1. science
2. social science
3. history

REPUBLIC OF RWANDA
MINISTRY OF EDUCATION
HISTORY AND CITIZENSHIP SYLLABUS
FOR ORDINARY LEVEL S1-S3
Kigali, 2015
HISTORY & CITIZENSHIP SYLLABUS
FOR ORDINARY LEVEL
Kigali
1
2015
Published by:
Rwanda Education Board (REB),
Curriculum and Pedagogical Materials and Distribution Department (CPMD)
2
© 2015 Rwanda Education Board
All rights reserved
This syllabus is the property of Rwanda Education Board. Credit must be provided
to the author and source of the document when the content is quoted.
3
FOREWORD
The Rwanda Education Board is honoured to avail Syllabuses which serve as official documents and guide to competencybased teaching and learning in order to ensure consistency and coherence in the delivery of quality education across all levels
of general education in Rwandan schools.
The Rwandan education philosophy is to ensure that young people at every level of education achieve their full potential in
terms of relevant knowledge, skills and appropriate attitudes that prepare them to be well integrated in society and exploit
employment opportunities.
In line with efforts to improve the quality of education, the government of Rwanda emphasizes the importance of aligning the
syllabus, teaching and learning and assessment approaches in order to ensure that the system is producing the kind of citizens
the country needs. Many factors influence what children are taught, how well they learn and the competencies they acquire,
among them the relevance of the syllabus, the quality of teachers’ pedagogical approaches, the assessment strategies and the
instructional materials available. The ambition to develop a knowledge-based society and the growth of regional and global
competition in the jobs market has necessitated the shift to a competency-based syllabus. With the help of the teachers, whose
role is central to the success of the syllabus, learners will gain appropriate skills and be able to apply what they have learned in
real life situations. Hence they will make a difference not only to their own lives but also to the success of the nation.
I wish to sincerely extend my appreciation to the people who contributed towards the development of this document
particularly REB and its staff who organized the whole process from its inception. Any comment or contribution would be
welcome for the improvement of this syllabus.
Special appreciation goes to the development partners who supported the exercise throughout.
GASANA I.Janvier,
Director General REB
4
ACKNOWLEDGEMENT
I wish to sincerely extend my special appreciation to the people who played a major role in development of this syllabus. It
would not have been successful without the participation of different education stakeholders and financial support from
different donors that I would like to express my deep gratitude.
My thanks first go to the Rwanda Education Board staffs who were involved in the conception and syllabus writing. I wish to
extend my appreciation to teachers from pre-primary to university level whose efforts during conception were much valuable.
I owe gratitude to different education partners such as UNICEF, UNFPA, DFID and Access to Finance Rwanda for their financial
and technical support.
We also value the contribution of other education partner organizations such as CNLG, AEGIS trust, Itorero ry’Igihugu, Gender
Monitoring Office, National Unit and Reconciliation Commission, RBS, REMA, Handicap International, Wellspring Foundation,
Right To Play, MEDISAR, EDC/L3, EDC/ Akazi Kanoze, Save the Children, Faith Based Organisations, WDA, MINECOFIN and
Local and International consultants. Their respective initiative, co- operation and support were basically responsible for the
successful production of this syllabus by Curriculum and Pedagogical Material Production Department (CPMD).
Dr. Joyce Musabe,
Head of department
Curriculum and Pedagogical Material production Department
5
The list of participants who were involved in the elaboration of the syllabus
Supervisors – Curriculum, Pedagogical Material Department (CPMD)
Dr. MUSABE Joyce (Head of Department)
GATERA Augustin (Director of Languages and Humanities)
Curriculum Specialist – Curriculum, Pedagogical Material Department (REB)
BARANYIZIGIYE Jeanne d’Arc (History Curriculum Specialist)
Lecturers and Teachers
Pr. BYANAFASHE Deogratias (University of Rwanda)
Pr. RUTAYISIRE Paul (University of Rwanda)
MUSABYIMANA Pierre Damien: G. S. Shyogwe
RUDASINGWA Faustin: College St Andre
SEKIMONY Alain Bonaventure: College St Esprit Nyanza
TUMWESIGYE Allans: Gabiro High School
6
Resourcefull persons
Dr. GASANABO Jean Damascene: Director General of Research and documentation Centre on Genocide, CNLG
BAMPIRE Thacienne: Itorero National Council
KARUGWIZA Therese: Gender and Human Rights Programme Specialist, UNFPA
MBABAZI MUGOBOKA Annet: Subject Specialist, Examination and Accreditation Department, REB
UWAMAHORO Julienne: Technical assistant in inclusive futures in Rwanda project (IFR), innovation for education,
Handicap International
7
TABLE OF CONTENT
8
INTRODUCTION
1.1. Background to Curriculum review
The previous Rwandan History curriculum covered a range of historical events from different continents of the World.
History is part of the Ordinary Level (OL) curriculum (for secondary school senior 1, 2 and 3 and is one of the subjects the
Rwanda Education Board (REB) examines at the end of Ordinary Level. This curriculum is designed for learners who have
completed the primary level and are pursuing the lower secondary school level.
Previously, REB had Political Education and History as separate subjects. However, these two subjects share a lot in
common. There was a great need to incorporate Political Education into History. The merger of the two subjects for this
new curriculum made a new subject titled ”History and Citizenship”. This is one of the compulsory subjects that are
taught at in Ordinary Level. Learners are expected to understand it, raise questions and develop skills that are relevant.
The current History syllabus is knowledge and understanding based while the reviewed one is active and competency
based. This lower secondary level syllabus will enter into force in 2016. This syllabus will provide a platform for learners
to explore and discover the content while the teacher facilitates the process. It focuses on educational competencies
initiatives and curriculum on including creativity and innovation, critical thinking, research and problem solving,
communication and co-operation, literacy and numeracy skills.
1.2.
Rationale of Learning and Teaching of History and Citizenship
The rationale of the review process for History and Citizenship review process was to ensure that the syllabus is responsive
to the needs of the learner and shift from objective and knowledge based learning to competency based learning. Emphasis
in the review has been building more on kills and competencies and streamlining the coherence within the existing content
by benchmarking wit syllabi elsewhere with the best practice.
The new History and Citizenship syllabus guides the interaction between the teacher and the learner in the learning
process and highlights skills and values a learner should acquire during and at the end of each unit of learning.
9
1.2.1.
History and Citizenship in the Society
History and Citizenship is one of the social science subjects and an important discipline that has contributed to
human activities, and political and social transformation throughout the whole World. This has enabled man to
understand the past and present so as to predict the future. It is in line with the Political Education Sector,
Economic Development and Poverty Reduction Strategy (II), Education Sector Strategic Plan 2013/14 – 2017/18,
Education for All, Government Seven Year Program 2010-2017, Vision 2020 and the East African Community
Protocol. This is one reason why it is included in the national and regional context of Government.
An application of the knowledge of History and Citizenship is evident in Political Science, Leadership, Management
and Sociology. History and Citizenship has played the central role in uniting people, the preservation of culture and
conservation of identities.
1.2.2.
History and Citizenship and learners
History and Citizenship prepares learners to take combinations at a higher level that include History-EconomicsGeography, (HEG), History-Economics-Literature (HEL) and History-Geography-Literature (HGL). These are intended
to help young people to so as to become good citizens.
History and Citizenship is a subject that prepares learners for the real World of work through career path ways like
law, administration, management, political science and sociology. The subject provides skills and values that help the
society in problem solving and empowers it to manage both human and natural resources.
1.2.3.
Developing competencies in History and Citizenship
Basic competencies are addressed in the stated broad subject competences and in objectives highlighted year on year basis
and in each of units of learning. The generic competencies, basic competences that must be emphasized and reflected in the
10
learning process are briefly described below and teachers will ensure that learners are exposed to tasks that help the learners
acquire the skills.
 Generic competencies
Critical and problem solving skills: The acquisition of such skills will help learners to think imaginatively, innovatively and
broadly to evaluate and find solutions to problems encountered in our surrounding.
Creativity and innovation: The acquisition of such skills will help learners to take initiatives and use imagination beyond
knowledge provided in classroom to generate new ideas and construct new concepts.
Research: This will help learners to find answers to questions based on existing information and concepts and use it explain
phenomena from gathered information.
Communication in official languages: Teachers, irrespective of being language teachers will ensure the proper use of the
language of instruction by learners. The teachers should communicate clearly and confidently and convey ideas effectively
through spoken and written by applying appropriate language and relevant vocabulary.
Cooperation, inter personal management and life skills: This will help the learner to cooperate as a team in whatever task
assigned and to practice positive ethical moral values and while respecting rights, feelings and views of others. Perform
practical activities related to environmental conservation and protection. Advocate for personal, family and community health,
hygiene and nutrition and responding creatively to a variety of challenges encountered in life.
Lifelong learning: The acquisition of such skills will help learners to update knowledge and skills with minimum external
support. The learners will be able to cope with evolution of knowledge advances for personal fulfillment in areas that are
relevant to their improvement and development.
11
 The structure of the syllabus
This curriculum is divided into topic areas. Topic areas are divided into sub-topic areas which in turn are subdivided
into several units.
Every unit provides the expected number of lessons to achieve the key topic competency whose accomplishment is
pursued by the proposed teaching and learning activities that guide the teacher and learners.
Every unit key competency also is equally broken down into the learning objectives in form of knowledge and
understanding, skills, attitudes and values. Knowledge and understanding serves as lower order of thinking which is
the foundation of skills required to move into higher order thinking requiring skills, change of attitudes and values
involving the learning of complex judgmental skills such as critical thinking and problem solving.
Equally, the unit provides prompts of contents to be taught as well as suggested learning activities that interactively
engages learners in teaching and learning process ( learner centred and participatory approach ), and these activities
should be geared towards achievement of the key competence for each unit.
Finally, the unit shows how it contributes to literacy and numeric skills of the learners, its link to other subjects, the
assessment criteria and the recommended materials or resources to be used in the teaching and learning process.
This Ordinary Level syllabus is competency based with learning objectives arranged from lower order thinking
capacity to high order thinking capacity according to different levels. It also emphasizes values and skills learners are
supposed to acquire at the end of each unit and level.
 Broad History and Citizenship competencies at the end of Ordinary Level
During the learning process, the leaner should be able to:


Acquire knowledge about the past and the present so as to prepare for the future (History is indeed “a bridge
connecting the past with the present and pointing the road to the future” Allen Nerins);
Analyse and understand how societies evolved in order to know appropriately his near and distant environment
so as to apply such techniques in developing their own societies;
12











Develop into a mature, informed, responsible and active participating citizen;
Acquire a sound knowledge and understanding of History in order to develop learners skills in expressing
historical ideas, in a more coherent and logical manner (Stimulate critical thinking and reasoning among
learners in order to create citizens who reason) so as to increase their reasoning capacity;
Acquire international understanding in order to recognise ability and capacity of Rwandans in developing
collectively alongside other societies;
Understand the nature of cause, consequence, continuity, change, similarity and difference;
Live in harmony and tolerance with others without any distinction, religious distinction or other form of
discrimination and exclusion that have caused problems in society such as the Tutsi genocide of 1994 in order
to transform them in to good citizens;
Appreciate Rwandese values, universal values of peace, respecting human rights, rights of gender equality,
democracy, justice ,solidarity and good governance;
Promote moral, intellectual, social values through which learners will improve, competence and skills that are
essential for sustainable development of the country ;
Develop patriotic spirit, the sense of civic pride and spirit of knowing what happens all over the World;
Encourage the development of a sense of moral responsibility and commitment to social justice and gender
equity;
Encourage learners to assume responsibility for their own behaviour and to respect the rights of others;
Promote the spirit of self –reliance, dignity and cooperation among nations.
2. PEDAGOGICAL APPROACH
It is a known fact that learners learn better when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an individual with his/her own
needs, pace of learning, experiences and abilities. Teaching strategies must therefore be varied but flexible within wellstructured sequences of lessons: learner-centred education does not mean that the teacher no longer has responsibility
for seeing that learning takes place. Therefore the learning process should be dominated by the learner guided by the
teacher.
13
A great emphasis should be put on practical and comparative studies. Learners must be fully involved in the collection
of historical information, reading and interpreting maps, photographs and statistics in History. The teacher must act as
a guide and not as a source of all information.
The History and Citizenship syllabus put a great importance on the active participation of learners in the teaching and
learning process.
2.1. Role of teacher
The change to a competency-based curriculum is about transforming learning, ensuring that learning is deep, enjoyable
and habit-forming. Teachers therefore need to shift from the traditional method of instruction but rather plays the role
of a facilitator in order to value learners’ individual needs and expectations. The teacher must identify the needs of the
learners, the nature of the learning to be done, and the means to shape learning experiences accordingly.
The teacher’s roles are to organize the learners in and out of the classroom or outside and engage them through
participatory and interactive methods through the learning processes as individuals, in pairs or in groups. This ensures
that the learning is personalized, active and participative, co-operative.etc.
The teacher will design and introduce the tasks to the class to perform or for immediate discussion. The role of the
teacher will be to guide the learners in constructing their own learning and knowledge.
Learners are taught how to use textbooks and other resource materials in different ways: to search for and make use of
information in writing their own notes.
The teacher must select and develop appropriate materials like teaching models, and charts for the learners to use in
their work. The teacher must devise remedial strategies in and outside the classroom to address the issue of low
achievers and those with learning difficulties to ensure they keep pace with the rest in acquiring the required
competencies. The teacher must accompany learners to historical sites, museums and other field studies. While in the
field, the teacher must guide learners to collect historical information.
14
2.2.
Role of learner
The activities of the learner are indicated against each learning unit and they all reflect appropriate engagement of the
learner in the learning process. The teaching learning process will be tailored towards creating a learner friendly
environment based on the capabilities, needs, experience and interests. The learning activities will be organized in a
way that encourages learners to construct the knowledge either individually or in groups in an active way… Learners
work on one competency at a time in form of concrete units with specific learning outcomes broken down into
knowledge, skills and attitude.
Learners are expected to carry out research, using the internet, reading a range of materials, using video, films and
testimonies so as to get historical information. Thereafter, they should make presentations information to the teacher
for correction. Above all, learners are required to be obedient, honest and hardworking in order to make learning
process and productive.
2.3.
Special needs education and inclusive approach
All Rwandans have the right to access education regardless of their different needs. The underpinnings of this provision
would naturally hold that all citizens benefit from the same menu of educational programs. The possibility of this
assumption is the focus of special needs education. The critical issue is that we have persons/ learners who are totally
different in their ways of living and learning as opposed to the majority. The difference can either be emotional,
physical, sensory and intellectual learning challenged traditionally known as mental retardation.
