
5. Why do we need leaders?

6. Would you like to be a leader? Why?

Lesson 1 National symbols

A symbol is a mark or picture that represents or stands
for something else. When we see the symbol it means
something to us. For example, the members of a football
team all have the same symbol on their shirts. People
watching a football game can easily see which team the

players belong to.

All countries have symbols or emblems that tell the

world something about them. One of these is the national

coat of arms. Another is the national flag.A national coat

of arms means something to the people living in a country.

They are proud of their national coat of arms.

The national coat of arms of Rwanda Lesson 2
Each part of the Rwandan coat of arms has an important
meaning. They stand for values or goals that Rwanda wants

to achieve.

Motto: Ubumwe (unity), Umurimo (work) and

Gukunda igihugu (patriotism).
Green ring with a knot: development through hard
work.
The sun: transparency and enlightenment.
The sorghum and coffee: diversified agricultural
production.
Basket: Rwandan culture of saving, solidarity and
sharing.
Cogwheel: science and technology, and industrial
development.

Shields: patriotism, defense of national sovereignty,
integrity and justice.

Activity 5.1
As a class do the following:
1. Draw a picture of the Rwandan national coat of arms.
Put all your drawings on the walls around the class.
2. Make a list of the meanings of the symbols on the coat of arms.

3. Write down why these symbols are important in Rwanda.

Lesson 3 Coats of arms of neighbouring countries

We must respect the national coats of arms of other countries.

Here are the coats of arms of some of our neighbours:

Activity 5.2

As a class, point out the correct coat of arms for Uganda, the

Democratic Republic of the Congo, Burundi and Tanzania.

Homework

Animals are often used as symbols because we admire their

qualities. For example, a cheetah is a symbol of speed.

Draw pictures of the following animals and write

underneath them the qualities they symbolise.

• eagle

• elephant

• tortoise

• lion

• owl.

Living in harmony Lesson 4

In Rwanda, we have different cultures and religions. It is

important that we live together in harmony. Harmony

means getting along together. It means being nice to each
other even if we do not agree with each other.

In order to live together in harmony we must all behave in
an acceptable manner. Acceptable behaviour is behaviour that

people normally approve of. Acceptable behaviour means we:
• respect other people
• are polite
• are tolerant
• help each other and are kind
• work hard
• take responsibility if we make a mistake.
Unacceptable behaviour is behaviour that people do not
approve of. Unacceptable behaviour means we:

• are rude

• lie, are dishonest or cheat

• take drugs

• treat people badly (especially women and children)
• fight

• are lazy or do not help other people
• damage property.

Exercise 5.1
Read the case study as a class and answer the questions
that follow.
Manzi is a Grade Four pupil at Good Harvest Primary School.

He works hard in class. He encourages other pupils to tidy up
the classroom even if the class teacher is not there.
When other pupils are nasty to him, he forgives them
but reports the incident to the class teacher. Th e teachers
and other pupils like him because of his good behaviour.
At home, he helps his parents by fetching water at the

public tap. He also sweeps the compound, mops the house
and washes utensils and clothes.
Questions
1. Why do the teachers like Manzi?
2. Mention any three activities that Manzi does at home.
3. What does Manzi do when other learners are mean to him?

4. Draw a picture to show Manzi fetching water.

Lesson 5 Disharmony happens when people are not on good

terms with one another in the community. When there is

disharmony, there are many arguments between people.

Disharmony among peers

Our peers are the people who are in the same age group

or social group as us. If there is disharmony in our school

classroom, we cannot learn properly.

Activity 5.3
1. In pairs, make a list of things that can lead to disharmony.
2. In your group, talk about what causes disharmony in
your classroom.
a) Think about ways that this could be avoided.
b) Present your findings to the rest of the class.

Ways of promoting harmony
We must all try to promote harmony in our communities.

This means in our homes, at school and in our
neighbourhood. We need to be kind. We need to
be peaceful.
We need to listen to each other’s points of view and
respect each other, even if we disagree.

Activity 5.4
1. In groups, think about and discuss ways that we can
all help to promote harmony in our neighbourhood.
Present your findings to the class.
2. In groups, role play the following situations and talk
about how they help to promote harmony.
a) My friend has lost his/her school lunch so I share mine.
b) A new pupil is being bullied. I tell the bully to stop.
I help the new pupil to make some friends and to
feel welcome in class.

Leadership in our district Lesson 6

A leader is a person who guides or directs a group for a

purpose. We need good leaders in order to organise and

make things happen. Schools, communities, sports teams,

religious groups and countries all need leaders.

Activity 5.5

In pairs, talk about examples of good leadership.

Qualities of a good leader

Good leadership is very important. Without it countries

do not thrive and businesses do not grow. A good leader:

• can direct people for a common purpose

• keeps people informed about what is happening

• has integrity and honesty

• can think creatively and solve problems

• respects the ideas of the people he/she is leading

• sets a good example for people to follow

• is positive

• a good leader should be able to motivate and

encourage people.

Activity 5.6

On your own, make a list of the ways that you can help the
leaders in your community.

The main leaders of our district Lesson 7

There are 30 districts in

Rwanda. Each district
needs to have leaders
to make sure that the
district runs properly.
In each district a
council is elected by
the people living in the
district. The council
is responsible for the

smooth running of

the district.

This includes public service delivery, such as

refuse collection, as well as economic development. The

council uses money collected from local taxes and fees such

as business licences to do its job. The council elects a Mayor

to run it and also Deputy Mayors who can take over if

something happens to the mayor.

The table shows the leaders of our district with their

positions and roles.

Tabel 5.1 Organogram

Activity 5.7

Work in groups.

1. Find out the names of the people who serve on your district council.

2. Find out what their roles are.

3. Draw an organogram showing your district council.

Self-assessment

Make sure that you are able to do the following on your own.

1. State any three ways of promoting harmony in your district.

2. Explain the meaning of leadership.

3. Choose one leader of your district and explain his/her duties.

4. Draw the national coat of arms of Rwanda and explain the meaning of at
least four elements in it.

Formal assessment

1. What is the difference between harmony and disharmony? (2)

2. Describe any three situations which can lead to disharmony in

your district. (3)

3. Identify any one act of disharmony and explain its results

to the people in your district. (4)

4. What is the title of the person who leads a district council? (1)

5. Explain any two of the symbols on the Rwandan national coat

of arms. (4)

6. Describe any two qualities of a good leader. (2)

7. Why do we need good leaders? (2)

8. What do we mean by acceptable behaviour? Give an example. (2)
9. Identify the picture: (1)

10. Match the description from the Rwandan coat of arms with the

correct symbol.

Symbol	Description
10.1 Green ring with a knot	A Science and technology and industrial development.
10.2 Basket	B Patriotism, defense of national sovereignty, integrity and justice.
10.3 Cogwheel	C Development through hard work
10.4 Shields	D Rwandan culture of saving, solidarity and sharing.

(4) Total marks: 25

click here for a video lesson on Harmony and Leadersh URL

UNIT 6:Important places and public assets in our district
UNIT 6:Important places and public assets in our district
Label: 1
UNIT 6:Important places and public assets in our district
- Key unit competence: Recognise the importance of public places and assets in the District and how to preserve them.
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Identify important places in our district.
  • Mention the problems facing important places in our district.
  • Identify main public assets in our district.
  
  Skills
  • Describe important places in our district.
  • Find out ways of preserving important places.
  • Explain the importance of these places.
  • Differentiate public assets from private assets.
  • Explain the importance of public assets.
  • Describe different ways of preserving public assets.
  
  Attitudes and values
  • Of public places in our district.
  • Show concern on how important places must be preserved.
  • Acknowledge the importance of public assets.
  • Show concern on preserving public assets.
  
  Oral activity
  Look at the picture before you talk about the answers to the questions in your group.
  1. What is a tourist?
  2. Have you ever seen a tourist? Where?
  3. Why is it good when tourists visit Rwanda?
  4. What places in Rwanda do tourists want to see?
  5. Where do you think this bus will take the tourists?
  6. Think about being a tourist in Rwanda. What places would you like to see?
  
  Lesson 1 Important places in our district
  If something is important, it has value. We need it. An important place is a place we should visit. We should care for and look after it. This means we preserve or protect it.
  
  
  Our important places:
  
  There are important places in each district. These are, for example:
  Museums: this is where things of value are kept and shown.
  Genocide memorial sites: these places help us honour and remember the victims of genocide.
  Game parks and national parks: here our animals and plants are looked after.
  Public gardens: anybody can go there to enjoy themselves.
  Exercise 6.1
  In pairs, discuss these questions.
  1. What is an important place?
  2. Have you ever been to an important place? Describe it.
  3. Would you like to see an important place? Why?
  Important places Lesson 2
  
  Museums are important places. These are our museums:
  • Ethnographic Museum in Huye
  • National Art Gallery in Nyanza-Rwesero
  • King’s Palace Museum in Nyanza-Rukari
  • Presidential Palace Museum in Kigali-Kanombe
  • Natural History Museum (Kandt House) in Kigali-Nyarugenge
  • Environmental Museum at Karongi
  • National Liberation Park Museum known as ‘Umurindi w’intwari’.
  National parks are important places. This is where our animals, birds, fish, trees and plants are protected. Our parks are:
  • Akagera National Park
  • Nyungwe National Park
  • Volcanoes National Park
  
  Activity 6.1
  In your group, look at the map.
  1. Which important places are in your district?
  2. Why are these important places?
  3. Discuss the important places in your district.
  4. What are the problems in some important places?
  5. How can we preserve our important places?
  6. Make a drawing of an important place in your district.
  7. Present what you discussed to the class. Show
  your drawing to the class. Be prepared to ask
  and answer questions.
  Public assets   Lesson 3
  A public asset is something that belongs to all Rwandans.
  Th e opposite of public is private. Th en it only belongs to a
  few people. If something is public, it means we can all go
  there. We can all use it.
  An asset is something valuable. An asset has worth/
  value. It is something we do not want to lose. It helps us.
  It is a useful facility that all of us can use.
  Examples of public assets include:
  • water sources • wells
  • market places • police stations
  • courts • hospitals
  • schools.
  Lake Kivu is both an important place and a public asset. This water
  source gives us fi sh and water. It is a place where we can go to enjoy
  ourselves. It is also a place that tourists visit.
  Exercise 6.2
  Answer these questions.
  1. What is a public asset?
  2. What is the diff erence between a public and private asset?
  3. What are the main public assets in your district?
  4. Why are each of these assets important?
  5. Th ink about how your district would be if there were
  no public assets. Would you like to live in such a
  place? Give reasons for your answers.
  Lesson 4 Preserve and protect public assets
  We all have to care for and look after our public assets. We
  must respect our public assets. We should look after them
  just like we look after our own homes.
  We harm public assets if we waste water so that we do not
  have enough to use.
  We need to look after our police stations. If we do not,
  the police will not be able to do their work and protect us
  from criminals. We must care for our hospitals. If we do not,
  we will have nowhere to go for treatment when we are sick.
  We have to protect our market places. If we do not, we will
  have no place to sell and buy goods. Also the area will not
  look nice and people will not want to go there.
  We can preserve our public assets if we keep them clean
  and do not litter; never break or harm things; don’t write on
  trees or walls; and mend things if they are broken.
  Activity 6.2
  1. Make a drawing to show how you would look after a public asset.
  2. Explain your drawing to the class.
  Homework
  Write four sentences to explain why it is important to preserve our public assets.
  
  Learners cleaning up a market place
  
  Lesson 5   Visits and outings
  You will go on two class visits. Carefully read what you need
  to do.
  Visit 1
  • Go to a nearby important place.
  • See what you can learn from this place.
  • Divide into small groups once you are there. Each group
  must clean a different area at the important place.
  • Help to preserve the place by cleaning the area.
  
  When you are back in class:
  1. Explain why the place you visited is important.
  2. Make a list of things you learnt about the place.
  3. Explain what you did to clean the area.
  4. Say why we must preserve important places.
  
  Visit 2 Lesson 6
  • Go on an outing to the public assets near your school.
  • Look carefully at what you see.
  
  When you are back in class:
  1. Make a summary of what you saw.
  2. Then answer these questions:
  a) Were there any problems?
  b) What were the problems?
  c) Why are these assets important?
  d) How can we look after the assets?
  
  Self-assessment
  Make sure that you are able to do the following on your own.
  1. Make a list of the important places in your district.
  2. Make a list of the public assets in your district.
  3. Explain why you say these are important places.
  4. Explain why you say these are public assets.
  5. Describe how you can preserve and protect our important places and public assets.
UNIT 7:Weather, flora and fauna
UNIT 7:Weather, flora and fauna
Label: 1URL: 1
UNIT 7:Weather, flora and fauna
- Key unit competence: Recognise the importance of weather, flora and fauna in the District and how to preserve them.
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • State main elements of weather.
  • Suggest ways of preventing effects of bad weather.
  • Define flora.
  • Define fauna.
  • Identify different ways of preserving fauna.
  
  Skills
  • Design simple weather instruments (rain gauge, thermometer).
  • Differentiate between bad weather and good weather.
  • Describe how weather affect human beings and vegetation.
  • Explain the importance of flora.
  • Discuss ways of preserving flora.
  • Explain the importance of fauna.
  
  Attitudes and values
  • Acknowledge the importance of weather.
  • Recognise man’s role in contributing to good weather.
  • Acknowledge the importance of flora.
  • Show respect to flora.
  • Contribute to community practices that protect vegetation.
  • Acknowledge the importance of fauna.
  • Show respect to fauna. Participate in community practices that protect fauna.
  Before you start   Oral activity
    Look at the picture. Then talk about the following:
  1. Why do farmers need the sun?
  2. Why do farmers need rain?
  3. What do you prefer: when it rains or when it is sunny?
  4. What do you like best: to feel hot or to feel cold?
  5. Do you like it when the wind blows? Why or why not?
  
