CIVICS SYLLABUS FOR ORDINARY SECONDARY EDUCATION … for Civics O Level Form I-IV... · ·...
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THE UNITED REPUBLIC OF T ANZANIA MINISTRY OF EDUCATION AND VOCATIONAL TRAINING CIVICS SYLLABUS FOR ORDINARY SECONDARY EDUCATION FORM I-IV
Transcript of CIVICS SYLLABUS FOR ORDINARY SECONDARY EDUCATION … for Civics O Level Form I-IV... · ·...
i
THE UNITED REPUBLIC OF TANZANIA
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
CIVICS SYLLABUS FOR ORDINARY SECONDARY EDUCATION
FORM I-IV
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© Ministry of Education and Vocational Training, 2005First reprint, 2010Second reprint, 2012Third reprint, 2017
ISBN 978-9976-61-300-1
Designed and prepared by:
Tanzania Institute of Education
P.O. Box 35094Dar es Salaam, TanzaniaTel+255222773005/277420/2780891Fax No. +255 22 2774420website: www.tie.go.tzE-mail: [email protected]
All rights reserved. No part of this publication may be reproduced, reported, stored in any retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without prior permission of the copyright owner.
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TABLE OF CONTENTS
1.0 Introduction………………………………………............................. iv
2.0 Aims and Objectives of Education in Tanzania….………........................ iv
3.0 Aims and Objectives of Secondary Education………..………................ v
4. 0 General Subject Competences ……………......……................................ v
5. 0 General Subject Objectives………...……………….……………............ vi
6.0 Structure of the Syllabus..……….…………….……......………............... vi
Form One ……………………………..................................................... 1
Form Two …………………………………............................................ 26
Form Three ………………………..…………………............................ 52
Form Four …………...........………….................................................. 71
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1.0 IntroductionThis Civics syllabus is a revised version which has been prepared to replace that of 1996 which has phased out. The revision process focused on change in paradigm from that of content based to competence based curriculum. Moreover, the revision was inevitable due to the fact that the1996 syllabus did not sufficiently consider the current social, cultural, global, technological, subject biases and cross cutting issues taking place worldwide but particularly in Tanzanian Society.In addition, the revision has also taken into consideration on the requirements for the Secondary Education Development Plan (SEDP). This syllabus has been introduced for implementation from January 2005.
2.0 Aims and Objectives of Education in Tanzania The general objectives of education in Tanzania are to:
a) Guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human resources and effective utilization of those resources in bringing about individual and national development.
b) Promote the acquisition of appropriate culture, customs and traditions of the people of Tanzania.
c) Promote the acquisition and appropriate use of literary, social, scientific, vocational, technological, professional and other forms of knowledge, skills and understanding for the development and improvement of the condition of man and society.
d) Develop and promote self-confidence and an inquiring mind, an understanding and respect for human dignity and human rights and a readiness to work hard for personal self-advancement and national improvement.
e) Enable and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other life skills needed to meet the changing needs of industry and the economy.
f) Enable every citizen to understand the fundamentals of the National.
g) Constitution as well as the enshrined human and civic rights, obligations and responsibilities.
h) Promote love for work, self and wage employment and improved performance in the production and service sectors.
i) Inculcate principles of the national ethics and integrity, national and international cooperation, peace and justice through the study, understanding and adherence to the provisions of the National Constitution and other international basic charters.
j) Enable a rational use, management and conservation of the environment].
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3.0 Aims and Objectives of Secondary EducationIn Tanzania Secondary education refers to post primary formal education offered to learners who successfully completed seven years of primary education and have met the requisite entry qualifications.
The aims and objectives of secondary education are to:a) Consolidate and broaden the basic ideas, knowledge, skills and attitudes acquired and
developed at the primary education level.
b) Enhance further development and appreciation of national unity, identity, ethics, personal integrity, respect for human rights, cultural and moral values, customs, traditions and civic responsibilities and obligations.
c) Promote linguistic ability and effective use of communication skills in Kiswahili, English and other languages.
d) Prepare opportunities for the acquisition of knowledge, skills, attitudes, and understanding in prescribed or selected fields of study.
e) Prepare students for tertiary and higher education, vocational, technical and professional training.
f) Inculcate a sense and ability for self-study, self-confidence and self- advancement in new frontiers of science and technology, academic and occupational knowledge and skills.
g) Prepare students to join the world of work.
4.0 General Subject CompetencesGeneral competences are expressions that describe what a secondary school student does as a result of learning this subject. The student who has successfully completed the Civics course should have an ability to :
a) Demonstrate knowledge and appreciation for our cultural heritage andnatural resources and an ability to preserve them.
b) Demonstrate an understanding of globalization issues and ability to reflect critically on their impact on our society.
c) Demonstrate knowledge of and respect for the rights and responsibilities of a citizen in a democratic state.
d) Collect, select, organize and analyse information related to current events which shape the development of our country.
e) Demonstrate willingness to work hard for his/her own and national development.
f) Demonstrate an understanding and appreciation of democratic values and competently participates in the democratic processes.
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g) Demonstrate knowledge of the government, its workings and participates effectively in it establishment and running.
h) Demonstrate knowledge of Cross-Cutting Issues (CCI) their impact on our society and takes appropriate action.
5.0 General Subject Objectives The teaching of Civics is intended to enable students to:
a) Promote an understanding and appreciation for our nation, its culture and better management of our resources.
b) Develop an understanding and appreciation of the current international understanding and cooperation and be able to evaluate its impact on our society.
c) Develop civic responsibility and active civic participation.
d) Develop the ability of collecting and analyzing information about current events which shape the social, cultural, political, economical and technological development of the Tanzania society.
e) Enable students develop into full human personalities who are able to accept the challenges of working hard for their own development and the development of the nation.
f) Develop an understanding of what democracy is, an appreciation of its values and participation in its development.
g) Promote an understanding of the concept of government, its purpose and importance, its organization so as to prepare them for participation in its establishment and running.
h) Promote an understanding of cross-cutting issues, their impact upon the society and intervention steps to be taken for our own national interests.
6.0 Structure of the SyllabusThe syllabus contains two main parts. Part one contains an introduction, the general competences and objectives of the teaching the subject. Part two contains the following; the class level competences, class level objectives, topics, sub-topics, specific objectives, teaching/learning strategies, teaching/ learning materials, assessment and number of periods.
6.1 Class level competencesThere are the skills, knowledge and attitudes that the learner is expected to have achieved after completing a particular class.
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6.2 Class level objectivesThese are sets of behavioural changes to be exhibited by teacher learner after completion of a course in a given class.
6.3 TopicsThese are general contents of the subject matter that are expected to be used to in each class over a year to develop the intended competences.
6.4 Sub-topicsThese are smaller division of the topics and are teachable.
6.5 Specific objectivesThese have been developed from each sub-topic. Specific objectives outline the specific competence or skills whether cognitive, psychomotor or affective which the student should be able to accomplish.
6.6 Teaching and learning strategiesThese are the methods that a teacher is expected to employ while teaching a particular specific objective. The teacher is strongly advised to use only those participatory and learner-centred strategies in order to enhance the teaching/ learning process. The teacher should also intent other appropriate strategies of his/her own apart from those suggested in the syllabus.
6.7 Teaching and Learning MaterialsThese are the teaching and learning resources the teacher is expected to use while teaching his/her subject matter. The teacher is also expected to identify and improvise other relevant teaching/learning materials available in his/her locality.
6.8 AssessmentFor every specific instructional objective, there is suggested question or area for assessment, formative and summative assessment should be geared towards mastering all the competences and skills developed within the course. The teacher should use tools of assessment to make assessment of a student by the end of the lesson. These tools are for example; exercises, tests, quiz, role plays, examinations, project work and portfolios.
6.9 Number of periodsNumber of periods is an estimated time to be used to teach a given topic/sub-topic. Each period is 40 minutes. The numbers of periods have been taken into account the time needed to adequately cover the sub-topic. Some topics need more time than others depending on the nature and weight of the topic. The teacher is advised to make maximum use of time allocated in classroom instruction. Lost instructional time should always be compensated for.
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DECLARATIONOrdinary level secondary education is a four year course which has been designed to prepare students for the Advanced level or other tertiary education. A student will be recognised as a form four graduate when he/she successfully completes and pass secondary education examinations conducted by the National Examination Council of TanzaniaThis document is hereby declared as the Syllabus of Civics subject for ordinary secondary education course.
Commissioner for EducationMinistry of Education and Vocational Training
1
FORM ONE
CLASS LEVEL COMPETENCESStudent should have the ability to:
1. Demonstrate willingness to work hard and diligently for self and national development.2. Demonstrate respect for human rights and individual dignity.3. Demonstrate an understanding of his/her civic responsibilities and fulfils them.4. Analyze matters relating to family issues and makes the right decisions.5. Use roads correctly and safely.6. Demonstrate knowledge and ability to apply life skills in life.
CLASS LEVEL OBJECTIVESBy the end of Form One the students should be able to:
a) Show an appreciation of the importance for work for self development and that of the nation.
b) Demonstrate the ability to recognize and respect human rights and dignity.
c) Show an understanding of civic responsibilities and be able to fulfill them.
d) Show an understanding on matters related to courtship, marriage and family relationships.
e) Use roads correctly and safely.
f) Explain the meaning of life skills and apply them in their lives.
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1.0
OU
R N
ATIO
N
1.1
The
Com
pone
nts
of o
ur N
atio
n.
The
stud
ent s
houl
dbe
abl
e to
:an
alys
e th
e co
mpo
nent
s tha
t m
ake
up o
ur
natio
n.
i) U
sing
writ
ten
text
s on
natio
n th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad
and
disc
uss t
he c
ompo
nent
s of
our
nat
ion.
ii) T
he te
ache
r to
guid
e th
e st
uden
ts in
thei
r gro
ups
to p
rese
nt th
eir fi
ndin
gs
for f
urth
er d
iscu
ssio
n an
d cl
arifi
catio
n.
• C
opie
s of w
ritte
n te
xts o
n th
e co
mpo
nent
s of a
na
tion.
• C
opie
s of w
ritte
n te
xt
on th
e co
mpo
nent
s of
a n
atio
n on
Bra
ille
for v
isua
lly im
paire
d st
uden
ts.
Is th
e st
uden
t ab
le to
ana
lyse
th
e co
mpo
nent
s th
at m
ake
up o
ur
natio
n?
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1.2
The
Nat
iona
lSy
mbo
ls.
The
stud
ent s
houl
d be
abl
e to
:a)
id
entif
y Ta
nzan
ia’s
na
tiona
l sy
mbo
ls.
i) U
sing
sam
ples
of n
atio
nal
sym
bols
the
teac
her t
o gu
ide
stud
ents
in g
roup
s to
disc
uss
the
mes
sage
in e
ach
natio
nal
sym
bol.
ii) i
The
teac
her t
o g
uide
st
uden
ts to
sing
the
natio
nal
anth
em a
nd th
erea
fter
disc
uss i
ts m
essa
ge.
Sam
ples
of t
he
natio
nal fl
ag, c
oat
of a
rms,
vario
us
deno
min
atio
ns o
f ou
r cur
renc
y, th
e co
nstit
utio
n an
d a
copy
of t
he n
atio
nal
anth
em.
Is th
e st
uden
t ab
le to
iden
tify
Tanz
ania
’s na
tiona
l sy
mbo
ls?
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b)
expl
ain
thes
igni
fican
ce
of
each
nat
iona
l sy
mbo
l.
Usi
ng s
ampl
es o
f the
nat
iona
l sy
mbo
ls th
e te
ache
r to
guid
e st
uden
ts in
smal
l gro
ups
to
disc
uss
the
sign
ifica
nce
of e
ach
natio
nal s
ymbo
l and
ther
eafte
r pr
esen
t the
ir w
ork
to th
e cl
ass
for f
urth
er d
iscu
ssio
n an
d cl
arifi
catio
n.
• Sa
mpl
es o
f nat
iona
l sy
mbo
ls.
• Sa
mpl
es o
f nat
iona
l sy
mbo
ls in
tact
ile
diag
ram
for v
isua
lly
impa
ired
stud
ents
.
Is th
e st
uden
t abl
eto
exp
lain
the
sign
ifica
nce o
f our
na
tiona
l sym
bols
?
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S
c)
iden
tify
Tanz
ania
’s
na
tiona
l fe
stiv
als
and
thei
r si
gnifi
canc
e.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o br
ain
stor
m a
nd id
entif
y Ta
nzan
ia’s
nat
iona
l fes
tival
s.ii)
Usi
ng c
alen
dar a
nd d
iarie
s th
e te
ache
r to
guid
e st
uden
ts in
smal
l gro
ups t
o di
scus
s the
sign
ifica
nce
of
each
nat
iona
l fes
tival
and
ac
tiviti
es ta
king
pla
ce.
iii)
Stud
ents
in th
eir g
roup
s to
pres
ent t
heir
wor
k in
cla
ss
for d
iscu
ssio
n, c
larifi
catio
n an
d su
mm
ary.
• Pi
ctur
es sh
owin
g va
rious
nat
iona
l fe
stiv
al e
vent
s, go
vern
men
t cal
enda
r an
d di
arie
s.•
Tact
ile p
ictu
re
show
ing
var
ious
na
tiona
l fes
tival
ev
ents
, gov
ernm
ent
cale
ndar
and
dia
ries.
Is th
e st
uden
t abl
e to
:1.
ide
ntify
nat
iona
l fe
stiv
als
2. a
sses
s the
si
gnifi
canc
e of
nat
iona
l fe
stiv
als.
2.0
PRO
MO
TIO
N
O
F L
IFE
SK
ILL
S
2.1
Mea
ning
and
Ty
pes o
f Life
Sk
ills.
The
stud
ent s
houl
dbe
abl
e to
:a)
ex
plai
n th
e m
eani
ng a
nd
ty
pes o
f life
sk
ills.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
and
w
rite
dow
n th
e m
eani
ng o
f lif
e sk
ills.
ii) U
sing
writ
ten
text
s on
life
skill
s the
teac
her t
o gu
ide
stud
ents
in g
roup
s to
disc
uss
and
iden
tify
vario
us li
fe
skill
s.iii
) Th
e te
ache
r to
guid
e e
ach
grou
p to
mak
e a
pres
enta
tion
of it
s find
ings
in
clas
s for
di
scus
sion
and
cl
arifi
catio
n.
• W
ritte
n te
xts o
n lif
e sk
ills.
• W
ritte
n te
xts o
n lif
e sk
ills o
n B
raill
e fo
r vi
sual
ly im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
exp
lain
:1.
the
mea
ning
of
life
skill
s?2.
th
e ty
pes o
f cu
lture
.
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b)
illus
trate
th
eim
porta
nce
of li
fe sk
ills.
i) Th
e te
ache
r to
prov
ide
stud
ents
in g
roup
s with
w
ritte
n so
urce
s on
vario
us
life
skill
s.ii)
The
teac
her t
o gu
ide
each
gr
oup
to re
ad th
e so
urce
s, di
scus
s and
com
e up
with
th
e im
porta
nce
of d
iffer
ent
life
skill
s.iii
) The
teac
her t
o gu
ide
stud
ents
to p
rese
nt g
roup
fin
ding
s for
cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n.
• W
ritte
n so
urce
s on
life
skill
s (lik
e A
sser
tiven
ess,
com
mun
icat
ion
skill
s, D
ecis
ion
Mak
ing
Skill
s, Se
lf Aw
aren
ess,
Neg
otia
tion
skill
s, an
d R
elat
ions
hip
skill
s).
• W
ritte
n so
urce
s on
life
skill
s in
Bra
ille.
Is th
e st
uden
t abl
e to
illu
stra
te th
e im
porta
nce
of li
fe
skill
s?
c)
dem
onst
rate
ho
w to
use
so
cial
skill
s.
The
teac
her t
o us
e ca
se st
udie
s or
role
pla
ys to
gui
de st
uden
ts
to id
entit
y an
d de
mon
stra
te
such
soci
al sk
ills a
s wor
king
w
ith o
ther
s, un
ders
tand
ing
thei
r rol
es, b
uild
ing
posi
tive
rela
tions
hip,
with
frie
nds a
nd
fam
ily, l
iste
ning
and
com
mun
icat
ing
effe
ctiv
ely,
ta
king
resp
onsi
bilit
y an
d co
ping
with
stre
ss.
Is th
e st
uden
t abl
e to
dem
onst
rate
ho
w to
use
di
ffere
nt so
cial
sk
ills?
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d)
anal
yse
the
cons
eque
nces
of
not
app
lyin
g so
cial
skill
s.
i) Th
e te
ache
r to
divi
de
stud
ents
in g
roup
s and
is
sue
each
gro
up w
ith
VIP
P ca
rd c
onta
inin
g on
e so
cial
skill
.ii)
The
teac
her t
o gu
ide
each
gr
oup
to h
old
a d
iscu
ssio
n on
the
skill
s pro
vide
d an
d co
me
up w
ith t
he
cons
eque
nces
of n
ot
appl
ying
them
to
solv
e re
al li
fe p
robl
ems.
iii)
The
teac
her t
o gu
ide
each
gr
oup
to p
rese
nt fi
ndin
gs
to th
e cl
ass f
or d
iscu
ssio
n,
clar
ifica
tion
and
sum
mar
y.
VIP
P ca
rds.
Is th
e st
uden
t abl
e to
ana
lyse
the
cons
eque
nces
of
not a
pply
ing
soci
al
skill
s?
3.0
HU
MA
N
RIG
HT
S3.
1 Asp
ects
of
Hum
an
Rig
hts.
The
stud
ent s
houl
d be
abl
e to
:a)
de
fine
hum
an
right
s.
The
teac
her t
o gu
ide
stud
ents
to
brai
nsto
rm o
n th
e m
eani
ng o
f hu
man
righ
ts.
Is th
e st
uden
t abl
e to
defin
e hu
man
righ
ts?
8
b)
expl
ain
the
va
rious
asp
ects
of
hum
an
right
s.
i) Th
e te
ache
r to
guid
e th
e st
uden
ts in
gro
ups t
o re
ad
the
Uni
vers
al D
ecla
ratio
n on
Hum
an R
ight
s, di
scus
s an
d su
mm
ariz
e th
e va
rious
as
pect
s of h
uman
righ
ts.
• C
opie
s of t
he U
nive
rsal
D
ecla
ratio
n of
Hum
an
Rig
hts.
Is th
e st
uden
t abl
e to
ex
plai
n th
e va
rious
as
pect
s of h
uman
rig
hts?
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ESS
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OF
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S
ii) T
he st
uden
ts in
grou
psto
pres
ent t
heir
sum
mar
ies
in c
lass
for d
iscu
ssio
n an
dcla
rifitio
niii
) U
sing
the
Con
stitu
tion
of
the
Uni
ted
Rep
ublic
of
Tanz
ania
, stu
dent
s to
wor
k in
gro
ups t
o re
ad, d
iscu
ss
and
com
pare
the
vario
us
aspe
cts o
f hum
an ri
ghts
as
prov
ided
in th
e C
onst
itutio
n w
ith th
ose
of th
e U
nive
rsal
D
ecla
ratio
n of
Hum
an
Rig
hts.
iv)
The
stud
ents
to p
rese
nt th
eir
findi
ngs f
or c
lass
dis
cuss
ion
and
clar
ifica
tion.
v)
The
teac
her t
o gu
ide
the
stud
ents
to p
repa
re a
su
mm
ary
on th
e co
mm
on
aspe
cts o
f hum
an ri
ghts
in
the
univ
ersa
l dec
lara
tion
of h
uman
righ
ts a
nd in
the
co
nstit
utio
n.
• C
opie
s of t
he
Con
stitu
tion
of th
e U
nite
d R
epub
lic o
f Ta
nzan
ia w
ritte
n in
B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
7
TOPI
C/ S
UB
-TO
PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
c)
expl
ain
the
impo
rtanc
e of
hu
man
righ
ts in
ou
r soc
iety
.
i) U
sing
han
dout
s on
Hum
an
Rig
hts t
he te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups t
o re
ad, d
iscu
ss a
nd w
rite
dow
n th
e im
porta
nce
of h
uman
rig
hts i
n ou
r soc
iety.
ii) T
he st
uden
ts to
mak
e
grou
p pr
esen
tatio
ns o
n
th
e im
porta
nce
of h
uma
r
ight
s for
cla
ss d
iscu
ssio
n
and
cla
rifica
tion.
• H
ando
uts o
n H
uman
R
ight
s.•
Han
dout
s on
Hum
an
Rig
hts w
ritte
n in
B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
t abl
eto
exp
lain
the
impo
rtanc
e of
hu
man
righ
ts in
ou
r soc
iety
?
d)
rela
te h
uman
rig
hts t
o th
e
prov
isio
n of
ba
sic
need
s.