These learners equally have the right to benefit from the free and compulsory basic education in the nearby
ordinary/mainstream schools. Therefore, the schools’ role is to enrol them and also set strategies to provide relevant
education to them. The teacher therefore is requested to consider each learner’s needs during teaching and learning
process. Assessment strategies and conditions should also be standardised to the needs of these learners. Detailed
guidance for each category of learners with special education needs is provided for in the guidance for teachers.
15
Conditions for success
The following conditions must be fulfilled so that this programme can be successfully realised:
- Qualified teachers;
- Necessary and adequate didactic materials including pedagogical guides, and learner manuals should be
available, etc should be given to a teacher of that course.
N.B: For some historical themes, for example ’’ genocide’’ it is better not to treat such subject during national
mourning period e.g. during April and July so that learners will not be traumatized.
3. ASSESSMENT APPROACHES
Assessment is the process of evaluating the teaching and learning processes through collecting and interpreting
evidence of individual learner’s progress in learning and to make a judgment about a learner’s achievements
measured against defined standards. Assessment is an integral part of the teaching learning processes. In the new
competence-based curriculum assessment must also be competence-based, whereby a learner is given a complex
situation related to his/her everyday life and asked to try to overcome the situation by applying what he/she learned.
Assessment will be organized at the following levels: School-based assessment, District examinations, National
assessment (LARS) and National examinations.
3.1. Types of assessment
3.1.1. Formative and continuous assessment (assessment for learning)
Continuous assessment involves formal and informal methods used by schools to check whether learning is taking
place. When a teacher is planning his/her lesson, he/she should establish criteria for performance and behavior
16
changes at the beginning of a unit. Then at the of end of every unit, the teacher should ensure that all the learners
have mastered the stated key unit competencies basing on the criteria stated, before going to the next unit. The
teacher will assess how well each learner masters both the subject and the generic competencies described in the
syllabus and from this, the teacher will gain a picture of the all-round progress of the learner. The teacher will use one
or a combination of the following: (a) observation (b) pen and paper (c) oral questioning.
3.1.2. Summative assessment (assessment of learning)
When assessment is used to record a judgment of a competence or performance of the learner, it serves a summative
purpose. Summative assessment gives a picture of a learner’s competence or progress at any specific moment. The
main purpose of summative assessment is to evaluate whether learning objectives have been achieved and to use the
results for the ranking or grading of learners, for deciding on progression, for selection into the next level of
education and for certification. This assessment should have an integrative aspect whereby a student must be able to
show mastery of all competencies.
It can be internal school based assessment or external assessment in the form of national examinations. School based
summative assessment should take place once at the end of each term and once at the end of the year. School
summative assessment average scores for each subject will be weighted and included in the final national
examinations grade. School based assessment average grade will contribute a certain percentage as teachers gain
more experience and confidence in assessment techniques and in the third year of the implementation of the new
curriculum it will contribute 10% of the final grade, but will be progressively increased. Districts will be supported
to continue their initiative to organize a common test per class for all the schools to evaluate the performance and
the achievement level of learners in individual schools. External summative assessment will be done at the end of P6,
S3 and S6.

Record Keeping
This is gathering facts and evidence from assessment instruments and using them to judge the student’s
performance by assigning an indicator against the set criteria or standard. Whatever assessment procedures used
shall generate data in the form of scores which will be carefully be recorded and stored in a portfolio because they
17
will contribute for remedial actions, for alternative instructional strategy and feed back to the learner and to the
parents to check the learning progress and to advice accordingly or to the final assessment of the students.
This portfolio is a folder (or binder or even a digital collection) containing the student’s work as well as the student’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work produced (such as papers
and assignments), but also it is a record of the activities undertaken over time as part of student learning. The
portfolio output (formative assessment) will be considered only as enough for three years of Advanced level.
Besides, it will serve as a verification tool for each learner that he/she attended the whole learning before he/she
undergoes the summative assessment for the subject. The results from the portfolio will contribute 50% on
summative assessment of each year.

Item writing in summative assessment
Before developing a question paper, a plan or specification of what is to be tested or examined must be elaborated to
show the units or topics to be tested on, the number of questions in each level of Bloom’s taxonomy and the marks
allocation for each question. In a competency based curriculum, questions from higher levels of Bloom’s taxonomy
should be given more weight than those from knowledge and comprehension level.
Before developing a question paper, the item writer must ensure that the test or examination questions are tailored
towards competency based assessment by doing the following:





Identify topic areas to be tested on from the subject syllabus.
Outline subject-matter content to be considered as the basis for the test.
Identify learning outcomes to be measured by the test.
Prepare a table of specifications.
Ensure that the verbs used in the formulation of questions do not require memorization or recall answers
only but testing broad competencies as stated in the syllabus.
18

Structure and format of the examination:
There will be two (2) papers in HISTORY & CITIZENSHIP Subject.
Time: 3 Hours
Paper 1


History of Rwanda
History of Africa: North Africa, East Africa, Central Africa, South Africa and West Africa)
Paper 2



History of the World
Citizenship
Reporting to parents
The wider range of learning in the new curriculum means that it is necessary to think again about how to share
learners’ progress with parents. A single mark is not sufficient to convey the different expectations of learning which
are in the learning objectives. The most helpful reporting is to share what students are doing well and where they
need to improve.

Assessment standards
Achievement level
1
2
3
4
5
Achievement description
Outstanding/ Excellent
Very good
Good
Satisfactory
Adequate
% Score
80-100
70-79
60-69
50-59
40-49
Grade/Division
I
II
II
IV
V
19
6
7
Moderate/ Fair
Poor/Unsatisfactory
30-39
0-29
VI
U
4. Resources
 Relevant textbooks about:
 History of Rwanda
 History of Africa
 World ancient and modern civilisations;
 Modern World History and World Wars,
 Atlas
 Geographical and Historical maps

Other









materials
Access to use of internet
Films and videos (audio-visual sources)
Historical sites
Archeological sites
Memorial sites
Photographs
Braille
Museum
Tale, tactile maps, stories and testimonies.
 Skills for the teacher of this subject
For effective and efficient teaching of this History and Citizenship syllabus, it should be noted that a teacher should:
- have at least a diploma in History from a recognized teaching Institution of Higher learning;
- properly use text books, teachers’ guide, historical information that are in line with this curriculum;
20
- have a good command of the English language and use it properly;
- have some basics skills and knowledge about in special needs education like Rwandan sign language, braille reading
and writing;
- be able to modify the methodology to accommodate the diversity needs of learners in class;
- be an objective assessor of learners performance and demonstrate strong leadership skills;
- be well organized, and able to manage his/her tasks and time well.

Some strategies to address special education needs
- A variety of appropriate teaching/ learning aids and activities should be employed to provide a
range of active learning to learners;
- Teaching aids should include adaptive materials like tactile and talking materials;
- Activities could include individual research and group discussions according to the level of understanding of
learners (gifted, talented and slow learners);
- The use of models and examples from local environment is recommended;
- There should be in-service teacher training in basic special needs education.
5. Syllabus units
5.1. Presentation of the Structure of the syllabus units
History and Citizenship subject is taught and learned in Lower Secondary education as a core subject, i.e. in
S1, S2 and S3 respectively.
At every grade, the syllabus is structured in Topic Areas, sub-topic Areas where applicable and then further
broken down into Units.
21
The units have the following elements:
1. Unit is aligned with the Number of Lessons.
2. Each Unit has a Key Unit Competency whose achievement is pursued by all teaching and learning
activities undertaken by both the teacher and the learners.
3. Each Unit Key Competency is broken into three types of Learning Objectives as follows:
a. Type I: Learning Objectives relating to Knowledge and Understanding (Type I Learning
Objectives are also known as Lower Order Thinking Skills or LOTS)
b. Type II and Type III: These Learning Objectives relate to acquisition of skills, Attitudes and
Values (Type II and Type III Learning Objectives are also known as Higher Order Thinking
Skills or HOTS)
These Learning Objectives are actually considered to be the ones targeted by the present
reviewed curriculum.
4. Each Unit has a Content which indicates the scope of coverage of what a teacher should teach and
learner should line in line with stated learning objectives
5. Each Unit suggests Learning Activities that are expected to engage learners in an interactive learning
process as much as possible (learner-centered and participatory approach).
6. Finally, each Unit is linked to Other Subjects, its Assessment Criteria and the Materials (or
Resources) that are expected to be used in teaching and learning process.
In all, the syllabus of History and Citizenship has got 8 Topic Areas (History of Rwanda, History of Africa,
World History, Society and Individual). As for units, they are 16 in S1, 18 in S2 and 16 in S3.
22
5.2. Key competencies at the end of grade 1
At the end of grade one, a learner will be able to:
 Describe the origin and expansion of Rwanda and locate Rwanda in time and space;
 Explain the concepts of History and Citizenship, how historical information is collected,
its role and its link with other subjects;
 Describe Rwanda and Egyptian civilizations;
 Describe the rise and organization of Trans-Saharan and triangular trade;
 Explain the concepts of dignity, family personal and family values and self-reliance;
 Explain the concepts of disability and inclusive education;
 Describe forms and principles of democracy and identity.

23
Units Table grade 1
Topic Area: Collecting and Analysing Historical Sources
S.1. HISTORY AND CITIZENSHIP
Sub-topic Area: Concepts of History and historical
research
UNIT I: Historical Sources
No. lessons 6
Key unit competency: To be able to analyse the definition of History, appreciate its importance and critique methods
used to collect historical information
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and values
- Explain the
- Present the
- Appreciate the role of - Definition of History
concept of History
timeline showing
History in the human
the past, present
development
- Different sources of
and future
History
- Explain how
historical
information is
collected
- Describe the
/relevance
importance of
Learning Activities
- Compare
different
historical sources
- Process of collecting
historical
information
- Evaluate the - Acknowledge the
importance of
importance of
history in
historical sources
24
- Individual research on
History definition through
documents reading,
internet browsing, expert
persons interviewing, etc.
Afterwards note down key
points
- Form group discussions
about the process of
- Sources of Historical
collecting historical
information
information and its
- Archaeology or
sources. After words make
History in today’s
life
- State challenges
encountered
when collecting
historical
information
comparison
with other
sciences
- Criticize the accuracy
of different historical
sources.
material
presentation of group
- Oral
discussions findings
- Written primary
and secondary
- Advocate for the study
- Audio-visual
- Learners research on how
of History among
- Linguistic
historical information is
his/her peers
collected. Form group
- Importance of
discussions about the
History
challenges faced in
collecting historical
- Analyze
- Demonstrate
- Challenges in
sources. Thereafter make
challenges
commitment in
collecting historical
a presentation of group
encountered in
dealing with the
sources
discussions results.
collecting
challenges
historical
encountered in
information
collecting historical
information
addressed
Links to other subjects: Extended units in languages, map and field work in geography
Assessment criteria: Ability to analyse the definition of history and examine the effectiveness of collecting historical
information.
Materials: Textbooks, internet, poems, media (videos, newspaper) stories, fossils, tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment language, etc.
25
Topic Area: Collecting and Analysing Historical Sources
S.1. HISTORY AND CITIZENSHIP
Sub-topic Area: Concepts of History and historical
research
UNIT II: Advantages and
disadvantages of historical
sources
No. lessons 10
Key unit competency: To be able to research and analyse the advantages and disadvantages of historical sources
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
- Advantages
and
disadvantag
es of using
different
types of
historical
sources
- Form groups and research
on advantages and
disadvantages of
historical sources and
thereafter make
presentations in class
followed by questions and
answers
Attitudes and values
- Identify the advantages - Analyze the
and disadvantages of
advantages and
different historical
disadvantages of
information
using different
sources of history
while collecting
historical
information
- Appreciate the
advantages and
disadvantages of
historical sources
and their impact on
an individual
- Explain the
limitations of
collecting historical
information
- Comparison
- Acknowledge the
of different
limitations of history
sources of
sources and suggest
history
ways of overcoming
them
- Determine the most
appropriate source
to use
26
- Learners carry out field
study at historical sites,
museums and after
present their report.
- Compare different
limitations in
collecting historical
information and how
to overcome them
- Learners read range of
materials, use internet to
find out the limitations in
collecting historical
information. They
summarize their points
and make presentation of
group discussions results
Links to other subjects: Extended units in Languages, evolution of mankind in Biology, map and field work in Geography.
Assessment criteria: Ability to explain the effectiveness of collecting historical information.
Materials: Textbooks, internet, poems, press media (videos, newspapers), stories, songs, fossils, tactile materials, jaws
software, talking globes & tactile maps and braille materials. Signs language should be used when teaching
learners with hearing impairment language, etc.
27
Topic Area: Collecting and Analysing Historical Sources
S.1. HISTORY AND CITIZENSHIP
Sub-topic Area: Concepts of History and historical
research
UNIT III: Origin, organisation and expansion No. lessons 12
of Rwandan kingdom
Key unit competency: To be able to explore the origin, organisation and expansion of Rwandan kingdom in the
intrelacustrine region
Learning Objectives
Knowledge and
understanding
Skills
- Identify the
kingdoms in the
interlacustrine
region
- Analyse how the
interlacustrine
region was settled
- Explain the origin - Examine the origin,
and organization of
political, social and
Rwandan society
economic
organization of the
Rwandan kingdom
- in comparison to
other kingdoms
- Describe the
factors for
expansion and
Content
Learning Activities
- Kingdoms in the
interlacustrine region
- Learners use relevant
documents to get
information on the
kingdoms in the
intrelacustrine region
and summarize their
points
Attitudes and
values
- Critique the
settlement of the
interlacustrine
region
- Appreciate the
- Origin and
organization of
organisation of
Rwandan kingdom
Rwandan kingdom
in the
intrelacustrine
region
- Assess the factors of - Acknowledge the
expansion and
expansion and
decline of Rwandan
downfall of
28
- Reasons for expansion
of Rwanda Kingdoms
- Discuss in groups
about the origin,
organization and
decline of Rwandan
Kingdom
kingdom in order to
find out why
Rwanda was
different from other
kingdoms as his will
develop learners
spirit of nationalism
and awareness
Rwandan kingdom - Reasons for downfall of
Rwandan kingdom
- The most important
monarchies
- Ruganzu Bwimba
- Kigeli Mukobanya
- Ruganzu Ndoli
- Cyilima Rujugira
- Yuhi Gahindiro
- Mutara Rwogera
- Kigeli Rwabugiri
expansion of Rwandan
kingdom and present
results followed by
questions and answer
Links to other subjects: Extended units in literature (languages), barter trade ,pre-colonial economy in economics, map
reading and photographic interpretation in Geography
Assessment criteria: Ability to explore the different theriories of origin, organisation, expansion and decline of Rwandan
kingdom.
Materials: Textbooks, internet, poems, media, stories, songs, fossils, tactile materials, jaws software, talking globes & tactile
maps and braille materials. Signs language should be used when teaching learners with hearing impairment
language, etc.
