Social Studies EC

SOCIAL STUDIES
EARLY CHILDHOOD AND LOWER PRIMARY EDUCATION

© 2020 Rwanda Education Board
All rights reserved
This syllabus is the property of Government of Rwanda.
Credit must be provided to REB when the content is quoted.
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FOREWORD
Rwanda Education Board is honored to avail Social studies Syllabus for Teacher Training Colleges (TTCs). This document serves as
official guide to teaching and learning of Social studies in TTCs.
The Rwandan education philosophy is to ensure that young people at every level of education achieve their full potential in terms of relevant
knowledge, skills and appropriate attitudes that prepare them to be well integrated in society and exploit employment opportunities.
The ambition to develop a knowledge-based society and the growth of regional and global competition in the labour market, has
necessitated the shift from knowledge to competence based curriculum in TTCs. The TTC curriculum was revised to align it to the
Competence-Based Curriculum for basic education to prepare teachers who are competent and confident to implement CBC in pre-
primary and primary education. The rationale for the changes in the curriculum is to ensure that TTC leavers are qualified for job
opportunities and further studies in Higher Education in different programs under education career advancement.
I wish to sincerely express my appreciation to the people who contributed towards the development of this syllabus, particularly,
Consultants, REB staff, UR-CE Lecturers, TTC Tutors, Teachers from general education and experts from Local and international
Organizations for their technical support. A word of gratitude goes to the Head Teachers and TTCs principals who availed their staff for
various revision activities.
Special appreciation goes to the Development Partners such as UNICEF, IEE, USAID/Soma Umenye, Save the Children and Right To Play
for their financial support.
I take this opportunity to call upon all educational stakeholders to bring in their contribution for successful implementation of this
Syllabus.
Dr. NDAYAMBAJE Irénée

Director General, REB.
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ACKNOWLEDGEMENT
I wish to sincerely express my special appreciation to the people who played a major role in development of Social Studies syllabus. It
would not have been successful without the support from different education stakeholders. My thanks first go to the leadership of UR-CE
who started the review of the TTC curriculum in 2015.
I wish also to thank Rwanda Education Board (REB) leadership who took over and supervised the curriculum review process. I wish to
extend my appreciation to Consultants, REB staff, Lecturers from UR-CE, TTC Principals, TTC Directors of Studies, Deputy Principals,
Tutors and Teachers from secondary general Education whose efforts during the revision process were much valuable.
Special thanks go to UNICEF who funded the development, designing finalization and printing of this syllabus.
I owe gratitude to different education partners more especially USAID-Soma Umenye, Save the Children, Right To Play, Help a Child,
Aegis Trust,Humanity and Inclusion, Flemish Association for Development Cooperation and Technical Assistance (VVOB), Voluntary
Service Overseas (VSO), Teach Rwanda and IEE for their technical support
Joan Murungi,
Head of Curriculum, Teaching and Learning Resources Department (CTLRD)
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TABLE OF CONTENT
FOREWORD .................................................................................................................................................................... iii
1. GENERAL INTRODUCTION.........................................................................................................................................1
1.1. Rwanda education sector objectives .................................................................................................................................... 1
1.2. Level of Competences of Primary Teacher Education in the Republic of Rwanda ....................................................... 2
1.3. Background to Curriculum Review .................................................................................................................................... 2
1.4. Rationale of Teaching and Learning Social studies............................................................................................................ 3
1.5. Professional Standards and competences ........................................................................................................................... 4
2. PEDAGOGICAL APPROACH .......................................................................................................................................7
2.1. Role of the Student Teacher .................................................................................................................................................7
2.2. Role of the Tutor....................................................................................................................................................................8
2.3. Special Needs and Inclusive Education Approach ...........................................................................................................8
2.4. Skills laboratory pedagogy (skills lab)................................................................................................................................9
3. ASSESSMENT APPROACH .........................................................................................................................................10
3.1. Types of Assessments ........................................................................................................................................................ 10
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3.2. Record Keeping................................................................................................................................................................... 11
3.3. Item Writing in Summative Assessment ......................................................................................................................... 11
4. RESOURCES ..................................................................................................................................................................12
4.1. Materials needed for implementation: ............................................................................................................................ 12
4. 2.Human resources................................................................................................................................................................ 14
5. SYLLABUS UNITS ........................................................................................................................................................14
5.1. Social studies syllabus units for year one......................................................................................................................... 14
5.2. Social studies syllabus units for year two......................................................................................................................... 36
5.3. Social studies syllabus units for year three...................................................................................................................... 55
6. REFERENCES.................................................................................................................................................................61
7. ANNEXES.......................................................................................................................................................................62
7.1. SUBJECTS AND WEEKLY TIME ALLOCATION....................................................................................................... 62
7.2. OVERVIEW OF SOCIAL STUDIES FOR EARLY CHILDHOOD AND LOWER PRIMARY EDUCATION ... 63
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1. GENERAL INTRODUCTION
1.1. Rwanda education sector objectives

The Education Sector objectives are the reference point for the inclusion of education issues into other Rwandan policy documents. These
objectives are aligned with those recommended in the Eastern African Curriculum Framework proposals. The Government of Rwanda
through law number 36/2018 of 29th June, 2018 determining the organization of education revised the objectives of the sector. They are to:
1.Provide Rwandans with adequate skills at all levels of general, professional as well as technical and vocational education;
2.Offer quality courses and education at all levels;
3. Promote science, technology and research in order to equip many Rwandans with capacity to speed up national development;
4.. Promote the culture of peace, tolerance, justice, respect for human rights, solidarity, democracy and that of avoiding any
form of discrimination or favoritism;
5.. Provide each Rwandan with an integrated education based on ethical values, science and social welfare and directed
towards building a nation to ensure its sustainable development
6.. Instill into Rwandans the love of a job well done, the value of hard work, punctuality and promotion of competence
7. Train the Rwandan to have freedom of thought, be innovative, have abilities to acquire and be analytical towards other
people’s opinions and to communicate his or her own ideas, to be patriotic and encourage him or her to be updated on the
situation prevailing elsewhere;
8. Eliminate all grounds and obstacles that hinder the development of girls and women education as well as of any other
groups that need special attention.
These objectives and associated strategies are the backbone for developments in education including the curriculum and assessment
policy and the curriculum framework.
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1.2. Level of Competences of Primary Teacher Education in the Republic of Rwanda
As stated earlier, Primary Teacher Education is under the responsibility of Rwanda Education Board. The following are the competences
of Teacher Education. By the time a student teacher is exiting the college after three years he or she should:
• Be a qualified teacher who can compete not only locally but regionally and internationally;
• Have professional ethics and develop an inquiring mind for innovative education;
• Be prepared adequately for efficiency in education, administration, management, evaluation and measurement;
• Be competent, reliable, honest and responsible.
• Be equipped with potentials that enable him/her to explore the learners’ abilities and interests
• Be able to develop the child’s ability in critical thinking, free expression and ideas
1.3. Background to Curriculum Review

The Social Studies syllabus is developed for TTC student-teachers in the option of Early childhood and Lower Primary Education.
The motive of reviewing the syllabus was to ensure that the syllabus is responsive to the needs of the student-teacher and to shift from
objective and knowledge-based learning to competence-based learning. Another reason was to align the TTC curriculum to the CBC in
general education. Emphasis in the review was put more on skills and competences as well as the coherence within the existing content
by drawing on the previous syllabus and benchmarking with syllabi elsewhere with best practices.
The Social Studies syllabus guides the interaction between the tutor and student -teachers in the learning processes and highlights the
competences a student teacher should acquire during and at the end of each unit of learning. Student- teachers will have the opportunity
to apply Social Studies in different contexts, and see its importance in daily life. Tutors should help the student- teachers appreciate the
relevance and benefits for studying Social Studies.
The learning of the student teacher is influenced by many factors such as curriculum relevance, necessary and sufficient pedagogical
approach by tutors, assessment strategies and sufficient instructional materials. With review of the Social studies syllabus, these factors
have been aligned with the competence-based curriculum for general education. This will lead to having qualified and competent teachers
who are ready to implement the competence based curriculum for pre and primary education. This implies equipping student teachers
with relevant knowledge, skills, attitude and values necessary to make them competitive on local, regional and global job market. This
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revised syllabus will allow future teachers to contribute to the development of equity and quality education at pre/primary levels and then
it will enable student teachers to go for further studies.
1.4. Rationale of Teaching and Learning Social studies

Social studies subject deals with human beings, the world they live in, their behavior, growth and development, organization, relationships
and resources. It is a vital subject for student-teachers in Rwanda which provides them with the basic knowledge, skills, values and
attitudes for their profession, continue for further studies, make informed decisions and positively participate in society.
Social studies is also designed to increase various skills and abilities such as critical and analytical examination of the causes and effects
of economic, geographical and historical phenomena both locally and globally. It has the ability to challenge student-teachers in various
current political, socio economic and geographical issues to which they propose solutions as active members of the society. For example,
they understand how different societies are structured, managed and governed, thus appreciate their place in the world by developing
universal understanding of their environment and the interrelationship which exists between the natural and human habitats. Hence, it
prepares them to be productive and successful citizens.
1.4.1. Social studies and Society

Social studies is a key to the Rwandan education ambition of developing a knowledge-based and technology-led economy since it provides
to student teachers all required knowledge and skills to be used in different learning areas. Therefore, it is important subject as it supports
other subjects. This TTC Social studies syllabus is intended to address gaps in the current syllabus which lacks of adequate and appropriate
knowledge, skills, attitude and values.
1.4.2. Social Studies and Student Teachers

Student -teachers need enough basic competences to be effective members of Rwandan society including the ability to equip student
teachers with knowledge, skills and attitudes necessary to enable them to succeed in an era of rapid technological growth and socio-
economic development. Mastery of basic social studies ideas makes student teachers being confident in problem solving. It enables the
student teachers to be systematic, creative and self-confident in using Social Studies language and techniques to reason; think critically;
develop imagination, initiative and flexibility of mind.
As new technologies have had a dramatic impact on all aspects of life, wherever possible student- teachers should gain experience of a
range of ICT equipment and applications.
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1.5. Professional Standards and competences
1.5.1 Competences
Competence is defined as the ability to perform a particular task successfully, resulting from having gained an appropriate combination of
knowledge, skills, attitudes and values. The present syllabus gives the student teachers opportunity to develop different basic competences
as well as the generic competences.
Broad subject competences are highlighted and broken into key competences for each year, these are further broken into key unit
competences which are finally split into learning objectives
(knowledge, skills, attitudes and values) in every learning unit.
Taking into account the rationale behind the overall TTC curriculum review as well as the parameters and constraints of the local context,
student- teachers will be equiped with professional standards and generic competences.
For student teachers, professional standards are acquired through generic competences and professional practices that are emphasized
and reflected in the learning process. The tutors will ensure that student -teachers are exposed to tasks that help them acquire these
competences.
1.5.2. Teaching Professional Standards

These refer to the characteristics that all teachers globally should have. All teachers in Rwanda should have the six characteristics listed
below:
• The teacher has knowledge of CBC and how to implement it.
The teacher has understanding of CBC and how it works. He/she has knowledge of basic and generic competences and is able to integrate
the cross cutting issues within and across the subject area.
• The teacher has knowledge of CBC and how to implement it.
The teacher has understanding of CBC and how it works. He/she has knowledge of basic and generic competences and is able to integrate
the cross cutting issues within and across subject area.
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• The teacher as an educator
The professional teacher enhances and stimulates cognitive, social-emotional, physical and moral development of the children. S/he
therefore has a thorough understanding of the child’s background, interests, motivations and problems and can adjust his/her actions and
the learning environment to the different needs of the students. A competent educator is a role model, showing desired behaviour and
values. S/he guides and coaches the students to become social, self-confident, independent, responsible, open-minded and innovative
people. In order to be an educator, the student teacher should be supported to develop cooperation, inter personal and lifelong learning
skills.
• The teacher as subject expert
The professional teacher stimulates the student’s critical thinking, problem solving and creativity. S/he uses teaching/learning methods
and techniques that are appropriate to preprimary and primary education; S/he applies relevant content, plans lessons, integrating play-
based strategies in teaching and learning. The teacher in preprimary and primary education has a thorough Social Studies knowledge that
enables him/her to develop teaching/learning materials and in lesson planning so as to effectively deliver the lesson and connect with
daily life activities in preprimary and primary education using the language of instruction correctly. The teacher as a subject expert in
upper primary education stimulates English in the teaching/learning process by considering the transition from Kinyarwanda to English
as a medium of Instruction in upper primary.
The teacher as a subject expert knows and uses appropriate methods/techniques to assess students and give constructive feedback to the
whole class. The teacher is able to link the content of her/his subject specialization with Education.
• The teacher as a communicator
The professional teacher displays a good example in expressing him/herself, stimulates and enhances positive and clear communication
between him/herself and the students, between the students, college community and the wider society. A good communicator is open-
minded and respects diversity within and around the college. This requires students to communicate in the official languages.
• The teacher as a guide and an organizer
The professional teacher facilitates the holistic development of all students, taking into account the differences between them. S/he ensures
that the learning environment (class or playground) is well maintained and conducive for expected learning outcomes. This requires the
teacher to be equipped with managerial skills
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• The teacher as an innovator, researcher and reflective practitioner
The professional teacher looks for ways to improve his/her teaching, and the wellbeing and results of the students. S/he is a reflective
practitioner and knows how to perform small-scale reflective actions.
The acquisition of such skills will require teachers to update knowledge and skills with minimum external support and to
cope with evolution of knowledge advances for personal fulfillment in areas that need improvement and development, thus
becoming lifelong learners.
1.5.3. Broad social studies competences
At the end of the three years the student teacher should be able to:
• Grow up as active, competent, responsible, and reflective members of society.
• Demonstrate perfect awareness of issues affecting society, locally, regionally and internationally and take positive and actions to
provide solutions as responsible citizens.
• Develop a strong curiosity about real-world concerns and be proactive in solving historical, geographical and economic issues.
• Appreciate the Rwandan socio-cultural heritage and take positive actions to maintain the Rwandan image in the world.
• Discern and provide well-reasoned opinions, and explain their reasons on issues of historical, geographical and economic phenomena.
• Be creative and innovative in addressing common issues and challenges pertaining to the rapidly advancing technology and science
for sustainable development.
• Become competent with a wide range of skills and active techniques necessary to teach Social studies subject in primary schools in
local, regional and international education contexts.
1.5.4. Subject and Developing Competences