The
teac
her t
o us
e a
role
play
or a
cas
e st
udy
to g
uide
st
uden
ts to
dis
cuss
and
exp
lain
ho
w h
uman
righ
ts a
re re
late
d to
th
e pr
ovis
ion
of b
asic
nee
ds.
• W
ritte
n ca
se st
udie
s.•
Writ
ten
case
stu
dies
on
Bra
ille.
Is th
e st
uden
t abl
eto
rela
te p
eopl
e’s
hum
an ri
ghts
to th
e pr
ovis
ion
of th
eir
basi
c ne
eds?
e)
eval
uate
the
role
of
gov
ernm
ent
an
d di
ffere
nt
pr
essu
re g
roup
s
in th
e pr
omot
ion
of
hum
an ri
ghts
in
Tan
zani
a.
i) St
uden
ts in
gro
ups t
o di
scus
s an
d lis
t dow
n th
e w
ays i
n w
hich
:•
They
can
par
ticip
ate
in
prom
otin
g hu
man
righ
ts.
Is th
e st
uden
t abl
eto
eva
luat
e th
e ro
le
of g
over
nmen
t and
di
ffere
nt p
ress
ure
grou
ps in
the
prom
otio
n of
hum
an
right
s in
Tanz
ania
?
8
TOPI
C/ S
UB
-TO
PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
• D
iffer
ent p
ress
ure
grou
ps c
an p
artic
ipat
e in
pr
omot
ing
hum
an ri
ghts
in
Tanz
ania
.•
The
gove
rnm
ent c
an
prom
ote
and
prot
ect
hum
an ri
ghts
.
3.2
Lim
itatio
ns
of I
ndiv
idua
l
H
uman
R
ight
s.
The
stud
ent s
houl
dbe
abl
e to
: e
xpla
in th
e m
eani
ng a
nd
purp
ose
of
limita
tions
of
indi
vidu
al h
uman
rig
hts.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of l
imita
tions
of
indi
vidu
al h
uman
righ
ts.
ii) U
sing
a li
st o
f lim
itatio
ns
of in
divi
dual
hum
an ri
ghts
te
ache
r to
guid
e st
uden
ts to
ro
le p
lay
on th
e lim
itatio
ns
of in
divi
dual
hum
an ri
ghts
.iii
) Th
e te
ache
r to
use
ques
tions
and
ans
wer
s to
guid
e st
uden
ts to
dis
cuss
and
ex
plai
n th
e pu
rpos
e of
lim
iting
indi
vidu
al h
uman
rig
hts.
• A
list
of l
imita
tions
of
indi
vidu
al ri
ghts
.•
A li
st o
f lim
itatio
ns
of in
divi
dual
righ
ts
writ
ten
in B
raill
e fo
r vi
sual
ly im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
exp
lain
the
mea
ning
and
purp
ose
of p
uttin
g lim
itatio
ns o
n in
divi
dual
hum
an
right
s?
4
9
TOPI
C/ S
UB
-TO
PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
3.3
Hum
an R
ight
s
A
buse
.Th
e st
uden
t sho
uld
be a
ble
to e
xpla
in
the
mea
ning
and
ef
fect
s of h
uman
rig
hts a
buse
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of a
buse
of h
uman
rig
hts.
ii) T
he te
ache
r to
guid
e
st
uden
ts to
role
pla
y ab
use
of
hum
an ri
ghts
.iii
) Th
e te
ache
r to
guid
e st
uden
ts to
use
the
role
pla
y an
d ar
ticle
s/pi
ctur
es o
n ab
use
of H
uman
righ
ts to
di
scus
s ing
roup
s:-
• Th
e ki
nd o
f hum
an ri
ghts
ab
use
indi
vidu
als c
an
expe
rienc
e.•
Exam
ples
of a
buse
of
hum
an ri
ghts
exp
erie
nced
in
Tan
zani
a in
clud
ing
stig
mat
izin
g H
IV/A
IDS
patie
nts.
• Ef
fect
s of h
uman
righ
ts
abus
e in
Tan
zani
How
to
com
bat h
uman
righ
ts a
buse
.iv
) Th
e st
uden
ts in
gro
ups t
o pr
esen
t the
ir w
ork
in c
lass
for
disc
ussi
on a
nd c
larifi
catio
n.v)
St
uden
ts to
pre
pare
a su
mm
ary
of th
e to
pic.
• A
rticl
es/p
ictu
res o
n th
e ab
use
Lim
itatio
ns
of h
uman
righ
ts.
• Ta
ctile
dia
gram
on
the
abus
e/ li
mita
tion
of
hum
an ri
ghts
.
Is th
e st
uden
t abl
e to
diff
eren
tiate
be
twee
n lim
itatio
ns
of in
divi
dual
hum
an
right
s and
abu
seof
hum
an ri
ghts
?
5
10
TOPI
C/ S
UB
-TO
PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
4.0
RE
PON
SIB
LE
C
ITIZ
EN
SHIP
4.1
Con
cept
of
ci
tizen
ship
.
The
stud
ent s
houl
dbe
abl
e to
:a)
ex
plai
n th
e m
eani
ng o
f ci
tizen
and
ci
tizen
ship
.
i) U
sing
writ
ten
text
s on
citiz
ensh
ip th
e te
ache
r to
guid
e st
uden
ts in
gro
ups
to re
ad, d
iscu
ss a
nd w
rite
dow
n th
e m
eani
ng o
f citi
zen
and
citiz
ensh
ip.
ii) T
each
er to
gui
de st
uden
ts to
ca
rry
out c
lass
dis
cuss
ion
and
sum
mar
ize
the
mea
ning
of
citi
zen
and
citiz
ensh
ip.
• W
ritte
n te
xt o
n th
e co
ncep
t of
citiz
ensh
ip.
• B
raill
e te
xt o
n th
e co
ncep
t of c
itize
nshi
p fo
r vis
ually
impa
ired
st
uden
ts.
Is th
e st
uden
t abl
e to
exp
lain
the
mea
ning
of:
1. c
itize
n2.
ci
tizen
ship
?
10
b)
expl
ain
type
s and
the
impo
rtanc
e of
ci
tizen
ship
.
Usi
ng w
ritte
n do
cum
ents
on
citiz
ensh
ip th
e te
ache
r to
guid
e st
uden
ts to
read
, dis
cuss
an
d pr
epar
e a
list o
f typ
es a
nd
the
impo
rtanc
e of
citi
zens
hip
and
ther
eafte
r pre
sent
find
ings
in
cla
ss fo
r fur
ther
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n do
cu m
ents
on
citi
zens
hip.
• C
uttin
gs fr
om
new
spap
ers o
n na
tura
lizat
ion
notic
es.
Is th
e st
uden
t abl
e to
: 1. e
xpla
in ty
pes
of c
itize
nshi
p.2.
ex
plai
n th
e im
porta
nce
of
citiz
ensh
ip?
4.2
Citi
zens
hip
R
espo
nsib
ilitie
s.Th
e st
uden
t sho
uld
be a
ble
to:
a)
expl
ain
the
resp
onsi
bilit
ies
of a
citi
zen.
i) U
sing
a ro
le p
lay
stud
ents
in
gro
ups t
o id
entif
y,
disc
uss a
nd p
repa
re a
list
of
civi
c re
spon
sibi
litie
s of a
ci
tizen
.ii)
The
stud
ents
in g
roup
s to
pres
ent t
heir
wor
k in
cla
ss.
• A
cha
rt of
civ
ic
resp
onsi
bilit
ies o
fa
citiz
en.
• Ta
ctile
cha
rt of
civ
ic
resp
onsi
bilit
ies o
f a
citiz
en.
Is th
e st
uden
t abl
eto
exp
lain
the
resp
onsi
bilit
ies o
f a
citiz
en?
11
TOPI
C/ S
UB
-TO
PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
iii)
Usi
ng a
n em
pty
char
t of
civi
c re
spon
sibi
litie
s of
a ci
tizen
the
teac
her t
o gu
ide
stud
ents
to p
repa
re a
su
mm
ary
on th
e to
pic.
iv)
The
teac
her t
o pr
epar
e st
uden
ts fo
r deb
ates
on
any
civi
c or
dem
ocra
tic
issu
e to
get
the
stud
ents
to
dem
onst
rate
the
vario
us
civi
c pr
actic
es.
4.3
Res
pons
ibili
ties
to S
peci
al.
Gro
ups i
nclu
ding
H
IV/ A
IDS
vict
ims.
The
stud
ent s
houl
dbe
abl
e to
:a)
de
fine
the
term
sp
ecia
l gro
ups.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of s
peci
al
grou
ps.
ii) U
sing
pic
ture
s the
teac
her
to g
uide
stud
ents
to st
udy
them
and
iden
tify
peop
le
who
qua
lify
to b
e in
spec
ial
grou
ps.
• Pi
ctur
es o
f the
eld
erly,
di
sabl
ed, r
efug
ees,
stre
et c
hild
ren,
no
mad
s, H
IV/A
IDS
vict
ims.
• Ta
ctile
Pic
ture
s of
the
elde
rly, d
isab
led,
re
fuge
es, s
treet
ch
ildre
n, n
omad
s, H
IV/ A
IDS
vict
ims.
Is th
e st
uden
t abl
eto
defi
ne th
e te
rm
spec
ial g
roup
s?11
b)
iden
tify
spec
ial
need
s for
eac
h sp
ecia
l gro
up.
Usi
ng p
ictu
res o
f spe
cial
grou
ps th
e te
ache
r to
guid
e st
uden
ts to
hol
d sm
all g
roup
di
scus
sion
s on
the
spec
ial
need
s of e
ach
spec
ial g
roup
and
pres
ent t
heir
repo
rts in
• Pi
ctur
es o
f spe
cial
gr
oups
.•
Tact
ile p
ictu
res o
f sp
ecia
l gro
up fo
r vi
sual
ly im
paire
d st
uden
ts.
Is th
e st
uden
t ab
le to
iden
tify
the
spec
ial n
eeds
fo
r eac
h sp
ecia
l gr
oup?
12
TOPI
C/ S
UB
-TO
PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
clas
s for
furth
er d
iscu
ssio
n an
d cl
arifi
catio
n.
c)
poin
t out
he
r/his
re
spon
sibi
litie
s to
war
ds sp
ecia
l gr
oup.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
thei
r res
pons
ibili
ties
tow
ards
spec
ial g
roup
s.ii)
The
teac
her t
o gu
ide
stud
ents
to ro
le p
lay
on h
ow to
hel
p sp
ecia
l gr
oups
.iii
) Th
e te
ache
r to
arra
nge
a fie
ld tr
ip to
spec
ial g
roup
ce
nter
s for
the
stud
ents
to:
• ge
t to
know
them
• ex
tend
thei
r frie
nshi
p•
help
them
acc
ordi
ngly
iv) T
he te
ache
r to
guid
est
uden
ts in
gro
ups t
o pr
epar
e a
repo
rt of
the
visi
t fo
r cla
ss p
rese
ntat
ion.
Cen
tres f
or sp
ecia
lgr
oups
.Is
the
stud
ent a
ble
to p
oint
out
his
/he
r res
pons
ibili
ties
tow
ards
spec
ial
grou
ps?
5.0
WO
RK
5.1T
he M
eani
ng o
f W
ork.
The
stud
ent s
houl
dbe
abl
e to
:a)
defi
ne w
ork.
The
teac
her t
o gu
ide
stud
ents
to
bra
inst
orm
on
the
mea
ning
of
wor
k.
Is th
e st
uden
t abl
e to
defi
ne w
ork?
6
13
TOPI
C/ S
UB
-TO
PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
b)
nam
e di
ffere
nt
wor
k re
late
d ac
tiviti
es
done
in th
e co
mm
unity
.
i) Th
e te
ache
r to
guid
e st
uden
ts in
smal
l gro
ups
to d
iscu
ss d
iffer
ent w
ork
rela
ted
activ
ities
don
e in
th
eir c
omm
unity
.ii)
Th
e te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups t
o de
velo
p a
char
t sho
win
g w
ork
rela
ted
activ
ities
and
th
en p
rese
nt in
cla
ss fo
r di
scus
sion
and
cla
rifica
tion.
Is th
e st
uden
t abl
e to
nam
e di
ffere
nt
wor
k re
late
d ac
tiviti
es d
one
in
the
com
mun
ity?
5.2
Impo
rtanc
e of
W
ork.
The
stud
ent
shou
ldm
be
able
to
:a)
ex
plai
n th
e im
porta
nce
of
wor
k fo
r sel
de
velo
pmen
t.
i) U
sing
pic
ture
s with
m
essa
ges o
n th
e im
porta
nce
of w
ork
teac
her t
o gu
ide
stud
ents
in g
roup
s to
disc
uss
on th
e im
porta
nce
of w
ork.
ii) T
he te
ache
r to
guid
e st
uden
ts to
sum
mar
ize
the
agre
ed p
oint
s.iii
) U
sing
song
s/ca
se st
udie
s
and
role
pla
y, th
e te
ache
r to
em
phas
ize
on th
e im
porta
nce
of w
ork
for s
elf
deve
lopm
ent.
• Pi
ctur
es w
ith
mes
sage
s on
the
impo
rtanc
e of
wor
k.•
Writ
ten
song
s.•
Tact
ile p
ictu
res w
ith
mes
sage
s on
the
impo
rtanc
e of
wor
k fo
r vis
ually
impa
ired
stud
ents
.
Is th
e st
uden
tab
le to
exp
lain
th
e im
porta
nce
of w
ork
for s
elf
deve
lopm
ent?
5
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IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
b)
rela
te w
ork
to th
e de
vel
opm
ent o
f the
na
tion.
i) U
sing
pic
ture
s dep
ictin
g va
rious
eco
nom
ic a
ctiv
ities
th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s the
rela
tions
hip
betw
een
wor
k an
d na
tiona
l de
velo
pmen
t.ii)
Stu
dent
s in
grou
ps to
pr
esen
t the
ir w
ork
in c
lass
an
d th
e te
ache
r to
guid
e a
disc
ussi
on fo
r cla
rifica
tion
and
sum
mar
y.
• Pi
ctur
es d
epic
ting
vario
us e
cono
mic
ac
tiviti
es.
• Ta
ctile
pic
turs
de
pict
ing
var
ious
ec
onom
ic a
ctiv
ities
.
Is th
e st
uden
t abl
eto
rela
te w
ork
to
the
deve
lopm
ent o
f th
e na
tion?
6.0
FA
MIL
YL
IFE
6.1
The
Con
cept
of
Fam
ily.
The
stud
ent s
houl
dbe
abl
e to
:a)
de
fine f
amily
.
The
teac
her t
o gu
ide
stud
ents
to
bra
inst
orm
on
the
mea
ning
of
fam
ily.
Is th
e st
uden
t abl
e to
defi
ne fa
mily
?4
b)
iden
tify
type
s
of fa
mili
es.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad
writ
ten
docu
men
ts o
n fa
mily
, dis
cuss
and
writ
e do
wn
type
s of f
amily
.ii)
The
gro
ups t
o pr
esen
t the
ir w
ork
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n do
cum
ents
on
fam
ily.
• W
ritte
n do
com
ents
on
fam
ily in
Bra
ille
for v
isua
lly im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
iden
tify
the
type
s of f
amili
es?
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CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
c)
anal
yse
the
impo
rtanc
e of
fa
mily
.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad
writ
ten
docu
men
ts o
n fa
mily
, di
scus
s and
writ
e do
wn
the
impo
rtanc
e of
fam
ily
and
ther
eafte
r mak
e cl
ass
pres
enta
tions
for
ii) T
he te
ache
r to
guid
e st
uden
ts
to w
rite
dow
n a
sum
mar
y on
th
e im
porta
nce
of fa
mily
.
• W
ritte
n do
cum
ents
on
fam
ily.
• W
ritte
n do
cum
ents
on
fam
ily in
Bra
ille
for v
isua
lly im
paire
d st
uden
ts c
larifi
catio
n.
Is th
e st
uden
tab
le to
ana
lyse
the
impo
rtanc
e of
fa
mily
?
d)
iden
tify
fa
ctor
co
ntrib
utin
g
to
fam
ily
st
abili
ty.
i) U
sing
pic
ture
s or c
ase
stud
ies t
he te
ache
r to
guid
e st
uden
ts in
gro
ups
to id
entif
y, di
scus
s an
d lis
t dow
n fa
ctor
s w
hich
con
tribu
te to
fa
mily
stab
ility
for c
lass
di
scus
sion
and
cla
rifica
tion.
ii) T
he te
ache
r to
use
ques
tion
and
answ
ers t
o gu
ide
stud
ents
to d
iscu
ss th
e im
porta
nce
of fa
mily
st
abili
ty to
the:
• m
embe
rs o
f fam
ily•
com
mun
ity•
natio
n
• Pi
ctur
es o
r a w
ritte
n ca
se st
udy
on fa
mily
st
abili
ty.
• Ta
ctile
pic
ture
s or a
w
ritte
n ca
se st
udy
on fa
mily
stab
ility
fo
r vis
ually
impa
ired
stud
ents
.
Is th
e st
uden
t abl
eto
iden
tify
fact
ors
cont
ribut
ing
to
fam
ily st
abili
ty?
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O
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CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
6.2
Cou
rtshi
p an
d
Mar
riage
.Th
e st
uden
t sho
uld
be a
ble
to:
a)
expl
ain
the
mea
ning
and
im
porta
nce
of
cour
tshi
p.
The
teac
her t
o gu
ide
stud
ents
to
bra
inst
orm
on
the
mea
ning
an
d im
porta
nce
of c
ourts
hip.
Is th
e st
uden
t ab
le to
exp
lain
th
e m
eani
ng a
nd
impo
rtanc
e of
co
urts
hip?
5
b)
expl
ain
the
elat
ions
hip
betw
een
co
urtsh
ip a
nd
mar
riage
.
Usi
ng v
ideo
show
ing
cour
tshi
p an
d m
arria
ge th
e te
ache
r to
gui
de st
uden
ts th
roug
h qu
estio
ns a
nd a
nsw
ers t
o di
scus
s on
the
impo
rtanc
e of
pr
oper
cou
rtshi
pas
a b
asis
for g
ood
mar
riage
.
• Vi
deo/
pict
ures
sh
owin
g co
urtsh
ip a
nd
mar
riage
.•
Tact
ile p
ictu
res
show
ing
cour
tship
and
m
arria
ge.
Is th
e st
uden
t abl
eto
exp
lain
the
rela
tions
hip
betw
een
cour
tshi
p an
d m
arria
ge?
c)
iden
tify
custo
ms
and
bel
iefs
th
at en
cour
age
pr
emat
ure/
early
m
arria
ges.
i) Th
e te
ache
r to
invi
te
a gu
est s
peak
er fr
om
the
com
mun
ity w
ho is
kn
owle
dgea
ble
to ta
lk a
bout
pr
oble
ms a
ssoc
iate
d w
ith
prem
atur
e m
arria
ges.
ii) T
each
er to
gui
de st
uden
ts to
pr
epar
e a
sum
mar
y of
the
talk
.
Res
ourc
e pe
rson
.Is
the
stud
ent a
ble
to id
entif
y so
cial
cu
ltura
l pra
ctic
es
and
belie
fs
that
enc
oura
ge
prem
atur
e m
arria
ges?
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IFIC
O
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CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
d)
iden
tify
foun
datio
ns
of
a sta
ble
mar
riage
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
role
pla
y on
a
stab
le a
nd u
nsta
ble
mar
riage
.ii)
The
teac
her t
o gu
ide
stud
ents
to h
old
a cl
ass
disc
ussi
on a
nd c
ome
up
with
fact
ors t
hat c
onst
itute
th
e fo
unda
tions
of a
stab
le
mar
riage
.iii
) Th
e Te
ache
r to
lead
stud
ents
to
pre
pare
a su
mm
ary
of th
e ta
lk.
Is th
e stu
dent
able
to id
entif
y th
e fo
unda
tions
of a
sta
ble
mar
riage
?
6.3
Rig
hts a
nd
R
espo
nsib
ilitie
s
of
Fam
ily
Mem
bers
.
The
stud
ent s
houl
dbe
abl
e to
:a)
an
alys
e th
e rig
hts a
nd
resp
onsi
bilit
ies
of e
ach
mem
ber
in th
e fa
mily
.
Usi
ng c
harts
or p
ictu
res o
ffa
mily
mem
bers
the
teac
her t
o gu
ide
stud
ents
to d
iscu
ss a
nd
list d
own
the
right
s and
resp
onsi
bilit
ies o
f eac
h m
embe
r in
the
fam
ily a
nd su
mm
ariz
e in
a cl
ass d
iscu
ssio
n.