29
Topic Area: History of Rwanda
S.1 HISTORY AND CITIZENSHIP
Sub-topic Area: History of Ancient , Colonial and Post-Colonial Rwanda
UNIT IV : Civilization of pre-colonial Rwanda
No. lessons 12
Key unit competency: To be able to analyse the civilization of pre-colonial Rwanda
Learning Objectives
Knowledge and
understanding
- Explain the
notion of
civilization
and its
components
Skills
- Assess notion and
components of
civilization in
reference to the
modern life
Content
Learning Activities
Attitudes and values
- Show respect for
components of the
Rwandan precolonial
civilizations
- Notion and components of - Learners read relevant
civilization such as:
materials and use
internet to understand
- Social organisation of the
notion and components
Rwandese traditional
of civilisation of presociety:
colonial Rwanda and
- (Family, marriage
these after summarise
solidarity division of
key points and note
work…)
them down
- Describe the
- Analyse the social,
- Appreciate the
- Cultural organisation:
- Form groups and
social, cultural,
cultural, political and
importance of social,
(oral literature,
discuss about social,
political and
economic
political, cultural and
traditional religion, rite)
political and economic
economical
organisation of preeconomic organisation
organisation of preorganisation of
colonial Rwanda and
of pre-colonial Rwanda - Political and military
colonial Rwanda and
pre-colonial
compare it with
organisation
make presentations in
Rwanda
current organisation
- Economical organisation
the class followed by
30
(agriculture, cattle
keeping, commerce,
artisan)
- Famine and epizooties
- Identify
- Analyse causes and
- Acquire compassion and different
consequences of
generosity to the victims
famines and
different famines and
of famine
epizooties and
epizooties that
their impact
happened during preon Rwandan
colonial Rwanda
society
- Point out the
- Evaluate the impact of socio-political
socio-political and
and economic
economic dependence
dependence of
of pre-colonial
pre-colonial
Rwanda
Rwanda
Socio-political and
economic dependence
(ubuhake, ubukonde,
uburetwa)
questions and answers
- Learners form groups
and research on types
of famine, their causes
and consequences in
Rwanda. Thereafter
summarize their
findings
Value the sociopolitical and economic
dependence of precolonial Rwanda
dependence
Links to other subjects: Song, poems and culture in Kinyarwanda subject; songs, poems and musical instruments in Music and
Drama
Assessment criteria: Ability to correctly understand the strengths and weaknesses of the civilization of pre-colonial Rwanda.
Materials: Textbooks, internet, poems, media, stories, songs, tactile materials, jaws software, talking globes & tactile maps and
31
braille materials. Signs language should be used when teaching learners with hearing impairment language, etc.
Topic Area: History of Rwanda
S.1 HISTORY AND CITIZENSHIP
Sub-topic Area: History of Genocide
UNIT V: Genocide and its features
No. lessons 8
Key unit competency: To be able to differentiate between genocide and other mass crimes
Learning Objectives
Content
Knowledge and
understanding
Skills
- Briefly explain the
concept of
genocide and its
features
- Compare
genocide and
other mass
crimes in
Africa
- Show concern
- Genocide, its
for the pain of
features (1948
others and take
Convention and
action to relieve
other legal
it
instruments) and
other mass crimes
- Identify the
differences
between genocide,
war crimes and
other mass crimes
- Assess the
features of
genocide and
other mass
crimes.
- Recognize
genocide and
other mass
crimes and
advocate for
Learning Activities
Attitudes and
values
- Genocide and other
mass crimes
32
- Read relevant materials to
understand the definition of
genocide and its features.
- Thereafter summarise and note
down their findings
- Learners form group discussions
and research on the distinction
between genocide and other mass
crimes and present results in the
class
- Distinguish
Rwandan
genocide
from others
mass crimes
fighting against
it
- Watch videos, testimonies on
genocide, list the lessons learnt
from it. Research on the features of
genocide. and write an essay about
it
Links to other subjects: Conflict transformation (general studies and social studies)
Assessment criteria: Ability to differentiate between genocide and other mass crimes
Materials: Textbooks, internet, poems, songs, testimonies, films, press media,(radio, newspapers and videos), stories, tactile
materials, jaws software, talking globes & tactile maps and braille materials. Signs language should be used
when teaching learners with hearing impairment ,etc.
Topic Area: History of Africa
S.1 HISTORY AND CITIZENSHIP
Sub-topic Area: History of Ancient Africa
UNIT VI: Evolution of mankind
No. lessons 10
Key unit competency: To be able to analyse how mankind evolved, developed and settled in different parts of Africa
Learning Objectives
Knowledge and Skills
understanding
Content
Attitudes and values
33
Learning Activities
- Explain the
- Describe early
- Critique theories of
- Origin of mankind
different
physical and cultural
the origin of mankind
theories of the
development of
from the primate
- Evolution of man
origin of
mankind from
family into modern
mankind
Paleolithic era to the
man
modern times in
order to know our
origin
- Explain the
development of
man during the
stone age
periods
- Learners read relevant
materials and use internet to
get information about the
origin of mankind, how he
evolved and major
discoveries during stone age
period. After wards they
present their findings
- Evaluate different
- Appreciate the
- Stone age period
theories that have
importance of man’s
been put forward to
major developments
explain the origin of
during the stone age
mankind and test the
validity of each
theory
- Analyse how Africa
was settled after
new stone age.
- Show respect for
discoveries of
mankind in stone
age period
- Assess man’s
discoveries during
stone age periods
- Visit historical site and
- Discoveries made in
stone age period( old, museum to collect facts
about the origin and
middle and new
development of man.
stone age)
Thereafter represent the
results of their trip
- Characteristics of
hunter-gatherer
societies
Links to other subjects: Evolution of man in Biology, migration in Geography and Social Studies,
Assessment criteria: Ability to analyse how mankind evolved, developed and settled in different parts of Africa
34
Materials: Textbooks, internet, films, media, (radio, newspapers and videos), stories, tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: History of Africa
S.1 HISTORY AND CITIZENSHIP
Sub-topic Area: History of Ancient Africa
UNIT VII: Egyptian civilisation
No. lessons 10
Key unit competency: To be able to explain the elements and the importance of early Egyptian civilisation
Learning Objectives
Knowledge and
understanding
Content
Skills
Learning Activities
Attitudes and values
- Explain the origin of
Egyptian civilization
- Examine the
- Appreciate the
origin and rise
importance of
of Egyptian
Egyptian civilization
civilization and - to the modern
compare it with
world
Rwandan
civilization
- Origin and elements
of Egyptian
civilization
- Explain the major
elements of Egyptian
civilization
- Assess major
- Balance the major
elements of
elements of
Egyptian
Egyptian
civilization and
civilizations and
- Contributions of
Egyptian civilization
to the modern
world (art, science,
35
- Use timeline to compare
the origin and rise of
Egyptian civilization and
Rwandan civilisation
- Learners form groups and
use internet browser and
read relevant written
documents to research on
the origin, the elements and
- Explain the
importance of
Egyptian civilization
to the modern World
evaluate their
contribution to
the modern
world
other civilizations
mathematics,
medicine, etc.)
- Influence of
Egyptians religious
beliefs on ancient
Egypt
- Identify the ways in
which religious
beliefs shaped the
lives of ancient
Egyptians
importance of the Egyptian
civilization. Thereafter,
present their findings
followed by questions and
answers.
Links to other subjects: Hydrography and irrigation in Geography.
Assessment criteria: Ability to explain some aspects of the ancient Egyptian civilisation.
Materials: Textbooks, internet, films, media, (radio, newspapers and videos), tactile materials, jaws software, talking globes
& tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: History of Africa
S.1 HISTORY AND CITIZENSHIP
Sub-topic Area: History of Ancient Africa
UNIT VIII: Trans-Saharan trade
No. lessons 10
Key unit competency: To be able to identify factors for the development and decline of Trans-Saharan trade.
Learning Objectives
Content
36
Learning Activities
Knowledge and
understanding
- Identify the factors
for the rise and
expansion of TransSaharan trade
- Explain the
organization of
trans-Saharan
trade
- Identify the effects
and problems
faced during
Trans-Saharan
trade
- Explain reasons for
the decline of
Trans-Saharan
trade
Skills
Attitudes and values
- Examine the
- Appreciate the
- Rise and
- Learners work in
factors for rise and
factors for the rise
organisation of
groups and use
organisation of
and organisation of
Trans-Saharan
relevant materials to
Trans-Saharan
the Trans-Saharan
trade(participants,
understand the rise,
trade
trade
items, routes, means
expansion and
of transport,
organization of transproblems faced)
Saharan trade and
thereafter summarize
their findings
- Evaluate the effects - Appreciate the
- Effects of Trans- Learners research on
of Trans-Saharan
effects and
Sahara trade
trade and judge
problems of Transthe effects, problems
their influence
Saharan trade
and decline of transSaharan trade using
(library, internet etc).
Thereafter present the
- Carry out an
- Show concern the - Reasons for the
results in the class
investigation on
reasons for the
decline of Transfollowed by questions
the reasons for its
decline of TransSaharan trade in
and answers.
decline
Saharan trade
order to acquire the
spirit of hardworking
- Write an essay on the
- Acquire the spirit of
organisation of Transhardworking
Sahara trade
Links to other subjects: Trade and exchange in Economics and Entrepreneurship.
37
Assessment criteria: Ability to explain the rise, organisation ,effects and decline of Trans-Saharan trade
Materials: Documents, internet, films, media, (radio, newspapers and videos), tactile materials, jaws software, talking globes
& tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: History of Africa
Sub-topic Area: History of Ancient Africa
UNIT IX: Trans-Atlantic slave trade
(Triangular trade)
S.1 HISTORY AND CITIZENSHIP
No. lessons 10
Key unit competency: To be able to analyze the origin, growth, organization ,effects and decline of Trans-Atlantic slave
Trade
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Identify the factors
for the rise and
expansion of TransAtlantic slave Trade
- Examine the factors - Understand the what is - Origin and
for rise and
Trans Atlantic slave
growth of
organization of
Trans-Atlantic
Trans- Atlantic slave
slave trade
Trade and interpret
it in the modern way
- Explain the
organization of trans-
- Evaluate the effects
of Trans- Atlantic
- Appreciate the factors
for the rise and
38
- Learners work in
groups and use
relevant materials to
find out about the
rise, expansion and
organization of TransAtlantic slave Trade
and summarize
- Organization of
findings in assay form
Trans-Atlantic
Atlantic slave trade
- Identify the effects
and problems faced
by trade participants
during TransAtlantic slave Trade
- Explain reasons for
the decline of TransAtlantic slave trade
- Identify the reasons
for the abolition of
Atlantic slave Trade
and its effects
slave trade and judge
their influence
organization of the
Trans-Atlantic slave
trade
slave trade
- Learner research on
- Carry out an
- Appreciate the effects
- Effects and
the effects, problems
investigation on the
and problems of Transproblems of
and decline of Transreasons for its
Atlantic slave trade
Trans-Atlantic
Atlantic slave trade
decline
slave trade
using (library,
internet etc).
Thereafter present the
- Show concern for the
- Analyse the reasons
results in the class
reasons for the decline - Reasons for the
for its abolition and
that will be followed
of Trans-Atlantic slave
abolition of
the effects of Transby questions and
trade
Trans-Atlantic
Atlantic slave trade
answers
slave trade
- Acknowledge the
reasons for its abolition
through abolitionists
movements
-
- Acquire the spirit of
hardworking
-
Learners write an
essay on the
organisation of
Trans-Atlantic slave
trade
Write an essay on the
effects of TransAtlantic slave trade
Links to other subjects: Trade and exchange in economics and entrepreneurship, displacement of people and migration in
geography.
Assessment criteria: Ability to explain the origin, growth, organisation, effects and decline of Trans-Atlantic slave trade
Materials: Textbooks, internet, films, media, (radio, newspapers and videos), tactile materials, jaws software, talking globes &
39
tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: Society
Sub-topic Area: Human Rights, citizen duties and responsibilities
UNIT X: Concept of human rights,
No. lessons 3
citizen duties and
responsabilities and ways of
preventing Human Rights
violations
S .1 HISTORY AND
CITIZENSHIP
Key unit competency: To be able to explain the concepts of human rights, citizen duties and responsibilities, and suggest
ways of preventing Human Rights violations
Learning Objectives
Content
Knowledge and
understanding
Skills
Attitudes and
values
- Explain the concept of
human rights
- Assess human
rights notions at
national and
international levels
by considering
humanism in
different societies
- Appreciate the
importance of
human rights
protection
- State some cases of
human rights violation
- Identify different ways
of preventing human
rights violation
Learning Activities
- Concept of human - Read relevant materials to
rights
get information about the
human rights and
summarize your findings
- Ways of
- Discuss in groups about the
- Examine ways used - Show respect
preventing human human rights violation
in preventing
for every human
rights violations
cases and present the
40
human rights
violation by
referring to justice
and democracy in
societies and take
appropriate action
being
and gender based
results in the class
violence including
rape and sexual
- Role play on how to protect
abuse
human rights violation and
write a poem on it
- Compare cases of
human rights
violation in
different societies
- Show concern
for human
rights violation
- Analyse the
consequences of
forced labour on
children in
reference to our
society
- Practice the
rights of the
child in their
daily life
- Basic Human
- Learners form groups and
rights with a
research on the children
special focus on
rights and how they have
gender equality
been violated in different
and children rights societies. Thereafter make a
presentation in class
- Citizen duties and
responsibilities
Links to other subjects: Human Rights, Genocides, Holocaust in General Studies;
Assessment criteria: Ability to explain the concept of human rights ,citizen duties and suggest ways of preventing Human
Rights violations
Materials: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and brailed materials. Signs language should be used when teaching learners with
hearing impairment, etc.
41
Topic Area: Society
Sub-topic Area: Democracy and Justice
S .1 HISTORY AND CITIZENSHIP
UNIT XI: Forms and principles of
democracy
No. Lesson 3
Key unit competency: To be able to explain forms and principles of democracy
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and values
- Explain the
concept of
democracy
- Evaluate forms of
democracy in
accordance with
leadership
- Identify the
principles of
democracy
- Analyse different
- Show concern for
principles of
democratic
democracy and the
practices
role and relationship
between three
powers
- Explain different
forms of
democracy
Learning Activities
- Appreciate the
importance of
democracy in the
society
- Compare different
forms of democracy
- Definition of
democracy
- Principles of
democracy:
three powers
- Forms of
democracy
-
- Learners do election of
their heads (boy or girl) in
class and the teacher lead
this activity. Teacher
Leads discussions of how
the election worked.
-
42
Learners read relevant
materials to get
information about
democracy, its forms
and principles and
present the results in
class as a written report
Write a poem on
democracy
Links to other subjects: Democracy and good Governance (General Studies and Communication Skills)
Assessment criteria: Ability to explain how democracy works their forms and principles
Materials: Documents, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching
learners with hearing impairment, etc.
