Course: P4: Social Studies

Topic outline

General
General
- SOCIAL STUDIES Forum
UNIT1:Socio-economic activities in our district
Label: 1
UNIT2:Peace education and human rights
Label: 1
UNIT 3:Health and well-being
Label: 1
UNIT 4:Wealth
Label: 1
UNIT 5:Civic education
Label: 1
UNIT 6:Important places and public assets in our district
Label: 1
UNIT 7:Weather, flora and fauna
Label: 1
UNIT 8:Population census
Label: 1
UNIT 9 Infrastructure
Label: 1
UNIT 10 Traditional Rwanda
Label: 1
UNIT 11:Religious Studies Holy scriptures and beliefs
Label: 1
UNIT 12: Vocation of the Israelite people
Label: 1
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 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 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 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 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 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 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.

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
Label: 1

Topic outline

General