• C
harts
or p
ictu
res
of fa
mily
mem
bers
pe
rfor
min
g di
ffere
nt
role
s.•
Tact
ile c
harts
or
pict
ures
of f
amily
m
embe
rs p
erfo
rmin
g di
ffere
nt ro
les.
Is th
e st
uden
t abl
eto
ana
lyze
the
right
s an
d re
spon
sibi
litie
s of
eac
h m
embe
r in
the
fam
ily?
5
b)
asse
ss th
e co
nseq
uenc
es
of fa
ilure
by
fam
ily m
embe
rs
to c
arry
out
thei
r re
spon
sibi
litie
s.
i) Th
e te
ache
r to
guid
e st
uden
ts to
role
pla
y fa
mily
rig
hts a
nd re
spon
sibi
litie
sii)
eac
her t
o gu
ide
stud
ents
to
deb
ate
on w
heth
er it
is
impo
rtant
to p
artic
ipat
e in
fa
mily
resp
onsi
bilit
ies.
Writ
ten
text
.Is
the
stud
ent
able
to a
sses
s the
co
nseq
uenc
es
of fa
ilure
by
fam
ily m
embe
rs
to c
arry
out
thei
r re
spon
sibi
litie
s?
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EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
ii) T
Teac
her t
o su
mm
ariz
e th
e de
bate
, em
phas
izin
g on
the
impo
rtanc
e of
st
uden
ts c
arry
ing
out f
amily
re
spon
sibi
litie
s.7.
0 PR
OPE
R
BE
HAV
IOU
R
A
ND
R
ESP
ON
SIB
LE
DE
CIS
ION
M
AK
ING
7.1
Mea
ning
an
d Ty
pes o
f B
ehav
iuor
.
The
stud
ent s
houl
d be
abl
e to
exp
lain
th
e m
eani
ng a
nd
type
s of b
ehav
iour
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of b
ehav
iour
.ii)
The
teac
her t
o us
e qu
estio
ns a
nd a
nsw
ers
to g
uide
stud
ents
to
expl
ain/
iden
tify
type
s of
beha
viou
rs.
Writ
ten
docu
men
ts
on
beha
viou
r.Is
the
stud
ent a
ble
to d
efine
mea
ning
an
d id
entif
yty
pes o
f be
havi
our?
10
7.2
Elem
ents
of
Pro
per
Beh
avio
ur.
The
stud
ent s
houl
dbe
abl
e to
:a)
id
entif
y el
emen
ts o
r in
dica
tors
of
pro
per
be
havi
our.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
elem
ents
or i
ndic
ator
s of
prop
er b
ehav
iour
.ii)
Stu
dent
s in
grou
ps to
car
ry
out s
choo
l sur
vey
to fi
nd
out i
ndic
ator
s of p
rope
r be
havi
our i
n th
e sc
hool
.iii
) St
uden
ts in
thei
r gro
ups
to p
rese
nt th
eir fi
ndin
gs in
cl
ass o
n bo
th in
dica
tors
of
good
beh
avio
ur a
nd b
ad
beha
viou
r
• Po
ster
s or p
ictu
res
depi
ctin
g pr
oper
be
havi
our.
• Po
ster
s in
Bra
ille
or ta
ctile
pic
ture
s de
pict
ing
prop
er
beha
viou
r.
Is th
e st
uden
t ab
le to
iden
tify
the
elem
ents
in
dica
tors
of p
rope
r be
havi
our?
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IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
iv)
The
teac
her t
o gu
ide
a cl
ass
disc
ussi
on o
n th
e be
havi
our
of th
e sc
hool
chi
ldre
n a
pr
esen
ted.
v)
Stud
ents
to p
repa
re a
su
mm
ary
on th
e in
dica
tors
of
pro
per b
ehav
iour
s as
depi
cted
by
stud
ents
in th
e sc
hool
. Th
erea
fter s
tude
nts
to c
ome
up w
ith su
gges
tions
to
cur
b ba
d be
havi
our.
b)
anal
yse
the
cons
eque
nces
of
impr
oper
be
havi
our t
o hi
m/h
erse
lf an
d ot
hers
.
i) Th
e te
ache
r to
guid
e th
e st
uden
ts to
role
pla
y a
varie
ty o
f beh
avio
urs i
n cl
ass.
ii) T
he te
ache
r to
guid
e th
e st
uden
ts to
dis
cuss
and
di
stin
guis
h be
twee
n pr
oper
an
d im
prop
er b
ehav
iour
fr
om th
e ro
le p
lays
and
ex
plai
n th
e di
ffere
nces
.iii
) Th
e te
ache
r to
guid
e st
uden
ts to
use
por
tfolio
s to
eva
luat
e th
eir o
wn
daily
be
havi
ours
and
not
e do
wn:
O
ccas
ions
whe
n th
ey h
ave
beha
ved
prop
erly.
Stud
ents
’ beh
avio
urpo
rtfol
ios.
Is th
e st
uden
t abl
eto
ana
lyse
the
cons
eque
nces
of
impr
oper
be
havi
our t
o hi
m/
her s
elf?
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EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
• O
ccas
ions
whe
n th
ey
have
beh
aved
impr
oper
ly
and
reas
ons f
or th
eir
mis
beha
viou
r.•
Con
sequ
ence
s of t
heir
m
isbe
havi
our t
o th
emse
lves
and
oth
ers.
iv) T
he te
ache
r to
guid
e
stud
ents
in g
roup
s to:
• M
onito
r eac
h ot
her’s
beha
viou
r.•
Kee
p re
cord
s of e
ach
othe
r’s b
ehav
iour
.
c)
expl
ain
the
impo
rtanc
e of
beh
avin
g pr
oper
ly.
i) Te
ache
r to
guid
e st
uden
ts to
ta
ke a
wal
k ou
t in
the
stre
et
and
writ
e do
wn
inci
denc
es
of p
rope
r beh
avio
ur
.The
reaf
ter t
he te
ache
r to
guid
e st
uden
ts in
gro
ups
to d
iscu
ss th
e ca
use
and
cons
eque
nces
of i
mpr
oper
be
havi
ours
in o
ur so
ciet
y.ii)
The
stud
ents
in th
eir g
roup
s to
pre
pare
a c
hart
show
ing
prop
er b
ehav
iour
to th
e so
ciet
y.
Writ
ten
docu
men
tson
pro
per b
ehav
iour
.Is
the
stud
ent
able
to e
xpla
inth
e im
porta
nce
of
show
ing
prop
er
beha
viou
r in
our
soci
ety?
21
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IFIC
O
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CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
iii)
The
stud
ents
in th
eir g
roup
s to
pre
sent
thei
r cha
rts
in c
lass
for d
iscu
ssio
n,
clar
ifica
tion
and
sum
mar
y.
7.3
Res
pons
ible
D
ecis
ion
Mak
ing.
The
stud
ent s
houl
d be
abl
e to
:a)
ex
plai
n th
e m
eani
ng a
nd
impo
rtanc
e of
re
spon
sibl
e de
cisi
on
mak
ing.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of m
akin
g re
spon
sibl
e de
cisi
ons.
ii) U
sing
cas
e st
udie
s the
te
ache
r to
guid
e st
uden
ts in
gr
oups
to re
ad a
nd d
iscu
ss
to: • id
entif
y ba
d de
cisi
ons i
n ca
se st
udy.
• pa
ntic
ipat
e co
nseq
uenc
es
of m
akin
g irr
espo
nsib
le
deci
sion
s.•
iden
tify
way
s to
cope
with
pe
ar p
ress
ure
to m
ake
wro
ng d
ecis
ions
.•
iden
tify
peop
le in
the
sc
hool
and
com
mun
ity
who
car
e fo
r the
m.
iii)
The
stud
ents
in g
roup
s to
pres
ent t
heir
findi
ngs i
n cl
ass.
• W
ritte
n do
cum
ents
on
deci
sion
mak
ing.
• W
ritte
n do
cum
ents
on
deci
sion
mak
ing
in
Bra
ille.
Is th
e st
uden
t ab
le to
exp
lain
th
e m
eani
ng
and
impo
rtanc
e of
resp
onsi
ble
deci
sion
mak
ing
?
11
22
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SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
iv)
The
teac
her t
o gu
ide
a cl
ass d
iscu
ssio
n to
cla
rify
gr
oups
’ pre
sent
atio
ns.
b)
illus
trate
skill
s ne
eded
to
mak
e he
alth
y de
cisi
ons.
i) Th
e te
ache
r to
guid
e
stud
ents
thro
ugh
the
follo
win
g •
step
s for
dec
isio
n m
akin
g:
defin
ing
a pr
oble
m•
listin
g al
tern
ativ
es to
the
prob
lem
stat
ing
crite
ria to
co
nsid
er•
eval
uatin
g al
tern
ativ
es in
te
rms o
f cho
sen
crite
ria.
• us
ing
a ch
art t
o in
terp
ret
and
arriv
e at
a d
ecis
ion
ii)
The
teac
her t
o pr
ovid
e th
e st
uden
ts in
gro
ups w
ith
o
ne is
sue
each
for d
ecis
ion
m
akin
g pr
actic
e.iii
) St
uden
ts to
follo
w th
e st
eps
lear
ned
to m
ake
a de
cisi
on
over
the
issu
e.iv
) St
uden
ts in
gro
ups t
o pr
esen
t the
dec
isio
ns
they
had
mad
e fo
r fur
ther
di
scus
sion
and
cla
rifica
tion.
List
of i
ssue
s on
deci
sion
mak
ing.
Is th
e st
uden
t abl
eto
follo
w th
e co
rrec
t ste
ps in
de
cisi
on m
akin
g?
23
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IFIC
O
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CT
IVE
S
TE
AC
HIN
G A
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L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
8.0
RO
AD
SA
FET
Y
ED
UC
ATIO
N
8.1
Impo
rtanc
e of
R
oad/
Traf
fic
Sign
s.
The
stud
ent s
houl
dbe
abl
e to
:a)
ex
plai
n th
e m
eani
ng o
f ro
ad o
r tra
ffic
sign
s.
i) U
sing
a ro
ad tr
affic
ch
art
teac
her t
o gu
ide
stud
ents
to
iden
tify
diffe
rent
road
or
traffi
c sig
ns a
nd th
eir
mea
ning
.ii)
Te
ache
r and
stud
ents
to
mak
e a
field
trip
to o
bser
ve
traffi
c sig
ns.
• C
harts
on
road
or
traffi
c sig
ns.
• Ta
ctile
cha
rts o
n ro
ad
or tr
affic
sign
s.
Is th
e st
uden
t abl
eto
exp
lain
the
impo
rtanc
e of
road
or
traf
fic si
gns?
10
b)
give
cor
rect
in
terp
reta
tion
of ro
ad o
r tra
ffic
sign
s.
Usi
ng sk
etch
es o
f diff
eren
t ro
ad tr
affic
sign
s, th
e te
ache
r to
gui
de st
uden
ts to
inte
rpre
t di
ffere
nt ro
ad o
r tra
ffic
sign
s.
Sket
ches
of d
iffer
ent
road
or t
raffi
c si
gns.
Is th
e st
uden
t abl
eto
giv
e co
rrec
t in
terp
reta
tion
of
road
or t
raffi
c si
gns?
c)
expl
ain
the
impo
rtanc
e of
ob
eyin
g ro
ad o
r tra
ffic s
igns
.
Usi
ng c
hart
of ro
ad tr
affic
si
gns t
he te
ache
r to
guid
e st
uden
ts to
dis
cuss
the
impo
rtanc
e of
obe
ying
road
or
traffi
c si
gns.
• C
harts
on
road
or
traffi
c si
gns.
• Ta
ctile
cha
rts o
n ro
ad
or tr
affic
sign
s.
Is th
e st
uden
tab
le to
exp
lain
the
impo
rtanc
e of
ob
eyin
g ro
ad o
r tra
ffic
sign
s?d)
ex
plai
n
co
nseq
uenc
es
of f
ailu
re to
ob
serv
e ro
ad o
r tra
ffic s
igns
.
Usi
ng p
ictu
res r
epor
ts a
ndar
ticle
s on
road
acc
iden
ts th
e te
ache
r to
guid
e st
uden
ts to
di
scus
s and
list
dow
n po
ssib
le
cons
eque
nces
of f
ailu
re to
ob
serv
e ro
ad o
r tra
ffic
sign
s.
• Pi
ctur
es, r
epor
ts
and
artic
les o
n ro
ad
acci
dent
.•
Rep
orts
and
arti
cle
s on
road
acc
i den
t w
ritte
n in
Bra
ille
for v
isua
lly im
paire
d st
uden
ts.
Is th
e st
uden
tab
le to
exp
lain
co
nseq
uenc
es o
f fa
ilure
to o
bser
ve
road
or t
raffi
c sig
ns?
24
TOPI
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UB
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PIC
SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
8.2
Cau
ses o
f roa
d ac
cide
nts.
The
stud
ent s
houl
dbe
abl
e to
:a)
id
entif
y ca
uses
of r
oad
acci
dent
s.
Stud
ents
to b
rain
stor
m a
ndid
entif
y ca
uses
of r
oad
acci
dent
s.
Is th
e st
uden
t abl
eto
iden
tify
caus
es
of ro
ad a
ccid
ents
?6
b)
asse
ss th
e m
agni
tude
of
road
acc
iden
ts
in T
anza
nia.
The
teac
her t
o in
vite
a tr
affic
polic
e of
ficer
to e
xpla
in th
e m
agni
tude
of r
oad
acci
dent
s in
the
coun
try.
Res
ourc
e pe
rson
.Is
the
stud
ent
able
to e
xpla
in
the
mag
nitu
de o
f ro
ad a
ccid
ents
in
Tanz
ania
?
8.3
Prev
entio
n of
ro
ad a
ccid
ents
.Th
e st
uden
t sho
uld
be a
ble
to:
a)
expl
ain
way
s of
prev
entin
g ro
ad
acci
dent
s.
Usi
ng p
ictu
res a
nd c
harts
show
ing
prop
er u
se o
f roa
d or
traf
fic si
gns t
he te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
way
s of p
rese
ntin
g ro
ad
acci
dent
s.
• Pi
ctur
es a
nd c
harts
de
pict
ing
prop
er u
se
of ro
ad tr
affic
sign
s. •
Tact
ile p
ictu
res a
nd
char
ts d
epic
ting
prop
er u
se o
f roa
d tra
ffic
sign
s.
Is th
e st
uden
t abl
e to
exp
lain
way
s of
prev
entin
g ro
ad
acci
dent
s?
6
b)
help
the
disa
bled
, ch
ildre
n an
d th
e el
derly
to
cros
s roa
ds.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s diff
eren
t act
iviti
es
they
can
car
ry o
ut in
ord
er
to h
elp
the
disa
bled
and
ch
ildre
n to
cro
ss ro
ads
safe
ly.
Res
ourc
e pe
rson
.Is
the
stud
ent a
ble
to h
elp
the
disa
bled
, chi
ldre
n an
d th
e el
derly
to
cros
s roa
d?
25
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SSP
EC
IFIC
O
BJE
CT
IVE
S
TE
AC
HIN
G A
ND
L
EA
RN
ING
ST
RAT
EG
IES
TE
AC
HIN
G A
ND
L
EA
RN
ING
M
ATE
RIA
LS
ASS
ESS
ME
NT
NU
MB
ER
OF
PER
IOD
S
ii) T
he st
uden
ts in
thei
r gr
oups
to p
rese
nt in
cla
ss
for d
iscu
ssio
n, c
larifi
catio
n an
d su
mm
ary.
iii)
Usi
ng so
ngs o
r pic
ture
s te
ache
r to
sens
itize
st
uden
ts to
hel
p th
e el
derly
, th
e di
sabl
ed a
nd th
e ch
ildre
n w
hen
cros
sing
ro
ads a
nd b
oard
ing
buse
s.
26
FORM TWO
CLASS LEVEL COMPETENCESStudent should have the ability to:
1. Apply problem solving techniques.
2. Demonstrate an understanding of the concept, structure and functioning of
government and participates in its running.3. Demonstrate knowledge of democratic principles and competently participates in democratic processes.4. Demonstrate responsible sexual behaviour and gender relations.
CLASS LEVEL OBJECTIVESBy the end of Form Two course, the student should be able to:
a) Apply problem solving techniques in real life situations.b) Demonstrate an understanding of his/her government.
c) Explain what democracy is and participate in democratic activities.
d) Promote knowledge of good sexual behaviour and gender concepts.
27
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AR
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G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
1.0
PRO
MO
TIO
N
OF
LIF
E
SKIL
LS
1.1
Soci
al P
robl
em
S
olvi
ng
T
echn
ique
s.
The
stud
ent s
houl
d be
able
to:
a)
expl
ain
the
m
eani
ng a
nd
impo
rtanc
e of
ap
plyi
ng p
robl
em
solv
ing
tech
niqu
es.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of p
robl
em
solv
ing
tech
niqu
es.
ii) U
sing
a ro
le p
lay
or a
ca
se st
udy
the
teac
her
to g
uide
stud
ents
in
grou
ps to
dis
cuss
and
ex
plai
n th
e im
porta
nce
of u
sing
pro
blem
solv
ing
tech
niqu
es.
• A
cop
y of
a c
ase
stud
y on
the
ap
plic
atio
n of
pr
oble
m so
lvin
g
te
chni
ques
.•
A c
opy
of a
cas
e st
udy
on th
e ap
plic
atio
n of
pr
oble
m so
lvin
g te
chni
ques
writ
ten
in B
raill
e fo
r vi
sual
ly im
paire
d st
uden
ts.
Is th
e st
uden
tab
le to
exp
lain
the
mea
ning
and
impo
rtanc
e of
app
lyin
g pr
oble
m so
lvin
g te
chni
ques
?
3
b)
iden
tify
step
s in
the
prob
lem
so
lvin
g pr
oces
s.
i) Th
e te
ache
r to
use
a st
ory
or a
cas
e st
udy
or a
role
pl
ay to
gui
de st
uden
ts in
gr
oups
to d
iscu
ss, i
dent
ify
and
list d
own
the
follo
win
g st
eps i
n th
e pr
oble
m
sol
ving
pro
cess
.•
Initi
atin
g m
edia
tion
• G
athe
ring
info
rmat
ion
• D
efini
ng th
e pr
oble
m•
Gen
erat
ing
alte
rna
tives
• A
gree
ing
in so
lutio
n•
Follo
win
g th
roug
h to
see
how
the
plan
is c
arrie
d ou
t
• W
ritte
n do
cum
ents
on
pro
blem
so
lvin
g sk
ills.
• W
ritte
n do
cum
ents
on
pro
blem
so
lvin
g sk
ills i
n B
raill
e.
Is th
e st
uden
tab
le to
iden
tify
the
six
step
s in
the
prob
lem
solv
ing
proc
ess?
3
28
TOPI
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CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) T
he g
roup
s to
pres
ent t
heir
list e
xpla
inin
g ho
w e
ach
step
wor
ks a
nd h
ow th
e st
eps fl
ow in
to e
ach
othe
riii
) Th
e te
ache
r to
lead
a c
lass
di
scus
sion
to c
larif
y po
ints
.
c)
prac
tice
solv
ing
pr
oble
m.
The
teac
her t
o us
est
uden
ts re
al li
fe p
robl
ems/
confl
icts
in c
lass
or a
t hom
e to
gu
ide
stud
ents
indi
vidu
ally
or
in g
roup
s as t
he c
ase
may
be
thro
ugh
the
step
s in
orde
r to
solv
e th
eir p
robl
ems/
con
flict
s.
Is th
e st
uden
tab
le to
use
the
six
step
s effe
ctiv
ely
to so
lve
thei
r pr
oble
ms?
2.0
GO
VE
RN
ME
NT
OF
TAN
ZA
NIA
2.1
Con
cept
of
G
over
nmen
t.
The
stud
ent s
houl
d be
able
to:
a)
expl
ain
the
mea
ning
and
type
s of
gov
ernm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of
gove
rnm
ent.
ii) B
y us
ing
writ
ten
text
s on
type
s and
form
s of
gove
rnm
ent,
the
teac
her
to g
uide
stud
ents
to re
ad,
disc
uss a
nd id
entif
y ty
pes
and
form
s of g
over
nmen
t.
• W
ritte
n te
xts o
n
the
impo
rtanc
e of
go
vern
men
t.•
Text
s on
the
impo
rtanc
e of
go
vern
men
t w
ritte
n in
Bra
ille.