The national policy documents based on national aspirations identify some ‘basic competences’ alongside the ‘generic competences’’ that
will develop higher order thinking skills and help student teacher learn subject content and promote application of acquired knowledge
and skills.
The student teacher will not only develop deductive and inductive skills but also acquire cooperation and communication, critical thinking
and problem solving skills. This will be realized when student-teachers make presentations leading to inferences and conclusions at the
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end of learning unit. This will be achieved through student teachers’ group work and cooperative learning which in turn will promote
interpersonal relations and teamwork.
The acquired knowledge in learning Social studies should develop a responsible citizen who adapts to scientific reasoning and attitudes
and develop confidence in reasoning independently. The student teacher should show concern of individual attitudes, environmental
protection and comply with the scientific method of reasoning. The scientific method should be applied with the necessary rigor,
intellectual honesty to promote critical thinking while systematically pursuing the line of thought.
2. PEDAGOGICAL APPROACH
The change to a competence-based curriculum is about transforming learning, ensuring that learning is deep, enjoyable and habit-
forming.
2.1. Role of the Student Teacher

In the competence-based syllabus, the student teacher is the principal actor of his/her education. He/she is not an empty bottle to fill.
Taking into account the initial capacities and abilities of the student teacher, the syllabus suggests under each unit, some activities of the
student teacher and they all reflect active participation in the learning process.
The teaching and learning processes will be tailored towards creating a student teacher friendly environment basing on the capabilities,
needs, experience and interests.
The following are some of the roles or the expectations from the student teachers:
• Student teachers construct the knowledge either individually or in groups in an active way. From the learning theory, they move in
their understanding from simple to complex.
• Student teachers work on one competence at a time to form concrete units with specific learning objectives (knowledge, skills and
attitude).
• Student teachers will be encouraged to do research and present their findings through group work activities.
• A student teacher should be cooperative: they work in heterogeneous groups to increase tolerance and understanding.
• Student teachers are responsible for their own participation and ensure the effectiveness of their work.
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2.2. Role of the Tutor
In the competence-based syllabus, the tutor is a facilitator, organizer, advisor, and conflict solver,
The specific duties of the tutor in a competence-based approach are the following, Tutor is:
• A facilitator, his/her role is to provide opportunities for student teachers to meet problems that interest and challenge them and that,
with appropriate effort, they can solve. This requires an elaborated preparation to plan the activities, the place they will be carried, the
required assistance;
• An organizer: his/her role is to organize the student teachers in the classroom or outside and engage them through participatory and
interactive methods through the learning processes as individuals, in pairs or in groups. To ensure that the learning is personalized,
active and participative, co-operative the teacher/tutor must identify the needs of the student teachers, the nature of the learning to be
done, and the means to shape learning experiences accordingly;
• An advisor: he/she provides counseling and guidance for student teachers in need. He/she comforts and encourages student teachers
by valuing their contributions in the class activities;
• A conflict-solver: most of the activities are performed in groups. The members of a group may have problems such as attribution of
tasks; they should find useful and constructive the intervention of the teacher as a unifying element.
• Asked for help only when the whole group agrees to ask a question
• Ethical and preaches by examples by being impartial, by being a role-model, by caring for individual needs, especially for slow student
teachers and those with physical impairments, through a special assistance, by providing remedial activities or reinforcement activities.
One should notice that this list is not exhaustive.
Participants ensure the effective contribution of each member, through clear explanation and argumentation to improve the English
literacy, to develop sense of responsibility, and to increase the self-confidence and the public speech ability.
2.3. Special Needs and Inclusive Education Approach

All Rwandans have the right to access education regardless of their different needs. The underpinnings of this provision would naturally
hold that all citizens benefit from the same menu of educational programs. The possibility of this assumption is the focus of special needs
education. The critical issue is that we have student teachers who are totally different in their ways of living and learning as opposed to the
majority. The difference can either be emotional, physical, sensory and intellectual learning challenged.
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These student teachers equally have the right to benefit from the free and compulsory basic education in the nearby ordinary/mainstream
colleges. Therefore, the college’s role is to enroll them and also set strategies to provide relevant education to them. The tutor therefore
is requested to consider each student teacher’s needs during teaching and learning process. Assessment strategies and conditions should
also be standardized to the needs of these student teachers. Detailed guidance for each category of student teachers with special education
needs is provided for in the guidance for teachers. The Social studies tutor is advised to work closely with the tutor of special needs
education to provide appropriate support to any identified student -teacher’s needs.
2.4. Skills laboratory pedagogy (skills lab)

Student teachers should have time to research, experiment and practice what has been taught in small groups in order to enhance the
acquisition of competences. This is called “Skills Laboratory” or “Skills Lab. No special facilities or equipment is required for Skills Lab.
In order for the students to learn programs focused on developing transferable 21st century skills, the pedagogical structure of skills lab is
provided in the learning activities.
Skills lab is when student teachers are required to complete learning activities working in small groups. The skills lab is an easy method to
change teacher’s pedagogy from theory-based to competence-based instruction. Skills lab ensures teachers are accountable to completing
all the learning activities and projects as outlined in the syllabus.
The basic characteristics of Skills Lab are:
• Students work in small groups (manageable teams)
• Assessment takes place through portfolio activities
• Students talk more than teachers (10% tutor talk time and the rest is for the students)
• Students receive constructive feedback on their work (Tutor gives quality feedback on student presentations).
• Skills lab consists of three components: build, practice and present.
Skills lab is the time when lesson combines the competences acquired during the unit and previous units to make learning more practical.
Thus, at the end of every unit, this syllabus provides /suggest skills lab pedagogy lesson to ensure practical application of the competences
acquired.
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3. ASSESSMENT APPROACH
Assessment is the process of evaluating the teaching and learning processes through collecting and interpreting evidence of individual
student teacher’s progress in learning and to make a judgment about a student teacher’s achievements measured against defined standards.
Assessment is an integral part of the teaching learning process. In the new competence-based curriculum assessment must also be
competence-based; whereby a student teacher is given a complex situation related to his/her everyday life and asked to try to overcome
the situation by applying what he/she learned.
3.1. Types of Assessments

There are two major types of assessment namely formative and summative assessments. Any form of assessment should reflect the three
domains of learning, which are Cognitive, Psychomotor and Affective.
• Knowledge and understanding: Does the student- teacher demonstrate an understanding of the Social studies concept? Has the
student- teacher mastered the Social studies concepts? Indicators: correctness of answers, coherence of ideas, logical reasoning, use
correctly mathematical symbols and concepts, etc.
• Practical skills: How does the student teacher perform on aptitude and practical tests? Indicators: accuracy, using appropriate methods,
quality product, speed and efficiency, coherence.
• Attitude and values: How does the student-teacher respond to a task or a situation? What is the student teacher’s behaviour? How the
student teacher persists on solving a given problem?
3.1.1. Formative Assessment:

Formative assessment helps to check the efficiency of the process of learning. It is done within the teaching/learning process.
Continuous assessment involves formal and informal methods used by schools to check whether learning is taking place. When a tutor
is planning his/her lesson, he/she should establish criteria for performance and behavior changes at the beginning of a lesson. Then, at
the end of every unit, the tutor should ensure that all the student teachers have mastered the stated key unit competences basing on the
criteria stated, before going to the next unit. The tutor will assess how well each student teacher masters both the subject and the generic
competences described in the syllabus as well as the professional practices. From this, the tutor will gain a picture of the all-round
progress of the student teacher. The tutor will use one or a combination of the following techniques: observation, pen and paper, and oral
questioning.
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3.1.2. Summative Assessment
When assessment is used to record a judgment of a competence development or performance of the student teacher, it serves a summative
purpose. Summative assessment gives a picture of a student teacher’s competence or progress at any specific moment. The main purpose
of summative assessment is to evaluate whether competences have been achieved and to use the results for ranking or grading of student
teachers, for deciding on progression, for selection into the next level of education and for certification. This assessment should have an
integrative aspect whereby a student must be able to show mastery of all competences. It can be internal College based assessment or
external assessment in the form of national examinations. College based summative assessment should take place once at the end of each
term and once at the end of the year. College summative assessment average scores for the subjects which are examined at the national
level will be weighted and included in the final national examinations grade. For the subjects which are not examined externally the grade
should be part of the continuous assessment reflected in the student’s transcript.
3.2. Record Keeping

This is gathering facts and evidence from assessment instruments and using them to judge the student’s performance by assigning an
indicator against the set criteria or standard. Whatever assessment procedures used generate data in the form of scores which will be
carefully be recorded and stored in a portfolio. The latter is used in deciding remedial actions, alternative instructional strategy and as
well as feed back to the student teacher. The records also are important to parents to check the learning progress and to advice accordingly.
Finally, the records are very essential to the final assessment of professional practice of the student teacher at the end of the college.
This portfolio is a folder (or binder or even a digital collection) containing the student teacher’s work as well as the student teacher’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work produced (such as papers and assignments), but
also it is a record of the activities undertaken over time as part of student learning. Besides, it will serve as a verification tool for each
student teacher that he/she attended the whole learning before he/she undergoes the summative assessment for the subject.
3.3. Item Writing in Summative Assessment

Before developing a question paper, a plan or specification of what is to be tested or examined must be elaborated to show the units or
topics to be tested on, the number of questions in each level of revised Bloom’s taxonomy and the marks allocation for each question.
In a competence-based curriculum, questions from higher levels of Bloom’s taxonomy should be given more weight than those from
knowledge and comprehension level.
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Before developing a question paper, the item writer must ensure that the test or examination questions are tailored towards competence
based assessment by doing the following:
• Identify topic areas to be tested on from the subject syllabus.
• Outline subject-matter content to be considered as the basis for the test.
• Identify learning outcomes to be measured by the test.
• Prepare a table of specifications.
• Ensure that the verbs used in the formulation of questions do not require memorization or recall answers only but also testing broad,
subject and generic competences as stated in the syllabus.
4. RESOURCES
4.1. Materials needed for implementation:

• Relevant textbooks and written materials
• History of Rwanda.
• Geographical and Historical maps.
• Physical, human and economic wall maps of Rwanda, different continents and the world.
• Textbooks, reference books, newspapers, maps, atlas, charts and globes.
• Software materials: computer, video clips, projector and internet.
• Photographs (ground, aerial and oblique).
• Models from the local environment (rocks, minerals, soils samples).
• Ordinary Survey Maps (O.S.M).
• Measuring instruments like rain gauge, thermometer, barometer, hygrometer, wind vane, anemometer, compass, clinometers and GPS.
• Stationary like manila papers, flip charts, etc.
• Adaptive materials like tactile and talking materials like talking globe, tactile maps, tactile illustrations, brailed
equipment and materials.
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• Other needed materials
• Internet.
• Films and videos (audio visual source).
• Historical sites.
• Memorial sites.
• Photographs.
• Braille.
• Museum.
• Tale, tactile maps, stories and the testimonies.
• Historical laminated maps (A2 size).
• Visual CDS, DVD, and Videos on History of genocide and other parts of History;
• Costumes related to the historical events and props.
• Testimonies of the Genocide survivors and perpetrators.
• Films of Genocide (seven days in Kigali), poems and songs.
• Dictionary for history and Geography.
• Posters of the evolution of man.
• Supplementary booklets on the Egyptian, Greek, Roman, Chinese, American, Incas, Aztec, Maya civilisations (the supplementary
materials will support textbooks by providing a brief history of each of the above civilisation).
• Posters of the traditional tools e.g. arrows spears, shield, sword, ramming rod and axe.
• Booklet of the NGOs and Volunteers Organisations working in Rwanda.
• Booklets of the pictorial representation of the Ministries and their responsibilities in Rwanda.
• Local heroes e.g. Fred Gisa Rwigema, Agathe Uwiringiyimana, Felicitée Niyitega.
• Books on Rwanda: Inside the Hotel Rwanda, Confronting genocide in Rwanda; dehumanisation, denial and the strategies for
prevention.
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4. 2.Human resources
For an effective and efficient teaching of this History syllabus, it should be noted that a teacher should:
• Have at least A0 degree in Social studies education or History-Geography with Education from a recognized teaching Institution of
Higher learning.
• Proper use of the text books, teachers’ guide, historical information that is in line with this curriculum.
• Have a good command of the English language and use it properly.
• Have some basics skills and knowledge of special needs education like Rwandan sign language, braille reading and writing.
5. SYLLABUS UNITS
5.1. Social studies syllabus units for year one
5.1.1. Key Competences for end of Year One

