Inspire Tomorrow, Today

JUNIOR CERTIFICATE MORAL

EDUCATION REVISION NOTES

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 BOOKLET 1 – FORM 1
MATERIAL

Acknowledgements
This Revision Booklet is a product of many people who worked hard to see it ready
for use by BOU Open Schooling learners. BOU wishes to acknowledge contributions
from the following:

Subject Specialist Programme Developer

Sheila Tshefogatso Sefhedi (PhD)

Writers
Keoikantse Sehuhula
Marea Mpuse
Vuzumuzi Nzula

Editor
Naomi. Molokomme

Graphics Designer Design

Otukile. Masole

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Overview
We extend to you a very special warm welcome from Botswana Open University and
in particular to this Junior Certificate (JC) Moral Education (ME) course. The
course is based on the JC National Syllabus and it is intended for upgraders or
learners who have taken the subject before and wish to upgrade their exam mark.
Moral Education is an interdisciplinary subject that teaches moral values or good
things so as to guide one’s conduct or behavior. This subject, is an attempt to teach
life skills and develop moral values that are applicable to everyday life. It will assist
you to develop the ability to interact with other members of the community.

Course Structure
The course is presented in the form of revision notes and examination questions. The
aim of the revision notes is to enable you to answer questions in your final
examination. We have tried as much as possible to include other specific objectives
not covered by the assessment syllabus but usually examined. The course is packaged
into 3 booklets as outlined below:

Revision Booklet 1: Is structured to include all Form 1 materials, which

include the topics Introduction to Morality, Personal Development and Moral
Development.

Revision Booklet 2: Addresses all Form 2 Topics namely, Sexual Ethics and
Choices of Life and Death.

Revision Booklet 3: Discusses Global Moral Issues.

Note that each booklet is divided into a number of lessons.

Assessment:
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You will continuously assess your understanding through in text activities and self-
assessment exercises after every revision topic. You are encouraged to accurately and
honestly do all these activities as they will help you interact with the lessons as well
as check your understanding of the concepts. Answers to self-check exercises are
given at the end of the revision booklet. You are also required to do a tutor-marked
assignment on completion of each booklet. The assignments marks are very important
and will help you gauge your readiness for the national examination.

Moral Education examinations consists of two papers as outlined below:

Paper 1: consists of 40 multiple choice questions. The duration of this paper is 1 hour
and it carries 40% of all the marks in the JCE ME course.

Paper 2: is structured to comprise two sections; Section A is made up of structured

questions which require short answers. Section B consists of 4 essay questions. The
demands of section B, are high as the essays demands that the learner discuss, analyze
and evaluate. The candidates are required to answer all the questions from each
section. The duration of the paper is 2 hours and it carries 60% of the total course
marks.

Note that Exam hints are given at the end of each of the Revision Booklet.
Practice answering challenging questions without access to you notes (check
answers after). This should expose weaknesses in your knowledge and level of
understanding.

Resources
Resources are items that you are likely to need to study in order to study a revision
booklet. For example, in the first revision booklet you will need to consult with your
family, elders, pastors, social workers, chiefs and the community at large. Proverbs
and sayings from our culture would be helpful too. You will also need to consult your
instructional materials. These includes BOU study materials Unit 1, 2 and 3 and
reference books from the library. A list of reference books is given at the end of each

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revision booklet. But if you can’t find these books, you can visit your local library or
access the BOU Moodle e-learning portal.

Learning Approach
Content in the booklets is presented in note form, to help you focus on important
points of a topic. Some lessons have in-text activities which are meant to help
understand important concepts and also to enable you to interact with the lesson. Each
lesson ends with a self-assessment exercise. You are advised to do these exercises
before you proceed to the next lesson, as they will help you to check if you have
really understood what you have read.

Contents List
Lesson 1: Introduction to Morality
Lesson 2: Introduction to Values
Lesson 3: Decision Making
Lesson 4: Self-Concept
Lesson 5: Positive-Self Concept
Lesson 6: Autonomy
Lesson 7: Interpersonal Relations
Lesson 8: Adolescence
Lesson 9: Family Life
Lesson 10: Agents of Change in the Community
Feedback to Self-Assessment Exercises
Revision and Final Examination Hints
Sample Essay Writing

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 LESSON 1: Introduction to Morality

1.1. Introduction:

Learner, in this revision lesson, your will learn about morality. Morality is the
knowledge of what is considered right and wrong by the society. It is the expectation
of how we should behave in our everyday lives. The ideas of good or bad are used to
judge our behavior, therefore morality helps us to make good decisions and behave in
the right way, thus avoiding bad behaviors. It is important that you note that morality
is dynamic, it changes over time as our preferences, national principles, shared values
and societal interest change.