  Lesson 1 Weather
    When we talk about the weather, we are talking about the
  state of the atmosphere. It is hot or cold, wet or dry, calm or
  stormy, clear or cloudy. We can measure weather at a given
  time in a place. We do this to know more about
  the weather.
  We can measure weather at a given time in a place. We
  do this to know more about the weather.
  Weather can change. It can be hot now. Later it can be
  cold. The sun can shine now. Later it can be cloudy.
  Elements of weather
  
  The elements are the different parts of weather. Look at the
  different parts of weather.
  
  Exercise 7.1
  1. What is weather?
  2. List the elements of weather.
  3. Look at the pictures. Match each picture with an
  Symbols for different weather elements
  
  Temperature:
  shows how hot or cold it is.
  Wind: the movement of air.
  Air pressure:
  the pressure or heaviness put on something by the
  weight of the air.
  Moisture: includes rain, mist and humidity. Humidity
  is the amount of moisture in the air.
  Sunshine: when the sun is shining.
  Clouds: groups of water drops that move in the sky.
  Sometimes the clouds cover the sun. Then we say it
  is cloudy.
  
  Lesson 2 Simple instruments used in weather
  
  It is useful to measure the weather. This helps us to predict
  the weather and to plan.
  Will it rain? Then we need an umbrella. Will it rain a lot?
  Then we need to find shelter. Will it be hot? Then we need to
  give our plants more water. Will there be a storm? Then we
  know to stay at home. A storm is bad weather.
  We use instruments to measure the weather.
  
  Examples
  are shown below Rain gauge:to measure how
  much it rains.
  
  Thermometer: to measure how hot or cold it is
  (this is called the temperature).Wind sock or a wind vane: to measure how much
  the wind blows (i.e.in which direction the wind blows).
  
  Lesson 3 Make your rain gauge
  
  1. Take an empty glass jar or bottle. Make sure it is clean.
  2. Use a ruler and pen to mark every ½ cm up to the top of the bottle.
  3. Place the rain gauge outside. It must not be under a tree or big stone. Nothing must block the rain.
  4. Measure how much rain falls.
  5. Check every day. Write down how much has fallen.
  Then empty the rainwater so you can measure how much rain falls again.
  
  Lesson 4
  
  What you will need:an empty glass bottle or jar with a wide opening,ruler, pen.
  How to make a thermometer
  Follow these steps to make a thermometer
  1. Pour water into the bottle to the top.
  2. Add 5 to 7 drops of food colourant to the water.
  3. Make sure the colourant is evenly spread.
  4. Mould the clay/putty around the straw near one end.
  5. Insert the straw into the bottle. Ensure that it does not
  touch the bottom of the bottle. Keep it at least 1 cm
  from the bottom.
  6. Seal the clay/putty on the top of the bottle. Ensure that
  it is sealed around the straw and top of bottle.
  7. Mark the level of the water in the straw with a C for COOL.
  8. Place warm water in the bowl and place the bottle in the
  bowl. Leave until the level rises and stays steady. Mark
  the level on the straw with a W for WARM.
  9. Place hot water in the bowl and place the bottle in the bowl.
  10. Leave until the level rises and stays steady. Mark the
  level on the straw with an H for HOT.
  What you will
  need: Clear glass bottle Food colourant Marking pen Clear plastic straw
  Clean water Clay or sticky putty Bowl Warm/hot water.
  
  Alternative
  • Instead of marking on the straw, stick a piece of stiff
  paper to the straw with some sticky tape and write the
  Values C, W and H on the paper for easier reading.
  • Once you have marked the C, W and H you can also
  divide the distance between C and W into 2 and mark
  it Mild. Repeat between W and H and call it VW for
  Very Warm.
  
  Activity 7.1
  1. Work in a group to make a rain gauge. Follow the steps
  on page 72.
  2. Measure the rain at least once a day.
  3. Share your measurements with the rest of the class.
  Homework
     1. On your own, follow the steps above to make a
  thermometer.
  2. Check the level of water in your thermometer, at
  different times of the day.
  3. Compare the weather over a few days. Then share your
  measurements with the rest of the class.
  4. Write a sentence to say what you have learnt about
  the weather
  
  Lesson 5   Effects of weather
  
  The weather has an effect on what we do. It also has an effect
  on plants and animals.
  If there is not enough rain, we have a drought. Then it
  is very dry. There is not enough water for plants to grow.
  There is not enough water for animals to drink. There is not
  enough water for us to use.
  The farmers suffer when there is not enough rain. Their
  crops die. There is no food to eat or sell. We all get hungry
  and sick. Droughts cause us to starve.
  If it rains a lot in our rainy season, we have floods. Then
  the water washes our houses and property away. We lose our
  crops. We lose our public assets.
  
    Exercise 7.2
  Answer the questions in pairs.
  1. What is the difference between good and bad weather?
  2. How does weather affect humans?
  3. How does weather affect plants and animals?
  
  Homework
  
  Read the case study before you answer the questions.
  
  There were floods in Musanze (Northern Province), and
  in Nyabihu and Rubavu (Western Province). Heavy rain
  harmed the water sources. The water was dirty. People got
  sick. It also had a bad effect on schools, clinics and roads.
  Houses were under the water. Maize and banana crops
  were ruined by floods.
  
  Questions
  
  1. What is a flood?
  2. Why do floods happen?
  3. How do floods cause harm?
  4. Make a drawing of what bad weather looks like.
  
  Problems caused by weather Lesson 6
  
  Bad weather causes many problems. This happens when:
  • The rainy season is too short. We don’t get enough rain.
  • The rain is very heavy. It rains too much in a short time.
  • We get floods and landslides. A landslide is when the
  soil gets muddy and washes away. It can destroy houses
  and roads.
  • Sometimes the weather changes unexpectedly and we
  are not prepared. For example, the day was sunny when
  we left home so we did not take an umbrella and got caught in a storm.
  
  Exercise 7.3
  Discuss in your groups what problems weather causes.
  Measures to overcome weather
  There are things we can do to overcome or deal with bad
  weather.
  • We can grow different crops at the same time. Some of
  the crops must be plants that do not need a lot of water.
  • We can protect the trees in the forest. It is easier to
  prevent mudslides and flooding if we have trees.
  • We can plant crops in such a way that they prevent the
  soil from getting too dry.
  • We should not build our houses next to rivers and lakes.
  • We should try to save water.
  Activity 7.2
  Work in groups.
  1. Share ideas on how to overcome bad weather.
  2. Make a drawing of your ideas. Explain your drawing to the class.
  Flora Lesson 8
  Flora are all the plants that grow in an area. Trees, plants
  and flowers are called flora.
  
  Flora and its importance in our district
  
  Flora is necessary. We need flora to live. We depend on
  plants. Plants produce oxygen. This is in the air we breathe to stay alive.
  
  We also use plants for:
  
  Food. Plants keep animals, fish, birds and insects alive. We eat plants. The animals
  and fish that we eat also eat plants.
  Cleaning. Plants help to keep water clean. Plants help to keep the air clean. The
  fewer forests we have, the dirtier the air will be.
  Beauty. Flora is lovely to see. It brings tourists to the area. We enjoy seeing flora and
  being in nature. It makes us happy.
  Shelter. We use flora as shelter. Animals also use flora as shelter.
  Medicines. We use plants to make medicines.
  Making money. We make things from plants to sell. We can make wood carvings,
  grass baskets, mats and food.
  Rain. Plants help to get water from the soil to the air. Then it rains in different places.
  
  Activity 7.3 Lesson 9
  
  1. In your groups, explain why flora is important.
  2. Make a garden in the school grounds.
  a) Get the soil ready so you can plant seeds. Turn the
  soil over. Take the weeds out.
  b) Plant the seeds. Water the garden. Watch the plants
  grow. Later on, you can eat what you have planted!
  Lesson 10 Ways of preserving flora
  To preserve flora is to look after and protect it. We can do
  this if we:
  • plant a tree for every tree we chop down
  • only take what we need and preserve our local plants
  • never let too many goats and cattle graze in one place
  • avoid farming in all open spaces
  • preserve the forests and bushes
  • create more national parks to preserve flora.
  
  Lesson 11 Activity 7.4
  
  1. Visit a nearby swamp, forest, mountain or lake.
  Look carefully at what you see. How many different plants
  do you see? What are their colours? What else can you see?
  Are there insects? Are there birds? Is there water?
  2. Make a summary of what you saw.
  3. Make a drawing of the most interesting thing you saw.
  4. Present your summary and drawing to the class.
  5. Discuss how to preserve our flora in the district. Explain
  what we should do.
  
  Fauna Lesson 12
  Fauna are all the animals in an area. It includes animals,
  birds, insects, reptiles and fish. We have many animals.
  Some of these animals only live in Rwanda.
  Fauna and its importance
  
  Fauna keeps nature in balance. That means that all is well.
  We need animals to live. Plants also need animals. Read
  how animals help us.
  • Animals have seeds in their faeces. They help plants
  to spread.
  • Ants harvest and transport seeds to their nests. The
  plants grow there.
  • Birds and bats help to turn the soil. This helps to give
  the soil air. Then plants grow well.
  • Birds, insects and bats help to pollinate flowers and
  plants. To pollinate is to make sure more of the
  plants grow.
  • Bird song makes us happy.
  • To look at animals makes us peaceful and love nature.
  • Our wild animals bring many tourists here.
  • We eat some animals as a food source.
  • Birds, bats and frogs help with insect control.
  
  Exercise 7.4
  On your own and in class answer the following questions:
  1. Why should you show respect to fauna?
  2. How can you show respect?
  3. Why is fauna important?
  4. Make a drawing of your favourite fauna. A favourite
  is something you like the most.
  5. Show your drawing to the class. Explain why you like
  this fauna.
  
  Ways of preserving fauna   Lesson 13
  We need to preserve our fauna. We can do this when we:
  • respect all fauna
  • never kill, unless we need to eat it
  • never take bird eggs out of their nests
  • do not throw stones at animals
  • keep enough land for fauna and not use all the land for
  farming
  • do not chop down too many trees
  • never kill elephants for their tusks or rhino for their horns
  • do not use animal parts to make craft s for tourists
  • avoid over fishing and only take what we need
  • never poach. To poach is to kill wild animals in a
  national park
  • make sure domestic animals do not pass diseases to
  wild animals
  • do not cause bush fires
  • have more national parks where fauna can be preserved.
  
  Lesson 14 Activity 7.5
  Go on a field tour to a nearby game park.
  1. Write down what you see.
  2. What did you like the most about your tour?
  3. How do you feel when you see animals?
  4. How many different types of fauna did you see?
  5. Make a drawing of one animal you liked.
  6. Discuss in a group how to preserve fauna. Th en share
  your best ideas with the class.
  7. Write a sentence to say how you will respect and
  preserve fauna.
  
  Group assessment
  Assess each other in a group.
  1. Make a poster to show how you can preserve our fauna and flora.
  Hints:
  • You can use the flat side of an old cardboard box for your poster.
  • Make drawings and write important words in big letters on your poster.
  2. Show your poster to the class. Answer any questions the other learners ask
- click here for a video lesson on: flora and fauna URL
UNIT 8:Population census
UNIT 8:Population census
Label: 1URLs: 2
UNIT 8:Population census
- Key unit competence: Discuss the population census and its importance.
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Define population, population census.
  • Identify effects of over population.
  
  Skills
  • Describe population census, its importance and how it is conducted.
  • Find out some measures of controlling population.
  
  Attitudes and values
  • Acknowledge the importance of population census and cooperate in giving information.
  • Show concern about population.
  
  Oral activity Before you start
  
  In your groups discuss the following:
  1. What is happening in the picture below?
  2. Can you remember the census of 2012?
  3. How old were you then?
  4. Did you see people visit your home to count your family?
  5. How many learners are there in your class?
  6. How can you find out how many learners are in your
  school?
  
  Population census Lesson 1
  
  A population is the number of people who live in a place.
  The population of Rwanda is the number of people who live
  in Rwanda.
  A population census is a survey or a poll. This is when
  the government gathers information about the people who
  live in the country. They do this at a specific time. They
  include all the people in the country.
  A population census gives us information on:
  • how many people live in Rwanda
  • how the population changes. This is to find out how
  many people move out of the country. It also tells us
  how many are born and die in the country.
  
  The census also tells us:
  • how many are women and how many are men
  • how old or young the people are
  • where people live
  • which areas have more people
  • which areas have less people
  • what work people do.
  
  Exercise 8.1
  1. How does a census happen?
  2. What information does a census give us?
  
  A population census is important Lesson 2
  
  Every country has a population census every few years. The
  information helps the government to know how best to help
  the people.
  A census gives information on the socio-economic
  conditions of the people. This helps the government to see:
  • where more employment is needed
  • who needs more help
  • where there are not enough schools
  • how many people are sick
  • how much money should be used for people in need.
  We can get to know:
  • what education people have
  • how many schools are in each area
  • how many children go to school
  • how healthy or sick people are
  • how many hospitals are in
  the area
  • how many people are poor
  • how many people do not have enough food to eat.
  
  The census tells us how many people live in each district. Then the
  government can see if each district has what it needs for the people
  who live there.
  Exercise 8.2
  
  Look at this picture before you answer the questions.
  
  1. What does this picture mean?
  2. Why is it important to have a population census?
  Activity 8.1 Lesson 3
  1. Role play how to do a population census in your groups.
  Take turns to be:
  a) enumerators
  b) people to be counted and asked questions.
  2. Draw up a list of questions you will ask as an
  enumerator.
  3. Write what you find out on the board.
  4. Explain how the school can use this information
  Lesson 4 Population control
  It is important to control the population. To control the
  population means to make sure the right number of people
  live in an area. It is a problem if too many or too few people
  live in an area.
  Under-population or low population means there are
  not enough people living in an area. Over-population or
  high population means there are too many people living in
  an area.
  Low population happens when people move out of an area.
  For example, people may move to a city away from a rural area.
  People do this because there may be more work in the city.
  High population happens when there are too many
  people in a small space or area. Then there are not enough
  resources or supplies for everybody.
  