• Explain the overview and the relationship between the components of social studies
• -Explain the earth movements and their effects.
• Analyze the formation of major relief regions of Rwanda and their effects on human activities
• Compare different types of rocks in Rwanda and their importance.
• Compare different types of soils of Rwanda and assess their importance.
• Analyze the climate of Rwanda and the impact of climate change on human activities.
• Appreciate the importance of different vegetation types and their conservation in Rwanda
• Analyze the drainage system of Rwanda and its relationships with human activities.
• Analyze the political, social and economic organization of pre-colonial Rwanda
• Evaluate the performance of the German and Belgian rules in Rwanda
• Evaluate the process of independence in Rwanda
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5.1.2. Syllabus units for year One
Option: EARLY CHILDHOOD AND LOWER
Subject: SOCIAL STUDIES Year:1
PRIMARY EDUCATION
TOPIC AREA: The concept of social
Sub Topic: ………………….
studies
Unit 1: GENERAL INTRODUCTION TO SOCIAL STUDIES No. of periods:3 periods
Key Unit competence: The student-teacher should be able to explain the components of social studies and evaluate its importance.
Learning Objectives
Knowledge and Content Learning Activities
Skills Attitudes and values
understanding
–– Give the meaning –– Analyze the –– Acknowledge the –– Meaning of social –– Through Think Pair Share, the students-
of social studies components of relationship among the studies teachers come up with the meaning of
–– Explain the social studies. components of –– Components of social social studies.
components of –– Evaluate the –– social studies. studies –– The student- teachers discuss in groups
social studies and importance of –– Appreciate the –– Relationship among the the relationship among the components
their relationship social studies importance of studying components of social of social studies.
–– Explain the in different social studies. studies –– The student-teachers use internet,
importance of contexts. media, textbooks and resource persons
–– Importance of learning
studying social social studies and come up with the importance of
studies. studying social studies.
Assessment criteria: The student-teacher is able to explain correctly the components of social studies and evaluate its importance.
Links to other Subjects :This unit is linked to social studies in primary schools, social environment in preprimary and teaching methods
and practice of social studies in TTCs.
Ressources: Textbooks, internet, ressource persons, charts, etc.
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Option: EARLY CHILDHOOD
Subject: SOCIAL STUDIES Year:1 AND LOWER PRIMARY
EDUCATION
TOPIC AREA: GEOGRAPHY Sub Topic: Physical geography
Unit 2: UNIVERSE AND THE SOLAR SYSTEM. No. of periods: 5 periods
Key Unit competence: The student-teacher should be able to differentiate the components of the universe and solar system, and explain
the effects of the earth movements
Learning Objectives
Content Learning Activities
Knowledge and
understanding
–– Identify the –– Describe the planets –– Respect the earth and –– The Universe: –– In groups, student-teachers are
components of the of the solar system. appreciate the need for the –– Definition of the universe. brainstormed about the meaning
universe and the –– Explain the sustainable practices to and the components of the
–– Components of the
solar system. consequences of the protect the environment. universe and harmonization of
universe.
–– Identify the planets earth’s movements –– Appreciate uniqueness findings.
in the solar system. of the earth in relation to The solar system: –– Using internet, textbooks, globe
–– State the effects the other planets. –– Components of the solar and different photos, student-
of the earth’s - Appreciate the system teachers identify the planets
movements. importance of the earth‘s in the solar system and the
–– Earth: peculiar
movements. elements of the Earth.
elements of the earth i.e.
atmosphere, biosphere, –– Using a clock, a movie,
hydrosphere and student-teachers, explain the
lithosphere. consequences of the Earth
movement.
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- Earth’s movements:
- Rotation and its
effects,
- Revolution and its
effects.
Assessment criteria: The student-teacher is able to differentiate the components of the universe and solar system, and explain the effects of
the earth movements accurately.
Links to other Subjects: This unit is linked to social studies in primary schools.
Resources: Internet, textbooks, globe and different photos and movies.
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PRIMARY EDUCATION
Unit 3:FORMATION OF RELIEF FEATURES OF RWANDA No. of periods:7
Key Unit competence: The student-teacher should be able to explain the formation major relief regions of Rwanda and evaluate their
effects on human activities.
Learning Objectives Content Learning Activities
Knowledge and
understanding
–– Locate Rwanda in –– Observe the map of –– Appreciate the –– General presentation –– Use a map of Africa to locate
Africa. Rwanda and write natural beauty and of Rwanda. Rwanda and write down the
–– State the area of Rwanda down the geographical the location of –– The relief regions of neighbouring countries.
in terms of land and coordinates and the Rwanda. Rwanda. –– In groups, identify that Rwanda
water surface area. neighbouring countries. –– Contribute to the is landlocked and consider the
–– Problems related to
–– Describe the population –– Draw a sketch map of national policy the relief features of impacts of this.
composition and the Rwanda and locate the of maintaining Rwanda. –– Write down the findings from the
administrative divisions political divisions. a healthy group discussions and make a
–– Importance of the
of Rwanda. –– Differentiate among the environment in the class presentation.
relief features to
major relief regions of country.
–– Locate the major relief the development of –– Use a map of Rwanda to locate
regions of Rwanda. Rwanda on the map. –– Appreciate the Rwanda. and identify the administrative
–– Describe the formation importance of divisions.
–– Identify the major relief
of different relief features different relief
features of Rwanda –– In a field work tour, observe and
of Rwanda. features of Rwanda.
using a map. record the major relief features of
–– Investigate the –– Show concern for Rwanda.
–– Give the importance
importance of different the causes and the
of the relief features of –– In group presentations locate the
relief features of Rwanda. effects of soil
Rwanda. different relief features using a
sketch map of Rwanda.
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–– Identify the problems –– Explain major problems –– erosion, and show –– In a group work, discuss the
related to the relief related to the relief continual desire importance of different relief
features of Rwanda. features of Rwanda and to minimise the features of Rwanda and present
suggest solutions dangers of soil the findings to the class.
erosion. –– In a field work study, find out the
areas affected by the soil erosion
and weathering, and write a report
of the findings.
Assessment criteria: The student-teacher is able to correctly describe and explain the location, area, political divisions and some population characteristics
of Rwanda; explain the processes responsible for evolution of different relief features and evaluate their effects on the human activities..
Links to other Subjects : This unit is linked to social studies in primary schools
Resources: Geographical documents, journals, maps, photographs, local environment, concrete objects, recorders, internet, statistical and fieldwork
materials and equipment. Talking and tactile materials like tactile maps, smart talking globes, smart tactile atlas and brailed textbooks.
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Option: EARLY CHILDHOOD AND LOWER PRIMARY
EDUCATION
Unit 4: Rocks in Rwanda No. of periods:3
Key Unit competence: The student-teacher should be able to compare major types of rocks in Rwanda and evaluate their importance.
Learning Objectives
Knowledge and Attitudes and Content Learning Activities
Skills
understanding values
–– Identify different –– Explain the physical –– Appreciate –– Classification –– In field study, observe different types of rocks and write
types of rocks in properties of the different types of of rocks in down the findings.
Rwanda. rocks. rocks found in Rwanda. –– In groups, discuss the findings and make a class
–– Give characteristics –– Apply knowledge to Rwanda. –– Characteristics presentation.
–– of rocks in Rwanda. categorise different –– Appreciate the of rocks –– Use the geographical documents and internet to
types of rocks found importance –– Importance research on the classification and characteristics of
–– Identify the
in Rwanda, their of rocks in of rocks in rocks in Rwanda. Write down the findings.
importance of rocks.
characteristics and Rwanda. Rwanda –– In groups, discuss and present the findings on the rocks
their importance.
–– Using internet and textbooks, do research on the
importance of rocks and record the findings.
–– In groups, discuss the findings and make a class
presentation followed by question and answer.
Assessment criteria: The student- teacher is able to correctly compare major types of rocks in Rwanda and evaluate their importance.
Links to other subjects:It is linked to social studies subject in primary schools and to integrated sciences subject in TTCs
Resources: Text books/ brailed textbooks, maps , atlases, tactile and talking materials, photographs, internet/Jaws software, local environment, rock
samples.
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Option: EARLY CHILDHOOD AND
LOWER PRIMARY EDUCATION
Unit 5: Soils in Rwanda No. of periods:5
Key Unit competence:The student-teacher should be able to compare major types of soil in Rwanda and assess their importance
Learning Objectives
understanding
–– State the different types –– Research on the –– Appreciate the value of –– Definition of soil. –– In field study, observe different types
of soils in Rwanda. different types of different types of soils in –– Types of soils of soils and write down findings.
–– Identify the causes soils in Rwanda Rwanda. –– Use a map of soils, atlases, internet
–– Soil erosion in Rwanda
and the effects of soil and where they are –– Show concern for the and other geographical documents
(types, causes and the
erosion in Rwanda. located. causes and the effects of to locate and identify different types
effects, e.g. landslides).
–– Outline the appropriate – – Explain the causes soil erosion. of soils in Rwanda and write down
–– Soil conservation
soil conservation and effects of soil –– Appreciate the the findings.
and the management
measures in Rwanda. erosion and suggest importance of soil –– In groups, discuss the findings and
measures in Rwanda.
soil conservation conservation in –– make a class presentation supported
measures. Rwanda. by interactive Questions and
Answers
–– Use a range of geographical
documents and internet to find the
causes and the effects of soil erosion
and the conservation measures in
Rwanda. Write down the findings.
–– In groups, discuss the findings and
make class presentation.
Assessment criteria:The student-teacher should be able to correctly compare major types of soil in Rwanda and assess their importance
Links to other Subjects: This topic is linked to Social studies subject in primary schools and Integrated sciences in TTCs
Resources: Geographical documents, maps, tactile and talking materials, photographs, internet, local environment, soil samples.
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PRIMARY EDUCATION
Unit 6: Climate in Rwanda No. of periods: 6
Key Unit competence: The student-teacher should be able to analyse the climate of Rwanda and its impact on human activities.
Learning Objectives
understanding
–– Identify various –– Apply the knowledge –– Appreciate the –– Climatic zones in –– Use the climate map of
climatic zones and their of climate to describe importance of different Rwanda. –– Rwanda and the knowledge from the local
characteristics in Rwanda. different climatic climatic zones to –– Factors that influence environment to locate different climatic
–– State the factors zones of Rwanda. Rwandan environment. the climate of Rwanda zones of Rwanda.
influencing the climate in –– Do research on the (Altitude, latitude, –– In small groups, discuss the reasons for
Rwanda. factors influencing vegetation, presence of different climatic regions in Rwanda and
–– State the relationship the climate in water bodies, influence make a class presentation.
between the climate Rwanda. of winds, human
–– Appreciate the –– In groups, use the geographical
and human activities in –– Explain the variations activities).
relationship between documents and internet to research
Rwanda. of seasons in Rwanda. the climate and human –– Climate change and about the factors responsible for climatic
–– Investigate the activities. global warming changes and seasonal variations and
relationship existing make a class presentation on the findings,
between the climate supported by question and answer.
and human activities. –– Climate change
–– In groups, discuss the relationship
(Definition, causes
between the climate and human activities
and effects)
and make a class presentation.
–– Global warming
–– In pairs, explain the impact of climate
and the green
change on agricultural activities in
house phenomena
Rwanda. Write an essay of the findings.
(definition, causes and
the effects).
Assessment criteria: The student-teacher should be able to correctly analyse the climate of Rwanda and its impact on human activities.
Links to other Subjects: This topic is linked to Social studies subject in primary schools.
Resources: Geographical documents, brailed textbooks, maps, atlas, tactile and talking materials, photographs and local environment.
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PRIMARY EDUCATION
Unit 7: Vegetation in Rwanda No. of periods: 4
Key Unit competence: The student-teacher should be able to explain the importance of vegetation in Rwanda and evaluate conservation
measures.
Learning Objectives
Skills
–– Give the meaning of –– Describe the various –– Appreciate the –– Definition of –– Use of field study, internet and other
vegetation. types of vegetation. importance of vegetation geographical documents to find out the types
–– Name the types of –– Explain the vegetation to –– Types of vegetation in of vegetation and the importance of vegetation
vegetation. importance of human kind. Rwanda (natural and in Rwanda. Write down the findings.
–– Give the importance of vegetation –– Show respect for planted). –– In groups, discuss and compile the findings and
vegetation. –– Explain the causes the continual –– Importance of make a class presentation followed by Question
of the destruction of desire to vegetation. and Answers.
–– Identify the causes
vegetation. conserve – – In groups, use the local environment, observe
of the destruction of –– Causes of the
vegetation and discuss the causes of the vegetation
vegetation. –– Describe the destruction of
measures of vegetation. destruction and the conservation measures.
–– Identify the measures
conserving Draw relevant conclusions for the class
of conserving –– The conservation
vegetation. presentation.
vegetation. measures of
vegetation –– In pairs, consider how the vegetation
destruction affects the climate in Rwanda and
write an essay.
Assessment criteria: The student-teacher should be able to correctly explain the importance of vegetation in Rwanda and evaluate conservation
measures.
Links to other Subjects: This topic is linked to Social studies subject in primary schools
Resources: Maps, photographs, atlas, textbooks, documentary, diagrams, brailed textbooks, local environment, tactile and talking materials.
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Unit 8: Drainage system in Rwanda No. of periods:5
Key Unit competence:The student-teacher should be able to describe the drainage system of Rwanda and explain its relationship with
the human activities
Learning Objectives
understanding
–– Describe the drainage –– Differentiate major –– Appreciate the importance –– Drainage system in –– Use resources like textbooks,
system of Rwanda. water bodies in of water bodies in Rwanda. internet, maps, photographs or
–– List the major rivers and Rwanda. Rwanda. –– Major rivers and the the local environment to find the
lakes in Rwanda. –– Use the acquired –– Advocate for the need to drainage basins. major water bodies of Rwanda
knowledge of the conserve the water bodies. (rivers, lakes and swamps). In
–– Describe the relationship –– Major lakes and their
drainage system to groups, discuss and write down the
between the drainage –– Appreciate the importance mode of formation.
explain the mode of findings for a class presentation
system and the human of water resource –– Relationships
formation of lakes in and engage in Q&A session.
activities in Rwanda. management and between the
Rwanda. conservation. –– In groups, discuss the relationship
drainage system and
–– Evaluate the between the human activities
the human activities.
importance of and the drainage system and
water bodies in the write down the notes for a class
development of the presentation supported by an
human activities in active Q&A methodology.
Rwanda.
Assessment criteria:The student-teacher should be able to correctly describe the drainage system of Rwanda and explain its relationship with the human
activities
Links to other Subjects: This topic is linked to Social studies subject in primary schools, integrated sciences and GSM in TTCs
Resources: Textbooks, internet, illustrations/diagrams, maps, photographs, slide shows, video clips, local environment, tactile and talking materials.
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PRIMARY EDUCATION
TOPIC AREA: GEOGRAPHY Sub Topic: Human and economic geography
Unit 9: Population in Rwanda No. of periods:5
Key Unit competence: The student-teacher should be able to examine demographic problems in Rwanda and suggest their solutions
Learning Objectives
understanding
–– Give the definitions of –– Explain different –– Be aware of the –– Definitions –– Use a population map of Rwanda, documents,
different concepts of concepts of current situation of the of population internet to identify and write down the areas
population. population in population concepts in concepts of high and low population.
–– State the areas of high Rwanda. Rwanda. (population –– Use the geographical documents, internet
and low population –– Analyse the –– Be aware of the density, birth rate, and population graphs to research on the
densities in Rwanda. factors for the population explosion death rate, growth population structure and the factors for the
population and its effects on the rate, fertility rate, population growth in Rwanda. Write down
–– Show the population
structure on a pyramid of growth. economic development in life expectancy). the findings.
age and sex. –– Recognise the Rwanda. –– Factors influencing –– In groups, discuss and compile the findings for
–– Identify the causes of the causes and the –– Adopt necessary control the population a class presentation and engage in Question and
rapid population growth consequences measures for the rapid growth in Rwanda. Answer methodology.
and its effects in Rwanda. of the rapid population growth. –– Consequences of –– Use the geographical documents, internet or the
population growth –– Create an awareness of population growth in local environment to research on the consequences
and suggest the policies of controlling Rwanda. and the solutions for the rapid population growth