Is th
e st
uden
tab
le to
exp
lain
th
e m
eani
ng o
f go
vern
men
t?
3
29
TOPI
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TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
illus
trate
the
impo
rtanc
e go
verm
ent.
Th
e te
ache
r to
guid
ei)
Stud
ents
in sm
all g
roup
s to
read
writ
ten
text
s on
the
impo
rtanc
e of
gov
ernm
ent,
disc
uss,
and
writ
e do
wn
the
impo
rtanc
e of
g
over
nmen
t and
mak
e
grou
p pr
esen
tatio
ns in
cla
ss.
ii) S
tude
nts t
o di
scus
s and
su
mm
ariz
e th
e im
porta
nce
of g
over
nmen
t.
• W
ritte
n te
xt o
n ty
pes a
nd fo
rms o
f go
ernm
ent.
• Te
xts o
n ty
pes
and
form
s of
gove
rnm
ent
writ
ten
in B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
illu
stra
te th
e im
porta
nce
of
gove
rnm
ent?
2.2
The
Con
stitu
tion.
The
stud
ent s
houl
d be
ab
le to
:a)
ex
plai
n th
e m
eani
ng a
nd
the
stru
ctur
e of
the
natio
nal
cons
titut
ion.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of a
nat
iona
l co
nstit
utio
n.ii)
Usi
ng c
opie
s of t
he
natio
nal c
onst
itutio
nthe
te
ache
r to
guid
e th
e st
uden
ts in
gro
ups t
o di
scus
s and
des
crib
e th
e st
ruct
ure
of th
e na
tiona
l co
nstit
utio
n.iii
) The
teac
her t
o gu
ide
stud
ents
in g
roup
s to
pres
ent t
heir
findi
ngs f
or
clas
s dis
cuss
ion
and
furth
er
clar
ifica
tion.
• C
opie
s of
the
natio
nal
cons
titut
ion.
• C
opie
s of
the
natio
nal
cons
titut
ion
in
Bra
ille
for v
isua
lly
impa
ired
stud
ents
.
Is th
e st
uden
t ab
le to
exp
lain
th
e m
eani
ng a
nd
the
stru
ctur
e of
nat
iona
l co
nstit
utio
n?
10
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IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
expl
ain:
• H
ow th
e
cons
titut
ion
is
mad
e.•
Its im
porta
nce.
• Its
rela
tions
hip
to t
he
gove
rnm
ent o
f Ta
nzan
ia.
• H
ow it
is
safe
guar
ded.
i) Th
e te
ache
r to
invi
te
an o
ffice
r who
is
know
ledg
eabl
e ab
out t
he
natio
nal c
onst
itutio
n lik
e a
mem
ber o
f par
liam
ent,
a co
unci
llor,
a di
stric
t m
agis
trate
to e
xpla
in:
• H
ow th
e co
nstit
utio
n is
m
ade.
• Its
impo
rtanc
e•
How
the
cons
titut
ion
is
rela
ted
to th
e Tan
zani
an
Gov
ernm
ent
• H
ow to
safe
guar
d an
d am
end
the
natio
nal
cons
titut
ion.
ii) G
uide
stud
ents
to a
sk
ques
tions
rela
ted
to
how
the
cour
t is m
ade,
its
impo
rtanc
e an
d sa
fegu
arde
d.
Cop
ies o
f the
nat
iona
lco
nstit
utio
n.Is
the
stud
ent a
ble
to e
xpla
in :
1. h
ow th
e na
tiona
l co
nstit
utio
n is
m
ade?
2.
its re
latio
nshi
p to
the
Tanz
ania
n go
vern
men
t?3.
h
ow it
is
safe
-gua
rded
?
2.3
Loca
l G
over
nmen
t.Th
e st
uden
t sho
uld
be
able
to:
a)
defin
e loc
al
gove
rnm
ent.
The
teac
her t
o gu
ide
stud
ents
to
bra
inst
orm
on
the
mea
ning
of
loca
l gov
ernm
ent.
Cha
rt sh
owin
g st
ruct
ure
of v
illag
e,
stre
et a
nd d
istri
ct
gove
rnm
ent/c
ounc
il.
Is th
e st
uden
t abl
e to
defi
ne lo
cal
gove
rnm
ent?
18
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IFIC
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TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
desc
ribe
the
stru
ctur
e of
loca
l go
vern
men
t.
i) U
sing
org
aniz
atio
nal
char
t of l
ocal
gov
ernm
ent
and
copi
es o
f nat
iona
l co
nstit
utio
n th
e te
ache
r to
gui
de st
uden
ts to
read
, di
scus
s and
des
crib
e th
e st
ruct
ure
of lo
cal
gove
rnm
ent i
n Ta
nzan
ia.
ii)
Teac
her t
o gu
ide
a cl
ass
disc
ussi
on fo
r the
stud
ents
to
sum
mar
ize
the
stru
ctur
e of
loca
l gov
ernm
ent.
• O
rgan
izat
iona
l ch
art o
f lo
cal
gove
rnm
ent
Nat
iona
l co
nstit
utio
n.•
Org
aniz
atio
nal
char
t of l
ocal
go
vern
men
t in
tact
ile fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
des
crib
e th
e st
ruct
ure
of lo
cal
gove
rnm
ent?
c)
iden
tify
func
tions
of l
ocal
go
vern
men
t.
i) Th
e te
ache
r to
invi
te a
kn
owle
dgea
ble
pers
on
to ta
lk to
the
stud
ents
ab
out f
unct
ions
of l
ocal
go
vern
men
t.ii)
The
teac
her t
o gu
ide
stud
ents
to w
rite
a su
mm
ary
on th
e fu
nctio
ns
of th
e lo
cal g
over
nmen
t.
• R
esou
rce
pers
on.
• C
harts
with
fu
nctio
ns o
f loc
al
gove
rnm
ents
.
Is th
e st
uden
tab
le to
iden
tify
func
tions
of l
ocal
go
vern
men
t?
d)
parti
cipa
te a
ctiv
ely
in fu
nctio
ns o
f ei
ther
scho
ol o
r lo
cal g
over
nmen
t.
i) U
sing
cha
rts sh
owin
g fu
nctio
ns o
f sch
ool o
r loc
al
gove
rnm
ent t
he te
ache
r to
guid
e st
uden
ts to
role
pla
y th
e fu
nctio
ns o
f eith
er th
e sc
hool
or l
ocal
gov
ernm
ent.
• W
ritte
n ch
arts
sh
owin
g fu
nctio
ns
of e
ither
scho
ol o
r lo
cal g
over
nmen
t.
Is th
e st
uden
tab
le to
par
ticip
ate
activ
ely
eith
erin
the
func
tions
of
scho
ol
gove
rnm
ent,
32
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IFIC
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BJEC
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ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) U
sing
writ
ten
song
s/ c
ase
st
udie
s the
teac
her t
o em
phas
ize
the
impo
rtanc
e of
par
ticip
atin
g ac
tivel
y in
the
func
tions
of s
choo
l/ lo
cal g
over
nmen
t.
• W
ritte
n so
ngs o
n pa
rtici
patio
n in
lo
cal g
over
nmen
t fu
nctio
ns.
• Ta
ctile
cha
rts
show
ing
func
tions
of
eith
er sc
hool
or
loca
l gov
ernm
ent
for v
isua
lly
impa
ired
stud
ents
.
or lo
cal
gove
rnm
ent?
e)
expl
ain
why
the
loca
l gov
ernm
ent
ha
s an
impo
rtant
ef
fect
on
his/
her
life.
i) U
sing
writ
ten
text
s th
e te
ache
r to
guid
e st
uden
ts to
read
, dis
cuss
an
d ex
plai
n w
hy lo
cal
gove
rnm
ents
hav
e an
im
porta
nt e
ffect
on
peop
le’s
live
s.ii)
Stu
dent
s in
grou
ps
to p
rese
nt th
eir w
ork
in th
e en
tire
clas
s for
fu
rther
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n te
xts o
n lo
cal g
over
nmen
t.•
Writ
ten
text
s on
loca
l gov
ernm
ent
in B
raill
e fo
r vi
sual
ly im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
exp
lain
why
lo
cal g
over
nmen
t ha
s an
impo
rtant
ef
fect
on
peop
le’s
lives
?
f)
expl
ain
sour
ces o
f lo
cal g
over
nmen
t re
venu
e.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad w
ritte
n te
xts a
nd
disc
uss s
ourc
es o
f loc
al
gove
rnm
ent r
even
ue.
• W
ritte
n te
xts o
n lo
cal g
over
nmen
t re
venu
e.
Is th
e st
uden
tab
le to
exp
lain
so
urce
s of l
ocal
go
vern
men
t re
venu
e?
33
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CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) T
he te
ache
r to
lead
cla
ss
disc
ussi
on to
cla
rify
and
sum
mar
ize
on th
e so
urce
s of
loca
l gov
ernm
ent
reve
nue.
• W
ritte
n te
xts o
n lo
cal g
over
nmen
t re
venu
e in
Bra
ille
for v
isua
lly
impa
ired
stud
ents
.
g)
expl
ain
how
the
loca
l gov
ernm
ent
spen
d its
reve
nue.
i) U
sing
writ
ten
sour
ces
teac
her t
o gu
ide
stud
ents
in
grou
ps to
read
on,
dis
cuss
an
d w
rite
dow
n ho
w th
e lo
cal g
over
nmen
t spe
nds
its re
venu
e.ii)
Stu
dent
s in
thei
r gro
ups t
o pr
esen
t the
ir w
ork
in c
lass
fo
r fur
ther
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n te
xts o
n lo
cal g
over
nmen
t ex
pend
iture
.•
Writ
ten
text
s on
loca
l gov
ernm
ent
expe
nditu
re in
br
aille
.
Is th
e st
uden
tab
le to
exp
lain
ho
w th
e lo
cal
gove
rnm
ent
spen
ds it
s re
venu
e?
2.4
Cen
tral
Gov
ernm
ent
The
stud
ent s
houl
d be
ab
le to
:a)
ex
plai
n th
e m
eani
ng o
f cen
tral
gove
rnm
ent.
The
teac
her t
o gu
ide
stud
ents
to b
rain
stor
m o
n th
e m
eani
ng o
f cen
tral
gove
rnm
ent.
Tanz
ania
C
onst
itutio
n an
d ot
her d
ocum
ents
w
ith in
form
atio
n on
ce
ntra
l gov
ernm
ent.
Is th
e st
uden
tab
le to
exp
lain
the
mea
ning
of c
entra
l go
vern
men
t?
14
b)
desc
ribe
the
stru
ctur
e of
th
e ce
ntra
l go
vern
men
t.
i) Th
e te
ache
r to
use
ques
tions
and
ans
wer
s to
guid
e a
clas
s dis
cuss
ion
to
com
e up
with
the
stru
ctur
e of
cen
tral g
over
nmen
t.
• R
esou
rce
pers
ons.
• O
rgan
izat
iona
l ch
arts
show
ing
the
stru
ctur
e an
d th
e th
ree
arm
s of
gove
rnm
ent.
Is th
e st
uden
tab
le to
des
crib
e th
e st
ruct
ure
of c
entra
l go
vern
men
t?
34
TOPI
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CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) U
sing
cha
rts, q
uest
ions
an
d an
swer
s the
teac
her t
o gu
ide
stud
ents
to id
entif
y th
e th
ree
arm
s of t
he
cent
ral g
over
nmen
tiii
) Th
e te
ache
r to
invi
te a
kn
owle
dgea
ble
pers
on
from
the
gove
rnm
ent t
o ta
lk a
bout
stru
ctur
e an
d fu
nctio
ns o
f eac
h ar
m o
f ce
ntra
l gov
ernm
ent.
• O
rgan
izat
iona
l ch
arts
show
ing
the
stru
ctur
e an
d th
e th
ree
arm
s of
gove
rnm
ent i
n ta
ctile
for v
isua
lly
impa
ired
stud
ents
.
c)
expl
ain
the
func
tions
of
the
cent
ral
gove
rnm
ent.
i) Th
e te
ache
r to
use
writ
ten
text
s to
guid
e st
uden
ts in
gr
oups
to re
ad, d
iscu
ss
and
writ
e do
wn
the
func
tions
of t
he c
entra
l go
vern
men
t.ii)
Stu
dent
s in
thei
r gro
ups
to p
rese
nt th
eir w
ork
in
clas
s.iii
) Usi
ng a
n em
pty
orga
niza
tiona
l cha
rt th
e te
ache
r to
guid
e st
uden
ts
to p
repa
re a
sum
mar
y of
th
e fu
nctio
ns o
f cen
tral
gove
rnm
ent.
• W
ritte
n te
xts o
n th
e fu
nctio
ns
of th
e ce
ntra
l go
vern
men
t suc
h as
the
natio
nal
cons
titut
ion.
• W
ritte
n te
xts o
n th
e fu
nctio
ns
of th
e ce
ntra
l go
vern
men
t suc
h as
the
natio
nal
cons
titut
ion
in
Bra
ille.
Is th
e st
uden
tab
le to
exp
lain
fu
nctio
nsof
cen
tral
gove
rnm
ent?
35
TOPI
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CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
d)
diffe
rent
iate
be
twee
n lo
cal
gove
rnm
ent
and
cent
ral
gove
rnm
ent.
i) Th
e te
ache
r to
assi
gn
stud
ents
in g
roup
s to
gath
er in
form
atio
n fr
om
writ
ten
sour
ces o
n lo
cal
and
cent
ral g
over
nmen
tii)
The
teac
her t
o gu
ide
stud
ent t
o pr
epar
ea
sum
mar
y of
the
diffe
renc
es b
etw
een
loca
l an
d ce
ntra
l gov
ernm
ent.
• W
ritte
n te
xts o
n lo
cal a
nd c
entra
l go
vern
men
t.•
Writ
ten
text
s on
loca
l and
cen
tral
gove
rnm
ent i
n B
raill
e.
Is th
e st
uden
t abl
e to
diff
eren
tiate
be
twee
n lo
cal
gove
rnm
ent
and
cent
ral
gove
rnm
ent?
e)
Iden
tify
sour
ces o
f ce
ntra
l gov
ernm
ent
reve
nue.
T
he te
ache
r to:
i) G
uide
stud
ents
in g
roup
s to
read
writ
ten
text
s on
cen
tral g
over
nmen
t re
venu
e, d
iscu
ss a
nd
prep
are
a lis
t of c
entra
l go
vern
men
t rev
enue
so
urce
s.ii)
Cla
rify
poin
ts a
nd g
uide
st
uden
ts to
sum
mar
ize
the
sour
ces o
f cen
tral
gove
rnm
ent r
even
ue.
• W
ritte
n te
xts o
n so
urce
s of c
entra
l go
vern
men
t re
venu
e.•
Writ
ten
text
s on
sour
ces o
f cen
tral
gove
rnm
ent
reve
nue
in B
raill
e.
Is th
e st
uden
tab
le to
iden
tify
sour
ces o
f cen
tral
gove
rnm
ent
reve
nue?
f)
expl
ain
the
ex
pend
iture
of
the
cent
ral
gove
rnm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad
writ
ten
text
s on
cent
ral
gove
rnm
ent e
xpen
ditu
re
• W
ritte
n te
xts o
n ce
ntra
l gov
ernm
ent
expe
nditu
re.
Is th
e st
uden
t ab
le to
exp
lain
th
e ex
pend
iture
of
the
cent
ral
gove
rnm
ent?
36
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
disc
uss a
nd p
repa
re a
su
mm
ary
on th
e to
pic.
ii) S
tude
nts i
n th
eir g
roup
s to
pre
sent
the
wor
k in
cl
ass f
or d
iscu
ssio
n an
d cl
arifi
catio
n.
• W
ritte
n te
xts o
n ce
ntra
l gov
ernm
ent
expe
nditu
re in
B
raill
e.
g)
parti
cipa
te in
di
ffere
nt c
entra
l go
vern
men
t ac
tiviti
es.
The
teac
her t
o gu
ide
stud
ents
to ro
le p
lay
on h
ow
they
can
par
ticip
ate
in th
e ce
ntra
l.
Is th
e st
uden
t abl
e to
par
ticip
ate
in
diffe
rent
cen
tral
gove
rnm
ent
2.5
The
Tang
anyi
ka
and
Zan
ziba
r
U
nion
.
The
stud
ent s
houl
d be
ab
le to
:a)
ex
plai
n th
e re
ason
s fo
r and
impo
rtanc
e of
Tan
gany
ika
and
Zanz
ibar
Uni
on.
i) B
y us
ing
writ
ten
text
s on
the
unio
n th
e te
ache
r to
guid
e st
uden
ts in
gro
ups
to re
ad a
nd d
iscu
ss th
e re
ason
s for
the
unio
n.ii)
By
usin
g w
ritte
n te
xts
on th
e un
ion
betw
een
Tang
anyi
ka a
nd Z
anzi
bar
the
teac
her t
o gu
ide
stud
ents
in g
roup
s to
read
an
d di
scus
s the
impo
rtanc
e of
the
unio
n.iii
) Th
e te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups
to p
rese
nt th
eir fi
ndin
gs
for c
lass
dis
cuss
ion
and
furth
er c
larifi
catio
n.
• W
ritte
n te
xts o
n Ta
ngan
yika
and
Za
nzib
ar U
nion
.W
ritte
n te
xts o
n Ta
ngan
yika
and
Za
nzib
ar U
nion
in
Bra
ille.
Is th
e st
uden
tab
le to
exp
lain
the
impo
rtanc
e of
an
d re
ason
s for
Ta
ngan
yika
and
Za
nzib
ar U
nion
?
6
37
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IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
iden
tify
unio
n m
atte
rs in
the
gove
rnm
ent o
f the
U
nite
d R
epub
lic o
f Ta
nzan
ia.
i) Th
e te
ache
r to
guid
e st
uden
ts to
col
lect
in
form
atio
n on
uni
on
mat
ters
from
gov
ernm
ent
offic
ials
in th
e co
mm
unity
or
doc
umen
ts fr
om th
e lib
rary
and
use
it fo
r gr
oup
disc
ussi
on.
ii) T
he te
ache
r to
guid
e st
uden
ts in
gro
ups t
o pr
esen
t the
ir fin
ding
s in
clas
s.iii
) U
sing
VIP
P ca
rds t
he
teac
her t
o gu
ide
stud
ents
to
sum
mar
ize
unio
n an
d no
n un
ion
mat
ters
.
• R
elev
ant
info
rmat
ion
abou
t un
ion
mat
ters
.•
Flas
h ca
rds
onun
ion
mat
ters
.•
Nat
iona
l C
onst
itutio
n.•
VIP
P ca
rds.
Is th
e st
uden
t abl
e to
diff
eren
tiate
un
ion
from
no
n- u
nion
m
atte
rs in
the
gove
rnm
ent o
f the
U
nite
d R
epub
lic
of T
anza
nia?
c)
sugg
est s
trate
gie
s fo
r im
prov
ing
the
unio
n’s s
tabi
lity.
i)
Usi
ng n
ewsp
aper
s, th
ete
ache
r to
assi
gn st
uden
ts
to fi
nd ou
t inf
orm
atio
n on
fa
ctor
s tha
t may
cau
se
inst
abili
ty to
the
unio
n.ii)
The
teac
her t
o gu
ide
stud
ents
in g
roup
s to
disc
uss t
he fa
ctor
s an
d pr
opos
e w
ays o
f im
prov
ing
the
unio
n st
abili
ty.
New
spap
er c
uttin
gs
and
othe
r rel
evan
t do
cum
ents
.
Is th
e st
uden
tab
le to
sugg
est
stra
tegi
es fo
r im
prov
ing
our
unio
n st
abili
ty?
38
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SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iii)
The
teac
her t
o gu
ide
stud
ents
in g
roup
s to
pres
ent t
heir
wor
k in
cla
ss.
iv)
The
teac
her t
o gu
ide
a cl
ass d
iscu
ssio
n to
cla
rify
and
sum
mar
ize
poin
ts.
3.0
DE
MO
CR
AC
Y
3.1
Type
s of
D
emoc
racy
.
The
stud
ent s
houl
d be
ab
le to
:a)
ex
plai
n th
e m
eani
ng o
f de
moc
racy
.
i)
The
teac
her t
o gu
ide
stud
ents
to b
rain
stor
m
on th
e m
eani
ng o
f de
moc
racy
.ii)
T
he te
ache
r to
guid
e a
clas
s dis
cuss
ion
to
deve
lop
the
corr
ect
mea
ning
of d
emoc
racy
.
Is th
e st
uden
tab
le to
exp
lain
th
e m
eani
ng o
f de
moc
racy
?