1.1.1 Objectives of the topic

By the end of the topic, you should be able to:

• Explain the different aspects of Morality
• Discuss sources of Morality according to religion and Philosophy
• Justify the need for Morality in a society.

1.1.2 Definition of key terms

Morality:
• A sense of what is right and wrong or good or bad.
• Is concerned with good and bad, right and wrong behavior in different
situations.

Benevolence:
• Refers to the feeling of compassion, kindness, generosity, empathy
towards each other.

Sources of Morality:
• Sources of Morality are the basis or foundations of Morality.

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• This means where morality is derived from or comes from.

Religion:
• May be defined as what people believe in and what they practice.
Supreme Being:
• It is another name for the super natural Power for example, God.

Sympathy
• Feelings of pity and sorrow for someone else misfortune

1.1.3 DIFFERENT ASPECTS OF MORALITY

Aspects of Morality deal with human interaction. They address our actions, thoughts,
ideas and principles. They are concerned with judging human actions in relation
to what is seen as right or wrong. They include:

A) Moral action

• This implies behavior, conduct or character that is regarded as good.

• This is the kind of behavior that is accepted by most people in the society.

Examples include greeting elders, and obeying all the rules that are set to govern
people within the society. The person is considered to be morally upright
because his or her behavior satisfies the value system of society.

B). Immoral action

• This implies behavior, conduct or character which is regarded as wrong.
• Immoral actions and behavior are bad, evil, harmful and unacceptable to
most people. An Immoral Person knows the difference between good and bad
but choose to do what is bad or wrong.

Examples include insulting people and beating others. Immoral person is aware of
morality but deliberately avoids its expectations.

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C). Amoral action
• Refers to behavior, conduct or character that is neither good nor bad. The
person lacks the knowledge to distinguish right from wrong because of age or
mental state.

Examples include a toddler uttering an insult to an elderly person and a mentally

disturbed committing murder or beating others and laughing.

1.1.4 SOURCES OF MORALITY

Morality can be derived from religion, culture and philosophy.

1.1.4.1 Sources of Morality According to Religion

Sources of morality in religion are categorized as follows:

• The Supreme Being

• Founders of Religion
• Teachings or doctrines of important religious leaders
• Sacred texts
• Codes of Conduct or Ethical codes

• Supreme Being
Followers of most religions believe that the Supreme Being is the ultimate source
of morality. They believe that the rules of behavior come from the Supreme
Being. For example, in Christianity God is the source of morality.

• Founders of Religion

Most religions have founders as a source of morality because their teachings

guide and direct their follower’s behavior towards other people, for example,
Jesus Christ for Christianity.

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• Code of Conduct

A code of conduct is a set of rules that guide and controls behavior of followers.
For example, in Christianity the moral code is known as the Ten
Commandments, the moral code for Islam is based on the Shariah law and
Botswana traditional religion is based on the appeasement of the ancestors,
Badimo.

1.4.1.2 Sources of morality according to philosophy

Philosophy is the search for understanding and truth about life and knowledge
about people’s behavior and beliefs. People who study philosophy especially
those who develop philosophical theories are known as philosophers. There are a
number of theories, which try to justify our conduct and behavior. The theories
are based on research and experiences of human existence.

Examples of well- known philosophers are:

• James Mill
• Immanuel Kant
• Jeremy Bentham
• David Hume
• John Stuart

The following are some sources of morality suggested by philosophers:

• The human mind
• Peoples desire to have pleasure and happiness and to avoid pain
• People’s feelings of benevolence and sympathy towards each other

Immanuel Kant - The Human Mind -

• According to Emmanuel Kant, morality comes from the human mind, which

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 gives people the ability to think and reason. He believes that every human being
who has the ability to think and reason well should be able to act and behave
morally. He also suggested that those who have the ability to think and reason
well should use the principle that determines a person’s morality which is
rationality, autonomy, respect and universality.

Rationality: People should have good reasons for their actions and behavior.

Autonomy: being able to decide independently and freely on how to act or behave.

Respect; being able to think whether or not their actions and behavior show respect to
others
Universality: consider whether or not their actions on behavior are acceptable to most
people.

Jeremy Bentham-The desire to have pleasure, Happiness and to avoid Pain.

According to Jeremy Bentham, John Stuart Mill and James Mill, the source of
morality is the desire for pleasure, happiness and to avoid pain. Any action or
behavior that brings happiness to the greatest number of people is considered right or
good. In addition, any action that causes displeasure, pain and unhappiness is
considered to be bad or wrong.