population control population growth. –– Solutions for the and write down the findings.
measures. rapid population
growth.
Assessment criteria: The student-teacher should be able to correctly examine demographic problems in Rwanda and suggest their solutions
Links to other Subjects:This topic is linked to Social studies subject in primary schools, and Mathematics in TTCs.
Resources: Geographical documents, internet, illustrations/diagrams, maps, photographs, slide shows, video clips, tactile and talking materials and local
environment.
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Unit 10: Rural and urban Settlement in Rwanda No. of periods:5
Key Unit competence: The student-teacher should be able to evaluate the impact of the rural and urban settlements on the sustainable
development in Rwanda.
Learning Objectives
understanding
–– Name the –– Explain the characteristics –– Appreciate the types –– Rural settlements: –– Use the geographical documents,
various types of of the rural settlement. and the characteristics • Types of rural internet, photographs or the local
rural settlement. –– Evaluate and carry of rural settlement in settlements. environment to find the types,
–– Give the out a research on the Rwanda. problems and solutions of the
• Problems and
characteristics of Government policy –– Show concern for the rural settlement in Rwanda and
solutions of rural
urban centres in towards the rural importance of the rural write down the findings.
settlements.
Rwanda. settlement schemes settlement schemes in –– In groups, discuss and
• Government policy
–– State the factors (Grouped settlement/ Rwanda. compile the findings for a class
towards the rural
favouring the - Appreciate the presentation.
imidugudu). settlement.
growth of the growth of the urban –– Use the geographical documents,
–– Urban settlement
urban centres in –– Explain the characteristics centres in Rwanda. internet, photographs or local
Rwanda. –– Show the resilience for –– Urbanisation: environment to find the factors
of urban centres in
–– Identify the Rwanda. the problems caused • Factors influencing for growth, problems associated
major urban by the urbanisation in urbanisation. and the solutions of the urban
–– Explain the factors for
centres of Rwanda. • Problems of the settlement in Rwanda, and write
the growth of the urban
Rwanda. urban centres in down the findings.
centres in Rwanda.
–– Identify the Rwanda and the –– In groups, discuss and
–– Evaluate the effects of the
effects of solutions. compile the findings for a class
urban settlements.
the urban presentation followed by an
–– Carry out an investigation interactive questions and answers.
settlements.
on the causes and
problems of the slums.
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–– In groups, use the local
environment or photographs to
discuss the causes, problems and
solutions of the slums in Rwanda
and make a class presentation
supported by questions and
answers methodology.
–– Examine the link between the
urbanisation and the growth in
slum developments, and write an
essay on the causes and the effects
of both.
Assessment criteria: The student-teacher should be able to correctly evaluate the impact of the rural and urban settlements on the
sustainable development in Rwanda.
Links to other Subjects:This topic is linked to Social studies subject in primary schools
Resources: Textbooks, internet, illustrations/diagrams, maps, photographs, slide shows, video clips, tactile and talking materials and local
environment.
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PRIMARY EDUCATION
Unit 11: Economic activities in Rwanda
No. of periods:6
11.1.Agriculture
Key Unit competence: The student-teacher should be able to investigate the impact of various agricultural activities on the sustainable development in
Rwanda.
Learning Objectives
understanding
–– Identify the different crops –– Describe the advantages –– Appreciate the Crop cultivation –– Use the geographical documents,
grown in Rwanda. and disadvantages of crop importance of –– Types of crops, internet, photographs, maps or the local
–– Outline the advantages farming in Rwanda. agriculture to the their importance environment to research on the different
and disadvantages of crop –– Do research on ways of economy of Rwanda. , problems and types of crops and write down the findings.
farming in Rwanda. improving agriculture in –– Show continual solutions –– In groups, discuss and compile the findings
–– Identify the ways of Rwanda. desire to improve the –– Livestock farming : for a class presentation.
improving crop production –– Describe the different agriculture system in –– Examine the impact of agricultural
–– ways of improving
in Rwanda. systems of rearing animals Rwanda. activities on the sustainable development
the livestock farming
–– Identify the different in Rwanda, and their –– Show respect for in Rwanda. projects. Select a project and write a report.
systems of rearing characteristics. keeping smaller –– Use the geographical documents, internet,
–– Problems affecting
animals in Rwanda, and –– Analyse the contributions animals in Rwanda photographs, maps or local environment
livestock farming
their characteristics. and problems associated with –– Show concern for in Rwanda and to research on ways of improving the
–– Identify the problems livestock farming in Rwanda. the importance of solutions. livestock farming in Rwanda; write down
affecting the livestock –– Carry out a research on agriculture to the the findings.
farming in Rwanda. ways of improving livestock economy of Rwanda. –– In groups, discuss and compile the findings
–– Outline the ways of farming in Rwanda. for a class presentation and engage in
improving livestock question and answer.
farming in Rwanda.
Assessment criteria: The student-teacher should be able to investigate the impact of various agricultural activities on the sustainable development in Rwanda.
Links to other Subjects: Social studies in primary schools
Resources: Geographical documents, maps, tactile and talking materials, concrete objects, photographs, internet, GTS, video (audio-visual) clips, local environment and
field trip resources
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PRIMARY EDUCATION
No. of periods:5
11.2.Mining in Rwanda
Key Unit competence: The student-teacher should be able to assess the impact of mining on the sustainable development in Rwanda.
Learning Objectives
Skills
–– Identify the major –– Create a sketch map –– Show concern –– Mining in Rwanda –– Use documents, internet, map of Rwanda,
minerals in Rwanda of Rwanda to identify for the unequal –– Types and photographs and the local environment to
–– Identify the and locate the major distribution distribution of the identify the major mining areas in Rwanda,
importance of mining minerals in Rwanda. of minerals in major minerals in write down the findings.
to the economy of –– Evaluate the Rwanda. Rwanda. –– In groups, discuss and compile the findings
Rwanda. importance of mining –– Appreciate the –– Importance of for a class presentation followed by question
–– State the problems to the economy of importance of mining to the and answer.
affecting mining. Rwanda. minerals. economy of Rwanda. –– Use the geographical documents, internet, and
–– Analyse the problems –– Problems affecting map of Rwanda, photographs or field study to
affecting mining in mining in Rwanda research on the importance of mining. Write
Rwanda and suggest and their possible down the findings.
their solutions. solutions –– In groups, discuss and compile the findings,
make relevant conclusions and write an essay.
–– In pairs, discuss whether it is important for
the government to regulate and control the
mining of Rwanda’s resources. Write a report.
Assessment criteria: The student-teacher should be able to assess the impact of mining on the sustainable development in Rwanda.
Links to other Subjects: Social studies in primary schools.
Resources: Text books/ brailed textbooks, journals, photographs, local environment, maps, tactile and talking materials, internet/Jaws software and field
study resources.
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PRIMARY EDUCATION
No. of periods:5
11.3. Power and Energy in Rwanda
Key Unit competence: The student-teacher should be able to investigate the impact of Power and Energy production on the sustainable
development in Rwanda.
Learning Objectives
understanding
–– Recall the forms of –– Distinguish among –– Show concern for the –– Major sources and –– Use documents, internet, map of Rwanda,
energy used in Rwanda different sources low levels of energy forms of energy photographs or the local environment to
and the difference of energy used in production in Rwanda. used in Rwanda identify the major sources of energy used in
between the renewable Rwanda. –– Appreciate the (renewable and Rwanda and the importance of energy and write
and non-renewable –– Evaluate the importance of power and non-renewable). down the findings.
energy. importance of energy on the sustainable –– Importance of –– In groups, discuss and compile the findings for
–– Give the importance of power and energy in development of Rwanda. power in the a class presentation followed by question and
power and energy in Rwanda. –– Show respect for the development of answer.
Rwanda. –– Investigate the efforts in the development Rwanda. –– Use internet, textbooks or field study to research
–– Identify Problems problems hindering of power and energy in –– Problems on the problems hindering the development
hindering the the development of the country. hindering the of energy and suggest possible solutions, Write
development of energy energy and suggest development of down the findings.
and the possible possible solutions. energy and the –– In groups, discuss and compile the findings for
solutions in Rwanda possible solutions a class presentation.
in Rwanda
–– In a field study, observe and record the findings
about the power and energy production for
the discussions in reference to the knowledge
acquired in the current unit, and make a report
for a class presentation.
Assessment criteria: The student-teacher should be able to investigate the impact of Power and Energy production on the sustainable development in Rwanda.
Links to other Subjects: Social studies in primary schools, integrated science in TTCs, Elementary science and technology in primary schools
Resources: Text books/ brailed textbooks, journals, photographs, maps, tactile and talking materials, internet/Jaws software and field study resources.
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No. of periods:6
11.4.Industrialisation in Rwanda
Key Unit competence: The student-teacher should be able to explain the impact of industrialisation on the sustainable development in
Rwanda
Learning Objectives
understanding
–– Recall the definition of –– Explain the concept of –– Show concern for –– Definition of –– Use the geographical documents,
industry. industrialisation. the factors affecting industry and internet, map of Rwanda, photographs
–– State the factors –– Explain the factors the development of industrialisation. or the local environment to identify
influencing industrial influencing industrial industries in Rwanda. –– Location of factors influencing industrial
development in development in –– Appreciate the industries in development and the importance of
Rwanda. Rwanda. importance of industrial Rwanda industries. Write down the findings.
–– Identify the importance –– Explain the importance development to the –– Importance of –– In groups, discuss and compile the
of industries in Rwanda. of industries in economic growth of the industries in findings for a class presentation.
Rwanda. country. Rwanda. –– In groups, discuss the problems
–– Identify the problems
affecting industrial –– Investigate the –– Show resilience for the –– Problems affecting affecting the industrial development,
development in problems affecting environmental and industrial the environment and health issues
Rwanda. industrial development health problems resulting development and associated and suggest the solutions.
in Rwanda. from industrialisation. their solutions. Make a class presentation and engage
–– Outline the
–– Appreciate the in question and answer.
environment and health –– Investigate the –– Made in Rwanda
issues associated with environment and importance of domestic policy –– In a field study, observe and record
industrialisation. health issues associated industries in Rwanda. the findings about industrialisation
with industrialisation. for class discussion in reference to the
–– Outline factors
knowledge acquired in the current
influencing the growth –– Analyse the factors
unit associated effects and the ways
of domestic industries responsible for
to mitigate them), and draw relevant
in Rwanda (Made in development of made
conclusions. Write a report.
Rwanda) in Rwanda.
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–– –– Use the geographical documents,
internet, photographs or the local
environment to identify factors
influencing industrial development of
domestic industries. Write down the
findings.
Assessment criteria: The student-teacher should be able to explain the impact of industrialisation on the sustainable development in Rwanda
Links to other Subjects :Social studies in primary schools, pre-primary schools and entrepreneurship subject in TTCs
Resources: Textbooks/ brailed textbooks, journals, photographs, maps, local environment, tactile and talking materials, internet/Jaws software and field
study resources.
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Subject: SOCIAL STUDIES Year:1 Option: EARLY CHILDHOOD AND LOWER
PRIMARY EDUCATION
Unit 11: Economic activities in Rwanda No. of periods:6
11.5.Tourism in Rwanda
Key Unit competence: The student-teacher should be able to investigate the impact of tourism on the sustainable development of Rwanda.
Knowledge and Skills Attitudes and
–– Define tourism and –– Explain the concepts –– Show respect –– Tourism –– Use the geographical documents, internet, and
eco-tourism. of tourism and eco- for the various –– Definition of tourism, map of Rwanda, photographs or field study
–– State the major tourism. tourist attractions eco-tourism and the to identify the major tourist attractions, the
tourist attractions –– Locate the major available in the forms of tourism. factors affecting the development of tourism,
in Rwanda. tourist attractions in country. the importance and the problems affecting the
–– Major tourist
Rwanda. –– Appreciate the tourism. Research also on the impact of tourism
–– Identify the attractions in Rwanda.
importance on the environment and the development, and
problems of –– Explain the factors –– Factors affecting
of tourism on write down the findings.
tourism in Rwanda. affecting the the development of
development of the sustainable –– In groups, discuss and compile the findings for
–– State the impact tourism industry in
tourism in Rwanda. development. a class presentation followed by question and
of tourism on Rwanda.
–– Show concern answer.
sustainable –– Evaluate the impact of –– Problems affecting
development of tourism on sustainable for the problems –– Investigate the link between the environmental
tourism industry
Rwanda. development of affecting the conservation and tourism on the sustainable
in Rwanda and
Rwanda. tourism and development in Rwanda.
solutions.
suggest the –– In pairs, write a report.
–– Explain the problems –– Impact of tourism
solutions.
affecting tourism. on sustainable –– In a field study, observe and record the findings
development of about tourism for discussions in reference to the
Rwanda. knowledge acquired in the current unit and draw
relevant conclusions in a report.
Assessment criteria: The student-teachers are able to properly investigate the impact of tourism on the sustainable development.
Links to other Subjects: It is related to ecology in integrated science, Elementary science and technology in primary schools.
Resources: Text books/ brailed textbooks, photographs, local environment, maps, tactile and talking materials, internet/Jaws software
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EDUCATION
TOPIC AREA: HISTORY Sub Topic: History of Rwanda
Unit 12: Civilization of pre-colonial Rwanda. No. of periods:5
Key Unit competence: The student-teacher should be able to analyze the civilization of pre-colonial Rwanda
Learning Objectives
understanding
–– Explain the origin and –– Examine the political, –– Appreciate the –– Political organisation of pre- –– Discuss in groups the
organization of Rwandan socio-cultural and organization of colonial Rwanda organization of Rwandan
society economic organization Rwandan kingdom in –– Socio-cultural organisation of kingdom and present
of Rwandan the pre-colonial Rwanda results followed by
–– kingdom in –– interlacustrine region. –– Economic organisation of pre- question and answer
comparison to today’s session.
colonial Rwanda.
Rwanda.
Assessment criteria: The student-teachers are able to analyze the civilization of pre-colonial Rwanda
Links to other Subjects: social studies in primary schools.
Resources: textbooks, internet, stories, songs, poems, choreographic art, media, tactile materials, Braille, sign language.
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TOPIC AREA: HISTORY Sub Topic: History of Rwanda
Unit 13: Colonial Rwanda No. of periods:7
Key Unit competence: The student-teacher should be able to assess the performance of the German and Belgian rules, the 1959 crisis and the
process of the independence in Rwanda.
Learning Objectives
understanding
–– Describe the –– Evaluate the reforms –– Appreciate the importance –– Achievements of –– The student-teachers use a range of
performance of German that were introduced of the transformations that the German rule in materials including the textbooks
and Belgian rule in by the Belgian rule in were brought by German and Rwanda. on the history of Rwanda and use
Rwanda. Rwanda Belgian rule in Rwanda –– Reforms introduced internet to find the major reforms
–– Explain the causes and –– Evaluate the causes and –– Recognize the root causes and by the Belgian rule that were introduced by the German
the effects of the 1959 consequences of the the effects of the 1959 crisis on: Political level, and Belgian rules. Thereafter, they
crisis in Rwanda. 1959 crisis in Rwanda in Rwanda as an outcome of Economic plan, present their finding followed by
–– Describe the process and test the validity. the strong disunity among the Social plan and questions and answers.
of independence in –– Assess how the Rwandan society. Culture. –– In groups, student-teachers discuss
Rwanda independence was –– Recognize the different –– Causes and the the causes and the consequences
achieved by indicating steps that were taken by the consequences of of the 1959 crisis. Then, they
the poor conditions Rwandans to achieve the the 1959 crisis in summarize their findings in an essay
in which Rwanda was independence as the means Rwanda. form.
placed. of increasing the spirit of –– Steps that were –– The student-teachers do research
nationalism. taken to achieve by reading the textbooks and other
independence in materials on the achievements and
Rwanda. the failures of the Belgian rule in
Rwanda.
–– Afterwards, they present the
outcomes in the class followed by
questions and answers.
Assessment criteria: The student-teachers are able to assess the performance of German and Belgian rule in different domains, the impact of the 1959 crisis on
social and political spheres and the different steps of the independence of Rwanda.
Resources: Textbooks, internet, poems, media, songs, Braille materials, sign language charts, talking globes and tactile maps
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5.2. Social studies syllabus units for year two
5.2.1. Key Competences for end of year two