Topic Area: Society
Sub-topic Area: Unity
S .1 HISTORY AND CITIZENSHIP
UNIT XII: Identify oneself differently in No. lessons 2
reference to Rwanda
Key unit competency: To be able to identify oneself differently in reference to Rwanda
Learning Objectives
Knowledge and
understanding
- Explain
different forms
of identities in
Rwanda
Skills
- Examine different
forms of identities
by showing their
similarities and
differences
Content
Learning Activities
Attitudes and values
- Recognize different - Forms of
forms of identities
identities
and show respect
for others and love
for one another. This
will develop spirit of
nationalism and selfreliance
43
- Discuss in groups about
different forms of
identities and how they
have helped people to live
together in harmony and
present in class the
results from the group
discussions
- Describe the
importance of
living together
in harmony
- Assess the role of
identities in the
society and show
how it has helped
people to live to
together in
harmony
- Appreciate the
- Similarities and
importance of living
differences
together in harmony
between
identities
- Learners research on how
disunity and violence in
the society and how this
can be solved. Thereafter
they write a report and
present their findings
- Roles of identities
- Importance of
living together
Links to other subjects: Living together in harmony (General Studies , Social studies and Religious education)
Assessment criteria: Ability to identify oneself differently in reference to Rwanda
Materials: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners with
hearing impairment, etc.
Topic Area: Society
S .1 HISTORY AND CITIZENSHIP
Sub-topic Area: Conflict Transformation
UNIT XIII: Forms, causes and
consequences of conflict and
violence
No. lessons 3
Key Unit Competency: To be able to analyse forms, causes and consequences of conflict and violence
Learning Objectives
Content
44
Learning Activities
Knowledge and
understanding
Skills
- Explain concepts
of conflict and
violence at the
family,
community and
national level
- Analyse conflict
and violence
situations in
Rwanda and
show its
influence
- Identify forms of
conflict and
violence at the
family,
community and
national level
- Compare and
- Appreciate the
contrast different
importance of
forms of conflict
conflict
and violence
management and
transformation
- Forms of conflict
and violence
including gender
based violence and
domestic abuse
- Discuss in group on the causes
and the consequences of
conflict and violence and
present in class the results
from the group discussions
- Indicate the
causes of conflict
and violence
- Analyse causes of - Show the
conflict and
impartiality in
violence and
conflict solving
show how it can
be avoided
- Causes of conflict
and violence
- Watch films of conflict in
families and society and
debate on it
- Identify the
consequences of
conflict and
violence
- Evaluate effects
of conflict and
violence in the
society
Attitudes and values
- Show concern for
- Conflict and
having conflict and
violence
violence situations
addressed
- Develop a sense of - Consequences of
tolerance,
conflict and
resistance to
violence
negative peer
influence, justice,
- Conflict
fairness and lawmanagement
abiding
45
- Research on the concepts and
forms of conflict and violence.
Thereafter they do a written
report which will be corrected
by the teacher
- Role play on conflict and
violence
- Case studies
Links to other subjects: Conflict transformation, wars and conflict in general studies and social studies
Assessment criteria: Ability to analyse forms, causes and consequences of conflict and violence
Materials: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: Society
Sub-topic Area: Dignity and Self-Reliance
S1: HISTORY AND CITIZENSHIP
UNIT XIV: Dignity and self-reliance in
Rwandan society
No. Lessons 2
Key unit Competency: : To be able to explain dignity and self-reliance and their implication on Rwandan society
Learning Objectives
Knowledge and
understanding
- Explain the
concepts of
dignity and self-
Skills
- Analyse dignity and
self-reliance and
their role in
Content
Learning Activities
Attitudes and
values
- Acknowledge the
importance of
dignity and self46
- Dignity and selfreliance
- Learners read and
research on dignity and
self-reliance, their
reliance
- Identify the
measures put in
place by the
Government of
Rwanda to
achieve selfreliance
- Explain the
implication of
dignity and self
–reliance
Rwandan nation
building
reliance
importance on Rwandan
society and present their
findings
- Importance of
- Assess the measures - Recognize and
- Discuss in groups how
dignity and selfadopted by the
advocate for
dignity and self-reliance
reliance
Rwandan
home-grown
can be achieved in
- Measures to achieve
Government to
solutions
Rwandan society and
self-reliance
in
achieve self-reliance
their implication on the
Rwanda e.g.
and how it has been - Develop a sense of
population; present the
Home-grown
instrumental to
patriotism,
results from the
solutions abunzi,
achieve development commitment, selfdiscussions
girinka,
gacaca,
esteem and
ubudehe, kuremera,
hardworking
umuganda,
agaciro…)
contribute to self- Write essay and poems
reliance
- Discuss how homegrown solutions
contribute to selfreliance
- Examine the
implication of dignity
and self-reliance and
how negative
implications can be
managed
- Appreciate the
implication of
dignity and self
reliance on
Rwandan society
- Implication of
dignity and selfreliance on
Rwandan society
Links to other subjects: dignity and self-reliance(general studies and effective communication, Kinyarwanda, French,
47
English)
Assessment criteria: Ability to explain dignity and self-reliance and their implication on Rwandan society
Materials: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners with
hearing impairment, etc.
Topic Area: Society
Sub-topic Area: Disability and Inclusive education
S1: HISTORY AND CITIZENSHIP
UNIT XV: Concept of disability and
inclusive education
No. Lessons 2
Key unit Competency: To be able to understand the concept of disability, types of disability and explore attitudes
towards people with disability in Rwanda
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Explain the concept - Apply knowledge - Acknowledge the
- Concept of
of disability
towards the
raised awareness of disability
concept of
disability
48
- Discuss in groups the concept
of disability, analyze and
explore the types of disability
disability in order
to determine who
is disabled
through the case studies of
children / persons with
disabilities and present in
the class the results from
groups
- Explain the causes - Examine the
- Display tolerance,
and consequence of causes and
and respect for all
disability
consequences of
people and show
disability and how concern for and
they can be
acceptance of
avoided
people with
disabilities
- Identify types of
disability
- Explain people’s
attitudes towards
persons with
disability in
Rwanda
- Analyse the types
of disabilities so as
to put people with
disability in
different
categories (mental
and physical
disabilities)
- Research on causes and
consequences of disability
and its types in our society
and summarise your findings
- Types of disability - In group discussions, learners
relate and exchange
- Causes and
experiences of attitudes and
consequences of
feelings from different areas
disability
towards persons with
disability and present the
findings in the class
- Assess different
- Appreciate the need attitudes and
to advocate for
feelings towards
equality for people
disability in Rwanda. with disabilities at
family, community
and national level
Attitudes and
feelings towards
disability in
Rwanda
Links to other subjects: Living together in society and Human rights (in Social Studies and General Studies and
Communication Skills )
49
Assessment criteria: Ability to understand the concept of disability and types of disability and explore attitudes
towards people with disability in Rwanda
Materials: Books, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: Individual and Family
S1: HISTORY AND CITIZENSHIP
Sub-topic Area: Values, Attitude and Source of Sexual learning.
UNIT XVI: Family and Personal
Values
No. Lesson.3
Key unit Competency: To be able to examine the various sources of sexual learning, the relationship between values
and behaviour and make decisions consistent with individual values.
Learning Objectives
Knowledge and
understanding
- Describe how families,
peers, school, religious
teachings, media, culture
are sources of values and
sexual learning and the
type of information
Skills
- Describe their
own personal
values in
relation to a
range of
sexuality and
reproductive
Content
Learning Activities
Attitudes and
values
- Appreciate the - Definition of
- Ask students to define values
importance of
Values
and explain how individual
standing for own
values affect decisions and
values
- Sources of values behaviors
- Sources of sexual - Ask students to identify
learning
sources of sexual learning
50
health issues
- Differentiate how gender
identities and roles are
learnt
- Evaluate how - Show respect
cultural values
and fairness
affect male and
between boys
female gender
and girls, men
role
and women.
expectations
- Explain how human
rights are applied in
national and
international documents
to promote sexual and
reproductive health and
rights.
- Demonstrate
how to resist
negative peer
influence in
their sexual
decision
making.
- Explain how tolerance
and respect develops in
relationships
- Describe human rights
provisions in
national sexual
and
reproductive
health policies
international
conventions
related to sexual
and
reproductive
health
- Definition of
gender
- Show tolerance, - Social
and have respect construction of
for different
gender
values, beliefs
and attitudes.
Appreciate and
defend human
rights related to
sexual and
reproductive
health in
national policies.
51
using a Pie-Chart,
- Students form groups and
discuss the meaning of
gender
- Write statements on the
blackboard and ask students
to say whether they refer to
sex or gender.
- Debate on the origin of the
concept of gender and how
culture, values and beliefs
from families and
communities guide our
understanding of sexuality
and gender.
- Concepts of
human rights
related to sexual
and reproductive
health
- Read a range of materials
on human rights provided
by International
Conference on Population
and Development), national
Reproductive Health Policy,
Adolescent Sexual and
Reproductive Health Policy
and School Health Policies)
and write results as a
- Describe how families,
- Examine the bias- Stand up for
peers, school, religious
related to
people with
teachings, media, culture
disabilities
disabilities
are sources of values and
prejudice, stigma,
sexual learning and they
intolerance,
provide different types of
harassment,
information
rejection and
- Differentiate how gender
bullying.
identities and roles are
learnt.
written report.
- Make the classroom disabled
friendly
- Adopt/visit a person living
with HIV and provide them
with support
- Form anti bully squads at
school
Explain how human rights
are applied in national
and international
documents to promote
sexual and reproductive
health and rights.
Links to other subjects: Culture, Gender in General Studies and effective communication; peace education and Human
rights, sexual behaviour and Reproductive Health in Social Studies, Reproduction and
Reproductive Health in Biology; the Human Body, organs, systems and their functions in SET.
Assessment criteria: Ability to differentiate between gender and sex, gender construction and gender roles. Ability to
analyze human rights related to sexual and reproductive health policies.
Materials: Textbooks, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes
& tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
52
5.2. Key competencies at the end of grade 2
At the end of grade two, a learner will be able to:
 Describe German and Belgian colonization of Rwanda;
 Explain the causes and effects of 1994 genocide against the Tutsi in Rwanda;
 Describe the exploration and colonization of Africa by the Europeans;
 Explain the origin, rise, organization of kingdoms both in East and Central Africa;
 Describe the causes and the consequences of industrial and American revolutions;
 Describe in details the concepts of social cohesion, personal values, family, disability and self-reliance
in reference to the nation building.
53
5.2. Units table grade 2
Topic Area: Collecting and Analysing Historical Sources
S.2 HISTORY AND CITIZENSHIP
Sub-topic Area: Concepts of History and historical
research
UNIT I: Collecting and Analysing
Historical Sources
No. lessons 4
Key unit competency: To be able to examine the complementarities of material, immaterial and electronic sources
of history
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and
values
- Review the
- Examine the
advantages and
complementarities of
disadvantages of
different sources of
different
history in order to
historical sources
test the validity from
each source
- Describe the
specificity use of
material,
immaterial and
electronic
sources
Learning Activities
Appreciate the - Complementarities - Learners read range of
complementariti of historical
materials to understand the
es of different
sources
complementarities of
sources of
historical sources and list
history
their findings. Thereafter
make presentation in class
followed by questions and
- Analyse the
- Acknowledge
- Challenges faced
answers.
differences between the challenges
when using,
electronic, material
faced when
material,
- Use internet to research on
and immaterial
using electronic immaterial and
how historical information is
sources by showing
sources
electronic sources
collected. Thereafter,
the features of each
present their findings in
source
class and write short notes
54
- Explain the
validity of
different sources
of History
- Assess the validity of - Appreciate how - Usefulness of
different sources of
different
different sources of
history in order to
methods are
history
determine the most
used
appropriate source
to use
on it.
Links to other subjects: Extended units in Languages, evolution of mankind in Biology, map and field work in
Geography.
Assessment criteria: Ability to judge the effectiveness use of different types of collecting historical information.
Materials: Books, internet, poems, press media (videos, newspaper), stories, songs, fossils, tactile materials, jaws
software, talking globes & tactile maps and braille materials. Signs language should be used when teaching
learners with hearing impairment language,etc.
Topic Area: History of Rwanda
S.2 HISTORY AND CITIZENSHIP
Key unit competency:
Sub-topic Area: History of Ancient , Colonial and Post-Colonial
Rwanda
UNIT II: German and Belgian colonisation
No. lessons 10
To be able to Explain the causes and impact of German and Belgian colonization
55
Learning Objectives
Knowledge and
understanding
- Explain the causes of
German and Belgian
colonisations
- Identify the effects of
German colonization
- Identify the political,
economic, judicial,
socio-cultural
transformations
introduced by Belgians
- Describe the effects of
Belgian colonization
during Belgian military
occupation, mandate
and trusteeship
Skills
Content
Learning Activities
Attitudes and values
- Analyse the causes of
- Appreciate the
German and Belgian
causes of German
colonization and lessons
and Belgian
that we can learn from it
colonization
- Causes of German and - Read range of materials
Belgian colonisation
including textbooks, use
Internet, media etc. to
understand the causes
and effects of German
- Examine the impact of
- Acknowledge the
- Impact of German
and Belgian
German colonization on
impact of German
colonisation
colonisations.
political, economic and
colonization on
Thereafter they make
social domains
Rwandan society
presentation in class
followed by questions
- Assess the political,
- Recognize different - Reforms introduced
and answers
economic, judicial, sociotransformations
by Belgians
cultural transformations
introduced by
- Discuss in groups to find
introduced by Belgians so
Belgians
out transformations
as to determine their
introduced by Belgians
performances
and present results in
the class
- Explore the effects of
- Show concern for
- Effects of Belgian
Belgian colonization
the effects of Belgian colonization)
- Write essay on the
during military
colonization during
impact of German and
occupation, mandate and
military occupation,
Belgian colonization and
trusteeship
mandate and
make a judgment on
trusteeship Belgian
which worse was
Links to other subjects: Extended units in languages, colonisation (General Studies and Effective Communication,) map reading and
56
photographic interpretation (Geography)
Assessment criteria: Ability to contrast the causes and impact of German and Belgian colonisation
Materials: Documents, Internet, poems, media (radio, newspapers and videos), stories, tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing impairment
language,etc.