24
b) a
naly
se th
e
prin
cipl
es o
f de
moc
racy
.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad
writ
ten
text
s on
prin
cipl
es
of d
emoc
racy
, ide
ntify
, di
scus
s and
writ
e do
wn
the
stre
ngth
s and
wea
knes
ses
of th
e pr
inci
ples
of
dem
ocra
cy.
ii) T
he te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups t
o pr
esen
t the
ir fin
ding
s for
cl
ass d
iscu
ssio
n an
d fu
rther
cl
arifi
catio
n.
• W
ritte
n te
xts o
n th
e pr
inci
ples
of
dem
ocra
cy.
• W
ritte
n te
xts o
n th
e pr
inci
ples
of
dem
ocra
cy in
B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
tab
le to
ana
lyse
th
e pr
inci
ples
of
dem
ocra
cy?
39
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UB-
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CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
c)
diffe
rent
iate
type
s of
dem
ocra
cy.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad, i
dent
ify a
nd e
xpla
in
the
diffe
rent
type
s of
dem
ocra
cy.
ii) T
he te
ache
r to
guid
e st
uden
ts in
gro
ups t
o id
entif
y an
d di
scus
s di
ffere
nt fe
atur
es o
f eac
h ty
pe.
iii)
Stud
ents
in th
eir g
roup
s to
pre
sent
thei
r wor
k fo
r cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n.iv
) Th
e te
ache
r to
guid
e st
uden
ts to
pre
pare
a
sum
mar
y of
diff
eren
t ty
pes o
f dem
ocra
cy.
• W
ritte
n te
xts
on ty
pes o
f de
moc
racy
.•
Writ
ten
text
s on
type
s of
dem
ocra
cy in
B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
diff
eren
tiate
ty
pes o
f de
moc
racy
?
d)
asse
ss w
heth
er
Tanz
ania
im
plem
ents
de
moc
racy
in
acco
rdan
ce w
ith
the
prin
cipl
es o
f de
moc
racy
.
i) U
sing
the
jigsa
w m
etho
d th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o re
ad
one
fund
amen
tal p
rinci
ple
of d
emoc
racy
eac
h an
d di
scus
s how
it o
pera
tes i
n Ta
nzan
ia.
• W
ritte
n te
xts o
n th
e pr
inci
ples
of
dem
ocra
cy.
• W
ritte
n te
xts o
n th
e pr
inci
ples
of
dem
ocra
cy in
B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
tab
le to
ass
ess
whe
ther
Tan
zani
a im
plem
ents
de
moc
racy
in
acco
rdan
ce w
ith
the
fund
amen
tal
prin
cipl
es o
f de
moc
racy
?
40
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) T
he te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups t
o ga
ther
info
rmat
ion
from
ot
her g
roup
s and
writ
e do
wn
how
the
diffe
rent
pr
inci
ples
ope
rate
in
Tanz
ania
.iii
) Th
e te
ache
r to
use
the
ques
tions
and
ans
wer
s m
etho
d to
con
clud
e on
whe
ther
Tan
zani
a im
plem
ents
the
fund
amen
tal p
rinci
ples
of
dem
ocra
cy.
e)
diffe
rent
iate
de
moc
ratic
from
no
n d
emoc
ratic
go
vern
men
t.
The
teac
her t
o gu
ide:
i) St
uden
ts to
bra
inst
orm
on
the
feat
ures
of d
emoc
ratic
go
vern
men
t.ii)
Stu
dent
s to
brai
nsto
rm
on th
e fe
atur
es o
f a n
on
dem
ocra
tic g
over
nmen
t.iii
) Stu
dent
s in
grou
ps to
car
ry
out a
rese
arch
on
the
scho
ol
gove
rnm
ent,
the
villa
ge
gove
rnm
ent o
r writ
ten
docu
men
ts o
n de
moc
ratic
an
d n
on d
emoc
ratic
• W
ritte
n te
xts o
n th
e de
moc
ratic
and
no
n-de
moc
ratic
go
vern
men
ts.
• W
ritte
n te
xts o
n th
e de
moc
ratic
and
no
n-de
moc
ratic
go
vern
men
ts in
B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
t abl
eto
diff
eren
tiate
de
moc
ratic
from
no
n-de
moc
ratic
go
vern
men
t?
41
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
gove
rnm
ent t
o as
certa
in
whe
ther
thos
e op
erat
e as
dem
ocra
tic o
r non
- de
moc
ratic
gov
ernm
ents
.iv
) Stu
dent
s in
thei
r gro
ups
to
pre
sent
thei
r rep
orts
in
clas
s for
dis
cuss
ion
and
clar
ifica
tion.
v) S
tude
nts t
o pr
epar
e a
sum
mar
y on
the
diffe
renc
es b
etw
een
dem
ocra
tic a
nd n
on-
dem
ocra
tic g
over
nmen
t.
f)
anal
yse
com
mon
fe
atur
es o
f m
ultip
arty
de
moc
racy
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
and
com
mon
fe
atur
es o
f mul
tipar
ty
dem
ocra
cy.
ii) T
he te
ache
r to
prov
ide
stud
ents
in g
roup
s with
w
ritte
n te
xts o
n fe
atur
es o
f m
ultip
arty
dem
ocra
cy to
re
ad, d
iscu
ss a
nd p
repa
re
a lis
t of c
omm
on fe
atur
es
• W
ritte
n te
xts o
n co
mm
on fe
atur
es
of m
ultip
arty
de
moc
racy
.•
Writ
ten
text
s on
com
mon
feat
ures
of
mul
tipar
ty
dem
ocra
cy in
B
raill
e.
Is th
e st
uden
tab
le to
ana
lyse
co
mm
on fe
atur
es
of m
ultip
arty
de
moc
racy
?
42
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
g)
expl
ain
how
he/
she
can
parti
cipa
te
in d
emoc
ratic
ac
tiviti
es in
the
soci
ety.
The
teac
her t
o gu
ide
stud
ents
to
: i)
Bra
inst
orm
on
how
th
ey c
an p
artic
ipat
e in
de
moc
ratic
act
iviti
es
in sc
hool
and
in th
e co
mm
unity
.ii)
Dis
cuss
and
to c
ome
up w
ith w
ays i
n w
hich
st
uden
ts c
an p
artic
ipat
e in
dem
ocra
tic a
ctiv
ities
at
the
scho
ol le
vel o
r co
mm
unity
.iii
) U
se th
e qu
estio
n an
d an
swer
met
hod
to g
uide
st
uden
ts to
dis
cuss
th
e im
porta
nce
of
citiz
ens p
artic
ipat
ing
in
dem
ocra
tic a
ctiv
ities
. iv
) Pr
actic
e in
taki
ng p
art i
n de
moc
ratic
act
iviti
es su
ch
as: •
Votin
g ov
er le
ader
s or
is
sues
• D
iscu
ssin
g pu
blic
is
sues
• W
ritte
n te
xts o
n th
e pa
rtici
patio
n of
peo
ple
in
dem
ocra
tic
activ
ities
in a
gi
ven
soci
ety.
Is th
e st
uden
tab
le to
exp
lain
ho
w h
e/sh
e ca
n pa
rtici
pate
in
dem
ocra
tic
activ
ities
in th
e so
ciet
y?
43
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
v)
Use
a so
ng to
em
phas
ize
on th
e im
porta
nce
of p
artic
ipat
ing
in
dem
ocra
tic a
ctiv
ities
vi)
Gui
de st
uden
ts in
gro
ups
each
to d
iscu
ss o
n ho
w
to :
• Jo
in a
pol
itica
l par
ty•
Stan
d as
a c
andi
date
in
an e
lect
ion
• Ta
ke p
art i
n th
e w
ork
of a
pol
itica
l par
ty•
Stay
info
rmed
abo
ut
wha
t is i
n pa
rliam
ent
• Pa
rtici
pate
in Y
outh
or
gani
zatio
n vi
i) P
rese
nt th
eir fi
ndin
gs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
viii)
Pre
pare
deb
ates
bas
ed
on
thes
e de
moc
ratic
ac
tiviti
es.
44
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IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
3.2
Dem
ocra
tic
Elec
tions
.Th
e st
uden
t sho
uld
be a
ble
to:
a) e
xpla
in th
e m
eani
ng
and
indi
cato
rs
of d
emoc
ratic
el
ectio
ns.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
mea
ning
of d
emoc
ratic
el
ectio
ns.
ii) B
y us
ing
writ
ten
text
s the
te
ache
r to
guid
e st
uden
ts
to re
ad, i
dent
ify, d
iscu
ss
and
writ
e do
wn
the
indi
cato
rs o
f dem
ocra
tic
elec
tions
.iii
) Th
e te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups
to p
rese
nt th
eir fi
ndin
gs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• N
ewsp
aper
cu
tting
s.•
Elec
tion
post
ers.
• W
ritte
n te
xts
on d
emoc
ratic
el
ectio
ns.
• El
ectio
n po
ster
s w
ritte
n in
Bra
ille.
• W
ritte
n te
xts
on d
emoc
ratic
el
ectio
ns in
B
raill
e.
Is th
e st
uden
tab
le to
exp
lain
th
e m
eani
ng
and
indi
cato
rs
of d
emoc
ratic
el
ectio
n?
11
b) e
xpla
in th
e im
porta
nce
of d
emoc
ratic
el
ectio
ns.
i) Th
e te
ache
r to
guid
e st
uden
ts to
role
pla
y de
moc
ratic
ele
ctio
ns
of th
e sc
hool
or v
illag
e go
vern
men
t.ii)
The
teac
her t
o us
e th
e qu
estio
ns a
nd a
nsw
ers
met
hod
to g
uide
stud
ents
to
iden
tify
maj
or
indi
cato
rs o
f dem
ocra
tic
elec
tions
from
the
role
pl
ay.
Cop
ies o
f writ
ten
text
s on
fact
ors w
hich
m
ay w
ork
agai
nst
dem
ocra
tic e
lect
ions
.
Is th
e st
uden
tab
le to
ex
plai
n th
e im
porta
nce
of d
emoc
ratic
el
ectio
ns?
45
TOPI
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TOPI
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SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iii)
The
teac
her t
o gu
ide
the
stud
ents
to d
iscu
ss in
gr
oups
and
com
e up
with
th
e im
porta
nce
of c
arry
ing
out d
emoc
ratic
ele
ctio
ns.
iv)
Stud
ents
in g
roup
s to
pres
ent t
heir
answ
ers
in c
lass
for d
iscu
ssio
n,
clar
ifica
tion
and
sum
mar
y.v)
Th
e te
ache
r to
use
writ
ten
text
s to
guid
e st
uden
ts in
gr
oups
to re
ad, d
iscu
ss
and
com
e up
with
fact
ors
whi
ch m
ay w
ork
agai
nst
dem
ocra
tic e
lect
ions
.vi
) St
uden
ts in
thei
r gro
ups
to p
rese
nt th
eir fi
ndin
gs
for c
lass
dis
cuss
ion
and
clar
ifica
tion
c)
asse
ss w
heth
er
ther
e ar
e fr
ee a
nd
fair
elec
tions
in
Tanz
ania
.
The
teac
her t
o gu
ide
stud
ents
to
:i)
Bra
inst
orm
on
the
mea
ning
an
d in
dica
tors
of f
ree
and
fair
elec
tions
and
ther
eafte
r le
ad a
cla
ss d
iscu
ssio
n to
co
me
up w
ith th
e co
rrec
t in
dica
tors
.
G
uest
spea
ker.
Is th
e st
uden
t abl
eto
ass
ess w
heth
er
ther
e ar
e fr
ee a
nd
fair
elec
tions
in
Tanz
ania
?
46
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) R
ole
play
free
and
fair
elec
tions
. The
stud
ents
to
obse
rve
the
role
pla
y an
d m
ake
note
s on
the
indi
cato
rs
of fr
ee a
nd fa
ir el
ectio
ns a
s di
spla
yed
in th
e ro
le p
lay.
iii)
Invi
te a
n of
ficia
l e.g
. a
mag
istra
te, t
o ex
plai
n ho
w
free
and
fair
elec
tions
is
ensu
red
in d
emoc
ratic
so
ciet
ies.
iv)
Prep
are
a su
mm
ary
base
d on
the
gues
ts ta
lk a
nd
indi
cato
rs o
f fre
e an
d fa
ir el
ectio
ns a
s obs
erve
d in
the
role
pla
y.v)
Pr
epar
e a
deba
te o
n w
heth
er th
ere
is fr
ee a
nd
fare
ele
ctio
ns in
Tan
zani
a.d)
de
mon
stra
te a
sp
irit o
f tol
eran
ce
by a
ccep
ting
cons
truct
ive
criti
cism
and
de
feat
.
i) Th
e te
ache
r to
guid
e st
uden
ts
to ro
le p
lay
one
at a
tim
e po
litic
al c
ampa
igns
, fre
e an
d fa
ir el
ectio
ns a
nd d
iscu
ssio
n m
eetin
gs. T
he ro
le p
lay
shou
ld d
ispl
ay c
onst
ruct
ive
criti
cism
and
acc
epta
nce
of
defe
at.
Is th
e st
uden
t abl
e to
dem
onst
rate
sp
irit o
f tol
eran
ce
by a
ccep
ting
cons
truct
ive
criti
cism
and
de
feat
?
47
TOPI
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TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) S
tude
nts t
o ob
serv
e th
e ro
le p
lay
and
list d
own
the
indi
cato
rs o
f tol
eran
ce
as d
ispl
ayed
.iii
) St
uden
ts to
eva
luat
e th
e ro
le p
lay
and
thro
ugh
ques
tions
and
ans
wer
s to
disc
uss t
he im
porta
nce
of
acce
ptin
g cr
itici
sm a
nd
defe
at in
a d
emoc
ratic
so
ciet
y.iv
) Th
e te
ache
r to
guid
e st
uden
ts in
gro
ups t
o di
scus
s fac
tors
whi
ch
cont
ribut
e to
lack
of
tole
ranc
e, a
ccep
tanc
e of
def
eat a
nd c
ritic
ism
in
Tan
zani
a an
d su
gges
t so
lutio
ns to
thes
e pr
oble
ms.
v)
The
teac
her t
o pr
epar
e si
tuat
ions
in w
hich
st
uden
ts w
ill ro
le p
lay
and
dem
onst
rate
a sp
irit
of to
lera
nce
and
acce
pt
cons
truct
ive
criti
cism
and
de
feat
.
48
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IFIC
O
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AC
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LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
4.0
GE
ND
ER
4.1
The
Con
cept
of G
ende
r.
The
stud
ent s
houl
dbe
abl
e to
:a)
exp
lain
the
mea
ning
of g
ende
r.
The
teac
her t
o gu
ide
stud
ents
to b
rain
stor
m o
n th
e m
eani
ng o
f gen
der.
• Pi
ctur
es a
nd c
harts
de
pict
ing
gend
er.
• Ta
ctile
pic
ture
s an
d ch
arts
de
pict
ing
gend
er.
Is th
e st
uden
tab
le to
exp
lain
th
e m
eani
ng o
f ge
nder
?
26
b) i
dent
ify d
iffer
ent
ge
nder
con
cept
s. T
he te
ache
r to:
i)
Prov
ide
stud
ents
with
ge
nder
con
cept
s writ
ten
or
a V
IPP
card
and
to g
uide
th
em in
gro
ups t
o di
scus
s an
d w
rite
dow
n w
hat e
ach
conc
ept m
ean.
ii) G
uide
eac
h gr
oup
to
past
e-up
its a
nsw
er fo
r cl
ass d
iscu
ssio
n an
d cl
arifi
catio
n.iii
) Su
mm
ariz
e su
ch c
once
pts
as g
ende
r bal
ance
, gen
der
role
s, ge
nder
blin
d,
gend
er st
ereo
type
, gen
der
disc
rimin
atio
n, g
ende
r eq
uity
, gen
der a
naly
sis a
nd
gend
er m
ains
tream
ing.
iv)
Gui
de st
uden
ts to
pre
sent
th
eir g
roup
find
ings
, fo
r cla
ss d
iscu
ssio
n an
d fu
rther
cla
rifica
tion.
• V
IPP
card
s.•
Writ
ten
text
s on
gend
er.
Is th
e st
uden
t ab
le to
iden
tify
diffe
rent
gen
der
conc
epts
?
49
TOPI
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TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
c)
iden
tify
gend
er
issu
es in
the
s
ocie
ty.
i) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
in
grou
ps a
nd id
entif
y ge
nder
issu
es in
the
soci
ety.
ii) T
he te
ache
r to
guid
e st
uden
ts to
pre
sent
thei
r gr
oup
findi
ngs,
for c
lass
di
scus
sion
and
furth
er
clar
ifica
tion.
• Pi
ctur
es a
nd c
harts
de
pict
ing
gend
er
issu
es.
• Ta
ctile
pic
ture
s an
d ch
arts
de
pict
ing
gend
er
issu
es.
Is th
e st
uden
t abl
e to
iden
tify
gend
er
issu
es in
the
soci
ety?
d)
desc
ribe
soci
o
cultu
ral p
ract
ices
th
at h
inde
r equ
al
parti
cipa
tion
betw
een
men
and
w
omen
in o
ur
soci
ety.
The
teac
her t
o gu
ide:
i) St
uden
ts in
gro
ups t
o in
vest
igat
e so
cio
cultu
ral
prac
tices
that
hin
der e
qual
pa
rtici
patio
n be
twee
n m
en a
nd w
omen
in th
e co
mm
unity
.ii)
Dis
cuss
ion
in g
roup
s on
the
obse
rvat
ions
mad
e.
Ther
eafte
r, th
e st
uden
ts
to p
rese
nt th
e fin
ding
s of
thei
r gro
ups
for
clas
s dis
cuss
ion
and
clar
ifica
tion.
• Pi
ctur
es a
nd c
harts
de
pict
ing
diffe
rent
so
cio-
cultu
ral
prac
tices
.•
Tact
ile p
ictu
res
and
char
ts
depi
ctin
g di
ffere
nt
soci
o cu
ltura
l pr
actic
es.
Is th
e st
uden
t abl
e to
des
crib
e so
cio
cultu
ral p
ract
ices
th
at h
inde
r equ
al
parti
cipa
tion
betw
een
men
and
w
omen
in o
ur
soci
ety?
50
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iii)
Stud
ents
to su
mm
ariz
e re
spon
ses a
nd c
larif
y su
ch n
egat
ive
soci
o cu
ltura
l pra
ctic
es a
s w
ife in
herit
ance
, fem
ale
geni
tal m
utila
tion,
early
m
arria
ges,
rega
rdin
g w
omen
as s
ex o
bjec
ts,
wom
en d
iscr
imin
atio
n an
d op
pres
sion
.e)
sugg
est c
orre
c
tive
mea
sure
s
aga
inst
neg
ativ
e
s
ocio
- cul
tura
l
pr
actic
es.
The
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o:i)
Dis
cuss
the
effe
cts o
f ne
gativ
e/so
cio-
cultu
ral
prac
tices
to in
divi
dual
s and
so
ciet
y.ii)
Dra
mat
ize
on th
e ef
fect
s of
neg
ativ
e so
cio-
cultu
ral
prac
tices
to in
divi
dual
s and
so
ciet
yiii
) D
iscu
ss a
nd c
ome
up w
ith
solu
tions
to c
urb
nega
tive
soci
o cu
ltura
l pra
ctic
es
like
boys
pre
fere
nce,
wife
be
atin
gs/ i
nher
itanc
e,
fem
ale
geni
tal m
utila
tion
and
prem
atur
e m
arria
ges.
• C
Ds,
VC
Ds,
DV
Ds,
Rad
io a
nd
TV p
rogr
amm
es
on n
egat
ive
soci
o cu
ltura
l pra
ctic
es.
• Pi
ctur
es, d
raw
ing/
pa
intin
gs a
nd
char
ts d
epic
ting
bad
soci
o-cu
ltura
l pr
actic
es.
• Ta
ctile
pic
ture
s an
d ch
arts
de
pict
ing
diffe
rent
so
cio-
cul
tura
l pr
actic
es.
Is th
e st
uden
tab
le to
sugg
est
corr
ectiv
e m
easu
res a
gain
st
bad
soci
o cu
ltura
l pr
actic
es?
51
TOPI
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UB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ESTE
AC
HIN
G A
ND
LE
AR
NIN
G
STR
ATEG
IES
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iv)
Pres
ent t
heir
findi
ngs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
52
FORM THREE
CLASS LEVEL COMPETENCESStudent should have the ability to:1. Demonstrate good leadership, team work, positive relationships, self worth and confidence.2. Access and analyse information on social and economic development and draw conclusions.3. Demonstrate knowledge on the magnitude of the problem of poverty in Tanzania and work
diligently in an effort to advance her/himself.