• Describe the Internal processes responsible for the evolution of different relief landforms and associated features.
• Describe the external processes responsible for the evolution of different relief landforms and associated features.
• Explain the mode of formation of rocks and their importance with special focus on the economic aspect.
• Explain the factors for soil formation, the causes and effects of soil erosion, and soil conservation measures.
• Appreciate the importance of the atmosphere, weather, and the impact of climate on the environment and human activities in the
world.
• Appreciate the distribution of different vegetation types in the world
• Examine the achievements and failures of the 1st and the 2nd Republics in Rwanda
• Assess the causes and consequences of Liberation war of 1990-1994 in Rwanda
• Analyze forms of genocide denial and genocide ideology in Rwanda and abroad
• Analyze the achievements and challenges of the Rwandan Governments in post genocide period ( transition period and 3rd Republic)
• Suggest ways of preventing genocide from happening again in Rwanda and elsewhere
• Examine the achievements and failures of the 1st and the 2nd Republics in Rwanda.
• Assess the causes and consequences of Liberation war of 1990-1994 in Rwanda.
• Analyze the achievements and challenges of the Rwandan Governments in post-genocide period
• Analyze forms of genocide denial and genocide ideology in Rwanda and abroad
• Suggest ways of preventing genocide from happening again in Rwanda and elsewhere
• Suggest ways of preventing Human Rights violations (Forced labour for Children
• Analyze the national duties and responsibilities (Itorero, imihigo, Umuganda, community policing)
• Explore ways of preventing conflicts and violence at national and international level
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• Explore different major measures of home grown solution to solve conflicts (Abunzi, Gacaca )
• Identify the lessons that can be learnt from failed self –reliance policies of African leaders Explain how justice has been delayed and
denied in Rwandan society.
• Critique how home-grown solutions contribute to self-reliance (Girinka, Ubudehe, Kuremera, Umuganda, Agaciro, Imihigo, Itorero
community policing.
• Analyze different types of leadership management in Rwandan context (Imihigo, umushyikirano).
• Compare forms of democracy and justice in Rwanda and the neighboring countries
• Discuss the role of agents of colonial conquest (Christian missionaries, charted companies and explorers).
• Describe European domination, exploitation in Africa and its consequences in the 19th Century.
• Analyze impact of colonial rule on political, economic and social on African societies.
• Analyze causes of African nationalism, the means used to regain independence in Africa and its impact on African societies
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5.2.2. Syllabus units for year two
Unit1: INTERNAL LANDFORM PROCESSES
No. of periods:3
Faulting
Key Unit competence: The student-teacher should be able to examine the internal processes responsible for the evolution of different relief
landforms.
Learning Objectives
understanding
–– Recall the processes leading –– Explain the processes –– Appreciate the –– Faulting: –– Use a range of different geographical
to the formation of different responsible for the impact of faulting definition. sources and the materials like internet,
faulted features. formation of different processes on the –– Types of faults. text books research on the processes
–– Identify the major types faulted landforms. landscape. of faulting, types of faults and the
–– Distribution of
of faults and the impact of –– Investigate the impact major faulted landforms. Write down
the landforms
faulting on the landscape of different faulted the findings.
associated with
–– Identify the other areas landforms on the faulting. –– In group work, discuss the findings
that are associated with the landscape and make a class presentation.
faulting in the world. –– Describe the influence –– Use the knowledge acquired from the
of faulting impact to the previous lesson and research from the
man. text books and internet to find the
distribution of faulting in the world.
Record the findings.
make a class presentation.
Links to other subjects: This topic is linked to social studies subject in primary schools
Assessment criteria: The student-teacher should be able to examine the internal processes responsible for the evolution of different relief
landforms
Materials: Geographical documents, photographs, maps, journals, atlas, local environment, charts, internet website /jaws software, tactile and
talking materials.
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No. of periods:3
Folding
Key Unit competence: The student-teacher should be able to examine the internal processes responsible for the evolution of different relief
landforms.
Learning Objectives

