Section: Part 1 Social Studies | Social and Religious Studies

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

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.
people make baskets

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

people

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

people go to the market

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.
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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

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.

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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 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.

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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

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 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

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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: 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

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.

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

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

CLICK HERE FOR A VIDEO LESSON ON: The names and attributes of God URL

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: God’s commandments URL

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 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 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.