David Hume - The Feelings of benevolence and Sympathy towards others

According to David Hume, the source of morality is the feelings of benevolence and
sympathy that we naturally have for others. These feelings are a source of morality
because they promote the well being of the community, happiness and prosperity.
They motivate people to treat each other fairly and justly. He argues that, it is natural
for people to approve and support whatever helps the community and society because
individuals also benefit from such.

1.1.5. WHY IS MORALITY NEEDED IN THE SOCIETY?

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 • Morality helps people to know the difference between right and wrong behaviors.
That is why in each society, there are structures put in place to discipline wrong
behavior through the use of imprisonment and corporal punishment.

• Morality is needed in society so that people know which actions and behavior are
right and which ones are wrong. Everyone will know what is expected from them and
behave accordingly with the standard expected in society.

• Morality promotes peace and harmony. The promotion of peace and harmony ensures
that people live freely, work and feel safe because their good relations and
communication is well done.

• Morality helps maintain law and order. To maintain law and order in the society,
people observe principles and standards of society through obeying rules and
regulations.

• Morality makes us human. Human beings have the power to control and shape their
own destiny through morality because our knowledge of right and wrong behavior
makes us unique [different] form other humans.

• Morality helps us lead good lives. If we live moral lives, we are likely to live happily
most of the time because of treatment we get from others

SELF-ASSESSMENT EXERCISE 1: Introduction to Morality

Duration: 1 hour 30minutes Total Mark:

Instructions:
The self–assessment questions below are aimed at checking your level of
understanding with regard to what you have learnt above. The questions are generated
in such a way that they match the structure of the final examination papers. That is,
they are divided into 3 Sections. Answer all the questions in each section. Upon
completion, check answers at the end to the Revision Booklet.

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SECTION A: MULTIPLE CHOICE QUESTIONS (10 MARKS)

1. Which of the following is NOT an aspect of morality?

A. Moral
B. Immoral
C. Amoral
D. Values

2. Why is it necessary to have Morality in a Society?

A. To maintain peace and harmony
B To have a guide to punish wrong doers
C. To encourage people to be autonomous
D. To encourage people to be more religious
3. Which term explains people’s sense of right and wrong?
A. Immorality
B. Philosophy
C. Morality
D. Values
4. A person who does not have an understanding of right and wrong is…
A. Moral
B. Amoral
C. Irrational
D. Immoral

5. In one of his teachings, he said. He, who eats and drinks while his brother goes
hungry, is not one of us. Which source of Morality is the above extract from?
A. Values
B. Culture
C. Religion

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D. Philosophy
6. Why is Morality necessary in the School?
A. To promote relationship between leaders and students
B. To help students take responsibility for their actions
C. To help students judge others action
D. To allow students to do what they like
7. The Pastor read some verse from the bible to teach in Church, the bible is
source of Morality in…
A. Islam
B. Church
C. Sikhism
D. Religion
8. Which of the following would be a source of Morality according to
Philosophy?
A. The Supreme Being
B. Founders of Religion
C. Taboos and Values
D. The Human Mind
9. According to Emmanuel Kant, what does the human mind enable people to do?
A. Read
B. Enjoy
C. Reason
D. Relax

Read the extract below and use it to answer question 10.

Rethabile donated some of her toys and clothes to SOS orphan centre because she
felt it
Is important to help those in need.

10. What aspect of Morality is Rethabile’s action based on?

A. Immoral
B. Moral
C. Values
D. Amoral
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 SECTION B: STRUCTURED QUESTIONS

Question 1. Explain the following terms:

a) Amoral Aspect
b) Moral Dilemma

Question 2. List two sources of Morality

Question 3. State one aspect of Morality
Question 4. Explain the following sources of Morality according to Philosophy
i] The human mind
ii] The feeling of benevolence and sympathy towards others
Question 5. Give three examples of morality according to religion
Question 6. Explain one importance of Morality in the Society

SECTION C: ESSAY QUESTION

Question 1. Discuss sources of Morality according to Philosophy.

LESSON 2

INTRODUCTION TO VALUES

2.1 Introduction

Learner, there are a lot of things you like or consider important in your life. It can be
material things or non- material things. In this lesson, we are going to learn about
values, Values refers to things that are important to an individual and society. They
help shape the society. We have different types of values which include moral values,
personal values, aesthetic values, religious values, environmental values, economic
values and political values.

2.1.1 Objectives of the topic

By the end of the topic, you should be able to:

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 • Identify the different types of values
• Assess the way values affect behavior
• Explain the importance of moral values
• Discuss the three levels at which moral values can be applies.