Skills
–– Give the meaning of folding –– Explain the –– Appreciate –– Folding –– Use a range of different
–– Recall the processes of the processes the –– Types of folds. geographical sources and the
folding, types of folds responsible for the importance of materials like internet, text
–– Distribution of the
folding. folding on the books to research on the types
–– Identify the major landforms associated with
landscape. and distribution of folding and
–– landforms associated with folding.
warping landforms. Write down
the folding. –– Warping: the findings.
–– Define warping and the –– Definition, types and –– In groups, discuss the findings
associated landforms. causes of warping. from the above research and make
–– Landforms associated a class presentation followed by
with warping. Q&A.
–– In groups, discuss the causes
of warping and make a class
presentation.
Assessment criteria: The student-teacher should be able to examine the internal processes responsible for the evolution of different relief landforms
Materials: Geographical documents, photographs, maps, journals, atlas, local environment, charts, internet website /jaws software, tactile and talking
materials.
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No. of periods:3
Vulcanicity
Key Unit competence: The student-teacher should be able to examine the internal processes responsible for the evolution of
different relief landforms.
Learning Objectives
understanding
–– Define vulcanicity, –– Explain the processes –– Appreciate the • Vulcanicity and –– Use a range of different
volcanicity and recall the responsible for the formation importance of Volcanicity geographical sources and the
volcanic processes. of different intrusive and vulcanicity in shaping • Intrusive and materials like internet, text
–– Identify the major extrusive landforms. the landscape. extrusive books to research on vulcanicity
landforms associated –– Describe the different relief –– Appreciate the features. and volcanicity, intrusive and
with vulcanicity and landforms associated with perspectives responsible extrusive features
volcanicity. the intrusive and extrusive for the formation of –– In group work, discuss the
processes. different volcanic findings from the above research
landforms. and make a class presentation.
Assessment criteria: The student-teacher should be able to examine correctly the internal processes responsible for the evolution of different
relief landforms
Materials: Geographical documents, photographs, maps, journals, atlas, local environment, charts, internet website /jaws software, tactile
and talking materials.
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PRIMARY EDUCATION
Unit2: EXTERNAL LANDFORM PROCESSES (WEATHERING AND MASS WASTING) No. of periods:5
Key Unit competence: The student-teacher should be able to demonstrate an understanding of the different features resulting from the external processes
and their relationships with the human activities.
Learning Objectives
understanding
–– Explain the external –– Recognise different –– Appreciate the –– Definition of weathering. –– Use documents, internet, video clips, maps,
processes of weathering weathering processes. importance of landforms –– Types and processes of photographs or the local environment to
and mass wasting –– Describe the factors resulting from weathering. identify different types and processes of
–– State the major factors affecting weathering weathering and mass weathering and the factors influencing
–– Factors influencing
influencing the and mass wasting. wasting. weathering.
weathering
weathering and mass –– Develop a curiosity –– In groups, discuss the findings and make a class
–– Humid tropical –– Weathering in the humid
wasting. to understand the presentation.
regions. tropical regions and the
interactive processes –– Use textbooks, internet, photographs and video
–– Outline the features –– Evaluate the causes resultant landforms
in the formation of the clips to research on different features resulting
resulting from the and the effects of mass
landforms. –– Mass wasting from the weathering in humid tropical regions.
weathering in humid wasting.
–– Definition and types. –– In groups, discuss and compile the findings for
tropical areas
a class presentation.
–– -Causes of mass wasting,
–– In groups, discuss and write down the findings
effects of mass wasting,
for a class presentation and engage in Q&A
measures to control mass
–– Show concern for the session.
wasting.
causes and the effects of –– Use the geographical documents, internet,
mass wasting. maps, photographs and the local environment
to research on the types of mass wasting, causes,
its effects and the measures to control mass
wasting. Write down the findings.
–– In groups, discuss and compile the findings for
Assessment criteria: The student-teacher should be able to examine correctly the external processes responsible for the evolution of different relief landforms
Materials: Geographical documents, photographs, maps, journals, atlas, local environment, charts, internet website /jaws software, tactile and talking materials.
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Unit3: ROCKS No. of periods: 3
Key Unit competence: The student-teacher should be able to explain the mode of formation of rocks and assess the economic
importance of rocks
Learning Objectives
understanding
–– Give the definition of rock –– Classify the different –– Appreciate various –– Rocks: –– Use local environment, textbooks,
–– Identify various types of types of rocks and their types of rocks and definition, internet and photographs to
rocks in the world and characteristics. their characteristics. types and research on the types of rocks,
their characteristics. –– Explain the various –– Show awareness on the characteristics. their characteristics, and their
components of the importance of rocks. –– Impact of importance. Write down the
–– Identify different
rocks. the rocks findings.
components of the rocks.
–– Evaluate the economic (advantages and –– In field tour, observe the types
–– State the economic
importance of the rocks. disadvantages) of rocks around the school
importance of the rocks.
environment and categorise them
for a group presentation.
–– In groups, discuss the findings for
Assessment criteria:The student-teacher should be able to explain correctly the mode of formation of rocks and assess their economic importance
Links to other Subjects: This topic is linked to social studies subject in primary schools
Resources: Geographical documents, maps, atlases, tactile or talking materials, photographs, local environment, internet /Jaws software, mining sites
for field study, rock and mineral samples.
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Unit 4: SOILS No. of periods: 3
Key Unit competence: The student-teacher should be able to explain the processes responsible for soil formation, causes and effects of
soil erosion, and suggest measures for soil conservation
Learning Objectives
understanding
–– List the factors –– Explain the factors favouring –– Develop awareness –– Factors favouring–– Use internet, a range of text
responsible for the soil the formation of the soils. about the process of the formation of thebooks, maps of soils and the
formation. –– Explain the causes and the soil formation. soils. photographs to research on the
–– Outline the causes and effects of the soil erosion in –– Show respect for the –– Soil erosion: causesfactors favouring the formation
the effects of the soil the world. soil conservation and the effects. of soils. In groups, discuss and
erosion. measures in the compile the findings for a class
–– Evaluate the appropriate soil –– Areas of severe soil
world. presentation.
–– Outline the appropriate conservation measures in the erosion.
soil conservation world. –– Use internet, a range of text
–– Appropriate soil
measures in the world. books, maps, photographs and
management and
the local environment to research
the conservation
on the causes, the effects of soil
measures.
erosion, and the measures for soil
conservation.
Assessment criteria: The student-teacher should be able to explain the processes responsible for soil formation, causes and effects of soil
erosion, and suggest measures for soil conservation
Links to other Subjects : This topic is linked to social studies subject in primary schools and integrated sciences in TTCs
Resources: Geographical documents, maps, atlases, journals, tactile or talking materials, photographs, local environment, internet /Jaws
software and local environment.
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Subject: SOCIAL STUDES Year:2
Unit5: WEATHER AND CLIMATE IN THE WORLD No. of periods: 5
Key Unit competence: The student-teacher should be able to appreciate the importance of the atmosphere, weather and the impact of climate on
the environment and human activities in the world.
Learning Objectives
understanding
–– Define the terms –– Analyse the influence of layers of –– Show resilience for –– Definition of the –– Use the geographical documents,
weather, climate the atmosphere to the changes in the changes in the atmosphere, weather textbooks, internet, maps and
and atmosphere. the atmosphere‘s conditions. atmosphere and the and climate. photographs to research on the
–– State the layers of –– Explain the structure of the desire to protect it. –– Structure of concepts of the weather and
the atmosphere. atmosphere. –– Appreciate the the atmosphere climate. Record the findings.
–– Identify the –– Describe the composition and the importance of weather (troposphere, –– In groups, discuss and compile
components and importance of atmosphere. elements on the human stratosphere, the above findings and make class
the importance of –– Differentiate weather from climate activities. mesosphere, presentation followed by Question
atmosphere. –– Explain the factors influencing the –– Show the continual thermosphere), and Answers.
climate of the world. desire to interpret the –– Composition and –– Use the geographical documents,
–– Locate the major climatic zones weather conditions importance of the textbooks, internet, maps and
on the world map and describe based on the knowledge atmosphere. photographs to research on the
the characteristics of each climatic acquired from the topic –– Types of climate and structure and composition of
zone. of the weather and the their characteristics atmosphere. Record the findings.
–– Explain the influence of the climate climate. –– Influence of the climate –– Use textbooks, maps and internet
on the human activities. on the human activities. to find types of climate and their
characteristics; and the influence
of climate on human activities.
Make a class presentation.
Assessment criteria: The student-teacher should be able to correctly appreciate the importance of the atmosphere, weather and the impact of climate on the
environment and human activities in the world.
Links to other Subjects : This topic is linked to social studies subject in primary schools
Resources: Documents, internet, maps, local environment, instruments (thermometer, rain gauge, barometer), atlas, journals, tactile and talking materials,
diagrams and photographs.
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TOPIC AREA: Geography Sub Topic: Physical geography
Unit 6: NATURAL VEGETATION OF THE WORLD No. of periods: 4
Key Unit competence: The student-teacher should be able to appreciate the distribution of different types of vegetation in the world
Learning Objectives
understanding
–– Identify the types of –– Examine the classifications –– Appreciate the –– Classification –– Use the geographical documents,
natural vegetation. of the major types of natural importance of the and location internet, maps, power point
–– State the characteristics vegetation. various types of of natural presentation and photographs to
of each type of natural –– Describe the characteristics of vegetation in the vegetation research on the types of vegetation,
vegetation. each type of natural vegetation. world. and their location and their characteristics,
–– Show resilience for characteristics: and write down the findings.
–– Recall the locations of –– Explain the location of the
the various types of Forests and –– In groups, discuss and write down
major types of natural major natural vegetation zones
vegetation and the Grasslands the findings and make a class
vegetation. of the world.
desire to protect and –– Factors presentation followed by Q&A.
–– Identify the factors –– Explain the factors influencing
manage the natural influencing –– Use documents, text books, internet,
influencing the vegetation natural vegetation distribution.
vegetation. –– the vegetation maps and photographs to research
distribution. –– Explain the importance of
distribution. on the factors influencing the
–– Outline the importance of natural vegetation.
–– Importance vegetation distribution and the
natural vegetation.
of the natural importance of vegetation. Record the
vegetation. findings.
make a class presentation.
–– In pairs, record your findings as a
poster or a presentation.
Assessment criteria:The student-teacher should be able to appreciate the distribution of different types of vegetation in the world
Links to other Subjects: This topic is linked to social studies subject in primary schools
Resources: Geographical documents, internet websites, journals, maps, photographs, atlas, tactile and talking materials, documentary films, diagrams and
local environment.
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Subject: SOCIAL STUDIES Year: 2 LOWER PRIMARY
EDUCATION
TOPIC AREA: History Sub Topic: History of Rwanda
Unit 7: THE FIRST , SECOND REPUBLICS AND THE 1990-1994 LIBERATION WAR No. of periods:5
Key Unit competence: The student-teacher should be able to examine the achievements and the failures of the First and the Second Republics
and describe the causes and course of the liberation war
Learning Objectives
understanding
–– Explain the –– Judge the achievements –– Balance the achievements –– Achievements and –– The student-teachers read a range of
achievements and and the failures of the two and the failures of the failures of the 1st materials and use internet, media etc. to
the failures of the 1st Republics, by comparing two Republics of Rwanda and 2nd Republics of research on the achievements and the
and 2nd Republics of the two regimes. in order to develop Rwanda. failures of the 1st and the 2nd Republics.
Rwanda. –– Assess the factors for the spirit of a good –– Factors for the Present findings as an essay.
–– Identify the factors the decline of the two governance, and respect downfall of the two –– The student-teachers form group
that led to the Republics of Rwanda by of the citizens. Republics of Rwanda. discussions to debate about the downfall
downfall of 1st and 2nd sharing the blame. –– Appreciate the factors –– Causes, and the of the 1st and 2nd Republics. Later, they
Republics of Rwanda. –– Assess the causes, course for the disintegration of effects of the present their findings followed by
–– Describe the causes, and the effects of the the 1st and 2nd Republics Liberation war of questions and answers.
course and the Liberation war of 1990- of Rwanda, and learn 1990 in Rwanda –– The student-teachers make a judgment
consequences of the 1994 in Rwanda so as to lessons from bad between the achievements and the failures
Liberation war of determine the impact of leadership... of the 1st and 2nd Republics.
1990 in Rwanda. bad governance on the –– Acknowledge the causes, –– The student-teachers form groups for
society. course and the effects discussions and debates and they describe
of the Liberation war of the causes and effects of the Liberation
1990-1994 in Rwanda. war of 1990-1994 in Rwanda. Thereafter,
This develops the spirit of they make a presentation followed by
love and respect. questions and answers.
Assessment criteria: The student-teacher should be able to examine the achievements and the failures of the First and the Second Republics and describe the causes
and course of the liberation war
Resources: Books, internet, poems, press media, songs, tactile materials, jaws software, talking globes, tactile maps, Braille materials and sign language charts, etc.
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Subject: SOCIAL STUDIES Year: 2 AND LOWER PRIMARY
EDUCATION
TOPIC AREA: History Sub Topic: History of Rwanda
Unit 8: GENOCIDE AGAINST THE TUTSI ,ACHIEVEMENTS AND CHALLENGES OF THE RWANDAN
GOVERNMENT AFTER THE GENOCIDE AGAINST THE TUTSI AND PREVENTION OF GENOCIDE, No. of periods:7
Key Unit competence: The student-teacher should be able to explain genocide against the Tutsi, achievements and challenges of Rwandan Government and
analyze the preventive measures of genocide against the Tutsi from happening again in Rwanda and elsewhere in the world.
Learning Objectives
Knowledge and understanding Skills Attitudes and values
–– Explain the causes of –– Analyze causes of –– Discuss the causes of –– Causes, stages and –– Use a range of materials
genocide against the Tutsi. genocide against the genocide against the Tutsi effects of genocide including textbooks, Internet,
–– Describe how genocide Tutsi. and advocate solutions. –– Achievements and the media (videos, films and
was planned, executed and –– Assess the course of –– Recognize how genocide challenges of Rwandan newspapers), to describe the
stopped genocide against the against Tutsi was carried Government after causes of genocide in an essay.
–– Explain the consequences Tutsi. out. genocide –– Read a range of materials to
of genocide against the –– Assess the –– Assess the consequences of –– Forms and channels research on the consequences
Tutsi. consequences of genocide against the Tutsi. of genocide denial and of genocide against Tutsi.
genocide against the ideology. Thereafter, make presentations
- Identify the –– Learn from mistakes made
Tutsi and show the in class.
achievements and by genocide - Measures of
the challenges of the lessons young can preventing genocide –– Watch videos related to effects of
- Appreciate different
Rwandan Government learn from it. ideology at primary, genocide and suggest solutions
strategies used to
after the 1994 genocide - Analyze the secondary and through essay writing.
prevent genocide from
against the Tutsi. achievements and happening again in tertiary levels - The student-teachers do
- Explain the measures the challenges Rwanda and elsewhere, - Challenges faced research using relevant
of preventing genocide of the Rwandan since this one develops in the process of documents and internet to find
from happening where Government after the culture of love. preventing genocide. about the achievements and
it has not happened and genocide against the challenges of the Rwandan
where it has happened. Tutsi Government
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–– Identify the challenges –– Analyze different –– Appreciate the solutions –– Solutions to the after genocide against Tutsi.
encountered in the process measures of to the challenges challenges faced in the Thereafter, make a presentation
of preventing genocide. preventing faced during genocide process of preventing in the class followed by questions
genocide. prevention, so as to genocide. and answers
–– Analyze the develop the spirit of love. –– The student-teachers use internet
challenges and read a range of materials
encountered including the textbooks in
in the process order to understand different
of preventing measures of genocide prevention.
genocide. Thereafter, they write an essay
–– Suggest the that will be reviewed by the
solutions to the teacher.
challenges faced –– The student-teachers form
during the genocide two groups, one to discuss
prevention and research on challenges
encountered during the process
of preventing genocide and
other to deal with the possible
solutions to the challenges. Then,
they make presentations in the
class followed by questions and
answers.
Assessment criteria: The student-teacher should be able to explain genocide against the Tutsi, achievements and challenges of Rwandan Government and
analyze the preventive measures of genocide against the Tutsi from happening again in Rwanda and elsewhere
Resources: Textbooks, internet, poems, testimonies, press media, songs, tactile materials, jaws software, talking globes, tactile maps, Braille materials and
sign language charts.
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Subject: SOCIAL STUDIES Year: 2
TOPIC AREA: History Sub Topic: Citizenship
Unit 9: NATIONAL COHESION , DUTIES AND OBLIGATIONS, IDENTITIES AND THE RESPECT OF HUMAN
No. of periods:6
RIGHTS
Key Unit competence: The student-teacher should be able to analyze types and different ways of human rights violation, its prevention and the national
duties and obligations towards the achievement of national cohesion.
Learning Objectives
–– Explain different types of human –– Analyze the –– Acknowledge the –– Human rights: types and –– The student-teachers read relevant
rights and preventive measures to background of the importance of the prevention of Human rights materials and use internet to
human rights violation. national duties national duties and violations. research on the background,
–– Describe the background of the and obligations by obligations. –– National cohesion, identities structure and the contributions
national duties and obligations interpreting the –– Recognize the and respect of human rights of the national duties and
–– Analyze the contributions of related institutions. background and –– The background and obligations. Thereafter, they make
human rights, obligations and –– Describe the the structure of the structure of the national a presentation in the class followed
duties towards achievement of structure of the national duties and duties and obligations. by questions and answers.
national cohesion. national duties and obligations –– The contribution of the –– In groups, student-teachers analyze
–– Explain the structure of the obligations so as to –– Appreciate and adopt Rwandan citizens and non- the contributions of human rights,
national duties and obligations in show its contribution the implications of citizens towards the national duties and obligations towards
the nation building. in the nation national duties and duties and obligations achievement of national cohesion.
–– Identify the contributions of the building. obligations in order (Itorero, Community Write an assay
Rwandan citizens and non citizens –– Evaluate the to show love to one’s policing, Imihigo, –– The student-teachers form groups
towards Itorero, Community challenges faced nation. Umuganda,…). to debate and discuss challenges
policing, Imihigo and Umuganda. during the –– Balance the –– The challenges faced during faced during implementation of
–– Explain the challenges faced implementation of contributions and the implementation of the national duties and obligations.
during the implementation of the the national duties challenges of the the national duties and Then, they present the findings in
national duties and obligations. and obligations and national duties and obligations. class
how they can be obligations.
solved.
Assessment criteria: The student-teacher should be able to analyze types and different ways of human rights violation , its prevention and the national
duties and obligations
Resources :Textbooks, internet, media (videos, relevant newspapers), pictures
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PRIMARY EDUCATION
Unit 10: PREVENTION , RESOLUTION OF CONFLICTS Periods:6
Key Unit competence: The student-teacher should be able to analyze the national, international judicial systems and instruments, how the justice has
been delayed and denied in Rwandan society, preventing and resolving conflicts and violence at the national as well as international levels.
Knowledge and
understanding
- Identify the organs - Describe the - Acknowledge the - Organs - Using a range of written materials and
that are responsible organs responsible organs responsible responsible for internet, the student-teachers research on
for preventing and for preventing for preventing preventing and the organs responsible for preventing and
resolving the conflicts and resolving and resolving resolving the resolving the conflicts and violence at the
and violence at the conflicts and the conflicts and conflicts and national and international levels. Later,
the national and violence at the violence at the violence at the they present their findings to the teacher for
international levels. national and national and national and marking and correction. Then, the teacher
- Explain ways of international levels. international levels. international gives the feedback.
preventing and - Analyse the different - Appreciate the levels. - The student-teachers form groups to discuss
resolving the conflicts ways of preventing different ways - Different ways and debate about the different ways used to
and violence. and resolving of preventing used to prevent prevent and resolve the conflicts and violence
- Describe the the conflicts and and resolving and resolve and the challenges encountered during the
challenges violence. the conflicts and conflicts and conflict prevention and resolution. Thereafter,
encountered during - Assess the violence. violence. they write an essay about the conflict
the prevention and challenges - Notice the challenges - Challenges - prevention and resolution.
resolution of the encountered during encountered during encountered - The student-teachers are given
conflicts and violence. the prevention the prevention during the homework to research on the challenges and
and resolution of and resolution of prevention and solutions encountered during the prevention
the conflicts and the conflicts and resolution of and resolution of the conflicts. Then, present
the results in the next lesson in the class
violence. violence. conflicts and
followed by questions and answers.
violence
Assessment criteria: The student-teacher should be able to analyze the national, international judicial systems and instruments, how the justice has been delayed and
denied in Rwandan society, preventing and resolving conflicts and violence at the national as well as international levels.
Resources: Books, internet, poems, media, stories, songs, tactile materials, jaws software, talking globes, tactile maps, braille materials and sign language charts.
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Unit 11: DIGNITY AND SELF-RELIANCE No. of periods:5
Key Unit competence: The student-teacher should be able to critique how the home-grown solutions contribute to self-reliance.
Learning Objectives
understanding
–– Explain the concepts –– Evaluate the concepts –– Recognize the concept –– Concepts of the home –– The student-teachers form
of the home-grown of the home-grown of the home-grown grown solutions and self- groups to discuss and debate
solutions and self- solutions and self- solutions and indicate reliance: Girinka, Ubudehe, on the home-grown solutions
reliance reliance and their its contribution to self- Akarima k’igikoni, and self-reliance. Later, they
–– Identify the contribution to nation reliance in an attempt Kuremera, Umuganda, present their findings.
contribution building. to develop the spirit of Agaciro, Imihigo, Itorero, –– The student-teachers form
of home- grown –– Analyze the economic independence. Community policing, etc. groups and read a range
solutions towards contribution of the –– Acknowledge the –– Contribution of the home of materials including
good governance, self- home- grown solutions contribution of the home- grown solutions towards a the textbooks to find key
reliance and dignity. towards a good grown solutions towards good governance, self- information about the
–– Identify the challenges governance, self- a good governance, reliance and dignity. contribution of the home-
encountered during reliance and dignity in self-reliance and dignity –– Challenges encountered grown solutions towards a
the implementation Rwanda as it increases the spirit of during the implementation good governance, self-reliance
of home- grown –– Examine the challenges independence. of the home grown and dignity. Thereafter, they
solutions. encountered during –– Recognise the challenges solutions. write an essay on how effective
the implementation encountered during the are the home- grown solutions.
of the home- grown implementation of the
solutions. home -grown solutions
Assessment criteria: The student-teacher should be able to critique how the home-grown solutions contribute to self-reliance.
Resources: Textbooks, internet, media (videos, relevant newspapers), posters, poems, media, stories, songs, tactile materials, jaws software, talking globes,
tactile maps, braille materials and sign language poems and posters.
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Unit 12:RWANDAN VALUES, TABOOS, CITIZENSHIP AT NATIONAL, AFRICAN , GLOBAL LEVELS AND THE
No. of periods:7
ROLE OF DEMOCRACY IN THE TRANSFORMATION OF THE RWANDAN SOCIETY
Key Unit competence: The student-teacher should be able to examine the importance of citizenship at national, African and global levels and
appreciate the role of democracy in the transformation of the Rwandan society.
Learning Objectives
understanding
–– Explain the concept –– Compare –– Appreciate the value of –– NdiUmunyarwanda: background, –– The student-teachers use,
and importance of democracy NdiUmunyarwanda, Rwandan values and taboos as well as read and analyze a range
Ndiumunyarwanda in and justice Rwandan values and their role in sustainable development of relevant textbooks,
Rwandan society. in Rwanda taboos for Rwandan –– Concept and importance of reports and documentary
to those of reconciliation Panafricanism and global citizenship films to get information
neighboring and Evaluate the about NdiUmunyarwanda,
–– Some characteristics of a good leader
–– Identify different Rwandan countries characteristics of a good panafricanism and
(competent, humility, patience,
values and taboos leader. dignity. globalcitizenship. Compose a
attentive listening…)
towards achievements of –– Compare values of song encompassing different
NdiUmunyarwanda. –– Some characteristics of good Rwandan values and taboos.
NdiUmunyarwanda,
governance (democracy, citizen
–– Identify and explain the Panafricanism and global –– The student-teachers read
participation, good planning
concepts and importance citizenship. relevant textbooks and reports
[Imihigo/ performance contract],…)
of Panafricanism and –– Organize a role about good governance and
global citizenship. –– Definition of democracy and justice justice and present the findings.
play showing the
–– Explain different forms of characteristics of good –– Different forms of democracy and Thereafter make a role
democracy. governance and justice. justice - play about the characteristics
- Analyze different - Differences and similarities of a good leader.
characteristics of a between democracy and justice
democratic country. in Rwanda and in the neighboring
countries.
Assessment criteria: The citizenship at national, African , global levels and the role of democracy in the transformation of the Rwandan society
Links to other Subjects: Social studies in primary schools, Kinyarwanda subject in TTCs.
Resources: textbooks, reports, documentary films, internet, Newspapers, etc.
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PRIMARY EDUCATION
TOPIC AREA: History Sub Topic: History of Africa
Unit 13: ROLE OF THE AGENTS OF THE COLONIAL CONQUEST , EUROPEAN DOMINATION AND THE
No. of periods:5
EXPLOITATION OF AFRICA IN THE19TH CENTURY
Key Unit competence: The student-teacher should be able to discuss the role of agents of colonial conquest and to analyze the European domination,
exploitation in Africa and its consequences in the 19th century.
Learning Objectives
understanding
–– Identify different colonial –– Analyze the activities of –– Recognize the activities of –– Roles –– The student-teachers form groups, discuss
agents (missionaries, different colonial agents different colonial agents. played by and debate the role played by different
chartered companies and (missionaries, chartered –– Debate the role played by the colonial colonial agents during colonization process.
explorers, etc.). companies and explorers, etc.). different colonial agents agents in the Thereafter, they write an essay.
–– Explain the role played –– Assess the role played by towards the colonization of process of –– The student-teachers form group
by the different colonial different colonial agents Africa. colonization discussions and debate how the Europeans
agents. during the colonization of of Africa. dominated and exploited
–– Discuss the consequences of
–– -Identify different ways Africa. the colonial agents in Africa –– Methods –– Africa in 19th Century. Why did Europeans
of domination used –– Analyze the different means of –– Express different means used of African exploit Africa and how? Thereafter, they
by different European the European political, social exploitation. present their findings in the class followed
by Europeans in domination
countries in Africa in the and economic domination in of Africa and indicate how –– Impact of by questions and answers.
19th Century. the 19th Century. it gave rise to the African European –– The student-teachers form two groups, one
–– Analyze the methods of –– Assess the methods used nationalists. domination to research on methods used by Europeans
African exploitation by by the Europeans in the and to exploit Africa and other one to deal
–– Evaluate the methods used
colonialists. exploitation of Africa. exploitation of with the consequences for Europeans and
in the exploitation of Africa,
Africa in the Africans. Later, they write an essay.
–– Assess impact of the –– Discuss the consequences of showing its impact.
19th Century.
European domination and the European domination and –– Balance the consequences –– Make a judgment about impact of European
the exploitation of Africa. exploitation. of the European domination exploitation.
and the exploitation of
Africa in the 19th Century
Assessment criteria: The student-teacher should be able to discuss the role of agents of colonial conquest, analyze the European domination, exploitation in Africa and its
consequences in the 19th century.
Resources :Books, internet, poems, media, testimonies from the elders films, atlas, globe, wall map, pictures and photographs, tactile materials, jaws software, talking globes,
tactile maps, braille materials and sign language charts, etc.
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Subject: SOCIAL STUDIES Year 2
TOPIC AREA: History Sub Topic: History of Africa
Unit 14: African nationalism and the acquisition of independence No. of periods:5
Key Unit competence: The student-teacher should be able to analyze the causes of the African nationalism, the means used
to acquire independence in Africa and its impact on African societies.
Learning Objectives
understanding
–– Explain the –– Analyze both, internal –– Interpret both –– Causes of African –– In groups, the student-teachers
causes of African and external causes of internal and external nationalism. use the internet and the library to
nationalism. African nationalism. causes of African –– Means used research on the causes of African
–– Describe the –– Examine the means and nationalism. to acquire Nationalism and the roles played by
means used by the mechanisms used by the –– Acknowledge independence in different African Nationalists. They
different African Africans in the process to the means and Africa. present their findings in the form of
societies to regain regain their independence mechanisms used by power-point presentation in the class.
–– Impact of
independence. in a speed up manner. Africans to regain Later, the teacher draws out the major
the African
their independence points.
–– Identify impact –– Examine impact of nationalism.
of African African nationalism –– Balance impact of –– The student-teachers will be given
nationalism. African nationalism homework to find impact of African
in an attempt to nationalism. Then, the student-
develop the spirit of teachers present their homework to
self-rule. the class followed by questions and
answers.
Assessment criteria: The student-teacher should be able to analyze the causes of the African nationalism, the means used to acquire
independence in Africa and its impact on African societies.
Resources: Textbooks, internet, poems, media, testimonies from the elders films, atlas, globe, wall map, pictures and photographs, tactile
materials, jaws software, talking globes, tactile maps, braille materials and sign language etc.
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5.3. Social studies syllabus units for year three
5.3.1. Key Competences for end of year three