Topic Area: History of Rwanda
Sub-topic Area: History of Genocide
UNIT III : Causes and course of the No. lessons 6
genocide against the Tutsi
S.2 HISTORY AND CITIZENSHIP
Key unit competency: To be able to describe the causes and the course of genocide against the Tutsi (Planning, execution and
how genocide was stopped)
Learning Objectives
Knowledge and
understanding
- Explain the causes of
genocide against the
Tutsi
Skills
Content
Learning Activities
Attitudes and values
- Analyse the causes - Appreciate the
- Causes of
of the genocide
causes of genocide
genocide
against the Tutsi
against the Tutsi and against the Tutsi
advocate for
solutions
57
Read a range of materials
including textbooks, Internet,
media (videos, films and
newspaper), to be able to
describe the causes of
- Describe how
genocide was planned,
executed and stopped
- Assess the course of - Recognize how
genocide against
genocide against the
the Tutsi
Tutsi was carried
out
- Evaluate how
genocide against
the Tutsi was
stopped
Planning,
genocide in the form of an
execution of
essay
genocide
against the Tutsi - Form group discussions to
understand what caused
- Appreciate the role - Role played by
genocide against the Tutsi and
played by RPF/RPA
RPF/RPA to
present results in the class
to stop genocide
stop genocide
against the Tutsi
against the Tutsi - Role play on how genocide was
stopped
Links to other subjects: Conflict transformation (general studies and social studies)
Assessment criteria: Ability to contrast the causes and the course of genocide against the Tutsi (Planning, execution and the
end of genocide)
Materials: Books, internet, poems, press media, songs, testimonies from survivors and rescuers, films, media, (radio, newspapers
and videos), stories, tactile materials, jaws software, talking globes & tactile maps and braille
materials. Signs language should be used when teaching learners with hearing impairment, etc.
58
Topic Area: History of Africa
Sub-topic Area: History of Ancient Africa
S.2 HISTORY AND CITIZENSHIP
UNIT IV: Kingdoms of East and Central Africa
No. lessons 10
Key unit competency: To be able to describe the origin, rise, organisation and decline of kingdoms in East and Central
Africa: case study of Buganda and Kongo kingdoms.
Learning Objectives
Knowledge and
understanding
- Explain the factors
for the rise of
Buganda and Kongo
kingdoms
- Describe political,
social and economic
organization of
Buganda and Kongo
Kingdoms
- Identify the causes
Skills
Content
Learning Activities
Attitudes and values
- Examine the factors - Accept the factors for - Factors for the rise - Read relevant
for the expansion of
the rise of Buganda
of Buganda and
materials to get
Buganda and Kongo
and Kongo kingdoms
Kongo kingdom
information about
kingdoms and show
the rise, expansion,
how these factors
organization and
helped them to rise
decline of Buganda
into large kingdoms
and Kongo
kingdoms.
- Assess the political, - Show respect for the - Political, Social and
Summarize your
social and economic
political, social and
Economic
points and present
organization of
economic orgnisation
organisation of
them in class
Buganda and Kongo
of Buganda and Kongo
Buganda and Kongo followed by
and interpret the
kingdoms
kingdoms
questions and
similarities and
answers.
differences between
the two.
- Form groups to
discuss and search
- Factors for the
- Analyse the factors - Acknowledge the
on achievements
59
for the decline of
Buganda and Kongo
kingdoms
for the downfall of
Buganda and Kongo
kingdoms
factors for collapse of
Buganda and Kongo
kingdoms and show
how they can be
defended from taking
place other
countries
decline of Buganda
and Kongo
Kingdoms
and failures of key
leaders of Kongo
and Buganda and
present their
findings
Links to other subjects: Physical divisions and migration in Geography , wars and conflict in General Studies and
Communication Skills, trade in Economics and Entrepreneurship
Assessment criteria: Ability to explain the origin, rise, organisation and decline of Kingdoms in East and Central
Africa(Buganda and Kongo)
Materials: Books, internet, media, (newspapers and videos), stories, tactile materials, jaws software, talking globes & tactile
maps and braille materials. Signs language should be used when teaching learners with hearing impairment,
etc.
60
Topic Area: History of Africa
S.2 HISTORY AND CITIZENSHIP
Sub-topic Area: History of Ancient Africa
UNIT V: Long distance trade
No. lessons 8
Key unit competency: To be able to explain the rise, organisation, effects and decline of Long distance trade
Learning Objectives
Knowledge and
understanding
Skills
Attitudes and values
- Explain the causes
for the rise and
expansion of long
distance trade
- Analyse the rise and
organisation of long
distance trade and
relate to modern
trade
- Attitudes and values
- Appreciate the causes
for the rise and
organisation of the long
distance trade
- Describe its
organisation
- Balance its
organization with the - Appreciate the
oganisation of Transorganisation of the long
Saharan trade
distance trade
- Explain effects and
reasons for its
decline
- Examine the effects
and the reasons of
decline of Long
distance trade
Content
Learning Activities
- Rise and
organisation
of Long
distance
trade
- Learners read relevant
materials to understand
the rise, expansion and
organisation of long
distance trade. Thereafter
they make presentations
- Reasons for - Form groups and discuss
the decline of about the effects of long
long distance
distance trade and make
trade
and oral presentation of
results in the class as oral
presentation
- Appreciate the effects of - Effects of
long distance trade in the Long distance - Use internet to research
fields of social, political
trade
on the organisation of
and economic
long distance trade and,
thereafter, write an essay
- Value the reasons for its
decline
61
Links to other subjects: Trade and exchange in Economics and Entrepreneurship.
Assessment criteria: Ability to explain effectively the rise, organisation , effects and decline of long distance trade
Materials: Books, internet, media, (newspapers and videos), stories, tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: History of Africa
Sub-topic Area: History of Ancient Africa
S.2 HISTORY AND CITIZENSHIP
UNIT VI : Ngoni migration
No. lessons 8
Key unit competency: To be able to explain the origin, causes and effects of Ngoni migration
Learning Objectives
Knowledge and
understanding
- Identify the
origin of the
Ngoni
Skills
Content
Learning Activities
Attitudes and
values
- Recognize the origin of
- Appreciate the - Origin of the
the Ngoni in order to
origin and the
Ngoni
understand the
reasons for the
relationship between the
Ngoni migration
people of South Africa
and East and Central
Africa
62
- Read relevant materials to get
information about the origin , causes
and effects of Ngoni migration and
summarize the findings
- Identify
different
groups of the
Ngoni
- Analyze the movement of - Recognize the
- Different Ngoni
different groups of the
effects of the
groups
Ngoni into Central and
Ngoni migration
East Africa
- Form groups and discuss about
consequences of Ngoni migration in
central and East Africa
- Describe the
reasons for
Ngoni
migration
- Evaluate the reasons for - Acquire the
- Reasons for
- Present results in the class as oral
Ngoni migration with the spirit of
Ngoni migration
presentation
migrations of other
decisiveness and
societies in Africa
determination
- Discuss the
effects of
Ngoni
migration
- Examine the effects both
positive and negative of
the Ngoni migrations in
East and Central Africa
- Consequences of
Ngoni migration
Links to other subjects: Migration in Geography.
Assessment criteria: Ability to explain effectively the origin, causes and effects of Ngoni migration
Materials: Books, internet, media, (newspapers and videos), stories, tactile materials, jaws software, talking globes & tactile maps
and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
63
Topic Area: History of Africa
Sub-topic Area: European exploration and colonisation of Africa
S.2 HISTORY AND CITIZENSHIP
UNITVII: Exploration of Africa
No. lessons 8
Key unit competency: To be able to explain the causes and consequences of exploration of Africa
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Identify different
Europeans who
explored Africa
- Compare the
achievements of
different explorers in
Africa
- Appreciate the
- Different European - Read a range of materials and
importance of the
explorers and their
use internet to get
activities of different routes
information about the causes
explorers in Africa
and the consequences of
exploration of Africa,
- Assess the effects and - Notice the causes of - Different causes of
summarise your findings
process of exploration European
exploration
exploration in Africa
- Explain different
causes and effects of
exploration
- Analyze the causes of - Acknowledge the
European explorers in effects European
Africa
exploration
- Explain the problems
encountered by
explorers in Africa
- Evaluate the problems faced by European
explorers and how they
could be solved
Recognize the
problems
encountered by
European explorers
64
- Consequences of
- Learners form groups
exploration of Africa discussion to discuss and
debate about problems faced
by different explorers.
- Problems faced by
Thereafter they present their
explorers in Africa
results
- Discuss in groups causes of
exploration and their effects
and present results in class
- Use map of Africa to know
routes taken by explorers
Links to other subjects: Demography, migration in Geography , wars and conflict in General Studies, commercial relations in
Economics
Assessment criteria: Ability to explain different causes and consequences of exploration of Africa
Materials: Books, internet, media, (newspapers and videos) ,map, tactile materials, jaws software, talking globes & tactile maps
and braille materials. Signs language should be used when teaching learners with hearing impairment,
etc.
Topic Area: History of Africa
Sub-topic Area: European exploration ,colonisation and colonial administrative
systems in Africa
S2. HISTORY AND CITIZENSHIP
UNIT VIII: European colonization of Africa
No. lessons 8
Key unit competency: To be able to evaluate causes and consequences of European colonization of Africa
Learning Objectives
Knowledge and
understanding
- Explain the different
causes of European
Skills
Content
Learning Activities
Attitudes and values
- Evaluate the causes of
- Acknowledge the
European colonization of
similarities and
65
- Different Causes of - Read a range of materials and
European
use internet to get
colonization of Africa
- Identify different
methods of colonial
conquest
Africa and show whether
they were justified
differences between
methods used by
European colonialist to
acquire colonies in Africa
information about the causes,
methods and effects of
European colonization of
Africa, present results as a
written report
- Compare and contrast
- Appreciate the causes of - Methods of
different methods used by European colonization of colonial conquest - Watch films video, and use
European colonialists to
Africa
in Africa
media on European
acquire colonies in Africa
colonization and list the
- Colonial systems
lessons learnt from the
of administration
above.
- Describe the
- Assess the consequences - Acknowledge the effects
consequences of
of European colonization
of the European
European colonization of
of Africa and look for the
colonization of Africans
Africa
stand point.
societies and Europeans
- Identify different
colonial systems of
administration
colonization in
Africa
- Consequences of
European
colonization
- Discuss in groups on the
different colonial systems of
administration. Thereafter
they present results in class
of each colonial power.
- Analyze methods used in
acquiring colonies in
Africa and comment on it.
Links to other subjects: Demography, migration in Geography , wars and conflict in General Studies, commercial relations in Economics
and Entrepreneurship
Assessment criteria: Ability to evaluate the European colonization of Africa and its consequences.
Materials: Books, internet, films, atlas, globe, wall map, pictures and photographs, media, (newspapers and videos), tactile materials, jaws
software, talking globes & tactile maps and braille materials. Signs language should be used when teaching
learners with hearing impairment, etc.
66
Topic Area: History of Africa
Sub-topic Area: European exploration, colonisation and colonial
administrative systems in Africa
S2. HISTORY AND CITIZENSHIP
UNIT IX: African response to colonial conquest
No. Lessons 10
Key unit competency: To be able to analyse the reactions of Africans to colonial conquest
Learning Objectives
Knowledge and
understanding
Content
Skills
Attitudes and
values
- Describe forms of African
responses towards
European colonial
conquest
- Analyse forms of African
response towards
European colonial
conquest and show how it
was remarkable in the
History
- Appreciate the
reasons for
resistances so as
to acquire the
spirit of
nationalism and
patriotism.
- Identify types of
resistance, their causes
and effects
- Compare primary and
secondary resistance by
giving examples
- Acknowledge
- Types of resistance, their
forms and causes
causes and effects and
of collaboration so methods of resistance
as to determine
how much some
- Forms of collaboration
Africans betrayed
their fellow
Africans
- Evaluate the causes and
consequences of African
resistance towards
European colonialists and
interpret them.
67
- Forms of African
responses towards
European colonial
conquest (e.g. NamaHerero, Kabalega
(Bunyoro), Samoure
Toure (Mandika) Maji –
Maji, etc.
Learning Activities
- Read relevant
materials to get
information about
the forms of African
responses towards
European colonial
conquest. Write a
report of your
findings
- Form groups to
discuss the effects of
resistance and
collaboration and
present results in
class
- Research in group
- Explain how Africans
resisted the colonial
administrations
- Analyze forms of
collaboration, its causes
and its consequences
- How Africans
collaborated with
Europeans colonialists
(e.g. Mutesa (Buganda),
Lenana of Masai, etc.)
- Explain forms of
collaboration, its causes
and consequences
the causes, types
and consequences of
resistance and
present findings to
the class
- Write an essay of
consequences of
European
colonisation
- Describe how Africans
collaborated with
European colonialists
Links to other subjects: Demography, migration in Geography , wars and conflict in General Studies
Assessment criteria: Ability to analyse varied the African response to colonial conquest
Materials: Books, internet, films, atlas, globe, wall map, pictures and photographs, media, (newspapers and videos), stories, tactile materials,
jaws software, talking globes & tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
68
Topic Area: World History
Sub-topic Area: Great revolutions and nationalism
S 2. HISTORY AND CITIZENSHIP
UNIT X: Industrial revolution
No. lessons 10
Key unit competency: To be able to explain the causes and consequences of Industrial revolution, technical inventions and their
inventors
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Explain the political, - Analyse the political, - Appreciate the role economic and social
economic and social
of England in the
situation in England
situation in England
commencement of
before industrial
before industrial
the industrialization
revolution
revolution in order to
process in the world
know the background
of the current
industries
- Describe the factors - Examine the factors
that led to the
that led to the
industrial
industrial revolution as
revolution
to determine the
contribution of each
factor
Recognise the
factors that led to
industrial
revolution
69
Political, economic - Read textbooks and other written
and social
materials to get information about
situation in
political, economic and social
England before the situation in England before
industrial
industrial revolution and summarise
revolution
your points for presentation in class
- Form group discussions to debate
about the reasons that led to
industrial revolution, thereafter
- Factors that led to
present findings in class
the industrial
revolution
- Watch films and list the great
inventions made during industrial
revolution, and read extracts from
textbooks to know different
- Discuss the effects
of industrial
revolution in
Europe and the rest
of the World.
- Assess the effects of
industrial revolution
and its impact on
Africa
- Balance the effects - Effects of industrial
of industrial
revolution
revolution
technical inventions & their
inventors and decide the greatest
invention
and inventor
- Afterwards write an essay
- Technical
- Identify technical
- Research the technical - Appreciate the
inventions & their
inventions and their
inventions & their
importance of
inventors
inventors
inventors and how
technical
-Spinning mule
they increased the
inventions& their
scale of world
inventors both in
-Spinning jenny
production
England and in the
-Water frame
rest of the world
-Steam engine
-Flying shuttle
Links to other subjects: Industrialization in Economics and Geography, different scientific discoveries in chemistry, physics, biology.
Assessment criteria: Ability to explain the causes and effects of the industrial revolution in Europe and the rest of the world.
Materials: Books, internet, charts, films, atlas, wall map, pictures and photographs, media, (newspapers and videos), tactile materials,
jaws software, talking globes & tactile maps and braille materials. Signs language should be used when teaching learners with
hearing impairment, etc.