  Lesson 5 The effects of over-population and under population
  
  Under-population means that there are too few people
  in an area. Th is will mean that many resources are wasted.
  For example, schools might be half-empty. Houses might
  stand empty.
  Old people might live alone with nobody to look aft er them.
  If too many people move to cities there may not be
  enough people left to farm the rural areas. So the country
  might go hungry.
  Over-population has very bad effects. When there are not
  enough resources, people might:
  • starve because there is not enough food
  • live in the streets because there are not enough houses
  • stay away from school because there are
  not enough schools.
  
  When there is over-population, it also has a bad effect on
  the environment. Too many trees are chopped down for
  firewood. We need trees so we can live.
  Too much land is used for farming. Then there is not enough
  land for nature parks. Wildlife will die. Plants and trees will
  die. Some of these will become extinct. This means they will
  be gone forever.
  When there are too many people, there is not enough
  water for everybody. We cannot live without water.
  If there are too many people, they have to live close to
  each other in a small space. When somebody gets sick, the
  disease can spread easily.
  
  How to control the population
  
  If there are not enough people in the district, we can:
  • give people reasons to live in the district, such as
  employment, good schools and roads.
  If there are too many people in the district, we can:
  • educate people about the benefits of having only two
  children per family
  • ensure people know how to plan for pregnancy
  • ask people to move to a less populated district
  • tell people that the whole earth is already over-populated
  so it is every person’s duty to have fewer children.
  Lesson 6 Activity 8.2
  
  1. What are the effects of under-and over-population?
  2. Make a group drawing to show the effects.
  3. How can we control low or under population?
  4. How can we control high or over-population?
  5. Share your drawings and your best ideas with the rest of
  the class.
  
  Homework
  
  Write four sentences to summarise how to control high and
  low population in your district.
  
  Self-assessment
  
  Make sure that you are able to do the following on your own.
  1. Explain why a population census is important.
  2. Suggest how to control the population in your district.
  3. Imagine you are a census enumerator. Explain what questions you will ask to
  get information.
- click here for a video lesson on:population census URL
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UNIT 9 Infrastructure
UNIT 9 Infrastructure
Label: 1URLs: 3
UNIT 9 Infrastructure
- Key unit competence: Recognize the importance of types and means of transport and communication and how to preserve them.
  
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  
  • Give different types and means of transport.
  • Give different types and means of communication.
  
  Skills
  • Explain different forms of transport and their importance.
  • Find out dangers and difficulties of transport and measures to overcome them.
  • Explain different forms of communication and their importance.
  • Find out dangers and difficulties of communication and measures to overcome them.
  
  Attitudes and values
  • Acknowledge the importance of transport in our district.
  • Show concern about proper use of roads.
  • Acknowledge the importance of communication in our district.
  • Show concern about proper public communication.
  
  Before you start Oral activity
  Look at the pictures before you answer the questions.
  1. How do people get from one place to another?
  2. Which types of transport have you used?
  3. What do you listen to on the radio?
  4. How does the radio help us to get news?
  
  Lesson 1 Transport
  We use transport to get from one place to another. We also use transport to move goods from one place to another.
  Types and means of transport
  There are many different methods of transport we can use such as road, water, air, railway and animal.The type of transport we use will depend on where we live and how quickly we want to travel.
  
  For example if we want to go from Kigali in Rwanda to Nairobi in Kenya it will be quickest and easiest to use an aeroplane. Rwanda has a national airline, Air Rwanda.
  If we want to transport vegetables from our farm in the
  mountain to sell in the nearest village, we may decide to use
  a van or even a donkey.
  
  Activity 9.1
  1. Look at the pictures below. For each picture, say what
  type of transport it is.
  2. Which of the types of transport carry passengers?
  3. Which of the types of transport carry goods?
  4. Draw different types of transport.
  
  The different types and means of transport
  Lesson 2 Importance of transport
  We need transport to go to places. Some places are too far away for us to walk. We use transport to bring and send goods to other districts in Rwanda and to other countries. Imagine if we had no transport! How would you get from Karongi to Muhanga?How would we get food, clothes and supplies from one district to the next? How would tourists visit us? How would you visit the national parks? If you live in a big city like Kigali, how would you get from your home to the city centre?Without transport, we would not develop and grow as a country. We would be cut off from each other. Our economy would suffer.
  Lesson 3 Difficulties and dangers of transport
  Transport can be difficult to use because:
  • it may be expensive; many people cannot afford air travel or cars
  • the roads may be damaged from rain or overuse: often a province does not have the money to repair roads
  • some mountainous areas are difficult to reach and no transport may be available
  • boats on lakes and rivers are often overloaded and can capsize
  • goods can get lost or stolen whilst being transported.Transport can be dangerous because crashes and accidents may happen. For example, a tyre can burst, a vehicle can overturn or two vehicles can collide. This means they crash into each other.
  • A minibus with too many passengers might crash.
  • Some vehicles go too fast. This is called speeding.
  • Some vehicles are not roadworthy. This means they are broken. If the brakes do not work, the driver cannot slow down.
  • Some passengers do not use safety belts.
  • Some car drivers do not respect bicycles and bump into them.
  • The drivers of big delivery trucks could be tired and fall asleep while driving.
  • Some pedestrians and animals walk in the road.They cause crashes.
  • When the weather is bad, it is difficult to drive.
  • Sometimes robberies happen on the road.
  Measures to overcome difficulties related to transport
  In Rwanda we can use the following measures to overcome the difficulties related to transport:
  • Construction of more airports and airfields
  • District leaders and the people in our province can work together to maintain roads in good conditions.
  We can avoid the dangers relating to transport by:
  • Not overloading vehicles and boats.
  • Wearing life jackets on water transport
  • Learning how to drive properly before getting a car or van.
  • Not driving after alcohol use
  • Keeping vehicles in good mechanical condition.
  Exercise 9.1
  Work in groups.
  1.Discuss the difficulties and dangers of transport.
  2.Explain how to overcome these difficulties.
  Acceptable behaviour on the road
  • Always drive according to the rules of the road.
  • Be careful of vehicles when you are a pedestrian.Cross the road by looking left, right and left again.
  • Always fasten your seat belt.
  per hour on open roads. At the entrance to towns and villages the speed limit is 40 km per hour.
  Never drink and drive
  Behave well if you are a passenger. Do not disturb the driver.
  
  Activity 9.2
  Identify acceptable behaviour on the road. Share your ideas
  with the class.
  
  Communication Lesson 4
  
  Communication is when we give and receive messages and information. This happens when we listen and talk to each
  other. It means we share news and information.
  Types and means of communication
  There are different types of communication. Look at these
  examples.
  • We talk to each other face to face.
  • We telephone each other. We use landline telephones
  or mobile phones. We can also SMS each other on
  mobile phones.
  • We use the media. The media includes radio, television
  (TV), newspapers and the internet.
  • We listen to the radio. This gives us news and
  information. It also entertains us. We listen to stories.
  • We write letters to each other. We post the letters.
  • We can also use the internet to send emails.
  
  Activity 9.3
  Look at the pictures on page 95.
  1. Name the different types of communication.
  2. Make your own drawings of the different ways we
  can communicate. Show your drawings to the class.
  
  Importance of communication   Lesson 5
  We need communication so that we can talk to each other.
  We use communication to share messages and information.
  We need it to do business and to learn. We need
  communication otherwise we will be isolated. This means
  we will be cut off from everybody else.
  Imagine a world with no communication. What would
  happen if there was no warning about a storm coming? How
  would people know?
  How would you talk to your family members in another
  village or town? How would you learn about what is
  happening in other places in your district and in the rest of
  Rwanda? How would you learn about other people in other
  countries? How would businesses advertise their goods?
  
  Exercise 9.2
  1. Why is communication important? Give reasons for your answers.
  2. What do you think a world with no communication would be like?
  3. Take turns to present short one-minute speeches on the importance of communication.
  
  Lesson 6 Difficulties and dangers of communication
  
  It can be difficult to communicate:
  • Not everybody speaks the same language.
  • Communication can be expensive. For example, a computer and internet access cost money.
  • Using a mobile phone also costs a lot of money.
  In some rural areas there are no telephone lines. Some rural areas are not connected to landline phones, so people have to use mobile phones.
  • People can send bad messages. These can harm others.
  • Thieves can steal your name and bank information.
  • Lies or incorrect information can easily be spread by
  media. This can lead to misunderstandings and even war.
  
  How to overcome communication difficulties
  Th ink about how we can solve the problems of
  communication. Here are a few ideas.
  • Make mobile phone costs cheaper. Give everybody
  access to mobile phones or landlines.
  • Make the internet cheap and available to everybody.
  • Teach people to be responsible when they use the
  media. Never spread lies. The media must tell the truth.
  
  Activity 9.4
  Do the activity in groups.
  1. Discuss the difficulties and dangers of communication.
  2. Suggest how to overcome the difficulties and dangers of
  communication. Present your ideas to the class.
  
  Activity 9.5
  
  Imagine you are a social worker working with people who
  are living with disabilities. A social worker is a person who
  supports and helps other people.
  1. How would you help people who cannot see to cross
  busy roads?
  2. How would you help people who cannot hear to
  communicate?
  3. How would you help people who cannot walk to get
  into a minibus taxi?
  
  Self-assessment
  Make sure that you are able to do the following on your own.
  1. Explain how to use transport and communication in a
  responsible way.
  2. Say how this will prevent danger and difficulties.
  Formal assessment
  1. Identify two important places in our district. (2)
  2. Describe two of our public assets. (4)
  3. List two problems our important places in the district have. (2)
  4. Suggest two ways in which we can preserve our important places. (2)
  5. List four elements of weather. (4)
  6. List two instruments you can use to measure weather. (2)
  7. Describe two problems caused by weather. (4)
  8. Give one example of flora. (1)
  9. Give one example of fauna. (1)
  10. Explain how we can preserve our fauna. (4)
  11. Define population. (1)
  12. Define population census. (1)
  13. Describe how a population census is conducted. (4)
  14. List four different types of transport. (4)
  15. Describe two acceptable behaviours on the road. (4)
  Total marks: 40
- click here for a video lesson on: different means of transport URL
- click here for a video lesson on: different means of transport URL
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UNIT 10 Traditional Rwanda
UNIT 10 Traditional Rwanda
Label: 1
UNIT 10 Traditional Rwanda
- UNIT 10 Traditional Rwanda
  Key unit competence: Explain political, economic and social organisation in pre-colonial Rwanda
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Describe political, social and economic organisation of pre-colonial Rwanda.
  
  Skills
  • Explain how Rwanda was politically governed in the pre-colonial era.
  • State the importance political, social and economic activities in the pre colonial Rwanda.
  
  Attitudes and values
  • Acknowledge the importance of political, social and economic organisation in pre-colonial Rwanda.
  
  Oral activity Before you start
  
  1. What is the woman making in this picture?
  2. Do people in your community still work as crafters?
  3. Do you know how to weave a basket?
  Pre-colonial Rwanda Lesson 1
  When we talk about traditional Rwanda, we are talking
  about the culture, behaviours and practices that have been
  passed down from one generation to the next.
  Pre-colonial Rwanda was the time before Rwanda came under the control of foreign powers.
  The political organisation of pre-colonial
  Rwanda In pre-colonial times Rwanda was ruled by a king who was the overall head of the kingdom. The title of the king was Umwami.
  • The king had chiefs who helped him to rule the kingdom. The king ruled through three categories of chiefs: cattle chiefs, land chiefs and military chiefs.
  • The land chiefs were responsible for all the land issues.
  • The cattle chiefs were responsible for the well-being of
  animals. Cattle are still valued in present-day Rwanda.
  • The military chiefs were responsible for the defence of the kingdom. They had to make sure the army was strong enough to fight enemies and expand their land.
  
  Activity 10.1
  In pairs, draw a diagram to show the political organisation
  of Rwanda in pre-colonial times.
  Lesson 2 Homework
  1. Ask your family about the political organisation and administrative structure in pre-colonial Rwanda.
  2. Make a summary of what you are told.
  3. Present your findings to the class in the next lesson.
  Lesson 3 Social organisation in the pre-colonial period
  Social organisation means the way that people relate to one another in society. This includes culture, beliefs, customs,norms and values.
  
  Culture
  
  Pre-colonial Rwandans lived in clans. A clan is a group of people with a common ancestor. Each clan had a totem to identify it.
  When crimes were committed or disputes arose, a council of elders would meet to settle the dispute.
  
  Song and dance were very important. There were many social events, such as wedding parties and naming of children, that brought people together.
  Traditional games were organised. These games helped people to make friends. Young people would dance during big festivals, especially at the royal court. People mostly ate millet, sorghum, beans, cassava, sweet potatoes and bananas.
  Rwandans rarely ate meat.
  Activity 10.2
  
  In pairs, draw a picture of a social event in your community.
  Beliefs
  Pre-colonial Rwandans believed in one God – Imana the creator of all things. They also worshipped their dead ancestors who had the power to intervene in the lives of the living, and made rituals and offerings to the ancestors to bring them blessings.
  
  Norms
  In pre-colonial Rwanda most positions of authority were reserved for men. Women did, however have some political and economic power.The queen mother was very powerful.
  Many men had more than one wife.Children were very important. Having a lot of children was a sign of wealth.
  
  Customs
  Although land was believed to belong to the king, Rwandans controlled their own land. They passed it down as an
  
  inheritance to their male children.
  People without land could work for landowners on their farms. The landowners would give them food and shelter.
  This prevented poverty.
  