• Analyze the contribution of main civilizations of the World to the development of society.
• Analyze the background and influence of middle and Modern Times on the world community.
• Assess the contributions of the Great Revolutions of 18th to 19th Centuries towards the transformation of Societies.
• Analyze the political, economic and social changes in the World between the two World Wars.
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5.3.2. Syllabus units for year three
PRIMARY EDUCATION
TOPIC AREA: History Sub Topic: History of Europe and the rest of the world
Unit1: Contribution of the main ancient civilizations to the development of the modern society No. of periods:8
Key Unit competence: The student-teacher should be able to explore the contribution of the main ancient civilizations of the world to the
development of the modern society.
Learning Objectives
understanding
–– Locate on the World map, –– Describe the locations of –– Appreciate the –– Location and –– The student-teachers use maps, atlas,
from where Greek and Greece and Rome . importance of the expansion of globe and textbooks to discover where
Roman civilizations started. –– Examine the main Greek and Roman Greek and Roman the Greek and Roman civilizations started
–– Explain the main elements elements of Greek and civilizations to the civilizations from and expanded. Afterwards, they
of the Greek and Roman Roman civilizations modern society as –– Elements of Greek summarize their point in an essay form.
civilizations. Decide what and show how the this will develop and Roman –– The student-teachers form groups to
made them so powerful. civilizations spread to the learner’s spirit civilizations discuss and debate about the elements
the rest of the world of working hard. of the Greek and Roman civilizations.
–– Identify the contributions –– Contributions of
of the Greek and Roman –– Evaluate impact of Greek Greek and Roman Thereafter, they make presentations
civilizations to the modern and Roman civilizations civilizations with –– followed by question and answers.
society. on the modern society. special focus on the –– The student-teachers read a range of
Rwandan context. materials and use media to master the
contributions of the Greek and Roman
civilizations towards the modern society.
Then, they write an essay with the title:
What did the Greeks and Romans do for
us?
Assessment criteria: The student-teacher should be able to explore the contribution of ancient civilizations of the world to the development of the modern society
Links to other Subjects: literature in English in TTCs, mathematics in TTCs, Foundation of education.
Resources: Textbooks, internet, poems, media, testimonies from the elders, films, atlas, globe, wall map, pictures and photographs, Braille materials, sign language
charts, talking globes and tactile maps etc.
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Unit 2: Political, economic and intellectual developments in the medieval and modern times No. of periods:9
Key Unit competence: The student-teacher should be able to examine the political, economic and intellectual progresses in the medieval
and modern times.
Learning Objectives
understanding
–– Explain the –– Compare the Christian and –– Appreciate the –– Origin, spread –– The student-teachers use the
position of Islamic religious life and their Christian and Islamic and effects of textbooks and other materials to get
Christianity in influence in the medieval and religious life and Christianity and information on the religious life in the
the medieval and modern times. their influence in the Islam in Europe medieval and modern times. Then,
modern times. –– Assess the origin, its spread medieval and modern and the rest of the write an essay on how important
–– Describe the and the effects of Christianity times. World. religion was in the medieval times.
origin, spread in Europe and the rest of the –– Appreciate the origin, –– Relationships –– The student-teachers use a range of
and effects of World. e.g. Crusades. its spread and the between Islam and materials e.g. textbooks, use internet
Christianity and –– Evaluate the origin, its spread effects of Islam in Christianity in the to discover the origin, spread and
Islam. and the effects of Islam in Europe and the rest of middle and modern –– the effects of Islam and Christianity,
–– Describe the Europe and the rest of the the world. times. the causes and the effects of early
causes of the early World. e.g. Jihads. –– Recognize the causes –– Causes and the explorations. Later they summarize
explorations and –– Examine the causes and of early explorations effects of the early their points and note them down.
their effects. the consequences of the and their effects in the explorations. –– The student-teachers form groups for
–– Identify the impact early explorations by giving modern world. –– Ideas of discussions and debate the greatest
of the Age of examples. –– Balance impact of philosophers. impact of Enlightenment era. Then,
Enlightenment –– Discuss the impact of the Age of Enlightenment –– Impact of the they present the results of their
Age of Enlightenment to the to modern World. ideas of the era of discussions and the teacher draws a
modern World Enlightenment conclusion.
Assessment criteria: The student-teacher should be able to examine the political, economic and intellectual progresses in the medieval and modern times.
Links to other Subjects: Literature in language, religious studies, art and drama.
Resources: Books, internet, media, charts, films, atlas, wall map, pictures and photographs etc.
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EDUCATION
Unit 3: The Great Revolutions of 18th to 19thCentury No. of periods: 10
Key Unit competence: The learner should be able to evaluate the major events that that happened between 18th to 19th centuries.
Learning Objectives
–– Describe the factors that led to –– Examine the factors that led to –– Recognize the factors –– Causes and –– Form group discussions to
the industrial revolution. the industrial revolution and that led to industrial consequences debate the reasons that led to the
–– Discuss the effects of determine the contribution of revolution. of industrial industrial revolution and present
industrial revolution in Europe each factor. –– Assess the effects revolution findings in class.
and the rest of the world. –– Assess the effects of the of the industrial –– Causes and –– Read relevant materials and
–– .Describe the causes of the industrial revolution and its revolution. consequences use internet to understand
American revolution. impact on Africa. –– Acknowledge of the American the causes and impact of
–– Explain the impact of the –– Analyse the causes of the causes of the Revolution. American Revolution and make
American revolution –– the American revolution and American revolution –– Causes and presentations in class.
–– Explain the conditions interpret the role of each cause. –– -Appreciate the consequences –– Form discussion groups and
in Europe and France in –– Assess the effects of the consequences of of the French research the causes and effect of
particular before 1789. American Revolution and American Revolution Revolution. American Revolution and write
–– Describe the causes and the balance positive and negative –– -Acknowledge –– Factors for the an essay.
consequences of the French effects. the causes and the rise, performance –– The learners do research by
Revolution. –– Examine the conditions consequences of the and downfall of reading textbooks and other
–– Explain the factors for the in Europe and France in French Revolution. Napoleon I. materials to get the information
rise of Napoleon I and the particular before 1789 and –– -Recognize the about the causes and consequences
downfall in 1814. show their influence on the factors for the rise of the French Revolution .
modern times. and downfall of Thereafter, they present their
–– Examine the causes and Napoleon I findings to the class followed by
consequences of the French question and answers.
Revolution. –– The learners form groups to
–– Discuss the factors for the discuss and debate about the rise
rise of Napoleon I and the of Napoleon and the decline. Later,
downfall. they write an essay.
Assessment criteria: The learner should be able to evaluate the major events that that happened between 18th to 19thcenturies.
Links to other Subjects: Entrepreneurship in TTCs.
Resources: Books, internet, videos, pictures, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps and Braille materials. Sign
language should be used when teaching learners with hearing impairment, etc.
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PRIMARY EDUCATION
Unit 4: First world war and inter-wars No. of periods: 10
Key Unit competence: The student-teacher should be able to analyze the political, economic and social changes in the World between the two World
Wars
Learning Objectives
–– Discuss both, long term and –– Assess the long term –– Debate the long term –– Causes and –– Do research in groups, using internet and
immediate term causes of and the immediate term and the immediate consequences of First reading range of written materials. One
the First World War. causes of the First World term causes of the First World War. group researches on the causes, while
–– Describe the effects of the War. World War –– Inter-war period: the other researches on the effects of the
First World war. –– Analyze the effects of the –– Acknowledge the Versailles treaty First World war. Thereafter, they make
First World War and the consequences of the (aims, achievements presentations in class and write an essay.
–– Analyse the aims,
achievements and failures weakness of the League First World war. and failures), League –– Student-teachers use relevant materials
of Versailles peace treaty as of Nations as well as –– Recognize the causes of Nations ((aims, such as internet books, news papers,
well as League of Nations UNO. and effects of the 1929- achievements and movies, etc to find out the causes and the
–– Assess the causes and 1933 economic crisis failures), World consequences of the 1929-1933 economic
–– Explain the causes and
effects of the 1929-1933 –– Discuss the role of economic depression crises. Thereafter, they make presentations.
effects of 1929 -1933
economic crisis (causes and effects), –– Form groups for discussions and debate
Economic Crisis. totalitarian regimes,
totalitarian regimes the factors for the rise and downfall
–– Describe the rise and –– Evaluate the factors for Versailles peace treaty
(factors for rise and of totalitarian regimes. Present and
downfall of the totalitarian the rise and downfall of and League of Nations
downfall) with special summarize results in an essay form.
regimes in Europe. the totalitarian regimes in causing World War
focus on Fascism and
in Europe II. –– Manipulate different resources to analyze
Nazism.
the aims, achievements and failures of
Versailles peace treaty as well as League of
Nations
Assessment criteria: The student-teacher should be able to analyze the political, economic and social changes in the World between the two World Wars
Links to other Subjects: Social studies in Primary schools
Resources: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps and Braille materials. Sign
language should be used when teaching learners with hearing impairment, etc.
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Unit 5: The second world war and its effects No. of periods:5
Key Unit competence: The student-teacher should be able to examine the causes and the effects of Second World War.
Learning Objectives
understanding
–– -Discuss both, long –– Assess the long term –– Debate the long term –– Causes and –– Do research in groups, using
term and immediate and the immediate and the immediate term consequences of internet and reading range of written
causes of Second World term causes of causes of Second World Second World War. materials. One group researches on
War. Second World War. War –– -Aims, achievements the causes, while the other researches
–– -Describe the effects –– Analyze the effects –– Acknowledge the and failures of United on the effects of Second World war.
Second World wars. of the Second World consequences of Second Nations Organization Thereafter, they make presentations
War World War. in class and write an essay
–– Explain the aims,
achievements and –– Analyze the aims, –– Assess the role of UNO –– Form groups for discussions and
failures of United achievements in peace keeping world debate the aims, achievements
Nations Organization. and failures of wide and failures of United Nations
United Nations Organization. Present and summarize
Organization. results in an essay form.
Assessment criteria: The student-teacher should be able to examine the causes and the effects of Second World War.
Links to other Subjects: Social studies in Primary schools
Resources: Textbooks, internet, pictures, maps, media, (newspapers and videos), tactile materials, jaws software, talking globes & tactile maps and Braille
materials. Sign language should be used when teaching learners with hearing impairment, etc.
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6. REFERENCES
1. Barry R.G and Chorley R.J (1968): Atmosphere, weather and climate, London,.
2. Bellair P, Pomerol C (1979): Eléments de géologie, Paris, Armand Colin.
3. Beguin M, Puman D (2000): La représentation des données géographiques (statistiques et cartographie), Paris,
Armand Colin.
4. Bunnett R.B (2004): Physical geography in diagrams for Africa, Longman.
5. Byamungisha Bweebare (2010): Focus on world Geography- A’level Geography Paper 2, Kampala, KABS publishers
LTD.
6.Cohen, J. (2007). One Hundred Days of Silemce: America and the Rwanda Genocide. London: Rowman and Littlefiield
publishers.
7.Combres, E. (2009). Broken Memory. Toronto: HAP.
8. Colin Buckle (2007: Landforms and landscapes in Africa. An introduction to geomorphology, Edinburgh, Pearson
Education Limited.
9.Coque R (1977): Géomorphologie, Armand Colin, Paris.
10. Dallaire, R. (2005). Shake hands with the devil The failure of humanity in Rwanda,. 957.571 D 161 s.
11. Docker John. (2008). The origins of violence : Region, history and genocide,. London: Pluto press.
12. Darrel Hess (2011). Physical Geography: A Landscape Appreciation, 10th ed. Pearson Education, Inc. New Jersey
(USA).
13. Derruau M (1986): Les forms du relief terrestre, Paris, Masson,
14. Gatwa, T. (2005). The churches and ethnic ideology in Rwanda Crises 1900-1994,. London: Regnum,Oxford.
15. Goldberg, E. (2006). Holocaust Memoir Digest:A digest of published survivor Memoirs with study Guide and maps
,Vol 3,. Great Britain.
16. forget : survivors of 1994 genocide in Rwanda,. London: RUP
17. Twagirayezu, V. (1994). Murambi “Go if you die, perhaps I will live “. CNLG.
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7. ANNEXES
7.1. SUBJECTS AND WEEKLY TIME ALLOCATION