70
Topic Area: World History
S 2. HISTORY AND CITIZENSHIP
Sub-topic Area: Great Revolutions and World Wars
UNIT XI: Causes and impact of American revolution
No. lessons 6
Key Unit Competency: To be able to explain the causes and impact of American revolution
Learning Objectives
Knowledge
and
understanding
- Describe the
causes of
American
revolution
Skills
Content
Learning Activities
Attitudes and values
- Analyse the
- Acknowledge the causes of
- Causes of American revolution:
causes of
American revolution and
- Political causes
-Need of independence
American
acquire the ideas of democracy
revolution and
and nationalism
-Unfair judicial system of
interpret the role
Britain
of each cause
- The restriction for colonies to
occupy new lands of Ohio and
Louisiana
- Boston massacre
- Etc.
- Economic causes
- Exploitation of resources
- Heavy taxation system
- The tea party of Boston
o Etc.
71
- Read relevant materials
and use internet to
understand the causes
and impact of American
revolution; thereafter
make presentations in
class
- Form group discussions
and research about the
causes and effect of
American Revolution
and write an essay
- Watch films and debate
about it in order to
- Explain the
impact of
American
revolution
- Social causes
- Discrimination of
Americans
- Role of philosophers
- The war of Independence
o Etc.
o
- Assess the effects - Appreciate the consequences of - Effects of American Revolution
of American
American Revolution and the
both in America and in the rest
revolution and
importance of the American
of the world
balance positive
ideas of liberty, equality and
and negative
fraternity in the world
effects
understand better the
causes and the impact
of the American
Revolution
Links to other subjects: Human Rights, constitution, democracy in General Studies; the use of maps in Geography
Assessment criteria: Ability to make judgement about the causes and effects of American Revolution
Materials: Books, internet, videos, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps
and braille materials. Sign language should be used when teaching learners with hearing impairment, etc.
72
Topic Area: Society
Sub-topic Area: Human Rights, duties and responsibilities
S .2 HISTORY AND CITIZENSHIP
UNIT XII: Rights, duties and
obligations
No. Lessons 3
Key unit competency: To be able to analyze how rights are balanced by obligations and duties and relate this to the situation in
Rwanda
Learning Objectives
Knowledge and understanding
- Explain the concepts of rights,
duties and obligations in the
family, community and nation
- Describe the balance between
duties and obligations in the
family, community and nation
- Identify the obligations of the
state towards its population
Content
Learning Activities
Attitudes and
values
Skills
- Examine the role - Acquire the spirit - Duties of a
of rights, duties
of citizenship
citizen toward
and obligations in
his/her nation
society and nation - Develop the spirit
building
of law abiding
- Analyse the
difference between
duties and
obligation
Recognise
individual’s rights
and obligations
towards oneself,
family, society and
nation
- Appreciate the
balance between
duties and
obligations
73
Obligations of
the state
towards its
population
- Read relevant materials and use
internet to get information
about duties and obligations and
list your findings
- Role play on gender roles in the
family, community and nation
- How duties
- Discuss in groups about duties
- and obligations
and obligations of each citizen
are balanced in
and present in class the results
Rwanda
from the groups
- Explain the concepts of rights,
duties and obligations
- Write poems or an essays on
duties and obligations
- Describe the balance between
duties and obligations
- Identify the obligations of the
state towards its population
Links to other subjects: Duties and obligations in General Studies;
Assessment criteria: Ability to analyse how rights are balanced by obligations and duties and relate this to the situation in Rwanda
Materials: Books, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile
maps and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
Topic Area: Society
Sub-topic Area: Democracy and Justice
S .2 HISTORY AND CITIZENSHIP
UNIT XIII: State and government
No. lessons 2
Key unit competency: To be able to explain the role and functions of the state and government
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and values
74
Learning Activities
- Explain the concepts of
the State and
government
- Identify the difference
between state and
government
- Describe the types of
state and basic forms of
government
- Explain the organs, role
and function of state
and government
- Analyse the definition - Appreciate the
- Definition of
- Research on the
of state and
importance of state and
state and
concept of the
government and
government in order to
government
state and the
compare them
determine the Rwandan
government by
identity
reading relevant
- Difference
materials and
between state
using internet to
and government
find out organs
and roles of the
government and
- Apply knowledge on - Recognize types and
- Types of state
types of the state
the types of state and
organs of state and
and basic forms - Make
forms of government
forms of government in
of government
presentations
order to acquire the
spirit of patriotism
- Form group
discussions to
- Assess the organs,
- Judge the difference
- Organs, role and
debate about the
role and functions of
between state and
functions of the
differences and
the state and
government
state and
similarities
government and
government
between the state
determine where you
and the
belong
government and
write an essay
Links to other subjects: organs of government (General Studies)
Assessment criteria: Ability to explain role and functions of state and government
Materials: Books, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing
75
impairment, etc.
Topic Area: Society
Sub-topic Area: Unity
S .2 HISTORY AND CITIZENSHIP
UNIT XIV: Interdependence and unity No. lessons 3
in diversity
Key unit competency: To be able to explain the interdependency and unity in diversity
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and
values
- Explain the concept of
identity and national
identity
- Describe oneself
- Show respect
identity and national
for others and
identity and show
love for one
people’s concern
another
about this
- Interdependency
- Unity
- Personal identity
and national
identity
(Ubunyarwanda)
- Form groups and research on
the concepts of
interdependence , identity
,unity and present their
findings
- Explain the
importance of unity
- Evaluate the
importance of unity
- Appreciate the
importance of
patriotism and
self-reliance
- Patriotism
- Discuss in group importance of
interdependence and unity and
thereafter, present results
- Develop the
spirit of
- Unity in diversity
- Describe the concept
of interdependence
- Assess the
interdependence
76
- Write an essay on personal
and national identity
among people
- Explain the concept of
unity in diversity
among individuals
- Investigate unity in
diversity
collaboration,
cooperation,
equity and
equality, self
respect and
respect of
diversity and its
acceptance
Links to other subjects: Interdependence (Economics) unity (Social studies and Religious education)
Assessment criteria: Ability to explain the interdependency and unity in diversity
Materials: Books, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
Topic Area: Society
Sub-topic Area: Conflict Transformation
S .2 HISTORY AND CITIZENSHIP
UNIT XV: Social cohesion
No. lessons 3
Key unit competency: To be able to analyse how people can live together in harmony
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and values
77
Learning Activities
- Explain the concept of
social cohesion
- Explain the factors
influencing social
cohesion
- Identify challenges of
social cohesion
- Examine the
importance of
social cohesion in
Rwanda and other
societies
Appreciate the
importance of social
cohesion in Rwandan
society
- Social cohesion
- Analyze different - Judge factors influencing - Factors influencing
factors influencing social cohesion and
social cohesion
social cohesion and interpret its challenges
have been limited
- Read relevant materials and
search about social cohesion
and write a summary
- Discuss in groups reasons
and challenges for social
cohesion and present in
class the results from the
group discussion
- Watch videos of related
- Describe challenges - Acquire the spirit of love - Challenges to social
testimonies and note down
to social cohesion
for one another,
cohesion(discriminatio some points
collaboration and
n, exclusion, stigma,
cooperation, social
prejudice etc
- write poem on social
responsibility, tolerance,
cohesion
kindness, fairness
Links to other subjects: Social cohesion; inner peace (general studies and social studies)
Assessment criteria: Ability to analyse how people can live together in harmony
Materials: Books, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile
maps and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
78
Topic Area: Society
Sub-topic Area: Dignity and Self-Reliance
S .2 HISTORY AND CITIZENSHIP
UNIT XVI: Hindrances of dignity and self-reliance No. lessons 3
in Rwandan society
Key unit competency: To be able to identify the hindrances of dignity and self-reliance in Rwandan society
Learning Objectives
Knowledge and
understanding
- Describe types
of hindrances
of dignity and
self-reliance
- Explain the
importance of
dignity and
self-reliance in
Rwandan
society
Skills
Content
Learning Activities
Types of hindrances
of dignity and selfreliance
- Learners research on
the internet and
other relevant
documents the
hindrances of dignity
and self-reliance on
the Rwandan society
and summarize their
findings
Attitudes and values
- Examine the
- Show concern for
hindrances of
hindrances of dignity and
dignity and self- self-reliance
reliance in
order to
determine
measures/strat
egies to
overcome them
- Assess the
- Appreciate role of dignity
importance of
and self-reliance in
dignity and self- Rwandan society and
reliance in
advocate for them
Rwandan
society
79
Importance of dignity
and self-reliance in
- Form small groups
Rwandan society
and discuss means
used in overcoming
Importance of
obstacles in
international
Rwandan society and
cooperation in the
present in class the
respect to Rwandan
results from the
aspirations
group discussion
- Evaluate how - Acknowledge means
- Activities for
- Write a poem on selfwe can foster
used in overcoming
promotion of dignity
reliance and dignity
national pride
obstacles to dignity and
and self-reliance
and respect
self-reliance
among
- Research ways of
Rwandan
- Develop a culture of non - Challenges for dignity overcoming
citizens
dependence on others
and self-reliance
obstacles to dignity
and self-reliance
- Foster national pride and
respect among citizens
- Appreciate fostering
national pride and
respect among citizens
Links to other subjects: dignity and self-reliance(general studies and communication, Kinyarwanda, French,
English)
Assessment criteria: Ability to identify hindrances of dignity and self-reliance on Rwandan society
Materials: Books, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners
with hearing impairment, etc
80
Topic Area: Society
Sub-topic Area: Disability and Inclusive education
S2: HISTORY AND CITIZENSHIP
UNIT XVII: Concept of disability and
inclusive education
No. Lessons.3
Key unit competency: To be able to analyze causes and effects of disabilities and determine measures to prevent
disability
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and
values
- Explain the
- Assess the - Appreciate the causes and the
causes and
raised awareness
effects of
effects of
of disability
physical,
disability and
mental and
relate the
emotional
current
disabilities
situation
- Explain
measures to
prevent
disabilities
- Evaluate
effectiveness
of measures
to prevent
disabilities in
Rwandan
society
Learning Activities
Causes of disability
- Learners research on causes
(diabetes, polio,
and effects of disability in
accidents, virus, bacteria, society and present findings
trauma, drugs, tetanus,
illness, brain damage…)
Display
- Effects of disability
tolerance,
(hearing and visual
respect for all
problems, heart
people, show
problems, immobility,
concern for and
bone infection, social
acceptance of
difficulties
people with
disabilities
81
- In group discussions , suggest
measures to prevent
disabilities and present the
results in the class
- Discuss dangers of early
pregnancy, too close, too many
and late pregnancy as it
relates to disability
- Measures to prevent
disability
- Appreciate
importance of
good hygiene
- Vaccination, proper
hygiene, avoidance of
accidents proper good
nutrition, early medical
treatment….)
- Discuss what education sector
is doing to support
children/learners with
disabilities
Links to other subjects: diseases: causes, effects and measures of prevention of diseases(in Biology and in Social
Studies)
Assessment criteria: Ability to analyze causes and effects of disabilities and determine measures to prevent
disability
Materials: Books, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes
& tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
82
Topic Area: Individual and Family
S.2. HISTORY AND CITIZENSHIP
Sub-topic Area: Values, attitude and source of sexual learning
UNIT XVIII: Family and Personal
Values
No. Lessons.3
Key unit competency: To be aware of possible conflicts and appreciate differing Family and Personal Values (in relation to
sexuality).
.
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and
values
- Describe how
- Assess the family
- Acknowledge
- Conflict and - Learners debate why puberty and
mutual trust
and personal values
the importance
misunderstand adolescence bring about conflicts and
between parents
and show how they
of parents and
ings between
misunderstandings between parents and
and children
are inter-related
personal values. parents and
children and summarise their points
promotes
children
effective
- Discuss in groups the early sexual puberty
communication
debut and their consequences and present
findings
- Explain the
- Appreciate the
Evaluate
negative
sources of
responsibility
social norms/
misunderstandin
for personal
practices
related
to
gs and conflicts
decisions
sexuality and
between parents
(negative and
marriage
and
and children
positive)
indicate their
(adolescents and
contributions in the
youth).
- Importance of - Learners research on causes and impact of
parents-child
early marriage, arranged marriages/forced
dialogues
marriage on family and personal values and
about their
summarise their findings
differences
and develop - Essay writing on decision making and its
respect for
consequences
each other’s
83
society
- Analyse healthy
relationship among
peers and parents
through dialogue and
problem solving
rights to have - Role-play on assertiveness and speaking
different
against negative cultural norms related to
values.
sexuality and marriage.
Show trust,
respect and
concern for
parents and
peers.
Links to other subjects: Conflicts transformation(general studies and effective communication, Nuclear and extended family
(Social Studies)
Assessment criteria: Ability to analyse correctly a case study/scenario on possible conflicts between parental and children’s
values and propose related solutions.
Materials: Books, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps
and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
84
5.3. Key competencies at the end of grade 3
At the end of grade three a learner will be able to:
 Explain the consequences of 1994 genocide against the Tutsi in Rwanda;
 Describe the colonial administrative system as applied by different colonial masters and colonial
reforms;
 Describe the causes and effects of decolonization of Africa;
 Explain the origin, causes and impact of the French revolution;
 Examine the causes and effects of both First and Second World War;
 Explain national and international human rights instruments [how they have been respected and
violated in different situations);
 Describe national interdependence and national laws in conflict transformation;
 Explain the concepts of tolerance, respect, disability and inclusive education in reference to Rwanda.
85
Units table grade 3
Topic Area: History of Rwanda
Sub-topic Area: History of Ancient , Colonial and
Post-Colonial Rwanda
S.3 HISTORY AND CITIZENSHIP
Key unit Competency:
UNIT I: Independent Rwanda
To be able to explain the political, economic and socio-cultural changes in the first and the
second Republic and the causes, consequences of the Liberation war in Rwanda (1990-1994)
Learning Objectives
Knowledge and
understanding
No. lessons 11
Skills
Content
Learning Activities
- Major changes
that took place
in the first and
second
Republics
- Use of range of materials
including textbooks,
internet, press media, to
understand the changes
that took place in the first
and second in Rwanda.
Thereafter present their
summary of points
Attitudes and values
- Explain fundamental
changes that took
place in first and
second Republics in
Rwanda
- Analyse the changes - Judge the reforms
that took place in
that were
the first and second introduced in the
Republics in
first and second
Rwanda and
Republics in
compare the two
Rwanda
- Discuss the causes and
consequences of
Rwandan liberation
war of 1990-1994
- Evaluate the causes, - Appreciate the root - Root causes
course, and
causes of the
- Course,
consequences of
liberation war of
- Effects of the
- Discuss in groups the
liberation war in
1990-1994 and
liberation war in causes and effects of
Rwanda (1990balance its
Rwanda (1990liberation war and write
1994) and indicate
consequences
1994)
an essay on it
the great need for
the people to return
86
from exile
- Assess the outcome
of 1990 liberation
war in Rwanda
Links to other subjects: Conflict and wars (general studies and social studies) population in human geography, regional
integration in economics and entrepreneurship
Assessment criteria: Ability to explain the changes that took place in the first and second Republics and causes and
effects of liberation war in Rwanda (1990-1994).