CLASS LEVEL OBJECTIVESBy the end of Form Three, student should be able to:a) Explain the importance of good leadership, team work, positive relationships, self worth
and confidence qualities.b) Show an understanding of concepts, factors for, and indicators of economic and social
development of our country.c) Show an understanding of the problem of poverty in Tanzania and work diligently towards
its alleviation at personal level.
53
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CS
SPEC
IFIC
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TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
1.0
PRO
MO
TIO
N
OF
LIF
E S
KIL
LS
1.1
Goo
d le
ader
ship
, te
am w
ork,
po
sitiv
e re
latio
nshi
p,
self
wor
th a
nd
Con
fiden
ce.
The
stud
ent s
houl
d be
abl
e to
:a)
ex
plai
n t
he
impo
rtanc
e of
go
od le
ader
ship
, te
am w
ork,
po
sitiv
e re
latio
nshi
p,
self
wor
th a
nd
confi
denc
e qu
aliti
es.
i) Th
e te
ache
r to
use
case
st
udie
s to
guid
e st
uden
ts to
di
scus
s in
grou
ps a
nd e
xpla
in
the
impo
rtanc
e of
eac
h of
the
follo
win
g: g
ood
lead
ersh
ip,
team
wor
k, p
ositi
ve
rela
tions
hip,
self
wor
th a
nd
confi
denc
e.ii)
The
stud
ents
in th
eir g
roup
s to
pre
sent
thei
r gro
up w
ork
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• R
esou
rce
pers
on.
• Po
ster
s on
goo
d le
ader
ship
.
Is th
e st
uden
t abl
e to
exp
lain
the
impo
rtanc
e of
:• G
ood
lead
er
ship
.•
Team
wor
k.•
Posi
tive
rela
tions
hip.
• Se
lf w
orth
.•
Con
fiden
ce.
25
b) d
emon
stra
te:
• go
od le
ader
ship
• te
amw
ork
• po
sitiv
e re
latio
nshi
p•
self
wor
th•
confi
denc
e
The
teac
her t
o:
i) G
uide
stud
ents
to d
iscu
ss
and
pres
ent q
ualit
ies o
f;• a
goo
d le
ader
• te
amw
ork
• goo
d re
latio
nshi
p• s
elf w
orth
• con
fiden
ceii)
To
prep
are
and
use
situ
atio
ns to
gui
de st
uden
ts
to ro
le-p
lay
qual
ities
or
char
acte
rs o
f;•
a go
od le
ader
• te
amw
ork
• go
od re
latio
nshi
p•
self
wor
th•
confi
denc
e
• R
esou
rce
pers
on.
• Po
ster
s on
goo
d le
ader
ship
.
Is th
e st
uden
t abl
e to
dem
onst
rate
:•
good
le
ader
ship
.•
team
wor
k.•
posi
tive
re
latio
nshi
p.•
self
wor
th.
• co
nfide
nce.
54
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TOPI
CS
SPEC
IFIC
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TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
2.0
EC
ON
OM
IC
AN
D S
OC
IAL
DE
VE
LO
PME
NT
2.1
Con
cept
of
Econ
omic
D
evel
opm
ent.
The
stud
ent s
houl
d be
abl
e to
:a)
ex
plai
n th
e m
eani
ng o
f de
velo
pmen
t.
The
teac
her t
o gu
ide
stud
ents
to
bra
inst
orm
on
the
mea
ning
of
dev
elop
men
t.
Is th
e st
uden
t ab
le to
exp
lain
th
e m
eani
ng o
f de
velo
pmen
t?
5
b) i
dent
ify ty
pes
and
leve
ls o
f de
velo
pmen
t.
The
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o:
i) R
ead
writ
ten
text
s,ide
ntify
an
d di
scus
s typ
es o
f de
velo
pmen
t.ii)
Rea
d w
ritte
n te
xts,
iden
tify
and
disc
uss l
evel
s of
deve
lopm
ent.
iii)
Pres
ent t
heir
findi
ngs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n te
xts
on e
cono
mic
de
velo
pmen
t.•
Writ
ten
text
s on
eco
nom
ic
deve
lopm
ent
in B
raill
e.
Is th
e st
uden
t abl
e to
iden
tify
type
s an
d le
vels
of
deve
lopm
ent?
c) e
xpla
in th
e m
eani
ng
o
f eco
nom
ic
deve
lopm
ent.
The
teac
her t
o gu
ide
stud
ents
to
bra
inst
orm
on
the
mea
ning
of
eco
nom
ic d
evel
opm
ent.
• W
ritte
n te
xts
on e
cono
mic
de
velo
pmen
t.•
Writ
ten
text
s on
eco
nom
ic
deve
lopm
ent
in b
raill
e.
Is th
e st
uden
t ab
le to
exp
lain
th
e m
eani
ng
of e
cono
mic
de
velo
pmen
t?
55
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ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
2.2
Indi
cato
rs
of E
cono
mic
D
evel
opm
ent.
The
stud
ent s
houl
d be
abl
e to
:a)
id
entif
y in
dica
tors
of
eco
nom
ic
deve
lopm
ent.
i) U
sing
writ
ten
text
s and
pi
ctur
es th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
in
gro
ups t
he in
dica
tors
of
econ
omic
dev
elop
men
t.ii)
The
teac
her t
o gu
ide
a cl
ass
disc
ussi
on fo
r the
stud
ents
to
sum
mar
ize
the
corr
ect
indi
cato
rs o
f eco
nom
ic
deve
lopm
ent.
• W
ritte
n te
xts
and
pict
ures
sh
owin
g in
dica
tors
of
eco
nom
ic
deve
lopm
ent.
• B
raill
e te
xts a
nd
tact
ile p
ictu
res
show
ing
indi
cato
rs
of e
cono
mic
de
velo
pmen
t.
Is th
e st
uden
t ab
le to
iden
tify
indi
cato
rsof
eco
nom
ic
deve
lopm
ent?
7
b)
appr
aise
the
indi
cato
rs
of e
cono
mic
de
velo
pmen
t in
rela
tion
to
Tanz
ania
.
i) Th
e te
ache
r to
assi
gn
stud
ents
to re
ad w
ritte
n te
xts,
wat
ches
pic
ture
s, an
d co
llect
dat
a on
indi
cato
rs o
f ec
onom
ic.
ii) T
he te
ache
r to
assi
gn
stud
ents
in g
roup
s, ea
ch
grou
p to
dis
cuss
one
in
dica
tor o
f eco
nom
ic
deve
lopm
ent i
n re
latio
n to
Tan
zani
a’s e
cono
mic
de
velo
pmen
t.iii
) Th
e te
ache
r to
guid
e th
e st
uden
ts to
pre
sent
thro
ugh
galle
ry w
alk.
• W
ritte
n te
xts,
pict
ures
an
d da
ta o
n in
dica
tors
of
eco
nom
ic
deve
lopm
ent.
• B
raill
e te
xts
and
tact
ile
pict
ures
sh
owin
g in
dica
tors
of e
cono
mic
de
velo
pmen
t.
Is th
e st
uden
t abl
e to
app
rais
e th
e in
dica
tors
of e
cono
mic
de
velo
pmen
t in
rela
tion
to
Tanz
ania
?
56
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AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iv)
Afte
r pre
sent
atio
ns, t
he
teac
her t
o le
ad st
uden
ts to
gi
ve th
e fe
edba
ck o
n th
e in
dica
tors
of e
cono
mic
de
velo
pmen
t.v)
Th
roug
h cl
ass d
iscu
ssio
n,
the
teac
her t
o gu
ide
stud
ents
on
to c
larif
y th
e re
latio
nshi
p be
twee
n th
e le
vel o
f Tan
zani
a’s
econ
omic
dev
elop
men
t and
th
e re
spec
tive
indi
cato
rs.
2.3
Fact
ors f
or
Econ
omic
D
evel
opm
ent.
The
stud
ent s
houl
d be
abl
e to
:a)
id
entif
y fa
ctor
s fo
r eco
nom
ic
deve
lopm
ent.
i) U
sing
writ
ten
text
s, pi
ctur
es, n
ewsp
aper
s the
te
ache
r to
guid
e st
uden
ts in
gr
oups
to re
ad, d
iscu
ss a
nd
com
e up
with
the
fact
ors
for e
cono
mic
dev
elop
men
t.ii)
The
teac
her t
o gu
ide
stud
ents
in th
eir g
roup
s to
pre
sent
find
ings
to th
e en
tire
clas
s.iii
) Th
e te
ache
r to
guid
e st
uden
ts to
dis
cuss
and
up
with
the
corr
ect f
acto
rs fo
r ec
onom
ic d
evel
opm
ent
• W
ritte
n te
xts,
pict
ures
, ne
wsp
aper
s on
fact
ors
for e
cono
mic
de
velo
pmen
t.•
Bra
ille
text
s, ne
wsp
aper
s and
ta
ctile
pic
ture
s on
fact
ors
for e
cono
mic
de
velo
pmen
t.
Is th
e st
uden
t abl
e to
iden
tify
fact
ors
for e
cono
mic
de
velo
pmen
t.
6
57
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IFIC
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ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
illus
trate
the
impo
rtanc
e of
eac
h fa
ctor
of
eco
nom
ic
deve
lopm
ent.
i) U
sing
the
galle
ry w
alk
met
hod,
the
teac
her t
o gu
ide
stud
ents
in g
roup
s, ea
ch g
roup
to re
ad w
ritte
n te
xts a
nd d
iscu
ss th
e im
porta
nce
of o
ne o
f eac
h of
the
follo
win
g fa
ctor
s for
ec
onom
ic d
evel
opm
ent:
entre
pren
eurs
hip,
la
nd, l
abou
r, go
od
gove
rnan
ce, c
apita
l, ed
ucat
ion,
tech
nolo
gy a
nd
infr
astru
ctur
e.ii)
Stu
dent
s to
pres
ent t
heir
findi
ngs o
n ea
ch fa
ctor
for
clas
s dis
cuss
ion.
iii)
The
teac
her t
o gu
ide
the
stud
ents
to c
larif
y th
e im
porta
nce
of e
ach
fact
or
for e
cono
mic
dev
elop
men
t.
• W
ritte
n te
xts o
n th
e im
porta
nce
of fa
ctor
s for
ec
onom
ic
deve
lopm
ent.
• B
raill
e te
xts o
n th
e im
porta
nce
of fa
ctor
s for
ec
onom
ic
deve
lopm
ent.
1. I
s the
stud
ent
able
to
illus
trate
the
impo
rtanc
e of
eac
h fa
ctor
fo
r eco
nom
ic
deve
lopm
ent
2.
Is th
e st
uden
t ab
le to
ill
ustra
te th
e im
porta
nce
of e
ach
fact
or
for e
cono
mic
de
velo
pmen
t?
2.4
The
role
of
Fina
ncia
l In
stitu
tions
in
Eco
nom
ic
Dev
elop
men
t.
The
stud
ent s
houl
d be
abl
e to
:a)
ana
lyse
the
role
of
diffe
rent
fina
ncia
l in
stitu
tions
in
eco
nom
ic
deve
lopm
ent.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
the
nam
es o
f diff
eren
t fin
anci
al in
stitu
tions
in
Tanz
ania
.
• C
opie
s of
writ
ten
text
s, le
aflet
s or
pam
phle
ts
on B
anks
, In
sura
nce
com
pani
es,
Is th
e st
uden
t ab
le to
ana
lyse
th
e ro
le o
f di
ffere
nt fi
nanc
ial
inst
itutio
ns?
58
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CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) U
sing
the
met
hod
of le
arni
ng
stat
ions
with
doc
umen
ts,
the
teac
her t
o fo
rm st
atio
ns
with
in th
e cl
assr
oom
an
d gr
oup
stud
ents
in
each
stat
ion.
The
reaf
ter
to a
ssig
n th
e gr
oups
to
read
, dis
cuss
and
writ
e do
wn
findi
ngs o
n th
e ro
le
of th
e fo
llow
ingfi
nanc
ial
inst
itutio
ns: B
anks
, Ins
uran
ce
com
pani
es, S
AC
CO
S, S
ocia
l Se
curit
y In
stitu
tions
and
Lo
an g
ivin
g In
stitu
tions
.iii
) The
gro
ups t
o pr
esen
t the
ir fin
ding
s of t
heir
last
stat
ion
for c
lass
dis
cuss
ion
and
stud
ents
to c
ontri
bute
poi
nts
afte
r eac
h pr
esen
tatio
n.
Loan
giv
ing
inst
itutio
ns,
SAC
CO
S an
d so
cial
secu
rity
inst
itutio
ns.
• C
opie
s of b
raill
e te
xts,
leafl
ets
or p
amph
lets
on
Ban
ks,
Insu
ranc
e co
mpa
nies
, Lo
an g
ivin
g in
stitu
tions
, SA
CC
OS
and
soci
al se
curit
y in
stitu
tions
fo
r vis
ually
im
paire
d st
uden
ts.
b) p
oint
out
the
cond
ition
s and
pr
oced
ures
fo
r get
ting
serv
ices
from
ea
ch fi
nanc
ial
inst
itutio
n.
i) Th
e te
ache
r to
invi
te
know
ledg
eabl
e pe
rson
s to
com
e an
d ta
lk to
stud
ents
on
the
cond
ition
s and
pr
oced
ures
of g
ettin
g se
rvic
es fr
om e
ach
of th
e ab
ove
men
tione
d fin
anci
al
inst
itutio
n.
Res
ourc
e pe
rson
s.Is
the
stud
ent
able
to p
oint
out
th
e co
nditi
ons o
f ge
tting
serv
ices
fr
om e
ach
finan
cial
in
stitu
tion?
59
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TOPI
CS
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IFIC
O
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TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) S
tude
nts t
o lis
ten
to th
e gu
est s
peak
er, t
ake
dow
n no
tes,
and
ask
ques
tions
to
clar
ify p
oint
s mad
e by
the
gues
t spe
aker
.iii
) The
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o re
ad le
aflet
s of
diffe
rent
fina
ncia
l ins
titut
ions
re
gard
ing
the
proc
edur
es o
f ge
tting
serv
ices
from
thos
e in
stitu
tions
.c)
as
sess
the
stre
ngth
s and
w
eakn
esse
s of
eac
h of
th
e fin
anci
al
inst
itutio
ns.
i) U
sing
writ
ten
text
s the
te
ache
r to
guid
e st
uden
ts
in g
roup
s to
read
, ide
ntify
an
d di
scus
s the
stre
ngth
s an
d w
eakn
esse
s of e
ach
finan
cial
inst
itutio
n.ii)
The
stud
ents
to
pres
ent
the
ir fin
ding
s fo
r cla
ss d
iscu
ssio
n an
d
clar
ifica
tion.
• W
ritte
n te
xts,
and
new
spap
ers
on th
e w
eakn
ess
of th
e fin
anci
al
inst
itutio
ns.
• B
raill
e te
xts o
n th
e w
eakn
ess
of th
e fin
anci
al
inst
itutio
ns.
Is th
e st
uden
t ab
le to
ass
ess
the
stre
ngth
s and
w
eakn
esse
s of e
ach
of th
e fin
anci
al
inst
itutio
ns?
2.5
The
role
of
Gov
ernm
ent
in E
cono
mic
D
evel
opm
ent.
The
stud
ent s
houl
d be
abl
e to
:a)
ex
plai
n th
e ro
le
of g
over
nmen
t in
eco
nom
ic
deve
lopm
ent.
i) Th
e te
ache
r to
invi
te a
kn
owle
dgea
ble
pers
on(s
) to
com
e an
d ta
lk to
stud
ents
on
the
role
of g
over
nmen
t in
eco
nom
ic d
evel
opm
ent.
• R
esou
rce
pers
ons.
Is th
e st
uden
t abl
e to
exp
lain
the
role
of
gov
ernm
ent
in e
cono
mic
de
velo
pmen
t?
5
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AN
D
LEA
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ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) T
he te
ache
r to
guid
e st
uden
ts in
a c
lass
di
scus
sion
to su
mm
ariz
e th
e ro
le o
f gov
ernm
ent i
n ec
onom
ic d
evel
opm
ent.
• W
ritte
n te
xts,
new
spap
ers
and
repo
rts
on e
cono
mic
de
velo
pmen
t.•
Bra
ille
text
s, re
ports
on
econ
omic
de
velo
pmen
t.
b)
asse
ss th
e ef
fect
iven
ess o
f th
e go
vern
men
t in
eco
nom
ic
deve
lopm
ent.
i) U
sing
writ
ten
text
s, ne
wsp
aper
s and
repo
rts o
n ec
onom
ic d
evel
opm
ent,
the
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o re
ad, i
dent
ify
and
disc
uss e
cono
mic
de
velo
pmen
tal a
reas
whe
re
the
gove
rnm
ent h
as b
een
effe
ctiv
e an
d th
ose
in w
hich
it
has b
een
inef
fect
ive.
ii) S
tude
nts t
o pr
esen
t the
ir fin
ding
s for
cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n.iii
) Th
e te
ache
r to
prep
are
a de
bate
bas
ed o
n th
e ef
fect
iven
ess o
f gov
ernm
ent
in e
cono
mic
dev
elop
men
t.
• W
ritte
n te
xts,
new
spap
ers
and
repo
rts
on e
cono
mic
de
velo
pmen
t.•
Bra
ille
text
s, re
ports
on
econ
omic
de
velo
pmen
t.
Is th
e st
uden
tab
le to
ass
ess t
he
effe
ctiv
enes
s of t
he
gove
rnm
ent
in e
cono
mic
de
velo
pmen
t?
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TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
2.6
The
Rol
e of
the
Priv
ate
Sect
or
in E
cono
mic
D
evel
opm
ent.
The
stud
ent s
houl
d be
abl
e to
:a)
id
entif
y co
mpo
nent
s of
the
priv
ate
sect
or.
i) Th
roug
h qu
estio
ns a
nd
answ
ers m
etho
d, th
e te
ache
r to
guid
e st
uden
ts
to d
iscu
ss a
nd id
entif
y tw
o co
mpo
nent
s of t
he p
rivat
e se
ctor
: the
form
al a
nd
info
rmal
sect
ors.
ii) B
y us
ing
writ
ten
text
s on
info
rmal
and
form
al
sect
ors t
he te
ache
r to
guid
e st
uden
ts to
dis
cuss
in
gro
ups t
he d
iffer
ence
s be
twee
n th
e fo
rmal
sect
or
and
the
info
rmal
sect
or.
iii)
The
teac
her t
o gu
ide
stud
ents
to p
rese
nt
thei
r find
ings
for c
lass
di
scus
sion
, cla
rifica
tion
and
sum
mar
izin
g.
• W
ritte
n te
xts o
n th
e ro
le o
f the
pr
ivat
e se
ctor
in
eco
nom
ic
deve
lopm
ent.
• W
ritte
n te
xts o
n th
e ro
le o
f the
pr
ivat
e se
ctor
in
eco
nom
ic
deve
lopm
ent
in B
raill
e fo
r vis
ually
im
paire
d st
uden
ts.
Is th
e st
uden
t abl
e to
iden
tify
the
com
pone
nts o
f the
pr
ivat
e se
ctor
?
8
b)
illus
trate
the
impo
rtanc
e of
th
e fo
rmal
sect
or
in e
cono
mic
de
velo
pmen
t.
i) Th
e te
ache
r to
guid
e st
uden
ts
to b
rain
stor
m a
nd c
ome
up
with
nam
es
of c
ompa
nies
and
oth
er
busi
ness
und
erta
king
s in
the
form
al se
ctor
of e
cono
mic
de
velo
pmen
t.
• W
ritte
n te
xts,
new
spap
ers,
leafl
ets,
broc
hure
s, pa
mph
lets
and
m
agaz
ines
on
the
form
al
sect
or.
Is th
e st
uden
t abl
e to
illu
stra
te th
e im
porta
nce
ofth
e fo
rmal
sect
or
in e
cono
mic
de
velo
pmen
t?
62
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) T
he te
ache
r to
form
gro
ups
of n
o m
ore
than
6 st
uden
ts
each
to se
para
tely
read
as
sign
ed te
xts a
nd d
iscu
ss
the
impo
rtanc
e of
• Th
e in
dust
rial s
ecto
r•
Larg
e sc
ale
ag
ricul
ture
• M
inin
g•
The
com
mer
cial
sect
or•
Tran
spor
t•
Com
mun
icat
ion
iii)
The
teac
her t
o gu
ide
stud
ents
to p
rese
nt th
eir
grou
p fin
ding
s to
the
clas
s fo
r fur
ther
dis
cuss
ion
and
clar
ifica
tion.
iv) T
he te
ache
r to
guid
e st
uden
ts
to su
mm
ariz
e cl
ass fi
ndin
gs
and
high
light
the
impo
rtanc
e of
the
form
al se
ctor
in
econ
omic
dev
elop
men
t.