Number of
Number of Periods
Syllabi
SN Subject SSE
ECLPE SME LE
Y1 Y2&3 Y1 Y2&3 Y1 Y2&3 Y1 Y2&3

Foundations of
1 6 6 6 5 6 5 6 5 1
Education
2 English 5 5 5 4 5 4 7 7 3
3 Kinyarwanda 5 5 2 2 2 2 5 6 3
4 Mathematics 3 3 3 3 6 6 2 2 3
5 Integrated Science 4 4 1 1 11 0 1 1 3
6 Physics 0 0 0 0 0 5 0 0 1
7 Biology 0 0 0 0 0 5 0 0 1
8 Chemistry 0 0 0 0 0 5 0 0 1
9 Social Studies 4 4 11 0 2 2 2 2 3
10 History 0 0 0 5 0 0 0 0 1
11 Geography 0 0 0 5 0 0 0 0 1
12 Economics 0 0 0 5 0 0 0 0 1
Creative Performance
13 (Music and Fine 4 4 4 4 2 2 4 4 2
Arts)
14 Physical Education 1 1 2 1 1 1 1 1 1
15 Entrepreneurship 2 2 2 2 2 2 2 2 1
16 ICT 2 2 2 2 2 2 2 2 1
17 TMP 7 7 4 4 6 4 4 4 11
18 SNE 2 2 2 2 2 2 2 2 1
19 Religious Education 1 1 4 3 1 1 1 1 2
20 French 4 4 2 2 2 2 7 7 3
21 Kiswahili 1 1 1 1 1 1 5 5 2
22 Co-Curricular 1 1 1 1 1 1 1 1 0
23 Individual Study 8 8 8 8 8 8 8 8 0
24 School Attachment Year 3 (First term)
TOTAL 60 60 60 60 60 60 60 60 46
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7.2. OVERVIEW OF SOCIAL STUDIES FOR EARLY CHILDHOOD AND LOWER PRIMARY EDUCATION
COMPETENCIES
SUBTOPIC
TOPIC AREA Year 3
AREA Year 1 Year 2
The concept of --------------- Explain the overview and the relationship ------------------------ -----------------------
social studies between the components of social studies
Geography Physical Distinguish the components of the universe

geography and the Solar system. ------------------------- ----------------------
Explain the earth movements and their
effects.
Analyze the formation of major relief Describe the Internal processes

regions of Rwanda and their effects on responsible for the evolution of different
human activities relief landforms and associated features. ------------------------
Describe the external processes
responsible for the evolution of different
relief landforms and
associated features.
Compare different types of rocks in Explain the mode of formation of rocks
Rwanda and their importance. and their importance with special focus on -------------------------
the economic aspect.
Compare different types of soils of Rwanda Explain the factors for soil formation, the
and assess their importance. causes and effects of soil erosion, and soil ------------------------
conservation measures.
Analyze the climate of Rwanda and the Appreciate the importance of the
impact of climate change on human atmosphere, weather, and the impact of
activities. climate on the environment and human
activities in the world.
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Appreciate the importance of different Appreciate the distribution of different
vegetation types and their conservation vegetation types in the world ------------------------
in Rwanda.
Analyze the drainage system of Rwanda

and its relationships with human ------------------------ ---------------------------
activities.
Human and Discuss peculiar Discuss peculiar

Economic demographic problems in Rwanda and demographic problems in China and
geography their solutions their solutions --------------------------
Assess the impact of rural and urban

settlements on ---------------------------- --------------------------
sustainable development
of Rwanda.
Analyze the impact of
Various socio-economic ---------------------------
activities on sustainable
development of Rwanda (Agriculture,
Mining, Power and Energy,
Industrialization, Tourism.
History History of Analyze the political, social and economic Examine the achievements and failures of
Rwanda organization of pre-colonial Rwanda. the 1st and the 2nd Republics in Rwanda
--------------------------
Evaluate the performance of the German Assess the causes and consequences of
and Belgian rules in Rwanda Liberation war of 1990-1994 in Rwanda.
--------------------------
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Assess the 1959 crisis in Rwanda Analyze forms of genocide denial and
Evaluate the process of independence in genocide ideology in Rwanda and abroad
Rwanda --------------------------
Analyze the achievements and challenges
of the Rwandan Governments in post
genocide period ( transition period and --------------------------
3rd Republic)
Suggest ways of preventing genocide from
happening again in Rwanda and elsewhere
Citizenship -------------------- Examine the achievements and failures of
the 1st and the 2nd Republics in Rwanda.
-------------------- Assess the causes and consequences of

Liberation war of 1990-1994 in Rwanda.
-------------------- Analyze the achievements and challenges

of the Rwandan Governments in post-
genocide period ( transition period and
3rd Republic)
-------------------- Analyze forms of genocide denial and
genocide ideology in Rwanda and abroad
--------------------- Suggest ways of preventing genocide from

happening again in Rwanda and elsewhere
Suggest ways of preventing Human Rights

violations (Forced labour for Children)
Analyze the national duties and
---------------------- responsibilities (Itorero, imihigo, ----------------------
Umuganda, community policing)
---------------------- Explore ways of preventing conflicts and
violence at national and international level
----------------------
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Explore different major measures of home
---------------------- grown solution to solve conflicts (Abunzi,
Gacaca )
Identify the lessons that can be learnt from ----------------------
failed self –reliance policies of African
leaders Explain how justice has been
delayed and denied in Rwandan society.
Critique how home-grown solutions
contribute to self-reliance (Girinka,
Ubudehe, Kuremera, Umuganda, Agaciro,
Imihigo, Itorero community policing.
Analyze different types of leadership

management in Rwandan context
---------------------- (Imihigo, umushyikirano).
Compare forms of democracy and justice ----------------------
in Rwanda and the neighboring countries
Survey the factors of national
---------------------- cohesion:
Culture
History ----------------------
Economic and human activities
History of ---------------------- Analyze Islamic political movements in
Africa Africa (Jihads movements) ----------------------
Discuss the role of agents of colonial
conquest (Christian missionaries, charted
companies and explorers).
Describe European domination,
exploitation in Africa and its consequences ----------------------
in the 19th Century.
---------------------- Analyze impact of colonial rule on

political, economic and social on African
societies.
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Analyze causes of African nationalism, the
---------------------- means used to regain independence in
Africa and its impact on African societies ----------------------
History of Analyze the contribution
Europe and --------------------- ---------------------- of main civilizations of the
the rest of the World to the development
World of society.
Analyze the background
and influence of middle
and Modern Times on the
world community.
Assess the contributions
of the Great Revolutions
---------------------- of 18th to 19th
---------------------- Centuries towards
the transformation of
Societies.
Analyze the political,
economic and social
changes in the World
between the two World
Wars
67
67
67

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SOCIAL STUDIES

EARLY CHILDHOOD AND LOWER PRIMARY EDUCATION

Dr. NDAYAMBAJE Irénée

FOREWORD .................................................................................................................................................................... iii

1.1. Rwanda education sector objectives .................................................................................................................................... 1

1.3. Background to Curriculum Review .................................................................................................................................... 2

1.4. Rationale of Teaching and Learning Social studies............................................................................................................ 3

1.5. Professional Standards and competences ........................................................................................................................... 4

2. PEDAGOGICAL APPROACH .......................................................................................................................................7

2.1. Role of the Student Teacher .................................................................................................................................................7

2.2. Role of the Tutor....................................................................................................................................................................8

2.3. Special Needs and Inclusive Education Approach ...........................................................................................................8

2.4. Skills laboratory pedagogy (skills lab)................................................................................................................................9

3. ASSESSMENT APPROACH .........................................................................................................................................10

3.1. Types of Assessments ........................................................................................................................................................ 10

3.3. Item Writing in Summative Assessment ......................................................................................................................... 11

4.1. Materials needed for implementation: ............................................................................................................................ 12

5. SYLLABUS UNITS ........................................................................................................................................................14

5.1. Social studies syllabus units for year one......................................................................................................................... 14

5.2. Social studies syllabus units for year two......................................................................................................................... 36

5.3. Social studies syllabus units for year three...................................................................................................................... 55

7.1. SUBJECTS AND WEEKLY TIME ALLOCATION....................................................................................................... 62

1.1. Rwanda education sector objectives

1.3. Background to Curriculum Review

1.4. Rationale of Teaching and Learning Social studies

1.4.1. Social studies and Society

1.4.2. Social Studies and Student Teachers

1.5.2. Teaching Professional Standards

1.5.4. Subject and Developing Competences

2.1. Role of the Student Teacher

2.3. Special Needs and Inclusive Education Approach

2.4. Skills laboratory pedagogy (skills lab)

3.1. Types of Assessments

3.1.1. Formative Assessment:

3.2. Record Keeping

3.3. Item Writing in Summative Assessment

4.1. Materials needed for implementation:

5.1. Social studies syllabus units for year one

5.1.1. Key Competences for end of Year One

TOPIC AREA: GEOGRAPHY Sub Topic: Physical geography

Unit 2: UNIVERSE AND THE SOLAR SYSTEM. No. of periods: 5 periods

Resources: Internet, textbooks, globe and different photos and movies.

5.2.1. Key Competences for end of year two

Knowledge and Attitudes and Content Learning Activities

5.3.1. Key Competences for end of year three

7.1. SUBJECTS AND WEEKLY TIME ALLOCATION

Y1 Y2&3 Y1 Y2&3 Y1 Y2&3 Y1 Y2&3

Geography Physical Distinguish the components of the universe

Analyze the formation of major relief Describe the Internal processes

Analyze the drainage system of Rwanda

Human and Discuss peculiar Discuss peculiar

Assess the impact of rural and urban

-------------------- Assess the causes and consequences of

-------------------- Analyze the achievements and challenges

--------------------- Suggest ways of preventing genocide from

Suggest ways of preventing Human Rights

Analyze different types of leadership

---------------------- Analyze impact of colonial rule on

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