Materials: Books, internet, poems, press media, (radio, newspapers and videos), stories, tactile materials, jaws software,
talking globes & tactile maps and brailed materials. Signs language should be used when teaching learners
with hearing impairment language,etc.
Topic Area: History of Rwanda
S.3. HISTORY AND CITIZENSHIP
Sub-topic Area: History of Genocide
UNIT II: Consequences of genocide against the No. lessons 8
Tutsi
Key unit Competency: To be able to examine the consequences of genocide against the Tutsi and how society has been re-built
Learning Objectives
Content
87
Learning Activities
Knowledge and
understanding
- Explain the
consequences of
genocide against
the Tutsi
- Describe how
Rwandan society
has been re-built
after genocide
against the Tutsi
Skills
Attitudes and values
- Assess the
- Acknowledge how
- Consequences of
consequences of
Rwandan society has been
genocide against
genocide against the
re-built since 1994
the Tutsi
Tutsi and show the
- Balance the consequences
lessons young can learn
of genocide against the
from it
Tutsi
- Discuss in groups
measures that have been
taken to re-built
Rwandan society and
summarise their points
in essay form
- Analyse how Rwandan - Show concern for the
society has been restruggle that victims of
built after genocide
genocide face and give
against the Tutsi and
them needed support
indicate how tiresome it
has been
- Examine measures
- Learn from mistakes made taken by the Rwandan
by genocide planners to
government to re- built
make sure genocide will
Rwanda and challenges
never happen again in
faced during the
Rwanda and elsewhere
process of rebuilding
Rwanda
- Act responsibly and
compassionately.
- Be responsible participants
in civil society so as to
protect their communities
against all kind of division
88
- Read a range of
materials to research on
the consequences of
genocide against the
Tutsi. Thereafter, make
presentations in class
Measure taken by
- Watch videos related to
the governments to
effects of genocide and
re-built Rwandan
suggest solutions
society
through essay writing
Challenges
encountered in rebuilding Rwanda
and genocide ideology
Links to other subjects: Conflict transformation (General Studies and Social Studies)
Assessment criteria: Ability to examine the consequences of genocide against the Tutsi and how the Rwandan society has been
re-built
Materials: Books, internet, poems, media, songs, films, media, (radio, newspapers and videos), stories, tactile materials, jaws
software, talking globes & tactile maps and braille materials. Signs language should be used when
teaching learners with hearing impairment, etc.
Topic Area: History of Africa
Sub-topic Area: Colonial administrative policies and de-colonisation
S 3. HISTORY AND CITIZENSHIP
UNIT III: Colonial administrative No. Lessons 8
systems and colonial masters
Key unit Competency: To be able to identify different colonial administrative systems and colonial masters
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and values
89
Learning Activities
- Explain different
colonial masters in
response to their
colonies
- Describe different
colonial
administrative
systems
- Identify African
states that were
not colonized
- Judge different
colonial masters
in reference to
their
performances
- Interpret different
-Colonial
- Learners read many books to get
colonial masters and
masters and
information about different colonial
colonial
their colonies
administrative systems and colonial
administrative
masters. Thereafter, summarize their
systems and show
points in essay form.
how has increased the
spirit of patriotism,
tolerance and respect
of human rights
- Form groups to debate and discuss
- Compare different - Appreciate the
-Different
about the reasons why some African
colonial
reasons why some
colonial
states were not colonized. Thereafter,
administrative
African states were
administrative make presentations
systems
not colonized and the methods
role played by leaders
- Watch films, analyze maps to get
who resisted
historical facts and note down some
colonialists
points
- Analyze African
- African states
states that were
that were not
not colonized and
colonized
lessons we can
learn from them
Links to other subjects: Demography, migration in Geography , wars and conflict in General Studies, colonial economy in
Economics, Agriculture (cash crops,)
Assessment criteria: Ability to identify different colonial administrative systems and colonial masters
Materials: Books, internet, poems, media, letters, testimonies from elders films, atlas, globe, wall map, pictures and
photographs etc.
90
Topic Area: History of Africa
Sub-topic Area: Colonial administrative policies and de-colonisation
UNIT IV: Colonial reforms and their
consequences on African societies
S 3. HISTORY AND CITIZENSHIP
No. Lessons 8
Key unit competency: To be able to evaluate political, economic and socio-cultural colonial reforms and their consequences on
African societies
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Describe political ,
economic and
socio-cultural
colonial reforms
- Assess the political , - Show concern for
- Political , economic
economic and sociothe impact of
and socio-cultural
cultural colonial
different reforms
colonial reforms
reforms brought by
brought by
colonialists and
colonialists in Africa
indicate
interdependence
those reforms
- Explain
consequences of
these reforms on
African societies
- Balance the
- Appreciate the
- consequences of these - Discuss in groups the impact of
consequences of
political , economic
reforms on African
these reforms on African
these reforms on
and social colonial
societies
countries and summarise the
African societies in
reforms introduced
points in essay form
order to develop the
by colonialists in
spirit of self-reliance
Africa
and patriotism
91
- Learners read relevant
materials and use internet to
understand the political ,
economic and socio-cultural
colonial reforms. Thereafter
make presentations in class
Links to other subjects: Colonial economy in Economics, Agriculture (cash crops,)
Assessment criteria: Ability to evaluate the different political, economic and social colonial reforms and their consequences on
African societies
Materials: Books, internet, films, atlas, globe, wall map, pictures and photographs, media, (newspapers and videos), stories, tactile
materials, jaws software, talking globes & tactile maps and brailed materials. Signs language should be used when teaching
learners with hearing impairment, etc.
Topic Area: History of Africa
S 3. HISTORY AND CITIZENSHIP
Sub-topic Area: Decolonisation
UNIT V: Causes of decolonization in
Africa: Case Study, Ghana and
Kenya
No. lessons 8
Key unit competency: To be able to examine causes and consequences of decolonization in Africa (Case Study; Ghana and Kenya)
Learning Objectives
Knowledge and
understanding
Content
Skills
Attitudes and values
92
Learning Activities
- Describe the causes - Examine the causes - Appreciate the causes - Causes of
- Learners read relevant materials
of decolonization in
of decolonization of of decolonization in
decolonization of Africa and use internet to get information
Africa
Africa in general
Africa in order to
- The action of UNO about causes of decolonization of
develop the sense of
- The Human Rights Africa and the role played by
nationalism
charter
different Africans nationalists.
Thereafter they make presentation
of their findings
- Explain the effects of - Assess both positive - Acknowledge the
- The anti-colonialist
decolonization in
and negative effects positive and negative attitude of super
- Form groups to debate and discuss
Africa
of decolonization in effects of
powers (USA& USSR)
about the process and effects of
Africa
decolonization of
- The Second World War decolonization in Africa and
Africa as to develop - The growth of African
summarize findings in essay form
the spirit of self-rule nationalism etc
- Watch films of decolonization and
and democracy
- Case Study: Ghana and
write poems on the steps of
Kenya
independence and note down main
points
Links to other subjects: wars and conflict in General Studies, migration in Geography ,
Assessment criteria: Ability to examine the causes and consequences of decolonisation in Africa
Materials: Documents, internet, films, atlas, wall map, pictures and photographs, globe, media, (newspapers and videos), tactile
materials, jaws software, talking globes & tactile maps and braille materials. Signs language should be used when
teaching learners with hearing impairment, etc.
93
Topic Area: World History
Sub-topic Area: Great Revolutions and World Wars
S. 3. HISTORY AND CITIZENSHIP
UNIT VI: Analyse The 1789 French Revolution
No. lessons 8
Key unit competency: To be able to explain the causes and consequences 1789 French Revolution
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Describe the
causes of French
revolution
- Examine the causes - Appreciate the
- Causes of French Revolution
of the French
causes of the French
-Social inequality
Revolution in order Revolution in order
-Political causes
to relate to other
to develop
-Economic situation
revolutions
revolutionary ideas -Influence of philosophers
of liberty, equality
-American revolution etc
and fraternity
- Explain the
consequences of
the French
Revolution
- Evaluate the
consequences of
the French
Revolution as to
know its
contributions to
modern world
- Recognize the
- Effects of French Revolution
consequences of the
-Abolition of federal abuses
French Revolution
-Declaration of Human Rights
and its impact on
-Equality among French citizens
modern society
-Freedom of expression
-Effects of French Revolution in
the rest of Europe etc.
94
- Research and discuss in
groups and debate
about the causes and
the consequences of
French Revolution and
point out main points
and note them down
Links to other subjects: Human Rights, constitution, democracy in General Studies; the use of maps in Geography
Assessment criteria: Ability to explain the causes and effects of French Revolution
Materials: textbooks, internet, pictures, maps media, (newspapers and videos), tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing impairment,
etc.
Topic Area: World History
Sub-topic Area: Great Revolutions and World Wars
UNIT VII: Causes and effects of the first
world war
S. 3. HISTORY AND CITIZENSHIP
No. lessons 12
Key unit competency: To be able to explain the causes and effects of the first World War
Learning Objectives
Knowledge and
understanding
Content
Skills
Learning Activities
Attitudes and values
- Describe both long - Assess the long term term and
and immediate term
immediate term
causes of the First
causes of the First
World War in order
Appreciate the long - Long term causes
term and immediate
term causes of the
First World War in - The immediate cause
95
- Research in groups, using internet
and reading range of written
materials. One group researches on
causes and the other researches on
World War
- Explain the effects
of the First World
War
to relate with other
wars
order to recognize
the weakness of
alliance system
- Analyse the effects - Acknowledge the
of the First World
consequences of the
War and weakness
First World War
of League of Nations
Sarajevo incident
- Effects of the first world
war:
Versailles treaty,
League of Nations
effects of the First World War.
Thereafter they make presentations
in class and write an essay
Links to other subjects: Human Rights in General Studies; the use of maps in Geography, economic depression in Economics
Assessment criteria: Ability to correctly understand the causes and effects of the first world war
Materials: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps
and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
96
Topic Area: World History
Sub-topic Area: Great Revolutions and World War
S 3. HISTORY AND CITIZENSHIP
UNIT VIII: Between two wars
No. lessons 12
Key unit competency: To be able to explain the causes and effects of 1929 economic crisis and the rise of Totalitarian
regimes in Europe(Fascism and Nazism)
Learning Objectives
Knowledge and
understanding
Skills
- Explain the causes
- Assess the causes
and effects of the
and effects of 19291929 -1933 Economic
1933 economic crisis
Crisis
and measure its
contribution towards
the World War II
- Describe the rise and
downfall of the
Totalitarian regimes
in Europe
Content
Learning Activities
Attitudes and values
- Recognize the causes and - The Economic - Learners read relevant
effects of 1929-1933
Crisis of 1929materials and use internet to
Economic crisis in order to 1933
find out the causes and the
know the role of poverty in - Causes
consequences of 192 9-1933
causing wars
- Effects
economic crisis. Thereafter,
they make presentations
- Evaluate the factors - Appreciate the role of
of the rise and
totalitarian regimes in
downfall of the
causing World War II
totalitarian regimes
in Europe and be able
to compare and
contrast Fascism and
Nazism
97
- Totalitarian
regimes in
Europe
- Fascism
- Nazism
- Form groups discussions
and debate about the factors
of rise and downfall of
Totalitarian regimes. Present
and summarise results in an
essay form
- Watch films/videos and
interpret the speech of
Hitler, write a list of lessons
learnt from the films
Links to other subjects: Human Rights in General Studies; the use of maps in Geography, economic depression in Economics
Assessment criteria: Ability to explain the causes, effects, consequences and terms of Versailles treaty, League of nations,
The Totalitarian regimes and Economic crisis
Materials: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
Topic Area: World History
Sub-topic Area: Great Revolutions and World Wars
UNIT IX: Causes and consequences of No. lessons 12
the Second World War
S 3. HISTORY AND CITIZENSHIP
Key unit competency: To be able to explain the causes and consequences of the Second World War
Learning Objectives
Knowledge and understanding
Skills
Content
Learning Activities
Attitudes and
values
- Identify the countries that fought - Evaluate
- Recognize countries in the Second world war
countries that
that fought in
fought in the
Second World War
Second World
by showing how the
War by showing growing spirit of
98
Countries that
fought in the
Second World
War
- In groups, learners read
range of materials and use
internet to find out
countries that fought in the
Second World War and what
the contribution
of each country
nationalism is
important
- Describe the causes of the World
War II
- Assess the
- Recognise the
- The causes of
causes of the
causes of the
World War II
Second World
Second World War
War by blaming and indicate the
each point of
role of ideology in
view
the causes of the
war and how it
would have been
prevented
- Explain the
effects of the Second World War
- Examine the
effects of the
Second World
War
- Acknowledge the
consequences
of the Second
World War and
balance them
caused it. Afterwards on
World map group countries
according to alliances
- Consequences of - Form groups discussions to
the Second
debate about the causes and
World War
the consequences of the
Second World War and
write an essay with title of
Adolf Hitler cause World
war II do you agree?
Links to other subjects: Human Rights in General Studies; the use of maps in Geography, economic depression in Economics
Assessment criteria: Ability to explain the causes and consequences of the Second World War
Materials: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes
& tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
99
Topic Area: Society
Sub-topic Area: Human Rights, duties and responsibilities
S .3 HISTORY AND CITIZENSHIP
UNIT X: National and international
No. lessons 3
human rights instruments and
the protection of human Rights
Key unit competency: To be able to analyse the effectiveness of national and international human rights instruments
and ways in which human Rights can be protected in the context of democracy
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Understand national
and international
human rights
instruments
- Explain the
effectiveness of
national and
international
human rights
instruments
- Appreciate the
importance of
national and
international
human rights
instruments
- National human
rights
instruments
- Identify their
effectiveness
- Evaluate national
and international
human rights
instruments
- Recognise ways of
protecting human
rights
- International
human rights
instruments
- Understand ways of
protecting human
rights in the context of
democracy
- Analyse how
- Acknowledge the
human rights are
national and
protected in the
international
democratic system
human rights
instruments
100
- Effectiveness of
national and
international
human rights
instruments
- Read relevant
materials to get
information about
national and
international human
rights instruments
and summarise your
findings
- Discuss in group
about effectiveness
of national and
international human
rights instruments
and present in class
the results from the
groups
- Compare national - Acquire spirit of
and international
justice and
human rights
protection of
instruments
human rights
- Ways human
rights can be
protected in the
context of
democracy
- Research on the
protection of human
rights in the context
of democracy
- Write a poem on the
importance of
human rights
Links to other subjects: Human rights instruments in war and conflict transformation (General Studies)
Assessment criteria: Ability to analyse the effectiveness of national and international human rights instruments and
ways in which human Rights can be protected in the context of democracy
Materials: Books, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching
learners with hearing impairment, etc.