• W
ritte
n te
xts,
new
spap
ers,
leafl
ets,
broc
hure
s, pa
mph
lets
and
m
agaz
ines
on
the
form
al
sect
or in
bra
ille.
c)
illus
trate
the
impo
rtanc
e of
the
info
rmal
sect
or
in e
cono
mic
de
velo
pmen
t.
i) Th
e te
ache
r to
guid
e st
uden
ts to
bra
inst
orm
on
econ
omic
act
iviti
es th
at
cons
titut
e th
e in
form
al
sect
or.
• N
ewsp
aper
s, pi
ctur
es a
nd
gove
rnm
ent
repo
rts o
n th
e in
form
al se
ctor
.
Is th
e st
uden
t ab
le to
illu
stra
te
the
impo
rtanc
e of
the
info
rmal
se
ctor
in e
cono
mic
de
velo
pmen
t?
63
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) B
y us
ing
writ
ten
text
s the
te
ache
r to
guid
e st
uden
ts
in g
roup
s to
disc
uss t
he
impo
rtanc
e of
the
info
rmal
se
ctor
in e
cono
mic
de
velo
pmen
t.iii
) Th
e gr
oups
to p
rese
nt th
eir
findi
ngs f
or c
lass
dis
cuss
ion
and
clar
ifica
tion.
• C
opie
s of
writ
ten
text
s on
the
impo
rtanc
e of
the
info
rmal
se
ctor
in
econ
omic
de
velo
pmen
t.•
Cop
ies o
f w
ritte
n te
xts o
n th
e im
porta
nce
of th
e in
form
al
sect
or in
ec
onom
ic
deve
lopm
ent i
n B
raill
e.
d)
anal
yse
the
prob
lem
s fac
ing
the
info
rmal
se
ctor
.
i) Th
e te
ache
r to
guid
e st
uden
ts in
gro
up to
br
ains
torm
on
the
prob
lem
s fa
cing
the
info
rmal
sect
or.
ii) T
he te
ache
r to
guid
e ea
ch g
roup
to p
rese
nt
its fi
ndin
gs in
cla
ss fo
r a
com
mon
dis
cuss
ion
and
and
clar
ifica
tion
by th
e te
ache
r.
• W
ritte
n te
xts
and
new
spap
ers
on p
robl
ems
faci
ng in
form
al
sect
or.
• C
opie
s of
writ
ten
text
s an
d ne
wsp
aper
s on
pro
blem
s fa
cing
info
rmal
se
ctor
in B
raill
e.
Is th
e st
uden
t abl
e to
ana
lyse
the
prob
lem
s fac
ing
the
info
rmal
se
ctor
?
64
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
e)
prop
ose
way
s of
impr
ovin
g th
e in
form
al se
ctor
.
i) U
sing
writ
ten
text
s, ne
wsp
aper
s and
go
vern
men
t doc
umen
ts
on th
e in
form
al se
ctor
, the
te
ache
r to
guid
e st
uden
ts
in g
roup
s to
read
, obs
erve
, id
entif
y an
d di
scus
s way
s of
solv
ing
prob
lem
s fac
ing
the
info
rmal
sect
or.
ii) T
he te
ache
r to
guid
e ea
ch
grou
p to
pre
sent
to th
e cl
ass
its fi
ndin
gs fo
r dis
cuss
ion
and
clar
ifica
tion.
Writ
ten
text
s, ne
wsp
aper
cu
tting
s, go
vern
men
t do
cum
ents
on
the
info
rmal
sect
or.
Is th
e st
uden
t abl
e to
pro
pose
way
s of
impr
ovin
g th
e in
form
al se
ctor
?
2.7
Soci
al
Dev
elop
men
t and
So
cial
Ser
vice
s.
The
stud
ent s
houl
d be
abl
e to
:a)
ex
plai
n th
e m
eani
ng
of so
cial
de
velo
pmen
t and
so
cial
serv
ices
.
The
teac
her t
o gu
ide
stud
ents
to
: i)
Bra
inst
orm
on
the
mea
ning
of
soci
alde
velo
men
t and
so
cial
serv
ices
.ii)
Hav
e cl
ass d
iscu
ssio
n to
cl
arify
the
rela
ted
term
s.
Is th
e st
uden
t abl
e to
exp
lain
the
mea
ning
of so
cial
de
velo
pmen
t and
so
cial
serv
ices
?
4
b)
anal
yse
the
diffe
rent
soci
al
serv
ices
pro
vide
d in
Tan
zani
a.
The
teac
her t
o:i)
Use
the
ques
tions
and
an
swer
s met
hod
to g
uide
st
uden
ts to
iden
tify
diffe
rent
soci
al se
rvic
es
in th
e sc
hool
and
the
surr
ound
ing
com
mun
ity.
• G
uide
que
stio
ns
for r
esea
rch
on
soci
al se
rvic
es
prov
ided
in
Tanz
ania
.•
Surr
ound
ing
com
mun
ity.
Is th
e st
uden
t abl
e to
ana
lyse
soci
al
serv
ices
pro
vide
d in
Tan
zani
a?
65
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) P
rovi
de g
uidi
ng q
uest
ions
to
stud
ents
in g
roup
s to
carr
y ou
t a re
sear
ch p
roje
ct
on th
e ac
cess
ibili
ty, q
ualit
y,
and
dist
ribut
ion
of e
ach
of
the
soci
al se
rvic
es in
the
com
mun
ity.
iii)
Gui
de st
uden
ts in
thei
r gr
oups
to p
rese
nt th
eir
findi
ngs f
or c
lass
dis
cuss
ion,
cl
arifi
catio
n an
d su
mm
ary.
• G
uide
que
stio
ns
in B
raill
e fo
r re
sear
ch o
n so
cial
serv
ices
pr
ovid
ed in
Ta
nzan
ia.
2.8
The
Rol
e of
the
Pr
ivat
e Se
ctor
in
the
Prov
isio
n of
So
cial
Ser
vice
s.
The
stud
ent s
houl
d be
abl
e to
:a)
ex
plai
n th
e ro
le
of p
rivat
e se
ctor
in
the
prov
isio
n of
soci
al
serv
ices
.
The
teac
her t
o:i)
Gui
de st
uden
ts to
bra
inst
orm
an
d id
entif
y di
ffere
nt p
rivat
e in
stitu
tions
incl
udin
g fa
ith
grou
ps, c
omm
unity
bas
ed
orga
niza
tions
, ind
ivid
ual
owne
d in
stitu
tions
, NG
Os,
and
priv
ate
com
pani
es w
hich
pr
ovid
e so
cial
serv
ices
in
Tanz
ania
.ii)
Use
exa
mpl
es a
nd q
uest
ions
an
d an
swer
s met
hod
to
guid
e st
uden
ts to
dis
cuss
the
role
of t
he d
iffer
ent p
rivat
e in
stitu
tions
in th
e pr
ovis
ion
of so
cial
sser
vice
s.
• B
raill
e te
xts,
new
spap
ers a
nd
gove
rnm
ent
docu
men
ts
on th
e ro
le o
f pr
ivat
e se
ctor
in
the
prov
isio
n of
so
cial
serv
ices
.•
Writ
ten
text
s, ne
wsp
aper
s and
go
vern
men
t do
cum
ents
on
the
role
of
priv
ate
sect
or in
th
e pr
ovis
ion
of
soci
al se
rvic
es.
Is th
e st
uden
t abl
e to
exp
lain
the
role
of t
he p
rivat
e se
ctor
in th
e pr
ovis
ion
of so
cial
se
rvic
es?
4
66
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
anal
yse
the
chal
leng
es fa
cing
th
e pr
ovis
ion
of
soci
al s
ervi
ces
in
Tanz
ania
.
The
teac
her t
o:i)
Cho
ose
appr
opria
te si
tuat
ions
th
at d
emon
stra
te c
halle
nges
fa
cing
the
prov
isio
n of
soci
al
serv
ices
in T
anza
nia.
ii) U
se ro
le p
lays
to d
emon
stra
te
the
situ
atio
ns.
iii) U
se th
e qu
estio
n an
d an
swer
m
etho
d to
gui
de st
uden
ts
to id
entif
y an
d di
scus
s the
ch
alle
nges
por
traye
d in
the
role
pla
ys.
iv)
Use
rele
vant
doc
umen
ts to
gu
ide
stud
ents
in g
roup
s to
read
, dis
cuss
and
com
e up
w
ith o
ther
pro
blem
s rel
ated
to
acc
essi
bilit
y, d
istri
butio
n,
effic
ienc
y an
d qu
ality
of
soci
al se
rvic
es in
Tan
zani
a.v)
G
uide
stud
ents
to p
rese
nt
thei
r find
ings
for c
lass
di
scus
sion
and
cla
rifica
tion.
• W
ritte
n te
xts
and
new
spap
ers
cutti
ngs o
n ch
alle
nges
fa
cing
the
prov
isio
n of
so
cial
serv
ices
in
Tan
zani
a.•
Text
s on
chal
leng
es
faci
ng th
e pr
ovis
ion
of
soci
al se
rvic
es
in T
anza
nia
in
Bra
ille.
Is th
e st
uden
t abl
e to
ana
lyse
the
chal
leng
es fa
cing
th
e pr
ovis
ion
of
soci
al se
rvic
es in
Ta
nzan
ia?
c)
reco
mm
end
solu
tions
for t
he
chal
leng
es fa
cing
th
e pr
ovis
ion
of
soci
al se
rvic
es.
i) Th
e te
ache
r to
guid
e st
uden
ts
in g
roup
s to
disc
uss a
nd
iden
tify
poss
ible
solu
tions
fo
r the
cha
lleng
es fa
cing
the
prov
isio
n of
soci
alse
rvic
es in
Ta
nzan
ia.
Res
ourc
e pe
rson
s.Is
the
stud
ent a
ble
to re
com
men
d so
lutio
ns fo
r the
ch
alle
nges
faci
ng th
e pr
ovis
ion
of so
cial
se
rvic
es?
67
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) T
he st
uden
ts to
pre
sent
thei
r fin
ding
s for
cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n.3.
0 PO
VE
RT
Y
3.1
Indi
cato
rs o
f
Pov
erty
.
The
stud
ent s
houl
d be
abl
e to
:a)
de
fine
pove
rty.
The
teac
her t
o gu
ide:
i) S
tude
nts t
o br
ains
torm
on
the
defin
ition
of p
over
tyii)
Stu
dent
s in
grou
ps to
read
a
text
on
mea
ning
of p
over
ty
and
pres
ent i
t to
the
entir
e cl
ass
• W
ritte
n te
xts o
n th
e m
eani
ng o
f po
verty
.•
Writ
ten
text
on
the
mea
ning
of
pov
erty
in
Bra
ille.
Is th
e st
uden
t abl
e to
defi
ne p
over
ty?
8
b)
poin
t out
di
ffere
nt le
vels
an
d ty
pes o
f po
verty
.
i) Th
e te
ache
r to
use
ques
tions
an
d w
ritte
n te
xts t
o gu
ide
stud
ents
to re
ad, d
iscu
ss,
iden
tify
and
writ
e do
wn
the
diffe
rent
type
s and
leve
ls o
f po
verty
in T
anza
nia.
ii) T
each
er to
gui
de e
ach
grou
p to
pre
sent
thei
r find
ings
fo
r cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n
• W
ritte
n te
xts
on p
over
ty in
Ta
nzan
ia.
• W
ritte
n te
xts
on p
over
ty in
Ta
nzan
ia in
B
raill
e.
Is th
e st
uden
t ab
le to
poi
nt o
ut
diffe
rent
leve
ls a
nd
type
s of p
over
ty?
c)
iden
tify
indi
cato
rs o
f po
verty
.
i) Th
e te
ache
r to
assi
gn
ques
tions
to st
uden
ts in
gr
oups
to d
iscu
ss a
nd
iden
tify
the
indi
cato
rs o
f po
verty
.
• Pr
epar
ed
ques
tions
on
indi
cato
rs o
f po
verty
.•
Writ
ten
text
s on
pove
rty.
Is th
e st
uden
t ab
le to
iden
tify
indi
cato
rs o
f po
verty
?
68
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) T
each
er to
gui
de e
ach
grou
p to
pre
sent
thei
r find
ings
fo
r cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n.
• W
ritte
n te
xts
on p
over
ty in
Ta
nzan
ia in
B
raill
e.d)
re
late
diff
eren
t in
dica
tors
of
pove
rty to
th
e Ta
nzan
ian
situ
atio
n.
i) Th
e te
ache
r to
divi
de
stud
ents
in g
roup
s and
as
sign
them
to c
ondu
ct
field
obs
erva
tion
in th
e co
mm
unity
aro
und
the
scho
ol, d
iscu
ss a
nd re
late
the
situ
atio
n on
the
field
with
the
indi
cato
rs o
f pov
erty
they
id
entifi
ed e
arlie
r.ii)
Eac
h gr
oup
to p
rese
nt th
eir
findi
ngs f
or c
lass
dis
cuss
ion
and
clar
ifica
tion.
Surr
ound
ing
envi
ronm
ent.
Is th
e st
uden
t abl
e to
rela
te d
iffer
ent
indi
cato
rs o
f po
verty
to
the
Tanz
ania
n si
tuat
ion?
3.2
Cau
ses a
nd
Effe
cts o
f Pov
erty
in
Tan
zani
a.
The
stud
ent s
houl
d be
abl
e to
:a)
an
alys
e th
e ca
uses
of p
over
ty
in T
anza
nia.
The
teac
her t
o gu
ide:
i) St
uden
ts to
bra
inst
orm
on
the
caus
es o
f pov
erty
in
Tanz
ania
.ii)
Stu
dent
s in
grou
ps to
read
te
xts a
nd d
iscu
ss th
e ca
uses
of
pov
erty
in T
anza
nia.
ii) S
tude
nts o
n a
clas
s di
scus
sion
to c
larif
y an
d su
mm
ariz
e th
e ca
uses
of
pove
rty in
Tan
zani
a.
• W
ritte
n te
xts
on p
over
ty in
Ta
nzan
ia.
• B
raill
e te
xts
on p
over
ty in
Ta
nzan
ia.
Is th
e st
uden
t abl
e to
ana
lyse
the
caus
es o
f pov
erty
in
Tanz
ania
?
7
69
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
anal
yse
the
effe
cts o
f pov
erty
in
Tan
zani
a.
The
teac
her t
o gu
ide:
i) St
uden
ts to
bra
inst
orm
on
the
effe
cts o
f pov
erty
in
Tanz
ania
.ii)
Stu
dent
s to
read
text
s and
id
entif
y ef
fect
s of p
over
ty
in T
anza
nia
iii)
Stud
ents
on
a cl
ass
disc
ussi
on to
cla
rify
and
sum
mar
ize
the
effe
cts o
f po
verty
in T
anza
nia.
• W
ritte
n te
xts
on p
over
ty in
Ta
nzan
ia.
• B
raill
e te
xts
on p
over
ty in
Ta
nzan
ia.
Is th
e st
uden
t abl
e to
ana
lyse
the
effe
cts o
f pov
erty
in
Tan
zani
a?
3.3
Stra
tegi
es
for P
over
ty
Alle
viat
ion
in
Tanz
ania
.
The
stud
ent s
houl
d be
abl
e to
:a)
an
alys
e th
e st
rate
gies
in
plac
e fo
r pov
erty
al
levi
atio
n in
Ta
nzan
ia.
The
teac
her t
o:
i) U
se w
ritte
n te
xts t
o gu
ide
stud
ents
in g
roup
s to
read
, id
entif
y an
d di
scus
s the
im
plem
enta
tion
of th
e st
rate
gies
in p
lace
for
pove
rty a
llevi
atio
n in
Ta
nzan
ia.
ii) G
uide
eac
h gr
oup
to
pres
ent i
ts fi
ndin
gs fo
r cla
ss
disc
ussi
on a
nd c
larifi
catio
n.
• W
ritte
n te
xts
on st
rate
gies
fo
r pov
erty
al
levi
atio
n in
Ta
nzan
ia.
• W
ritte
n te
xts
on p
over
ty in
Ta
nzan
ia.
• B
raill
e te
xts
on p
over
ty in
Ta
nzan
ia.
Is th
e st
uden
t ab
le to
ana
lyse
th
e st
rate
gies
in
plac
e fo
r pov
erty
al
levi
atio
n in
Ta
nzan
ia?
6
b)
asse
ss th
e ef
fect
iven
ess o
f th
e st
rate
gies
in
plac
e fo
r pov
erty
al
levi
atio
n.
The
teac
her t
o:
i) Fo
rm g
roup
s of s
tude
nts
and
assi
gn th
em to
car
ry
out a
n in
depe
nden
t stu
dy o
n th
e su
cces
ses o
f the
• W
ritte
n te
xts
on p
over
ty in
Ta
nzan
ia.
Is th
e st
uden
tab
le to
ass
ess t
he
effe
ctiv
enes
s of t
he
stra
tegi
es in
70
TOPI
C/
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
stra
tegi
es in
pla
ce fo
r pov
erty
al
levi
atio
n an
d th
e re
ason
s fo
r the
failu
re o
f som
e of
the
stra
tegi
es.
ii) G
uide
stud
ents
to c
ondu
ct a
de
bate
on
the
effe
ctiv
enes
s of
the
stra
tegi
es in
pla
ce
for p
over
ty a
llevi
atio
n in
Ta
nzan
ia.
iii)
Gui
de st
uden
ts in
gro
ups t
o di
scus
s and
com
e up
with
so
lutio
ns to
the
failu
re o
f th
e st
rate
gies
in p
lace
for
pove
rty a
llevi
atio
n.iv
) Th
e st
uden
ts to
pre
sent
th
eir fi
ndin
gs fo
r cla
ss
disc
ussi
on a
nd c
larifi
catio
n.
• B
raill
e te
xts
on p
over
ty in
Ta
nzan
ia.
plac
e fo
r pov
erty
al
levi
atio
n?
71
FORM FOUR
CLASS LEVEL COMPETENCESStudent should have the ability to:
1. Apply life skills to deal with real life situations.
2. Demonstrate knowledge of national cultural values and willingness to promote the positive ones.
3. Collect, classify and analyse information on prevailing globalisation issues and their effects on Tanzania and deal with them at personal level.
CLASS LEVEL OBJECTIVESBy the end of Form Four course, the student should be able to:
a) Apply life skills in real life situations.
b) Show an understanding and appreciation of national cultural values.
c) Show an understanding of globalisation issues and ability to alleviate their negetive effects at personal level.
72
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
1.0
CU
LTU
RE
1.1
Asp
ects
and
El
emen
ts o
f C
ultu
re.
The
stud
ent s
houl
d be
able
to:
a)
expl
ain
the
mea
ning
and
as
pect
s of c
ultu
re.
The
teac
her t
o gu
ide
stud
ents
to
: i)
Bra
inst
orm
on
the
mea
ning
of
cul
ture
.ii)
Rea
d w
ritte
n te
xts i
n gr
oups
di
scus
s and
iden
tify
vario
us
aspe
cts o
f cul
ture
. iii
) Pr
esen
t its
find
ings
for c
lass
di
scus
sion
.
• W
ritte
n te
xts
on
cultu
re.
• W
ritte
n te
xts o
n cu
lture
in B
raill
e.
Is th
e st
uden
t ab
le to
exp
lain
th
e m
eani
ng
and
asp
ects
of
cultu
re?
20
b)
anal
yse
the
elem
ents
of
cultu
re.
The
teac
her t
o gu
ide
stud
ents
to
:
i) Id
entif
y th
e el
emen
ts o
f
cultu
re.
ii) R
ead
writ
ten
text
s in
gr
oups
and
dis
cuss
var
ious
el
emen
ts o
cul
ture
.iii
) Pr
esen
t its
find
ings
for c
lass
di
scus
sion
.
• W
ritte
n te
xts o
n el
emen
ts o
f on
cultu
re.
• W
ritte
n te
xts o
n cu
lture
in B
raill
e.•
VIP
P ca
rds.
Is th
e st
uden
t ab
le to
ana
lyse
th
e el
emen
ts o
f cu
lture
?
c)
illus
trate
the
impo
rtanc
e of
eac
h el
emen
t of c
ultu
re.
The
teac
her t
o gu
ide
stud
ents
to i)
Div
ide
up th
e in
smal
l gr
oups
and
to is
sue
each
gro
up a
VIP
P ca
rd
cont
aini
ng o
ne e
lem
ent o
f cu
lture
.