  Values
  People respected their leaders. They paid taxes (produce) and gave leaders gifts.
  At times of trouble, a drum would be beaten to sound the alarm.
  Lesson 4 Activity 10.3
  Work in groups.
  1. Draw pictures of drums.
  2. Make a list of events when drums would have been used.
  Exercise 10.1
  
  1. How was pre-colonial Rwanda ruled?
  2. What did clans use to identify themselves?
  3. What foods were eaten?
  Economic and commercial activities in Lesson
  pre-colonial Rwanda
  
  Our ancestors kept animals and grew some crops. Cattle
  and land were signs of wealth. Iron smelters in Rwanda
  changed iron ore into tools and objects that could be used
  or bartered. Hunting provided meat. Craft ed goods were
  made and some were traded.
  
  Activity 10.4
  In pairs, use the following headings to make a table listing
  all the craft s that can be made by different methods.
  
  Weaving Pottery Carving Smelting
  
  The differences between traditional and modern trade Lesson
  6
  
  Traditional trade was very different from trade today.
  In pre-colonial times:
  • goods were exchanged or bartered
  • the main goods traded were weapons, animals and their products, fish, honey and agricultural products
  • people oft en carried goods on their heads
  • there was no advertising.
  In modern times:
  • goods are paid for with money
  • the main goods traded are animals and animal products, agricultural products, finished products from factories, products from lakes and rivers
  • goods are carried by trucks, bicycles and wheelbarrows, as well as on heads
  • goods are advertised through newspapers, billboards, Internet, radio and TV.
  Activity 10.5
  
  1. In your groups, make a list of all the economic activities that take place in your community. Decide which are traditional activities.
  2. Role play bartering goods that you have in exchange for
  ones that you need.
  
  Self-assessment
  
  Make sure that you are able to do the following on your own.
  1. Draw a table to compare traditional and modern Rwandan trade.
  2. Explain how Rwanda was ruled.
  3. What did a typical Rwandan family eat?
  Formal assessment
  
  1. What do we mean by the word ‘pre-colonial’? (1)
  2. Name the three kinds of chiefs who helped the king in
  ruling the kingdom. (3)
  3. Explain the meaning of the following:
  a) Traditional culture
  b) Traditional belief (2)
  4. Describe any one traditional belief in your district. (1)
  5. Mention the main four economic and commercial activities of pre-colonial Rwanda.
  
  6. Describe the life of a typical family in pre-colonial Rwanda. (4)
  7. Name two items that could be traded in traditional Rwanda. (2)
  8. Explain three different methods of creating crafts in
  traditional Rwanda. (3)
  Total marks: 20
UNIT 11:Religious Studies Holy scriptures and beliefs
UNIT 11:Religious Studies Holy scriptures and beliefs
Label: 1
UNIT 11:Religious Studies Holy scriptures and beliefs
- UNIT 1 Respect for God’s creatures
  
  Key unit competence: A learner will be able to differentiate and protect God’s creatures and environment.
  Learning objectives
  At the end of this unit, you should be able to:
  
  Knowledge and understanding
  • Identify different names of God and those of creatures.
  • Outline their importance in daily life.
  • State positive measures taken for protection if environment and creature.
  
  Skills
  • Illustrate different creatures
  • Explain how God created creatures.
  
  Attitudes and values
  • Appreciate the importance of each God’s creatures.
  • Respect and protect Creatures and environment.
  • Take a positive attitude of helping others and caring for domestic animals found in his/her
  home environment.
  
  Before you start Oral activity
  In your groups, look at the picture and answer the questions.
  1. Do you know the difference between a wild animal and
  a domesticated animal?
  2. What are the names of some domesticated animals?
  3. How do we use domesticated animals?
  4. What happens if we do not take care of our animals
  and farms?
  Lesson 1 The names and attributes of God
  
  Many different names are used to describe God. These names
  often describe the way we understand Him. For example,
  people often refer to God as Father. Sometimes people call
  Him ‘The Light’, or ‘King of Kings’, or ‘Lord of Lords’ and ‘Lord of the Hosts’. The first name that is found in the Bible for God is Elohim. This is a Hebrew word meaning strength or power.
  Yaweh is also a Hebrew word meaning Lord. It is found
  more often in the Old Testament than any other name
  for God. Yaweh is the special name that God revealed to
  Moses at the burning bush. Other names found in the Old
  Testament are El-Shaddai and Adonai. Jewish people still use the names Yaweh and Elohim to refer to God. Other religions have different names, for example, Islam uses the name Allah.
  
  Activity 1.1
  
  In pairs or on your own, make a list of all the names you use
  to refer to God.
  
  The attributes of God
  
  The word attributes means qualities or characteristics.
  The attributes of God help us to understand who He really
  is. In the Bible we are told that the attributes of God are
  love, being almighty, omnipotent, omnipresent,
  transcendent and omniscient.
  
  God is love
  God loves us so much that He gave us His only son Jesus. If
  we believe in Him we can have eternal life.
  
  God is Almighty
  When we say God is almighty, it means he can do anything.
  He has power and authority over all the creation.
  
  God is omnipresent
  Omnipresence means that God is everywhere at the same time.
  
  God is omnipotent
  Omnipotent means all-powerful. God is omnipotent
  
  God is omniscient
  Omniscient means all-knowing. God is all-knowing
  We cannot hide anything
  from Him.
  God is transcendent
  Transcendent means
  going beyond our human
  experience.
  
  Activity 1.2
  In pairs, match the Bible references in the left-hand column
  of the table with the correct description in the right-hand
  column.
  
  Exercise 1.1
  1. List two names that are used by Christians for God.
  2. What is the name given to God in Islam?
  3. Describe six attributes of God.
  4. What is the difference between being omnipotent and
  omniscient?
  Homework
  Draw a picture showing how you imagine God and write a
  short description about each of the six attributes of God.
  
  All the plants, animals, birds and fish, as well as humans, were
  created and named by God. The Bible tells us that God created
  the universe in six days and on the seventh day He rested.
  First He created Earth, which was covered with water. Then
  He separated day from night and the oceans from the land.
  After this He created the plants, then the birds and fish. Next
  came the animals and, finally, humans. At the same time, God
  blessed all the creatures and plants and told them to reproduce.
  
  Activity 1.3
  
  Do this activity on your own in class.
  1. Read the story of creation in Genesis 1: 1–31.
  2. Draw a picture showing a timeline of how God created
  the world in six days. Draw what happened on each day.
  All creatures are important Lesson 4
  Everything was created for a purpose and all living things, no
  matter how big or small, depend on each other. This is why it
  is important that we respect and take care of all living things.
  Activity 1.4
  
  Bees are tiny creatures but they are very important and we
  cannot manage without them. In your group, talk about the
  following:
  • How do bees help us?
  • What would happen to fruit trees if there were no bees?
  • What do we get from bees?
  
  Everything has a purpose Lesson 5
  
  Wild animals live without any interference or help from
  human beings. Domesticated animals are animals that we
  have tamed and use for
  
  food and clothing, and also
  for company. We also grow
  crops and catch fish to eat.
  Some wild animals hunt
  and eat other animals for
  food. Some wild animals
  eat plants. Everything has a
  purpose and a use.
  Did you know that
  cattle depend on birds
  called cattle-egrets to
  pick the ticks off them?
  Everything has a purpose.
  
  Activity 1.5
  
  Look at the pictures (A–F) and answer the questions.
  1. Which animals live on the earth, in the air and in water?
  2. Which animals are domesticated?
  
  Everything is interdependent
  
  Interdependence means relying on each other in a
  community. All God’s creatures rely on or need support
  from one another. For instance, human beings depend on
  plants for food and the plants depend on human beings for
  nutrients from dead and decaying animals. In biology, this is
  known as the food chain.
  Homework
  
  Write a short report on how to love and care for animals
  properly.
  All creatures are unique
  Unique means special or the only one of a kind. All creatures
  have their own unique characteristics. Human beings are
  also unique. We each have habits, tastes and appearances
  that make us different from each other. God expects us to
  love and care for each other regardless of our differences.
  We need to be tolerant and respect each other.
  
  Activity 1.6
  1. In pairs, talk about how you are different from your
  partner.
  2. Explain how human beings are unique from other
  creatures like plants and animals.
  God expects us to take care of His creation Lesson 7
  
  In Genesis 1:28 God said: “I am putting you in charge of the
  fish, the birds and all the wild animals.” This means that we are
  expected to take care of the Earth and everything that lives on it.
  God wants us to care for His creation and look after
  it.This also means that we must not spoil or damage the
  environment.
  If we pollute the land, it cannot be used for farming
  and animals have nowhere to live. If we chop down all the
  trees for firewood, then the soil blows away because there is
  nothing to hold it down.
  Water is the home of many animals such as fish,
  hippopotamus and crocodiles. When we pollute the seas
  and rivers, we poison aquatic animals. Mammals, such as
  dolphins, can choke on plastic that they swallow, or they can
  get caught up in old fishing lines and drown.
  If we pollute the atmosphere with smoke from factories
  and cars, then it is no longer healthy to breathe in.
  
  Did you know that in some cities the pollution from cars
  and factories is so bad that people wear masks when they
  are outside?
  
  We can all help to take care of the environment
  
  Every small thing that we do to look after our environment
  helps. We can:
  • plant more trees
  • pick up rubbish and broken glass
  • try to save water.
  
  Activity 1.7
  
  Looking after your school is a very important part of caring
  for the environment. In your group, make a plan of how you
  can help look after your school. For example, you can collect
  waste paper, clean up rubbish or make a vegetable garden.
  Share your ideas with the rest of the class.
  
  Self-assessment Lesson 8
  
  Make sure you are able to do the following on your own.
  1. Explain how you can show love to your peers in class.
  2. Look at the following words and pick out the ones that describe the
  attributes of God:
  • love
  • dominating
  • unreachable
  • almighty
  • omnipotent
  • impatient
  • omnipresent
  • uncaring
  • transcendent
  • weak
  • omniscient.
  3. Draw a picture of a house and garden that has been looked after and cared for.
UNIT 12: Vocation of the Israelite people
UNIT 12: Vocation of the Israelite people
Label: 1
UNIT 12: Vocation of the Israelite people
- UNIT 2 Vocation of the Israelite people
  Key unit competence: A learner will be able to describe different God’s calls of the people of
  Israel in regard to annunciation of the coming saviour.
  
  Learning objectives
  At the end of this unit, you should be able to:
  Knowledge and understanding
  • State the names of the Patriarchs.
  • Understand the call of each of them.
  • Identify the God’s plan to save his nation.
  
  Skills
  • Describe the different calls of the patriarchs.
  • Explain the role of each patriarch in the salvation history.
  
  Attitudes and values
  • Appreciate the God’s plan to save his nation.
  • Detecting and appraising different calls from God.
  • Respect call of other persons and participate in Christian activities
  
  Oral activity   Lesson 1
  Look at the picture in your groups.
  1. Do you know the name of the man with the knife?
  2. What is happening?
  3. Who told him to do this?
  4. Why was he told to do this?
  5. Do you think this was part of God’s plan?
  
  God’s plan for His people Lesson 2
  God has always had a plan for humanity, to bring us back to
  Him. He used the patriarchs of the Israelite tribe to put this
  plan into action.
  Patriarch means the father and ruler of a family or tribe.
  Th e patriarchs of the Israelites were important because
  they were the original forefathers of the tribes that grew
  to become the nation of Israel, God’s chosen people in the
  Bible. Each of the patriarchs had a different calling, or task,
  that God gave him.
  Activity 2.1
  In pairs, make a list of the names of the patriarchs (male
  leaders) in your community.
  The call of Noah
  Noah lived at a time when the Earth was filled with violence
  and corruption. Noah stood out as one who walked with
  God. God called Noah to build an ark and to save his family
  and the animals of the world. He told Noah that there would
  be a flood because He was about to destroy the sinful people
  on Earth. Noah had to believe in what God was telling him
  to do before he saw what God was planning.
  
  Lesson 3 The calling of Abraham
  
  Abraham was called by God to leave his home and his
  tribe and move to a place that God would show him. It took
  great courage to move away from everything and everyone
  that he knew.
  God’s covenant with Abraham
  A covenant is a promise or agreement made
  between two people. God promised to bless
  Abraham’s descendants and make them His
  own special people. In return, Abraham was
  to remain faithful to God and be a channel
  through which God’s blessings could flow to
  the rest of the world.
  
  God tested Abraham
  Abraham only had one son, Isaac, when he was
  very old. God told Abraham to sacrifice Isaac
  on the top of Mount Moriah. Abraham took
  Isaac to the top of the mountain to sacrifice
  him. This was very hard for Abraham. At the
  very last moment, God stopped Abraham from
  sacrificing Isaac and gave him a lamb instead.
  Abraham had been tested and had shown that
  he was obedient to the will of God.
  
    Activity 2.2
  Being told to sacrifice his only son must have
  been very hard for Abraham. In your group,
  make a list of the excuses Abraham could
  have given God before sacrificing Isaac.
  
  The call of Moses Lesson 4
  Although Moses was an Israelite, he was
  raised in Egypt at a time when the Israelites
  were slaves of the Egyptians. One day while
  Moses was herding sheep and goats, he came
  across a bush with burning flames in the
  desert. This was strange because the bush was
  not burning up from the fire. God called to
  Moses from the middle of the bush and told
  him to lead the Israelites out of Egypt to a
  new land that God promised to Moses.
  
  The call of Jacob
  Jacob and his twin brother Esau grew up together, living
  a nomadic life. They were the sons of Isaac, the son of
  Abraham. Jacob was always jealous of Esau. He tried to
  deceive Isaac into blessing him as the first born. Jacob then
  had to leave home. Aft er he left home, God appeared to
  Jacob in a dream that showed a ladder from heaven to Earth.
  Jacob had a difficult life and did some bad things. But
  God remained faithful to Jacob. God chose him to be
  the leader of Israel. He told Jacob to change his name to
  Israel. Jacob had 12 sons and a daughter. His sons were the
  founders of the 12 tribes of Israel.
  