Topic Area: Society
Sub-topic Area: Democracy and Justice
S .3 HISTORY AND CITIZENSHIP
UNIT XI: Democratisation process
No. lessons 3
Key Unit Competency: To be able to compare the democratization process in Rwanda and sub region
Learning Objectives
Content
101
Learning Activities
Knowledge and
understanding
Skills
Attitudes and values
- State the process of
democratization
-
Assess indicators - Interpret
of democratization democratization
process
- Process of
democratization
- Understand
democratization in
Rwanda and in sub
region
-
Analyse
- Appreciate
democratization in indicators of
Rwanda
democratization
- Indicators of
democratisation
- Identify indicators of
democratization in
Rwanda and in sub
region
-
-
Compare
- Value
- Compare
democratization in democratization in
democratization in
Rwanda and sub
Rwanda and sub
Rwanda and sub
region
region
region
Evaluate the
process of
democratisation
- Acknowledge the
importance of
democratisation
- Read relevant materials to get
information about the process
of democratization in Rwanda
and sub region and present
your findings as a written
report
- Discuss in group about the
democratization in Rwanda
and present in class the results
from the groups
- Research about indicators of
democratization and write a
report of your results
Links to other subjects: Democratisation process (General Studies)
Assessment criteria: Ability to compare democratisation process in Rwanda and sub region
Materials: Documents, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
102
Topic Area: Society
Sub-topic Area: Unity
S .3 HISTORY AND CITIZENSHIP
UNIT XII: Identify Rwandans in reference No. lessons 3
to regional groupings
Key unit competency: To be able to evaluate Rwandans in reference to regional groupings
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Identify Rwandans in
reference to regional
groupings
- Analyse Rwandans - Appreciate the
- Understand oneself in - Search about Rwandans in
in reference to
importance of
reference to Rwanda
reference to regional
regional groupings regional integration
and East Africa
groupings and write a
report of your findings
- Explain the importance - Investigate why
- Understand others - Accepting,
of region integration
regional
despite differences
accommodating
- Discuss in group importance
integration is
differences and
of the integration of Rwanda
important
integrating in the
in the regional grouping and
region
present in class the results
- Examine
- Develop the spirit of
from the group discussion
acceptance of
cooperation, self
differences in
respect and respect
- Design a poster show the
regional
of diversity and
importance of integration
integration
acceptance of
differences
Links to other subjects: Regional integration (Economics, Geography, entrepreneurship and General studies)
103
Assessment criteria: Ability to evaluate the importance of regional integration
Materials: Books, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing impairment,
etc.
Topic Area: Society
Sub-topic Area: Conflict Transformation
S .3 HISTORY AND CITIZENSHIP
UNIT XIII: National laws in conflict
transformation
No. lessons 3
Key unit competency: To be able to assess how national laws leads to conflict transformation
Learning Objectives
Knowledge and
understanding
Skills
Content
Attitudes and values
104
Learning Activities
- Understand conflict
transformation
- Discuss conflict
transformation
- Acknowledge
conflict
transformation
- Define conflict
transformation
- Know sources of
Rwandan codes and
laws
- Search about how
national laws
leads to conflict
transformation
and present your
findings as a
written report
- Analyse sources of - Appreciate sources
- Sources of Rwandan
Rwandan codes
of Rwandan codes
codes and laws (
and laws
and laws
- Discuss in group
how national laws
- Legal mechanism and
- Identify legal
- Discuss legal
- Show concern for
leads to conflict
organs vis-a- vis
mechanism vis-à-vis
mechanism vis-àlegal mechanism
transformation
conflict
conflict transformation
vis conflict
vis-à-vis conflict
and present in
transformation:
transformation
transformation
class the results
National Commission
from the group
for Human Right,
- Recognise the
discussion
office of the
importance of
Ombudsman,
justice, law abiding,
National Police,
security
Constitution,
consciousness
different relevant
Laws etc.
Links to other subjects: conflict transformation(general studies)
Assessment criteria: Ability to assess how conflict transformation is provided in Rwandan law
Materials: Books, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking
globes & tactile maps and braille materials. Signs language should be used when teaching learners with
hearing impairment, etc.
105
Topic Area: Society
Sub-topic Area: Dignity and Self-Reliance
S .3 HISTORY AND CITIZENSHIP
UNIT XIV: Factors for national independence
No. lessons 4
Key Unit Competency: To be able to examine the factors for national independence
Learning Objectives
Knowledge and
understanding
Skills
Content
Learning Activities
Attitudes and values
- Identify factors for - Evaluate challenges that - Acknowledge challenges - Political factors for
- Search factors for
national
hinder national
faced in attaining
national independence
national independence
independence
independence
national independence
and present your findings
in the class
- Understand
- Assess factors for
- Appreciate
- Economical and sociochallenges faced
national independence
strategies set up by
cultural factors for
- Debates and discussion on
in attaining
Rwandan government to national independence
strategies set up to
national
achieve national
achieve national
independence
independence
independence present in
class the results from the
- State Rwandan
- Analyse strategies set - Acquire a spirit of
- Promoting and
group discussion
strategies used to
up Rwanda to obtain
problem solving through sustaining self-reliance
achieve selfself-reliance
self-reliance
- Role-play on dignity and
reliance
self-reliance
- Discuss home grown
- Develop a innovative
solutions
ideas, commitment and
- Write essay or poems on
responsibility
home grown solution
106
Links to other subjects: Concept of independence and interdependence in Economics
Assessment criteria: Ability to examine the factors for national independence
Materials: Books, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps
and braille materials. Signs language should be used when teaching learners with hearing impairment, etc.
Topic Area: Society
Sub-topic Area: Disability and Inclusive education
S3: HISTORY AND CITIZENSHIP
UNIT XV: Concept of disability and inclusive
education
No. Lessons.3
Key unit competency: To be able to differentiate special needs education and inclusive education and appreciate impacts of
inclusive education
Learning Objectives
Knowledge and
understanding
- Explain Special
Needs Education
and Inclusive
Education
Skills
Content
Learning Activities
Attitudes and values
- Analyze difficulties - Appreciate the raised
- Definition of special
of children with
awareness of disability needs education
disabilities
- Who are children with
special needs
- Ways to help children
107
- Research on Special Needs
Education and inclusive
education and summarise your
findings
with special needs
- Identify
characteristics of
children with
Special Needs
Education
- Explore ways of
helping children
with disabilities
research on
exclusion,
inclusion;
integration and
inclusion
- Show compassion to
children with
disabilities
- Definition of inclusive
- Discuss in groups the Special
education
Needs Education and Inclusive
- Exclusion and inclusion
Education in Rwanda and
- Integration and inclusion present in the class the results
- Acknowledge the
- Impacts of inclusive
from groups
tolerance, and respect
education
for all people and show
- Brainstorming on the
concern for and
exclusion and inclusion,
acceptance of people
integration and inclusion and
with disabilities
present the results in the class
- Explore impacts of - Appreciate the
inclusive education importance of inclusive
education in Rwanda
- Exchange on impacts of
inclusive education in group
discussion and present in the
class
Links to other subjects: living in harmony ( Social Studies); living together in our society(General Studies)
Assessment criteria: Ability to differentiate special needs education and inclusive education and appreciate impacts of inclusive
education
Materials: Books, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps
and braille materials. Signs language should be used when teaching learners with hearing impairment,
etc.
108
Topic Area: Individual
Sub-topic Area: Values, Attitude and Source of Sexual learning.
S.3. HISTORY AND CITIZENSHIP
UNIT XVI: Tolerance and respect
No. Lessons .2
Key unit Competency: To be able to recognize and respond to the effects of bias, prejudice, intolerance and stigma on
individual and family.
Learning Objectives
Knowledge and
understanding
- Explain why prejudice,
stigma, intolerance,
harassment, rejection and
bullying are harmful
- Describe why every human
being deserves to be treated
fairly and with respect
- Recall the importance of
tolerance, acceptance and
respect to healthy
relationships
Content
Attitudes and
values
Skills
- Assess any kind of
prejudice, stigma,
intolerance,
harassment,
rejection and
bulling.
Learning Activities
- Acknowledge
- Define bias,
tolerance and
prejudice, stigma,
Love all people.
intolerance,
harassment, rejection
and bullying.
- Evaluate the respect and acceptance for
people living with
HIV/AIDS, People
with disabilities,
people who
perceived to be
different
Show concern
for people living
with HIV/AIDS,
and People with
disabilities.
109
Research in group bias,
prejudice, stigma,
intolerance and love for
all people and
summarise your
findings
- Writing essays on
consequences and ways
of addressing them.
- Impact of bias,
prejudice, stigma,
intolerance on
healthy relationships
among peers, people living with HIV/AIDS,
People with
disabilities, people
who are perceived to
be different etc.
Role plays on
discrimination of people
living with HIV/AIDS
and people living with
disabilities
- Explain why everybody has a - Analyse available
responsibility to defend
support
people who are being
mechanisms to
harassed or bullied.
report and assist
people experiencing
- Understand that everybody
stigma and
has a responsibility to
discrimination.
defend people who are being
harassed or bullied.
- The emotional,
economic, physical
Appreciate the
and social
respect to all
consequences of
people including prejudice, stigma,
those who are
harassment and
perceived to be
rejection.
different.
Links to other subjects: Gender and society, Human rights, duties and responsibilities (general studies and effective
communication, and social studies)
Assessment criteria: Ability to analyze and take part in a Case study/scenario on bias and discrimination, make a judgment
if the action taken was appropriate and propose alternative actions
Materials: Textbooks, internet, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes &
tactile maps and braille materials. Signs language should be used when teaching learners with hearing
impairment, etc.
110
6. Appendices
Subjects and weekly time allocation for ordinary level
Weight
(%)
Number of Periods (1 period = 40 min.)
S.1
S.2
S.3
1. English
13
6
6
6
2. Kinyarwanda
7
3
3
3
3. Mathematics
13
6
6
6
4. Physics
9
4
4
4
5. Chemistry
9
4
4
4
6. Biology and Health Sciences
9
4
4
4
7. ICT in Education
4
2
2
2
8. History and Citizenship
7
3
3
3
9. Geography and Environment
7
3
3
3
10. Entrepreneurship
4
2
2
2
11. French
4
2
2
2
12. Literature in English
2
1
1
1
40 periods
40 periods
40 periods
I. Core subjects
Sub Total
111
II. Elective subjects Group1: Schools can choose 1 subject
Kiswahili
4
2
2
2
Religion and Ethics
4
2
2
2
Music, Dance and Drama
4
2
2
2
Fine art and Craft
4
2
2
2
Home Sciences
4
2
2
2
Farming (Agriculture & animal husbandry)
4
2
2
2
Physical Education and Sports
2
1
1
1
Library
2
1
1
1
Clubs
2
1
1
1
Total number of periods per week
100
45
45
45
Total number of contact hours per week
30
30
30
Total number of hours per year (39 weeks)
1170
1170
1170
III. Co-curricular activities (Compulsory)
112
7. . REFERENCES
Atuart Fewster, A. W. (2005). History First 1066-1500. Essex CM20 2JE: Pearson.
Boubacar Boris, D. (2006). Murambi the book of bones,. Bloomington & Indianapolis: Bloomington.
Cohen, J. (2007). One Hundred Days of Silemce: America and the Rwanda Genocide. London: Rowman and Littlefiield publishers.
Combres, E. (2009). Broken Memory. Toronto: HAP.
Dallaire, R. (2005). Shake hands with the devil The failure of humanity in Rwanda,. 957.571 D 161 s.
Dallaire, R. (2005). Shake hands with The devil the failure of humsnity in Rwand,. D161 s,.
Derrick Murphy, T. M. (2008). Italy 1815-1943. London: Collins.
Docker John. (2008). The origins of violence : Region, history and genocide,. London: Pluto press.
Gatwa, T. (2005). The churches and ethnic ideology in Rwanda Crises 1900-1994,. London: Regnum,Oxford.
Goldberg, E. (2006). Holocaust Memoir Digest:A digest of published survivor Memoirs with study Guide and maps,volum 3,. Great Britain.
Gribbin, R. E. (2005). In the Aftermath of Genocide/ The U.S role in Rwanda. New York: iUniverse inc/Lincoln.
Irivuzumugabe, E. (2009). My Father,Maker of the Trees:how I survived the Rwanda genocide,. New York,: Bakar books,.
Kroslak, D. (2007). The role of France in the Rwandan Genocide,. London: C,Hurst & CO.Ltd.
Kroslak, D. (2007). The role pf France in the Rwandan Genocide,. London: C.Hurst & CO.
M.Khan Shaharyar Robinson Mary, M. (2000). The shallow graves of Rwanda,. 967.57 K 45,.
Mary Weeks Millard. (2007,). After genocide:ther is hope,. London,: TNP.
Ndahiro, A. &. (2008). Hote Rwanda:or the Tutsi Genocide as seen by hollywood,l . Kigali: L'harmattan.
113
Norman, L. (1997). Modern World History,third Edition,. London: Palgrave Master Series .
Okoth, A. (2006). A History of Africa 1915-1995:African Nationalism and the Decolonisation process,Volume 2. Nairobi: East African Educational
Publishers.
P., T. (2003). Inclusive education training in Cambodia:In service teacher training on disability and special needs issues,Disability Action Council
Cambodia, . EENET.
Reid, R. J. (2009). A History of Modern Africa 1800 to the present,first Edition,. Wiley-Black well.
Shaharyarm.Khan, R. (2001). The Shallow Graves of Rwanda,. London/New York.
Stuart, M. (1997). Modern European History,2nd Edution,. London: Palgrave Master Seiries.
Surf. (2006). Heroes of our time:Rwandan courge & survival.
Totten, S. (2010). We cannot forget : survivors of 1994 genocide in Rwanda,. London: RUP.
Twagirayezu, V. (1994). Murambi "Go if you die,perhaps I will live, ". CNLG.
UNESCO. (2004). Creating Inclusive Learning -friendly classrooms,Booklet 4 from the embracing diversity,. Bangkok: UNESCO Bangkok.
UNESCO. (2004). Emracing Diversity:Toolkit for creating inclusive learning -friendly environment,. Bangkok: UNESCO Bangkok.
Wallis, A. S. (2006). The untold story of France'role in Rwandan Genocide,. New York,: I.B Tauris & CO Ltd,.
Wilkens, C. (2011). I'm not leaving,. New York,: word outside my shoes.
Wilkens, C. (2011). I'm not leaving,. New York: World outside my shoes.
114