VIP
P ca
rds.
Is th
e st
uden
t abl
e to
illu
stra
te th
e im
porta
nce
of
each
ele
men
t of
cultu
re?
73
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) H
old
a gr
oup
disc
ussi
on
and
writ
e do
wn
the
impo
rtanc
e of
thei
r as
sign
ed e
lem
ent t
o so
ciet
y.iii
) Pr
esen
t its
find
ings
for
clas
s dis
cuss
ion
and
clar
ifica
tion.
1.2
Posi
tive
a
nd N
egat
ive
Asp
ects
of o
ur
Cul
tura
l Val
ues.
The
stud
ent s
houl
d be
able
to:
a)
iden
tify
posi
tive
and
nega
tive
aspe
cts o
f our
cu
ltura
l val
ues.
i) Th
e te
ache
r to
assi
gn
ques
tions
to st
uden
ts
in g
roup
to d
iscu
ss a
nd
iden
tify
posi
tive
and
nega
tive
aspe
cts o
f our
cu
ltura
l val
ues.
ii) T
he te
ache
r to
guid
e ea
ch
grou
p to
pre
sent
its fi
ndin
gs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n te
xts o
n ge
nder
and
cul
ture
.•
Writ
ten
text
s on
gend
er a
nd c
ultu
re
in B
raill
e.•
Teac
her’s
pre
pare
d qu
estio
ns a
nd
answ
ers.
Is th
e st
uden
tab
le to
iden
tify
posi
tive
and
nega
tive
aspe
cts
of o
ur c
ultu
ral
valu
es?
40
b)
anal
yse
cust
oms
whi
ch le
ad
to g
ende
r di
scrim
inat
ion.
The
teac
her t
o gu
ide
stud
ents
to
: i) B
rain
stor
m in
buz
z gr
oups
an
d ex
plai
n th
e m
eani
ng o
f ge
nder
dis
crim
inat
ion.
ii) R
ead
in g
roup
s writ
ten
text
s on
gend
er, d
iscu
ss
it an
d id
entif
y cu
stom
s w
hich
lead
to g
ende
r di
scrim
inat
ion.
• W
ritte
n te
xts
on g
ende
r di
scrim
inat
ion.
• W
ritte
n te
xts
on g
ende
r di
scrim
inat
ioni
n B
raill
e.
Is th
e st
uden
tab
le to
ana
lyse
cu
stom
s, w
hich
le
ad to
gen
der
disc
rimin
atio
n?
74
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iii)
Pres
ent g
roup
find
ings
fo
r cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n.
c)
poin
t out
cus
tom
s an
d pr
actic
es th
at
lead
to th
e sp
read
of
HIV
/AID
S an
d ST
I’s.
i) U
sing
writ
ten
docu
men
ts
on g
ende
r, cu
lture
, HIV
/ A
IDS
and
STI’s
the
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o id
entif
y an
d di
scus
s cus
tom
s and
pr
actic
es w
hich
lead
to th
e sp
read
of H
IV/A
IDS
and
STI’s
.ii)
The
teac
her t
o gu
ide
each
gro
up to
pre
sent
its
find
ings
for c
lass
di
scus
sion
and
cl
arifi
catio
n.
• W
ritte
n te
xts o
n ge
nder
, cul
ture
H
IV/A
IDS
and
STI’s
.•
Writ
ten
text
s on
gend
er, c
ultu
re
HIV
/AID
S an
d ST
I’s in
Bra
ille.
Is th
e st
uden
tab
le to
poi
nt
out c
usto
ms a
nd
prac
tices
that
lead
to
the
spre
ad o
f H
IV/ A
IDS
and
STI’s
?
d)
anal
yse
the
impa
ct
of th
e ne
gativ
e as
pect
s of o
ur
cust
oms.
The
teac
her t
o:
i) G
uide
the
stud
ents
in
smal
l gro
ups a
nd is
sue
each
gro
up w
ith a
car
d co
ntai
ning
one
neg
ativ
e as
pect
of o
ur c
usto
ms.
ii) G
uide
eac
h gr
oup
to h
old
a di
scus
sion
on
the
impa
ct o
f th
at a
spec
t on
our s
ocie
ty.
• W
ritte
n te
xts o
n ne
gativ
e as
pect
s of
our c
ultu
ral v
alue
s.•
Writ
ten
text
s on
nega
tive
aspe
cts o
f ou
r cul
tura
l val
ues
in B
raill
e.
Is th
e st
uden
tab
le to
ana
lyze
th
e im
pact
of
nega
tive
aspe
cts
of o
ur c
usto
ms?
75
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iii)
Gui
de e
ach
grou
p to
pr
esen
t its
find
ings
to th
e cl
ass f
or d
iscu
ssio
n an
d cl
arifi
catio
n.e)
pr
opos
e w
ays a
nd
actio
ns to
be
take
n ag
ains
t neg
ativ
e as
pect
s of o
ur
soci
o- c
ultu
ral
valu
es.
The
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o:i)
Bra
inst
orm
and
dis
cuss
po
ssib
le w
ays a
nd a
ctio
ns
that
can
be
take
n ag
ains
t ne
gativ
e as
pect
s of o
ur
soci
o cu
ltura
l val
ues.
ii) P
rese
nt th
eir fi
ndin
gs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n te
xts o
n th
e pr
opos
ed w
ays a
nd
actio
ns to
be
take
n ag
ains
t neg
ativ
e as
pect
s of o
ur so
cio-
cultu
ral v
alue
s.•
Writ
ten
text
s on
the
prop
osed
way
s and
ac
tions
to b
e ta
ken
agai
nst n
egat
ive
aspe
cts o
f our
soci
o-cu
ltura
l val
ues i
n B
raill
e.
Is th
e st
uden
tab
le to
pro
pose
w
ays a
nd a
ctio
ns
of d
ealin
g w
ith
the
nega
tive
aspe
cts o
f our
cu
ltura
l val
ues?
1.3
Prom
otio
n an
d Pr
eser
vatio
n of
our
Wor
thy
Cul
tura
l Val
ues.
The
stud
ent s
houl
d be
able
to:
a) e
xpla
in th
e im
porta
nce
of
prom
otin
g an
d pr
eser
ving
our
w
orth
y cu
ltura
l va
lues
.
The
teac
her t
o gu
ide
stud
ents
in
gro
ups t
o:
i) R
ead
writ
ten
text
, dis
cuss
an
d w
rite
dow
n th
e im
porta
nce
of p
rom
otin
g an
d pr
eser
ving
our
wor
thy
cultu
ral v
alue
s.ii)
Pre
sent
eac
h gr
oup’
s fin
ding
s for
cla
ss d
iscu
ssio
n an
d cl
arifi
catio
n.
• W
ritte
n te
xts o
n C
ultu
re.
• N
ewsp
aper
cu
tings
.•
Writ
ten
text
s on
cultu
re in
Bra
ille.
Is th
e st
uden
tab
le to
exp
lain
th
e im
porta
nce
of p
rom
otin
g an
d pr
eser
ving
our
w
orth
y cu
ltura
l va
lues
?
30
76
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
b)
asse
ss th
e ro
les o
f di
ffere
nt g
roup
s an
d in
stitu
tions
in
pro
mot
ing
and
pres
ervi
ng o
ur
cultu
ral v
alue
s.
i) U
sing
que
stio
ns a
nd
answ
ers m
etho
d, th
e te
ache
r to
guid
e st
uden
ts
to n
ame
diffe
rent
gro
ups
and
inst
itutio
ns w
hich
are
re
spon
sibl
e fo
r pro
mot
ing
our c
ultu
ral v
alue
s.ii)
The
teac
her t
o gu
ide
stud
ents
in g
roup
s, ea
ch
grou
p to
read
writ
ten
text
s and
dis
cuss
it o
r an
inst
itute
and
writ
e do
wn
its
effe
ctiv
enes
s in
prom
otin
g ou
r cul
tura
l val
ues.
iii)
The
teac
her t
o gu
ide
each
gro
up to
pre
sent
its
find
ings
for c
lass
di
scus
sion
and
cl
arifi
catio
n.
• W
ritte
n te
xts o
n w
ays t
o pr
omot
e an
d pr
eser
ve o
ur
cultu
ral v
alue
s.•
Writ
ten
text
s on
way
s to
prom
ote
and
pres
erve
our
cu
ltura
l val
ues i
n B
raill
e.
Is th
e st
uden
tab
le to
ass
ess
the
role
s of
diffe
rent
gro
ups
and
inst
itutio
ns
in p
rom
otin
g an
d pr
eser
ving
our
cu
ltura
l val
ues?
77
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
c)
expl
ain
prob
lem
s fa
cing
the
prom
otio
n of
our
cul
tura
l val
ues.
i) Th
e te
ache
r to
use
rele
vant
do
cum
ents
on
cultu
re to
gu
ide
stud
ents
in g
roup
s to
read
, dis
cuss
and
com
e up
w
ith p
robl
ems f
acin
g th
e pr
omot
ion
of o
ur c
ultu
ral
valu
es.
ii) T
he te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups
to p
rese
nt th
eir fi
ndin
gs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n te
xts o
n pr
oble
ms f
acin
g th
e pr
omot
ion
of
cultu
re.
• W
ritte
n te
xts o
n pr
oble
ms f
acin
g th
e pr
omot
ion
of
cultu
re in
Bra
ille.
Is th
e st
uden
tab
le to
exp
lain
pr
oble
ms
faci
ng th
e pr
omot
ion
of o
ur
cultu
ral
valu
es?
d) p
ropo
se so
lutio
ns to
pr
oble
ms a
risin
g in
the
proc
ess o
f pro
mot
ing
and
pres
ervi
ng o
ur
cultu
ral v
alue
s.
i) U
sing
writ
ten
sour
ces t
he
teac
her t
o gu
ide
stud
ents
in
grou
ps to
dis
cuss
pos
sibl
e so
lutio
ns to
pro
blem
s ar
isin
g in
the
proc
ess o
f pr
omot
ing
and
pres
ervi
ng
our c
ultu
ral v
alue
s.ii)
Th
e te
ache
r to
guid
e st
uden
ts in
thei
r gro
ups
to p
rese
nt th
eir fi
ndin
gs
for c
lass
dis
cuss
ion
and
clar
ifica
tion.
• W
ritte
n te
xts o
n th
e pr
oble
ms o
f pr
omot
ing
and
pres
ervi
ng o
ur
cultu
ral.
• W
ritte
n te
xts o
n th
e pr
oble
ms o
f pr
omot
ing
and
pres
ervi
ng o
ur
cultu
ral i
n B
raill
e.
Is th
e st
uden
tab
le to
pro
pose
so
lutio
ns to
pr
oble
ms a
risin
g in
the
proc
ess o
fpr
omot
ing
and
pres
ervi
ng o
ur
cultu
ral
valu
es?
78
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
iii)
The
teac
her t
o pr
epar
e a
deba
te fo
r stu
dent
s on
whe
ther
our
nat
iona
l cu
ltura
l is w
orth
pro
mot
ing
and
pres
ervi
ng.
1.4
Cul
ture
of
P
reve
ntiv
e
C
are
and
M
aint
enan
ce
o
f Pe
rson
al
a
nd P
ublic
Pro
perty
.
The
stud
ent s
houl
d be
ab
le to
:a)
ex
plai
n th
e m
eani
ng
and
the
impo
rtanc
e of
cu
lture
of p
reve
ntiv
e ca
re a
nd m
aint
enan
ce
of p
erso
nal a
nd p
ublic
pr
oper
ty.
The
teac
her t
o gu
ide
stud
ents
to
:i)
Bra
inst
orm
and
writ
e do
wn
the
mea
ning
of c
ultu
re
of p
reve
ntiv
e ca
re a
nd
mai
nten
ance
.ii)
Dis
cuss
the
impo
rtanc
e of
cul
ture
of p
reve
ntiv
e ca
re a
nd m
aint
enan
ce
of p
erso
nal a
nd p
ublic
pr
oper
ty.
iii)
Con
sequ
ence
s of
negl
ectin
g tim
ely
repa
ir an
d m
aint
enan
ce o
f pe
rson
al a
nd p
ublic
pr
oper
ty.
• W
ritte
n te
xts o
n pr
even
tive
care
and
m
aint
enan
ce.
• A
reso
urce
per
son.
Is th
e st
uden
tab
le to
exp
lain
the
mea
ning
and
impo
rtanc
e of
cul
ture
of
prev
entiv
eca
re a
nd
mai
nten
ance
of
pers
onal
and
pu
blic
pro
perty
?
10
79
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
1.5
Prom
otio
n of
Li
fe S
kills
.Th
e st
uden
t sho
uld
be a
ble
to e
xpla
in th
e m
eani
ng o
f life
skill
s an
dde
mon
stra
te h
ow
to u
se d
iffer
ent l
ife
skill
s.
The
teac
her t
o gu
ide
stud
ents
to
:i)
Bra
inst
orm
on
the
mea
ning
of
life
skill
s.ii)
Cho
ose
new
situ
atio
ns th
at
need
the
appl
icat
ion
of li
fe
skill
s (es
peci
ally
thos
e lif
e sk
ills w
hich
hav
e no
t bee
n w
ell c
aptu
red
by st
uden
ts).
iii)
Rol
e pl
ay th
e si
tuat
ions
an
d sh
ow h
ow d
iffer
ent
life
skill
s cou
ld b
e ap
plie
d in
thos
e si
tuat
ions
.iv
) Id
entif
y th
e lif
e sk
ills
dem
onst
rate
d in
the
role
pla
ys a
nd d
iscu
ss
situ
atio
ns w
here
the
role
pl
ayed
cou
ld a
pplic
able
.v)
A
ssig
n st
uden
ts in
gro
ups
with
diff
eren
t situ
atio
ns
or p
robl
ems,
each
gro
up
to id
entif
y th
e lif
e sk
ills
dem
onst
rate
d in
the
role
pl
ay.
New
spap
er c
uttin
gs/
Arti
cles
in b
oth
Vis
ual
and
Bra
ille.
Is th
e st
uden
tab
le to
exp
lain
m
eani
ng o
f life
sk
ills a
ndde
mon
stra
te h
ow
to u
se d
iffer
ent
life
skill
s?
35
80
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
vi)
Dis
cuss
and
sugg
est t
he
mos
t app
ropr
iate
so
lutio
ns
to th
e pr
oble
m o
r situ
atio
n.vi
i) G
uide
eac
h gr
oup
to
appr
opria
tely
pre
sent
th
eir s
olut
ions
for
clas
s dis
cuss
ion
and
clar
ifica
tion.
2.0
GL
OB
AL
I
Z
ATIO
N2.
1The
Con
cept
an
d A
spec
ts o
f G
loba
lizat
ion.
The
stud
ent s
houl
dbe
abl
e to
exp
lain
th
e m
eani
ng o
f gl
obal
izat
ion
and
iden
tify
aspe
cts o
f gl
obal
izat
ion.
i) U
sing
writ
ten
text
s, th
e te
ache
r to
guid
e st
uden
ts
in
gro
ups t
o re
ad a
nd
ex
plai
n th
e m
eani
ng o
f gl
obal
izat
ion.
ii) U
sing
writ
ten
text
s the
te
ache
r to
guid
e ea
ch
grou
p to
iden
tify
and
expl
ain
vario
us a
spec
ts
of g
loba
lizat
ion
such
as
dem
ocra
tizat
ion,
free
m
arke
t eco
nom
y an
d In
form
atio
n Te
chno
logy
.iii
) Th
e te
ache
r to
guid
e ea
ch
grou
p to
pre
sent
thei
r fin
ding
s to
the
clas
s for
fu
rther
dis
cuss
ion.
• W
ritte
n te
xts o
n gl
obal
izat
ion.
•
New
spap
ers,
inte
rnet
, TV,
R
adio
, jou
rnal
s, ha
ndou
ts a
nd
repo
rts.
• W
ritte
n te
xts o
n gl
obal
izat
ion
in
Bra
ille.
Is th
e st
uden
tab
le to
exp
lain
th
e m
eani
ng
of c
once
pt
and
aspe
cts o
f gl
obal
izat
ion?
4
81
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
2.2
Effe
cts o
f G
loba
lizat
ion
in
Tanz
ania
.
The
stud
ent s
houl
d be
abl
e to
exa
min
e th
e ef
fect
s of
glob
aliz
atio
n in
Ta
nzan
ia.
The
teac
her t
o gu
ide
stud
ents
to
:i)
Gui
de st
uden
ts to
car
ry
out a
libr
ary
rese
arch
in
divi
dual
ly o
n th
e ef
fect
s of g
loba
lizat
ion
in
Tanz
ania
and
writ
e br
ief
note
s.ii)
For
m g
roup
s and
pre
sent
in
divi
dual
find
ings
for
grou
p di
scus
sion
.iii
) U
se th
eir g
roup
s to
pres
ent g
roup
find
ings
fo
r cla
ss d
iscu
ssio
n,
clar
ifica
tion
and
sum
mar
y on
the
effe
cts o
f diff
eren
t as
pect
s of g
loba
lizat
ion
in
Tanz
ania
.
• W
ritte
n te
xts o
n gl
obal
izat
ion
and
its e
ffect
s in
Tanz
ania
.•
Bra
ille
text
s on
glob
aliz
atio
n an
d its
effe
cts
in T
anza
nia
for
visu
ally
impa
ired
stud
ents
.
Is th
e st
uden
tab
le to
exa
min
e th
e ef
fect
s of
glob
aliz
atio
n in
Ta
nzan
ia?
11
2.3
Cha
lleng
es o
f G
loba
lizat
ion
for
Tanz
ania
.
The
stud
ent s
houl
d be
ab
le to
:a)
an
alys
e th
e ch
alle
nges
of
glob
aliz
atio
n is
sues
for
Tanz
ania
.
i) Th
e te
ache
r to
guid
e st
uden
ts to
read
writ
ten
sour
ces i
ndiv
idua
lly o
n gl
obal
izat
ion
and
iden
tify
chal
leng
es o
f glo
baliz
atio
n fo
r Tan
zani
a.
• W
ritte
n te
xts o
n gl
obal
izat
ion
and
its c
halle
nges
in
Tanz
ania
.•
Writ
ten
text
s on
glob
aliz
atio
n an
d its
cha
lleng
es
in T
anza
nia
for
visu
ally
impa
ired
stud
ents
.
Is th
e st
uden
tab
le to
ana
lyse
th
e ch
alle
nges
of
glo
baliz
atio
n is
sues
for
Tanz
ania
?
10
82
TOPI
C /
SUB-
TOPI
CS
SPEC
IFIC
O
BJEC
TIV
ES
TEA
CH
ING
AN
D
LEA
RN
ING
ST
RAT
EGIE
S
TEA
CH
ING
AN
D
LEA
RN
ING
M
ATER
IALS
ASS
ESSM
ENT
NU
MBE
R O
F PE
RIO
DS
ii) B
y us
ing
the
Thin
k, P
air,
and
Shar
e m
etho
d th
e te
ache
r to
issu
e ca
rds t
o st
uden
t gro
ups,
each
car
d co
ntai
ning
one
glo
baliz
atio
n ch
alle
nge.
Ther
e af
ter
thro
ugh
indi
vidu
al a
nd
grou
p ef
fort,
eac
h gr
oup
to
disc
uss a
nd c
ome
up w
ith
an a
naly
sis o
f the
cha
lleng
e as
sign
ed to
the
grou
p.iii
) The
teac
her t
o gu
ide
each
gr
oup
to p
rese
nt it
s find
ings
fo
r cla
ss d
iscu
ssio
n,
clar
ifica
tion
and
sum
mar
y.
b)
prop
ose
poss
ible
so
lutio
ns to
eac
h of
th
e ch
alle
nges
.
The
teac
her t
o gu
ide
stud
ents
in
grou
ps to
:i)
Dis
cuss
cha
lleng
es a
nd
prep
are
prop
osal
for
solu
tions
ii) P
rese
nt it
s pro
posa
ls fo
r th
e so
lutio
n of
its a
ssig
ned
chal
leng
e fo
r ple
nary
di
scus
sion
, cla
rifica
tion
and
sum
mar
y.
• W
ritte
n te
xts o
n pr
opos
ed so
lutio
n to
the
chal
leng
es o
f gl
obal
izat
ion.
• W
ritte
n te
xts o
n pr
opos
ed so
lutio
n to
the
chal
leng
es
of g
loba
lizat
ion
in
Bra
ille.
Is th
e st
uden
tab
le to
pro
pose
po
ssib
le so
lutio
ns
to e
ach
of th
e ch
alle
nges
of
glob
aliz
atio
n?