  Homework
  1. Describe the lives, call and convenants of Noah, Moses
  and Jacob.
  2. Explain what part each of the patriarchs played in
  God’s plan.
  Exercise 2.1
  1. What is another name for a patriarch?
  2. Give the names of four patriarchs from the
  Old Testament.
  3. What did God want the patriarchs to do?
  4. Explain what is meant by the word covenant.
  Having a call from God
  
  When we have a call we are listening to the voice of God
  telling us what He would like us to do with our lives. A call
  will always tell us to help others or do something good. It
  will never tell us to hurt another person. Another name for a
  call is a vocation.The Israelites had a vocation to serve God
  and to prepare for Jesus the Messiah.
  
  Activity 2.3   Lessons 5 & 6
  On your own, look at the pictures below. Say what you think
  the people have been called to do.
  
  God does not only call rich or famous people. All of us can
  be called to serve God in our own special way. We each have
  special talents that we can use to help others.
  Lessons 7 & 8 Homework
    1. Make a list of your special talents.
  2. Explain three ways in which you can use your talents to
  help other people.
  Lesson 9   God’s plan to save the world
  God’s plan to save the world did not end with the patriarchs.
  When the time was right, He sent Jesus, His only son, to Earth. God speaks to us through Jesus. God’s plan is that we will be led back to Him by believing in Jesus.(John 8:12, 10:9, 14:6.)
  The patriarchs were part of a bigger plan. God wanted
  the tribe of Israel to be in the right place at the right time. Only then did He allow his Archangel Gabriel to tell Mary that she would give birth to Jesus.
  
  Lesson 10   Activity 2.4
     In your groups, prepare a role-play about the patriarchs.
  1. Include their calls and covenants.
  2. Explain their significance in the Annunciation.
    Lesson 11 – Revision
  
  Self-assessment Lesson 12
  Make sure you are able to answer the following questions on your own.
  1. A _________ is another name for a calling.
  2. Name three of the Old Testament patriarchs.
  3. Why were the Israelites so important to God?
  Formal assessment
  1. List any four of the main attributes of God. (2)
  2. Choose one and describe what it means. (2)
  3. Explain what the verses at John 3:16–17 tells us. (3)
  4. What do we learn from 1 Corinthian 13? (2)
  5. Describe in a short paragraph the purpose for which God
  created man. (2)
  6. List any four ways you can protect and care for God’s creation. (4)
  7. Why did Noah build an ark? (1)
  8. How many tribes were descended from Jacob? (1)
  9. Explain what a call means. (3)
  10. Why did God send Jesus to us? (1)
  11. Match each word with its correct meaning.
  
  (4) Total marks: 25
UNIT 13:Christian values
UNIT 13:Christian values
Sub-topic Worship
Unit 3 God’s commandments

UNIT 3 God’s commandments

Key unit competence: A learner will be able to differentiate the commandments of God
Learning objectives
At the end of this unit, you should be able to:

Knowledge and understanding
• Recall the Ten Commandments.
• Identify the greatest commandment.
• Outline the consequences of breaking God’s commandments

Skills
• Explain the God’s commandment.
• Classify the God’s commandment.
• Discuss the consequences of breaking Commandments as well as the importance of
Commandments in daily life.

Attitudes and values
• Appreciate the importance of the greatest commandment in the daily life.
• Positive attitude of participating in humanitarian actions and voluntary services.
• Perform works of charity.

Oral activity   Before you start
In your groups, look at the picture.
1. Where are these people?
2. What are they doing?
3. On what day of the week is this usually done?
4. What book will be read in this place?

The Ten Commandments   Lesson 1
Moses led the Israelites out of Egypt
on God’s instructions.
They travelled through the desert and eventually camped in front of Mount Sinai.God
spoke to Moses and told him that He had chosen the Israelites to be made
into a holy nation led by priests.One day God called Moses to the top of Mount Sinai. He gave Moses a new system of laws for His people to live by. God wrote these commandments into stone using His finger.They are
known as the Ten Commandments.

God’s commandments

1. Do not worship any other god than Me.
2. Do not make idols or images in the form of God.
3. Do not misuse the name of God.
4. Remember the Sabbath Day by keeping it holy.
5. Treat your mother and father with respect and obedience.
6. Do not murder.
7. Do not commit adultery.
8. Do not steal.
9. Do not lie.
10. Do not desire things that do not belong to you.
Activity 3.1
In your groups, read from Exodus 20:1–17 and write down
the Ten Commandments of God in the correct order.

Lesson 2 Why did God give the commandments?

God gave the Ten Commandments to tell the people of
Israel how to live their lives. He wrote them on stone so that  no one could argue about them. God made a simple list of very important commands that could be obeyed.
God gave His laws for our own good and they are still
important laws for all people today.They are based on love and help us know how to show love to God and our fellow man.

Activity 3.2
1. In your group, read 1 John 5:3.
2. Discuss why God gave commandments to His people.
3. Make a list of ways in which you can show love to God.

Categories of commandments Lesson 3

Moral laws

The first four commandments are religious or moral laws.
They tell us how God expects us to treat Him.

Do not worship any other God than me
If we spend our time thinking about money, television,
gossip, our work or our clothes, then these things can
become gods to us. Some people worship other beings
or hurians.

Do not make idols or images in the form of God
If we start worshipping statues or thinking more about the
church buildings than God, then we are worshipping idols.

Do not misuse the name of God
This means that we do not use the name of God in a rude or
casual way or as a swear word.

Remember the Sabbath Day by keeping it holy
This means that on Sunday we do worthwhile things, such
as attending church, visiting the sick or lonely, walking in nature, writing letters to people in need and reading.
  Activity 3.3

Work in pairs.
1. Draw a picture of all the things you want to have.
2. Work out how much time you spend thinking about them.
3. Now work out how much time you spend thinking
about God.

Civil laws
The last six of the commandments are civil laws. They tell us how God expects us to treat each other.

Treat your mother and father with respect and obedience
We must respect and obey our parents because they gave us
life, and they care for and look after us.

Do not murder
Do not kill anyone.This also means not destroying other
people’s feelings, confidence and sense of self-worth or
dreams.

Do not commit adultery
We should only have sex within marriage and should stay
chaste until we are married.

Do not steal
This means all forms of taking something that does not
belong to us.If we waste time at work, we are stealing from
our employer.

Do not lie
This includes not only lying about someone,
but any form of gossip.

Do not desire anything or anyone that does not belong to you
We must not envy our friends when they have something
that we do not have.

Exercise 3.1
1. Explain the difference between a moral and a civil law.
2. How does it hurt other people when we gossip?
3. List three things you could do on a Sunday.

Homework
Practise saying the Ten Commandments and learn them off
by heart.

The greatest commandment Lesson 4

Some of the important words in the greatest Commandments

  One day, when the disciples were gathered together,
Matthew asked Jesus: “Teacher, which is the greatest
commandment in the Law?”
Jesus replied: “Love the Lord, your God with all your
heart and with all your soul and with all your mind. This is
the first and greatest commandment. And the second is like
it: Love your neighbour as yourself.”
If we obey the great commandments everything else will
fall into place.
Activity 3.4
1. Read Matthew 22:36–40 in class.
2. Draw a picture showing one of the ways that you can show your love for God.
Homework
Write a short story in which you talk about something good that you have shared with your neighbour or friend. It can be a birthday party or a book that you have read.
The consequences of breaking
the Commandments
When we break the Ten Commandments, we are disobeying
God’s laws and there are consequences. The results of not
following the commandments are spiritual, moral and social
death. We are no longer close to God and we do not receive
His blessings. Our hearts become hardened and we no longer
have peace and happiness in the communities we live in.
Activity 3.5 Lesson 6
1. In pairs, read these scriptures to understand
more about the consequences of sin: Job 11:20,
Isaiah 44:17–18, Romans 8:13 and Psalms 31:10.
2. Make a group presentation about the effects of breaking
the commandments.
Lessons we learn from the results of breaking
God’s commandments
• We try to do the right things so as to escape the wages
of sin.
• We get to know that God can be angry with us if we
refuse to follow His commandments.
Activity 3.6   Lesson 7
In your groups, do short role plays about a mother punishing
her son for not doing his jobs at home. Make sure you explain
why the son should respect his mother and do his chores.

Lessons we learn from the Ten Commandments
• We learn to care for and respect others’ property.
• We learn to do the right things that our parents, pastors and teachers tell us to do.
• We learn about proper behaviour in a community.
• We learn to love and believe in God.

Self-assessment Lesson 8
Make sure you are able to answer the following questions on your own.
1. Write the Ten Commandments in their correct order.
2. Jesus Christ summarised the Ten Commandments into two. Name them.
3. Give two examples of false idols.
4. Why should you respect your parents?
Formal assessment

1. Look at the picture above. How can money be a false idol? (2)
2. Why did God make commandments? (1)
3. Identify any three benefits from following God’s commandments. (3)
4. What does God expect from us on the Sabbath? (2)
5. Why is Mount Sinai important to Christianity? (1)
6. List the commandments that teach us how to obey and love God
in the way that He expects us to do. (4)
7. List the commandments that teach us how to treat each other the
way that God expects us to do. (6)
8. Write down the greatest commandment, as told by Jesus. (1)
Total marks: 20
UNIT 13:Christian values
UNIT 14:Faith and prayer
UNIT 14:Faith and prayer
UNIT 4 The Blessed Virgin Mary
Key unit competence: The learner will be able to explain the teachings about the Virgin Mary and her role in Christian life.

Learning objectives
At the end of this unit, you should be able to:

Knowledge and understanding
• Know who is the Blessed Virgin Mary according to the Holy Scriptures.
• Know the place of the Blessed Virgin Mary in the Catholic Church

Skills
• Explain clearly the important events experienced by the Blessed Virgin Mary.
• Describe the role of the Blessed Virgin Mary in the Christian worship.

Attitudes and values
• To be devoted to the Blessed Virgin Mary.
• To appreciate the teachings about the Virgin Mary.
Oral activity Before you start
In your groups, look at the picture.
1. Who do you think the woman in the picture is?
2. Who is she holding?
3. Can you describe her feelings towards her baby?
4. Why is this woman important in Christianity?

Lesson 1   The Life of Mary
Mary was a Jewish girl who lived in the city of Nazareth with
her parents. Mary was probably only about 12 or 13 years
old when the Angel Gabriel appeared before her. She had
recently become engaged to Joseph and was looking forward to
marriage. Suddenly her life would be changed forever.
The Angel Gabriel told Mary that she was to be the
mother of the promised Messiah while remaining a virgin.
While having an earthly mother, His father would be the
Holy Spirit of God. He would be the Son of God! Gabriel’s
message is known as the Annunciation.
When Mary tried to
explain
Joseph,he was
shocked. An angel
appeared to Joseph in
a dream and told him
that the baby would be
Jesus, who would fulfil
a prophecy and also
save the world. Joseph
supported Mary, they
got married and Mary became the mother of Jesus. His birth is known as the Immaculate Conception.

Activity 4.1
1. In your groups, read Luke 1:35 and Luke 1:38.
2. Write down in your own words what the Angel Gabriel
said to Mary.
3. Explain how Mary reacted when Gabriel spoke to her.
4. Act out a short play about the Angel Gabriel speaking to
the Virgin Mary.

Mary, mother of Jesus Lesson 2
The Bible tells us about Mary as the mother of Jesus. When
Jesus was about 12 years old, she and Joseph lost track of
Him and found Jesus teaching people in a temple. Later on
when wine ran out at a wedding, Mary asked her son to help
by turning the water into wine. Mary was near to the cross,
keeping watch, as Jesus died on it for the sins of the world.
The Bible also mentions that Mary prayed along with the apostles and others after Jesus ascended into Heaven.
Before Jesus Christ died on the cross, He asked the Apostle
John to take care of Mary for the rest of her life. Many
historians believe that Mary later moved to the ancient city of Ephesus (which is now part of Turkey) along with John, and ended her earthly life there.
Exercise 4.1
Answer the questions.
1. Where was Mary born?
2. Name the person Mary was engaged to be married to.
3. Describe what the angel told Mary.
4. Why is the Annunciation important?
Homework
Think about how Mary must have felt when she watched Jesus,
her son, dying on the cross. Write a list of as many words as
you can think of that describe how she must have felt.

Lesson 3   The importance of Mary in the Catholic Church
  Mary is extremely important in Christianity. She has a
special place in the Catholic Church.
Mary is important because she is the mother of Jesus
Christ, who is the Second Person of the Most Holy Trinity.
This makes her the Mother of God.
Mary fulfi lled the prophecy of Isaiah 7:14. “A young
woman who is pregnant will have a son and will name Him
‘Immanuel’.”
This is very important, because it tells us that she was
part of God’s plan for the salvation of mankind as He
revealed it to the Israelites.
Mary was born without any sin at all. She is one of only
two human beings ever to be without sin; the other is Jesus
Christ. In the Catholic Church she is known as the Blessed
Virgin Mary. She is oft en called the Virgin Mary, Mother of God, Our Lady or Madonna.

Activity 4.2
1. In your groups, read Mary’s song of praise to God in
Luke 46–48.
2. Make a list of the reasons why Mary is praising God.

Devotion to the Blessed Virgin Mary Lesson 4
Mary was the only human being to be with Jesus throughout
His entire life, from His birth until His death. She gave birth
to Him as her baby and watched Him die as her Saviour.
She must have suffered greatly in her life, but she remained
faithful to God. God knew that Mary was a woman of inner
strength and obedience. In Luke 1:28 we are told that Mary
was highly favoured by God.
“The Lord is with you and has greatly blessed you!”
The Bible tells us that Mary was obedient to the will of
God and that she was without sin. Mary is a role model for
all mothers because she is the mother of Jesus. She provides
us with an example of perfect motherhood.
Catholics venerate Mary by praying to her. They also
kneel in front of statues of her and ask for her help. There
is a difference between veneration and worship. Veneration
is giving honour to Mary and adoring her as the mother of
Jesus. Worship is due only to God.

Activity 4.3
Work in groups.
1. Read Luke 1:28 and Luke 1:42. How did God regard Mary?
2. Look at the following words and explain how they apply
to Mary: pure, virtuous, blessed, Mother of God, sinless,
loving, caring, motherly.
3. All mothers are important. Make a list of three things
that you can do to help your mother.
Mary was obedient to the will of God, even though it meant
risking the disapproval of her community by being pregnant
without being married. Standing up for what is right and
behaving as God wants us to behave take courage. Did you
know that many people in the world have risked being
imprisoned or killed because they have stood up for what is
right in the eyes of God?
Catholics use rosary
beads to help them pray to Mary.
Martin Luther King Jr lost his life fighting
for the rights of black people in the USA.

Mary intercedes on our behalf Lessons 5 & 6
Because she was devoted to God and obedient to Him, God
has worked through Mary and continues to do so. Mary is not in herself divine, and has only such powers to help as are given to her by God in response to her prayers. Mary serves as the patron saint of all human beings and watches over us  as our mother. Many prayers and petitions are said to Mary,
asking her to intercede with God and bring our prayers to the notice of God.
The ‘Hail Mary’ is an example of a prayer of intercession
said to Mary. It is also known as the Ave Maria.

Hail Mary, full of grace.
The Lord is with you.
Blessed are you among women, and blessed is the fruit of
your womb, Jesus.
Holy Mary, Mother of God, pray for us sinners, now and at
the hour of our death.
Amen

Every year, millions visit Lourdes in France where, in 1858, the
Virgin Mary is said to have appeared to Bernadette Soubirous,
a young girl. Many people have experienced miracles and
answers to prayers as a result of praying to the Virgin Mary.

Activity 4.4
On your own, make up a prayer to Mary for something that
you would like help with. Write your prayer on a piece of
paper and decorate it.

Homework
Write a short report explaining why Mary is so important in
the Catholic Church.

Peer assessment Lesson 8

Discuss the following with your partner.
1. Explain what Gabriel said to Mary.
2. How can the Blessed Virgin Mary help us in our
everyday lives?
3. Describe the qualities of Mary as a mother.
4. Make up a prayer to Mary.
Formal assessment
1. Who is the mother of Jesus Christ? (1)
2. What is the role of Mary in the salvation of mankind? (2)
3. What is meant by the term ‘the Annunciation’? (2)
4. What is the connection between the birth of Jesus and the
prophecy of the Old Testament? (1)
5. Give any two names people use for the Virgin Mary. (2)
6. Describe any three qualities of Mary. (3)
7. How does Mary intercede on our behalf? (2)
8. What is the difference between veneration and worship? (4)
9. Who did Jesus ask to take care of Mary after His death? (1)
10. Explain why God blessed Mary. (2)
11. What is shown in the picture below and why do Catholics use it? (2)
12. Explain what is meant by the Annunciation. (3)
Total marks: 25
UNIT 14:Faith and prayer
UNIT 15: Islamic faith (Al-Iman)
UNIT 15: Islamic faith (Al-Iman)
Key unit competence: Be able to live with faith according to two of the six pillars of Islamic faith.
To perform works of submissiveness to Allah among people.
Learning objectives
At the end of this unit, you should be able to:
Knowledge and understanding
• Explain the 1st Pillar of Islamic Faith (Belief in the Oneness of Allah).
• Classify Shirk (polytheism) as the opposite of Tawheed (monotheism) into two main categories:
major Shirk and minor Shirk.
• Explain the 2nd Pillar of Islamic Faith (Belief in Angels).
• List some names of Angels.
• Classify the Angels according to their responsibilities.
Skills
• Explain the oneness of God, his Beautiful names and his attributes.
• Explain reasons why Angels were created.
• Explain some duties of Angels.
Attitudes and values
• Avoid any worshiping of other deities (Shir’ki) as greater sin in Islam.
• Obey message from God as conveyed by his Angels to the disciples.

Oral activity   Before you start
1. What faith do the pictures represent?
2. Why are the men kneeling in picture B?
3. What is shown in picture A?
4. What is the name of the building in picture D?
The six pillars of Iman   Lesson 1
The six pillars of Iman are the six most important beliefs in
Islam. Iman means faith. These beliefs are:
• Belief in Allah alone
• Belief in His angels
• Belief in His books
• Belief in His messengers
• Belief in the Last Day
• Belief in the pre-ordainment
of all things (Al-Qadr).

In this unit we will study the first two pillars.
• Belief in Allah
• Belief in His angels.

Activity 1.1
On your own, draw the six pillars of Iman and label them
correctly.
Belief in Allah Lesson 2
Believing in Allah and Allah alone is the most important
pillar of faith. This also means believing in the way He is
described through the Qur’an and the Sayings of Prophet
Mohammad (peace be upon him).
There are three important aspects of belief in Allah:
• The oneness of the lordship of Allah
• The oneness of the Worship
• The oneness of the names and the qualities of Allah.
The most beautiful names of Allah

Allah has described Himself in the Qur’an through His
names and attributes. Th ere are 99 names for Allah. Each
of the names of Allah describes a different attribute. For
example, Al-Ghaffar means ‘The Ever Forgiving’. If you were
asking for forgiveness for a sin you have committed, you would use this name to call on Allah.
Here are the first ten most beautiful names of Allah and
their meanings

Activity 1.2

On your own, draw a table like the one on the next page.
Choose three of the names of Allah and write them down.
Next to each name explain what this name means to you.
The meaning of Shirk Lesson 3
Shirk means worshipping something other than Allah. If we
behave or think in a way that is not in keeping with believing
only in Allah, then we are committing shirk, or sin.
Islam is a monotheistic religion.
Monotheistic means a
belief in only one God. In Islam this is known as Tawheed

Polytheism is known as shirk, the worship of other gods and of having a rival to Allah.
There are two main categories of shirk:
• Major shirk
• Minor shirk
Major shirk occurs when we worship other gods. This
includes praying to things such as pictures, prophets,
religious people or praying to the dead. Idol worship is
major shirk. Major shirk cannot be forgiven if you die
without first asking Allah for forgiveness.
Minor shirk includes boasting or showing off , because
you are making yourself more important than you really are.
Shirk can also be hidden. This happens when our intentions
are not pure. For example, when we help other people just
so that we will look good in the eyes of other people. Minor
shirk can be forgiven by Allah.

Activity 1.3
1. In your group, look at the following pictures and talk
about what forms of shirk are being shown.
2. Discuss how these forms of shirk are committed in Rwanda.
3. Using examples, show the existence of other types of
shirk in Rwanda and explain their consequences.
Exercise 1.1
1. Explain the three aspects of the first pillar of Iman:
belief in Allah.
2. What is the meaning of the oneness of worship?
3. List the first four names of Allah and their meanings.
4. Explain why shirk is not acceptable to Allah.
Homework
Obedience to parents is obedience to Allah. Allah’s
command to serve Him is immediately followed by His
command to treat parents with gentleness and humility.
Make a list of all the ways that you can show obedience to your parents.

Belief in the angels
Allah created the angels to worship Him and carry out His
commands. They were created out of light before humans
were created from earth. Angels are genderless and do not
require sleep, food or drink. The angels never get bored or
tired of worshipping Allah.
• “They celebrate His praises night and day, nor do they
ever slacken.” (Quran 21:20)
• The angels possess great powers given to them by Allah
and can take on different forms.The Qur’an describes
how at the moment of Jesus’ conception, Allah sent
Gabriel to Mary in the form of a man:
• “…Then We sent to her Our Angel, and he appeared
before her as a man in all respects.” (Qur’an 19:17)

Lesson 5 The duties and responsibilities of angels
Angels are obedient to the will of Allah, worshipping Him
and carrying out His commands. Angels have no free choice,
so they cannot disobey.
Angels have different jobs, including:
• taking care of human beings
• executing Allah’s commands around the universe
• serving Allah in the hereafter.

The three greatest angels are Mikail, Israfeel and Jibreel.
These angels are also mentioned in the Bible. Mikail
(Michael) is responsible for rain, directing it wherever
Allah wishes. Israfeel (Raphael) is responsible for blowing
the Horn, which will be blown at the onset of the Day of
Judgment. Jibreel (Gabriel) is Allah’s heavenly messenger
to mankind. He conveys the revelation from Allah to His
human messengers

The Keepers of Paradise Lesson 6
When we die our souls will either go to Jannah (Paradise) or
to Jahannam (Hell-fire), depending on how we have lived our
life whilst on Earth.
The angels Munkar and Nakeer will question souls in
the grave about their faith and deeds. Malak Al-Maut is the
Angel of Death. He is in charge of taking possession of souls
after death.
The keepers of paradise are angels that guard the doors
of Jannah and serve the people inside. Angel Ridwan is the
guardian of Jannah.
There are also nineteen ‘guards’ of Hell whose leader is
named Malik. The Keepers of Hell oversee the punishment
of disbelievers.

Activity 1.4
In your groups, make a poster showing the responsibilities
of angels. You can decorate this and put it on your
classroom wall.

Exercise 1.2   Lesson 7
1. What is common to Christian and Islamic beliefs
about life after death?
2. Name two angels that appear in both Islamic and
Christian literature.
Homework
Describe how angels can help you in your everyday life.

Self-assessment

Make sure you are able to answer the following questions on
your own.
1. How many names are there for Allah?
2. Match the name of the angel with the correct
description.
3. The correct name for sin in Islam is _______.
4. What are the first and second pillars of Islam?
5. From what substance are angels created?
UNIT 15: Islamic faith (Al-Iman)
UNIT 16: Islamic faith and the Qur’an
UNIT 16: Islamic faith and the Qur’an
Key unit competence: Be able to only pray to Allah, to respect other beliefs, to trust in Allah in all situations and to keep him/her away from heavy punishments from Allah to the disobedient persons.

Learning objectives
At the end of this unit, you should be able to:

Knowledge and understanding
• Read and recite correctly the Surat about trusting in Allah, about punishments and awards from God at the end of age.
• List the actions that will be heavily punished by Allah.
• List the attitudes that help to be prevented from heavy punishment that God will deliver the
disobedient persons.

Skills
• Analyse the Surat Al-Kaafi roona
• Interpret the Surat Al-Quraysh.
• Explain Surat Al-Humazat.
• Distinguish wrong from right actions in his/her life.

Attitudes and values
• Respect the diversity but keep the own faith.
• Appreciating the importance of security in Islam.
• Always trust in God especially in trials.
• Have fear of God. (Observe the commandments of Allah.
Before you start   Oral activity

1. What is the book in the picture below?
2. Why is this book important?
3. Who uses this book?
4. Do you know if it was written before or aft er the Bible?

Lesson 1   The Qur’an

The Qur’an is the holy book of Islam. Muslims believe the
Qur’an was revealed by Allah to the Prophet Muhammad
(peace be upon him) through the Angel Gabriel over a
period of approximately 23 years, starting on 22 December
609 CE, when the Prophet Muhammad (peace be upon
him) was 40, and finishing in 632, the year of his death. The

Qur’an was revealed to the Prophet Muhammad (peace
be upon him) to correct any errors in previous holy
books such as the Old and New Testaments.
The Qur’an was written in Arabic. It contains 30
chapters and 114 suras and each sura consists of a number
of ayat or verses. The lines of each ayat are numbered. In
this unit we will learn about five of the suras.
All the chapters except one begin with the sentence
Bismillahir rahmanir raheem.This means ‘In the name
of Allah the most merciful and the most kind’. This is the thought with which Muslims should start every action. Children often go to Madrassah, which is a kind of
school attached to a mosque. At Madrassah they are taught
about the Qur’an.

Activity 2.1
In your groups, examine a copy of the Qur’an. Point out the
suras and the ayat.

Surat Al-Kafirun Lesson 2
Surat Al-Kafirun is the 109th chapter of the Holy Qur’an and
is also known as Al Kafirun. The word Kafirun is an Arabic
word meaning disbelievers.
Activity 2.2
In the classroom, recite the following six lines of the Surat
Al-Kafirun.
O Disbelievers! (1)
I worship not that, which you worship, (2)
Nor will you worship that which I worship.(3)
And I shall not worship that which you are worshipping,(4)
Nor will you worship that which I worship.(5)
To you be your religion, and to me my religion. (6)

1. In your group, discuss the meaning of this sura.
2. Write down what you think line 6 means.
3. Think of ways that you can respect religious diversity in Rwanda.

Human rights Lesson 3
Freedom to practise one’s own religion is a basic human
right. The Universal Declaration of Human Rights was
signed by the United Nations in 1948 to promote world
peace and tolerance. In Rwanda the Constitution and other
laws and policies protect religious freedom.

Surat Al-Quraish
The tribe of Quraish worshipped Allah and He protected
them on their trading journeys. Quraish was the name of the
Prophet Muhammad’s (peace be upon him) tribe.This sura
describes the favour with which Allah blessed the Quraish.
For a people to flourish and thrive, two things are necessary:
a stable society, and trade and commerce.For this to happen, there must be enough food and there must be peace.

Exercise 2.1
1. What has God done for the Quraish?
2. What does this sura say about trusting in Allah?
3. What does this sura tell us about national security
and its importance in Rwanda?

Surat Al-Humazah   Lesson 5
The Surat Al-Humazah condemns those who slander others,
whether by speech or action. It also warns those who think
that being wealthy will keep them immune from death, and
it describes the punishments of Hell that await them.

Activity 2.3
In the classroom, recite the following lines of the Surat
Al-Humazah.
Woe to him who mocks other people by his actions or by
his words 1
Who has gathered wealth and counted it 2
He thinks that his wealth will make him last forever. 3
Nay! Verily, he will be thrown into Al-Hutama 4
And how could you know what Al-Hutama is? 5
The Fire of Allah that is kindled. 6
Which penetrates up to the hearts 7
It is locked encompassing them in it. 8
In pillars stretched forth 9
In your groups, do a role-play about the consequences of
mocking other people.

Exercise 2.2
1. What will happen to people who mock other people?
2. What does this sura tell us about people who think
their wealth will last forever?
3. What punishments will these people receive?

Surat Al-Fil   Lesson 6
The Surat Al-Fil reminds us that we have no power to stand
in the way of the power of Allah. The sura tells of how Allah
destroyed a great army of elephants using tiny birds who
pelted them with small stones of petrified clay.

Activity 2.4
In the classroom, recite the following five lines of the Surat
Al-Fil.
Have you not seen how your Lord dealt with the people
who had the Elephant? 1
Did He not make their plot go astray? 2
And He sent against them birds, in flocks. 3
Striking them with stones of backed clay. 4
And He made them like eaten straw. 5

1. In your groups, look at the list of words in the box on the
left and sort them into two groups, one group describing
the elephant and one group describing the birds.
2. What does this sura tell us about the power of Allah?
3. Compare this sura with the story of David and Goliath
in the Bible.
4. What does this sura tell us about Allah’s power to
protect His people?
punishments reserved by Allah for those who disobey him.
2. In your group, create a poster showing the heavy
1. In your group, discuss the meaning of the Surat Al-Ma’un.

Surat Al-Ma‘un Lesson 7
This sura is concerned with two of the core teachings of
Islam: how you pray and how you give. The surah reminds
us about the importance of being a good neighbour and of
looking aft er those less fortunate than you.

Activity 2.6
In the classroom, recite the following seven lines of the Surat
Al-Ma’un.
Have you seen him who denies the Final Judgement? 1
Then such is the man who repulses the orphan (with
harshness), 2
And encourages not the feeding of the indigent. 3
So woe to those praying ones, 4
Who are careless of their prayers, 5
Those who (want but) to be seen (of men), 6
But refuse (to supply) (even) neighbourly needs. 7

1. In your group, discuss the meaning of the Surat Al-Ma’un.
2. In your group, create a poster showing the heavy
punishments reserved by Allah for those who disobey him.

Exercise 2.3
1. List the actions that will be punished heavily by Allah
at the end of the age.
2. List the actions that will be rewarded by Allah at the
end of the age.
3. What attitudes will help you avoid the punishment
of Allah?

Peer assessment
Do the following and swop with your partner to check each
other’s work.
1. Match the sura with the correct description.

2. Complete the sentences.
a) The Qur’an was revealed to the Prophet
Muhammad (peace be upon him)
over _____ years.
b) The Qur’an is made up of ______ and _______ .
3. What is the thought with which every Muslim should
commence their actions?
UNIT 16: Islamic faith and the Qur’an
UNIT 17: Islamic worship: fasting Ramadan
UNIT 17: Islamic worship: fasting Ramadan
Key unit competence: To be able to approach firmly Allah, take care of persons in needs and live
humility at Ramadan.

Learning objectives
At the end of this unit, you should be able to:

Knowledge and understanding
• Comment on the month Ramadan, how the period is decided.
• Judge the role of fasting in Ramadan in changing Muslim attitudes.
• Understand the rules of Fasting in Ramadan.
• Understand the night of decree and its meaning during Ramadan.

Skills
• Illustrate the virtues of Ramadan. Month.
• Analyse the lunar calendar and how it is used to calculate the period of Ramadan.
• Research the night of decree and its meaning during Ramadan.

Attitudes and values
• Respect the period of fasting.
• Appreciate Ramadan and its importance to Muslims all over the world.
• Respect those who fast.
• Value the closeness to God during Ramadan.
• Exploit the night of Decree.
Oral activity Before you start
1. What is happening in the picture below?
2. What are the three things that the signs tell us we may
do during Ramadan?
3. What are the five things that the signs tell us we cannot
do during Ramadan?

What is Ramadan? Lesson 1
Ramadan is the ninth month of the Muslim year. The Islamic
calendar is lunar because it follows the cycles of the moon.
Islamic months begin at sunset of the first day, the day when
the lunar crescent is seen. The lunar year is approximately
354 days long. Each month the moon waxes (gets bigger),
becomes a full moon and then wanes (gets smaller, until it
disappears). This is known as the lunar month.
The Islamic calendar follows
the cycles of the moon.

Ramadan is the month in which the Qur’an was revealed to
the Prophet Muhammad (peace be upon him) as guidance
for all mankind. Ramadan is a holy month of approaching
Allah by fasting, praying, loving our neighbours and
nourishing orphans and the poor.
The fast starts at dawn each day, with the dawn prayer,
and lasts for the whole day till sunset. Only after sunset may
Muslims eat and drink during Ramadan.

The dawn prayer
Activity 3.1
In pairs, draw a diagram showing the cycles of the moon.
How the timing of Ramadan is decided   Lesson 2
The month of Ramadan begins aft er someone sees the ninth
crescent moon of the year. This can vary slightly from one
country to another. This is because the Earth is turning, so
sunrise and sunset occur at different times in different places.

The first sighting of the
ninth crescent moon
marks the beginning of
Ramadan.

Ramadan lasts for 29 or 30 days depending on when the new
moon is seen. Sometimes Muslims disagree about the exact
timing of the beginning and end of Ramadan. If you live in a
cloudy or wet country, the sky might not be clear at the right
time. At the end of the month, when the community sights
the crescent moon again, Eid-al-Fitr or the Festival of Fastbreaking
begins. The end of Ramadan is one of two annual
Islamic festivals.
Activity 3.2
1. Work in pairs, write the order in which these countries
will reach sunset each day: America, Australia, Rwanda,
Nigeria, France
2. Discuss the purpose of Ramadan.
3. Can you name any fasts in other religions?

Homework
Write a sentence explaining the importance of Ramadan.

Why do Muslims fast?   Lesson 3
During Ramadan Muslims all over the world go without
food and drink during the daylight hours. Ramadan is a
time to purify the soul, pay attention to Allah, and practise
restraint. Practising restraint is about more than just going
without food and drink. It includes:
• restraining the tongue from gossiping
• restraining the eyes from looking at unlawful things
• not touching or taking anything that does not belong
to you
• not listening to idle talk
• not going to sinful places.
This means that every part of the body is committed to
the fast.
Activity 3.3
On your own, draw a picture of a person and add labels to
show how each part of the body observes Ramadan.

Breaking the fast (Iftar) Lesson 4
2. Write a menu for an Iftar meal in Rwanda.
When dusk has fallen, families and the community come
together to break the fast.This is called Iftar. The fast is
usually broken with a date and a glass of water before
sharing a meal. This is a special time and care is taken
to cook special foods and to include everyone in the
community. Old people are taken care of. At the mosque,
food and drinks will also be provided, especially for the poor
in the community.

Activity 3.4
Work with a partner.
1. Discuss what would make a special Iftar meal.

Practices and prayers during Ramadan Lesson 5

During Ramadan people do their best to reconnect with
Allah. They try to improve their character and their
morality. They try to become a better person. By fasting,
they are reminded to be thankful that they have food to eat
when so many people do not. They are reminded to take
care of the poor, the elderly and the sick.

Some Muslims spend the
last ten days of Ramadan
in mosque for prayer and
contemplation.

Ramadan is also a time of togetherness and sharing. Families
try to spend time together.
In addition to being a time of fasting, Ramadan is an
opportunity for increased prayer and devotion. During
the last 10 nights of Ramadan, some Muslims retreat to a
mosque for even more intensive study and contemplation.
One of these nights, usually the 27th of Ramadan, is the
‘Night of Decree’, the holiest day of the year.

Activity 3.5
Set one day aside this week to try and be a better person. Keep
a diary of how the day went and share this with your class.
Exercise 3.1
As a class, answer the following questions.
1. What is the importance of Ramadan?
2. How are the exact dates for Ramadan decided?
3. Describe a typical day of a Muslim during Ramadan.
Lesson 6   The Night of Decree
The Night of Decree is a very special night in the month
of Ramadan. Muslims believe that this was the night on
which Allah first started to reveal the Qur’an to the Prophet
Muhammad (peace be upon him).
The Night of Decree is also known as the Night of Power
because Allah blesses this night. In Arabic this night is
called Laylat Al-Qadr. Because it is such a special time, more
angels descend during this night and prayers have more power. It is a very important night for prayer, forgiveness of sins and asking for blessings. It is also the best night for mending broken relationships with family and friends.Muslims spend this night in prayer and reading the Qur’an either at home or in the mosque.
Te Night of Decree happens during the last 10 days of
Ramadan. It is calculated as one of the odd nights (21, 23,
25, 27 or 29).
Activity 3.6
On your own, make a list of blessings that might come to you
and your family from praying during the Night of Decree.

Homework
Explain why the Night of Decree is important.

Lesson 7 People who are exempt from fasting
Certain groups of people are excused from fasting during
Ramadan:
• children under the age of puberty
• the elderly
• the sick
• travellers and soldiers
• anyone who has a medical condition
• women during their menses and postnatal bleeding
• pregnant women and nursing mothers.

Activity 3.7
1. In your groups, look at the following pictures and say
why these people do not have to fast during Ramadan.

2. Discuss in detail why these groups of people are excused
from fasting.
Eid-al-Fitr   Lesson 8

The end of Ramadan is marked by the celebration of Eidal-
Fitr. This is a time when families and friends get together
to feast aft er the long month of Ramadan. Many Muslims
start by attending communal prayers, listening to a sermon
and giving charity in the form of food. Foods such as barley,
dates, raisins or wheat flour (or money) are given to the
poor. Many Muslims also wear new clothes, visit relatives
and give presents or candy to children.Cards are also sent,
often with the words ‘Eid Mubbarak’ (blessed Eid) on them.

Activity 3.8
Draw an Eid Mubbarak card to give to a friend.

Peer assessment
Do the following with your partner and check each other’s work.
1. Describe a typical day during Ramadan for a young Muslim boy or girl.
2. Explain how the beginning and end of the period of Ramadan are decided.
3. Write a paragraph explaining why Ramadan is important for Muslims.
UNIT 17: Islamic worship: fasting Ramadan
UNIT 18: Hadith in Islamic faith
UNIT 18: Hadith in Islamic faith
Key unit competence: The learner will be able to respect the Qur’an and imitate Muhammad
and his disciples’ virtues.

Learning objectives
At the end of this unit, you should be able to:

Knowledge and understanding
• Memorise 10 Hadiths from the Annawiy Book Entitled “The Forty Hadith”
• List some Hadiths that testify the source of Islamic Faith.
• Identify the disciples of Muhammad who authentically transmitted Hadiths.
• Outline some Hadiths and their precepts.

Skills
• Explain the importance of Hadiths in Islamic worship.
• Describe the role of Muhammad’s disciple in keeping the originality of Hadith.
• Distinguish hadith from the Qur’an.
• Apply 10 Hadiths that increase good relationship among people selected from the Annawiy
Book Entitled “The Forty Hadith”

Attitudes and values
• Refer to the Hadiths in order to discern and to take decision in worshiping.
• Be honest in the society and strive for being believable.

Oral activity Before you start
1. What religious faith do you think this woman belongs to?
2. What is she doing?
3. Why do you think she is doing this?
4. Have you helped anyone in your community recently?

Lesson 1 The Hadiths
The second most important source of authority for
Muslims, after the Qur’an, is the Sunnah. The Sunnah
are the practices, customs and traditions of the Prophet
Muhammad (peace be upon him) that are considered to be
a perfect example of how He lived. They are found in the
Hadith and other texts.
The Prophet Muhammad’s (peace be upon him)
followers memorised his teachings while he was alive. These
were later written down and collections were made of them.
These collections are known as Hadith. Different groups of
Muslims accept different collections of Hadith as reliable
sources of authority.
When reading the Hadith, Muslims can learn more about
the Prophet Muhammad (peace be upon him) and the way
to interpret the words of Allah in the Qur’an.
The Prophet’s (peace be upon him) sayings and stories were
based on revelations from Allah.
The Hadiths are important for the following reasons:
• They reveal Allah’s messages.
• They explain the meaning of Allah’s messages.
• They give laws to live by.
• They teach moral ideals.
• They preserve Islam.

Activity 4.1 Lesson 2
1. In your groups, discuss the reasons why studying the Hadiths might help you.
2. Talk about the difference between a custom and a practice.
3. Make a list of some customs in your community.
The genuineness of the Hadiths
The Prophet Muhammad’s (peace be upon him) sayings
and stories were passed down from one person to another.
Each Hadith is made up of two parts: the story that the

Scholars tested the Hadith to be sure they were the genuine sayings
of the Prophet Muhammad (peace be upon him).
Prophet Muhammad (peace be upon him) told and the list of narrators who have repeated it.This is because it is important to be sure that they have been passed down accurately.
Within the first two centuries aft er the prophet’s(peace be upon him) death, scholars studied the stories, tracing the origins of each quotation and the chain of narrators through whom the quotation was passed. Th is was done to make sure that they were accurate recordings of what the Prophet Muhammad (peace be upon him) had said. For the sayings to be accurate the chain needed to be unbroken. When messages and stories are passed from one person to the next it is easy for them to be changed.Tracing the chain of narrators proves the honesty of the Prophet Muhammad’s (peace be upon him) disciples.The Hadiths are divided into categories according to how clearly they can be traced to the Prophet Muhammad (peace be upon him) disciples.
The Hadiths are divided into categories according to how
clearly they can be traced to the Prophet Muhammad (peace
be upon him). Different branches of Islam study different
collections of Hadiths.
Scholars of Hadiths such as Ahmad ibn Hanbal, Al-
Bukhari and Muslim, made their collections very carefully.
Hadiths were only included in their collections if they had
been reported by four or more reporters.
Activity 4.2
Play the game of broken telephone.
1. Sit in a circle and choose a person to start the game.
2. Th at person thinks of a message and whispers it to the
person next to him/her.
3. The message is passed all around the circle in a whisper
until it gets back to the person who started it.Has the
message changed? You can play this game several times.
Exercise 4.1
1. What is a Hadith?
2. How are they tested for accuracy?
3. What is the second most important piece of literature
in Islam?
4. Why do Muslims want to know about the actions and
sayings of the Prophet Muhammad (peace be upon him)?
An-Nawawi’s Forty Hadiths Lesson 3
Yahia bin Sharaful-Deen An-Nawawi was an Islamic scholar.
He was born in the village of Nawa near Damascus in 1233.
He grew up in Nawa and at the age of 19 went to study in
Damascus, which was considered the centre of learning and
scholarship.
Iman An-Nawawi gathered 42 of the sayings of the
Prophet Muhammad (peace be upon him) together into a
small book.This book is now known as ‘An-Nawawi’s Forty
Hadiths’.The collection is important because it teaches the
most important beliefs and ethics of Islam.
Studying these Hadiths helps Muslims to:
• evaluate and judge their actions
• evaluate and judge their motives for their actions
• evaluate and judge their dealings with other people.
Here are ten of forty Hadiths of An-Nawawi
1. Actions are based on intention
Actions are according to intentions, and everyone will get
what was intended.
2. The declaration of faith
Islam has been built on five [pillars]: testifying that there
is no god but Allah and that the Prophet Muhammad
(peace be upon him) is the Messenger of Allah,
performing the prayers, paying the Zakah, making the
pilgrimage to the House, and fasting in Ramadan.
3. Stay away from what is prohibited
What I have forbidden for you, avoid. What I have
ordered you [to do], do as much of it as you can.
4. Love for your neighbour what you love for yourself
None of you will believe until you love for your brother what you love for yourself.
5. Do not be angry A man said to the Prophet, peace be upon him,“Give me advice.” The Prophet, (peace be upon him), said, “Do not get angry.”
6. Follow up a bad deed with a good deed.
Be conscious of Allah wherever you are. Follow the bad deed with a good one to erase it, and engage others with beautiful character.
7. Do not neglect religious obligations
Verily Allah the Almighty has laid down religious
obligations (fara’id), so do not neglect them.
8. Righteousness is about having a good character
Righteousness is in good character, and wrongdoing is that which wavers in your soul, and which you dislike people finding out about.
9. Entering paradise A man questioned the Messenger of Allah (peace be upon him) and said: “Do you think that if I perform the obligatory prayers, fast in Ramadan, treat as lawful that which is halal, and treat as forbidden that which is haram, and do not increase upon that [in voluntary good deeds], then I shall enter Paradise?” He (peace be upon him) replied, “Yes.”
10. Be steadfast in your belief I said, “O Messenger of Allah, tell me something about Islam
which I can ask of no one but you.” He (peace be upon him) said, “Say ‘I believe in Allah’ — and then be steadfast.”

Lesson 4
Activity 4.3
1.
1.With your partner, make a poster showing the ten
Hadiths of An-Nawawi listed here. You need only use the heading at the top of each one.
2. Discuss in your group how these Hadiths help good relationships between people.
Homework
Learn the ten Hadiths by heart.

Group assessment Lesson 5

1. Write down the meaning’s of ten of An-Nawawi’s forty
Hadiths.
2. Explain how scholars make sure that the Hadiths are
truly sayings of the Prophet Muhammad (peace be
upon him).
3. Discuss how learning the Hadiths can help a Muslim to
practise his/her faith.
4. What is the most important book in Islam?
5. What is the second most important book in Islam?
UNIT 18: Hadith in Islamic faith
UNIT 19:Virtues according to the Qur’an
UNIT 19:Virtues according to the Qur’an
Key unit competence: The learners demonstrate kindness to others, be humble in society and to perform good actions always.

Learning objectives
At the end of this unit, you should be able to:

Knowledge and understanding
• Identify the importance of telling the truth for self and for society.
• Recall the impacts of lying to society in general.
• List basic works of charity to the persons in need.
• Identify the rights of neighbours in Islam.

Skills
• Compare effects of lying with effects of telling the truth to society.
• Explain the characteristics of politeness and obedience between people.
• Plan and perform works of charity.
• Describe the rights of neighbours.

Attitudes and values
• Be truthful in the society.
• Avoid any kind of lying.
• Engage for helping persons in needs.
• Serve parents especially in their old age and the relatives.
• Be kind to the neighbours and respect their rights.

Oral activity   Before you start
1. Do these pupils look happy or sad?
2. If they are rude to their teacher, will he/she still want to
teach them?
3. Why is it important that we respect our teachers?
4. How should we treat school property?
Being respectful of other people and their property is part of
behaving in accordance with religious laws.
The importance of telling the truth Lesson 1
All religions tell us that it is important to be truthful. Islam
teaches that being truthful is about more than what we say.
In Islam, being truthful means that our actions must match
our intentions and our words must match our beliefs.
It is important to be honest and tell the truth. We know
that lying is dishonest because you are saying something that
is not true. Being truthful means choosing not to lie, steal,
cheat or deceive in any way.
Being honest also means not doing things that are morally
wrong. If you do something that is breaking the law or you
have to hide it because you will get into trouble, you are not
being honest. Honesty means being truthful in everything
you do.
Being truthful includes not breaking rules to gain an
advantage (cheating), and not taking something that is
not yours (stealing) and any other action that you would
hide because it is against what you consider morally right.
Corruption and bribery are also dishonest.

Our story should always be the truth.
Lesson 2 The importance of telling the truth for yourself
Being truthful also means respecting yourself and being
honest with yourself. If you are not truthful you let both
yourself and Allah down. If we are always truthful, we build
strength of character that allows us to be of great service to
Allah and to others. We have peace of mind and self-respect.
When we are honest we can like ourselves. Here are some
examples of truthfulness:
• Not saying things about people that are not true.
• Owning up for your actions, even if you will get
into trouble.
• Explaining how a situation really happened. You are not
being truthful if you say something happened one way
when it really happened another way.
The importance of telling the truth for society Lesson 3
Ethics are very important in business. Lying lessens trust
between human beings.
If nobody told the truth, life would become very difficult.
Nobody could be trusted and nothing anyone heard or read
could be trusted. Society is hurt because:
• the level of truthfulness falls, so other people may be
encouraged to lie
• lying may become a generally accepted practice
• it becomes harder for people to trust each other
• social unity is weakened
• nobody can believe anyone else and society collapses.

Activity 5.2
1. In your groups, discuss the impact of lying for the person telling the lies and for society.
2. Talk about how you feel when you know you have told a lie.

Exercise 5.1 Lesson 4
1. Make a list of the ways in which lying can occur in society.
2. What is corruption and how does it affect society?
Politeness and obedience   Lesson 5
Being polite and helpful to one’s parents is the duty of every Muslim. Parents work hard to look after their children when they are growing up. It is also the duty of children to look after their parents when they become too old to look aft er
themselves.

The Qur’an commands us to show kindness to parents in the following words:
Your Lord has decreed that you worship nothing but Him,and that you be kind to parents. Whether one or both o them attain old age in your life, say not to them a word for contempt, nor repel them but address them in terms of honour. (Al-Isra’ 17:23-14)

Children should also be polite to show respect for their
teachers and other adults. The characteristics of politeness
and obedience between people are:
• showing respect
• listening to the views of others
• not using bad language
• not shouting
• doing as requested
• giving help when needed.

Activity 5.3
With your partner, make up a conversation about
borrowing a book. One of you should do the asking and
the other should lend the book. Do this in a way that shows respect and politeness from both the borrower and the lender. Then swop roles.

Helping persons in need   Lesson 6
It is important to help those in need. The Prophet
Muhammad (peace be upon him) taught that one must give
a portion of one’s wealth to charity. This is what the Hadith
narrated by Abu Huraira says:
“Allah said, ‘O son of Adam! Spend, and I shall spend on
you.” [Sahih Al-Bukhari] Volume 7, Book 64, Number 264.
In Rwanda there are charities that work to help orphans
and others who are socially disadvantaged. The International
Islamic Charity Organization is an example of an Islamic
charity that works to help the needy in Rwanda.

Activity 5.4
1. In your groups, do a role-play of an act of charity
  helping people in need.
2. Discuss these questions.
a) What does the Qur’an say about charity?
b) How should we treat our parents when they get old?
c) If our parents ask us to do something, how should
we respond?
The rights of relatives and neighbours
According to Islam you must treat your relatives and your
neighbours properly.
This includes:
• protecting their interests when they are absent
• showing them respect
• helping them when they have a problem
• not looking for faults
• trying to persuade them to refrain from bad habits
• helping them if they are in trouble
• forgiving them if they have done any wrong
• practising the highest Islamic ethical code.

Activity 5.5
In your groups, discuss ways that you should treat
your neighbour.

Self-assessment
Make sure that you are able to do the following on your own.
1. List three forms of untruthfulness.
2. Fill in the blanks in the following sentence:
During Ramadan Muslims help the _______, feed the ________,
visit the sick in _______ and build ________ for the homeless.
3. List three duties towards your relatives and neighbours.

Formal assessment
1. List three of Allah’s most beautiful names. (3)
2. Name three angels that are common to both Islam and Christianity. (3)
3. Complete the following sentence:
Believing in many gods and worshipping statues are both
forms of ___________. (1)
4. Chose the correct word from the brackets:
The fast of Ramadan begins at (sunrise/sunset) and ends at
(sunrise/sunset). (2)
5. Name three groups of people who are exempt from fasting during
Ramadan. (3)
6. Describe one harmful effect of lying on society. (1)
7. Angels are made of light (true or false)? (1)
8. Name the second-most important literature in Islam after the
Qur’an. (1)
9. Who is Malak Al-Maut? (1)
10. Join the word in the left-hand column of the table to the correct
description in the right-hand column.
UNIT 19:Virtues according to the Qur’an

ADDITION QUESTION

SOCIAL STUDIES PRIMARY 4 SAMPLE QUESTIONS

Unit 1

Questions	Levels of Blooms Taxonomy.
1. a) What are the neighboring districts to yours? b) How many sectors are in your district?	Knowledge
2. Suggest at least three economic activities carried out in your district.	Analysis
3. How are social economic activities important in the development of your district?	Evaluation
4. Compare social economic activities carried out in your district and those in the neighboring districts.	Analysis
5. Why are social economic activities carried out in your district different from those in the neighboring districts?	Analysis
6. Draw a map of your district and show different social economic activities carried out in different sectors.	Synthesis /analysis

Unit 2

1. What are human rights?	Knowledge
2. Identify any four basic human rights.	Knowledge
3. Suggest at least three children’s’ rights.	Analysis
4. Identify human rights that you can enjoy at: i) Home. ii) School. iii) In your district.	Knowledge
5. a) What is child abuse? b) How are children’s rights abused?	Knowledge & evaluation
6. Differentiate between equity and equality.	Comprehension

Unit 3

1. a) What is hygiene? b) Identify the basic hygiene practices.	Knowledge
2. How is hygiene important in our environment?	Analysis
3. Suggest any four problems that are caused by lack of hygiene.	Analysis
4. a) What are water borne diseases? b) How can we prevent water borne diseases in our community?	Knowledge\ Application
5. a) Suggest signs and symptoms of malaria. b) How can malaria be prevented?	Analysis & evaluation

Unit 4

1. a) What is a need? b) What is the difference between a need and a want?	Knowledge /comprehension
2. Identify examples of society needs.	Knowledge
3. a) Define the word “saving”. b) Why is saving important in Rwandan society?	Knowledge/analysis
4. How does the environment help people to meet their needs?	Evaluation

Unit 5

1. a) What is a nation? b) Identify the Rwandan national symbols	Knowledge
2. Describe the elements of the Rwanda coat of arms.	Knowledge/understanding
3. Differentiate between harmony and disharmony.	Knowledge/understanding
4. 4. How can we promote harmony in our district?	Evaluation
5. Suggest qualities of a good leader.	Evaluation

Unit 6

1. a) What are public assets? b) Identify important public assets in your district.	Knowledge/understanding
2. Explain the importance of the following important places: a) Schools b) Hospitals c) Markets	Analysis
3. Suggest different ways of preserving public assets.	Evaluation
4. Identify the problems facing public assets in your district.	Knowledge/understanding
5. Differentiate between public assets and private assets.	comprehension

Unit 7

1. a) What is weather? b) Identify the elements of weather.	Knowledge/understanding
2. What instrument is used to measure and record the following: a) Amount of rainfall. b) Direction of wind. c) Amount of sunshine. d) Speed of wind.	Knowledge/understanding
3. Identify problems caused by bad weather.	Knowledge/understanding
4. Describe ways of preventing effects of bad weather.	Knowledge/understanding
5. Differentiate between Flora and Fauna.	Comprehension
6. Suggest different ways of preserving flora and fauna.	Evaluation

Unit 8

1. a) What is population? b) What is population census?	Knowledge/understanding
2. Identify factors that determine population decrease.	Analysis
3. Identify factors that determine population increase.	Analysis
4. Suggest problems of high population increase.
5. Of what importance is population census to the government?	Comprehension
6. Suggest possible measures for controlling population decrease in your district.	Evaluation

Unit 9

1. Define: a) Transport. b) Communication.	Knowledge/understanding
2. Identify the types of transport used in your district.	Comprehension
3. Suggest problems related to transport in your district.
4. Analyze the importance of good transport and communication in your district.	Analysis
5. How can we overcome problems related to transport and communication in our district?	Evaluation

Unit 10

1. a) What do you understand by pre-colonial period? b) How was Rwanda administrative structure organized before colonization?	Analysis
2. Identify the value held by the people of pre-colonial Rwanda? 3. Differentiate between traditional and modern agriculture in Rwanda.	Comprehension
4. Differentiate between traditional and modern agriculture in Rwanda.	Comprehension
5. Explain the differences between modern and traditional economic activities.	Analysis

Unit 21:Model question
Unit 21:Model question
Label: 1
Unit 21:Model question
- Unit 1
  Unit 2
  Unit 3
  Unit 4
  Unit 5
  Unit 6
  Unit 7
  Unit 8
  Unit 9
  Unit 10

Topic outline

General