2.1.2 Definition of terms

Culture: is the way of life of a group of people.

Dynamic: is a process or system characterized by constant change, activity or
progress.
Values: refers to what individuals or a group of people consider important.

2.1.3 Different Types of Values

Personal Values
• This refers to what an individual considers important.
• They are important to an individual but may not be important to other people.
• These may material or non-material e.g. one person may value fancy cars,
smart clothes a, expensive jewelry, respect, responsibility, honesty and loyalty

Cultural Values
• These are what cultural or ethnic group consider as important.
• These include customs, believes, behavior attitudes and material things that
people own.
• In Botswana, people value good manners, cooperation, sharing, botho, unity
and self-reliance.

Religious Values
• These are what followers of different religions consider as important.
• Religions support positive social behavior like honesty, being helpful to the
needy and poor without expecting a reward.
• Moreover, most religions teach their followers that life is sacred, they say
murder is wrong.

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 Moral Values
• This refers to thoughts and behaviors that society say are good, acceptable and
fairness.
• Moral values are said to be universal values because they are accepted by
people all over the world.
• Those who follow or accept these values are usually rewarded, but those who
fail to follow them are usually punished or verbally reprimanded.

Political values
• These are seen as important principles in the way people are governed in a
community or society. For example, if a country values democracy, people
have the right to elect their leaders.

Aesthetic Values
• These are things that are things that are seen as important about beauty and
artistic values. For example, beauty

Social Values
• These are what are seen as important to create a sense of community and good
relationships within a society. Examples of social values are friendships,
caring and good neighborliness.

Environmental Values
• Environmental values are about important things we see in the environment
and everything in it.
• We show our environmental values by conserving the environment, using
natural resources like soil in a sustainable way and keeping our environment
clean.

2.1.4 How Moral Values Affect Behavior

• Values influence our choices and decisions

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 Our everyday choice and decisions are based on our values. As individuals we
may choose to show people kindness, compassion and reverence depending on
the need and challenges of another person.

• Values influence our sense of right and wrong

Our values influence what we view as right and wrong thus influencing our
behavior. Example, if we value good neighborliness, we are likely to behave in a
way that does not annoy our neighbors.

• Values help people focus on their lives and gives lives a sense of direction
Values help people concentrate or put more effort on these areas they consider
important to them. For example, a student who values education puts more effort and
time on his or her education and learning. While another person may focus on making
good relations in the society, it depends on individual what they value as sense of
direction.

• Values influence our concern for the common good

The common good is a value that benefits most people in the society. Example, if
people value peace, they are likely to behave peacefully. They will solve their conflict
peacefully and avoid being aggressive.

• Values influence the way we react to different situations and people

If we value other people and are a compassionate individuals or a nation, we will
value how we treat other people. For example, we will show sympathy towards
someone who had misfortune and donate food and clothes based on their needs etc.

• Values show what is important to an individual

For example, many people chose jobs on the basis of their values. If one values
wealth, he will choose a job based on whether the job is well paying rather than the
job brings satisfaction to them. So, whatever we do in life is influenced by what we
feel is important to our personal goals in life.

2.1.5 Importance of moral Values

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• Moral values are used to judge good or right behavior. When someone has
behaved well they can be rewarded for that by praising them whereas when they
do not behave well they are given punishment in the form of discipline or
imprisonment.

• Moral values encourage people to behave in a right or acceptable way towards

others, for example respecting each other, treating others fairly and caring for
those in need. The principle is based on, “do unto others as you want them to do
unto you”.

• Moral values help promote peace and harmony among people, when people
respect each other’s rights, it is likely that there will be fewer conflicts. We will
live harmoniously and peacefully in the society. If there is no harmony our
society will be characterized by fights and abuse.

• Moral values can be used as a personal principle. Personal principles are rules
that an individual set for himself/herself to guide his/her behavior. When person
values fairness, he may have personal principle that says “I will always treat
everyone fairly”, thus ensuring that he treat each other fairly. If everyone does
that then our society will be hamournious.

• Moral values have set of moral code, the society has a moral code if all members
follow it they can live in harmony and tolerance and work together. These values
help to create unity in a society because people believe in one common accepted
code.

2.1.6 Three Levels at Which Moral Values Are Applied

We use moral values at different levels. These are personal, social and global levels.

• Personal Level

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 This is where individuals apply moral values in their everyday lives e.g. caring or
helping a sick relative

• Social Level
This is where society applies moral values in their daily interactions. This will
guide and influence the way members of the society interact with others.
Example, at social level caring can be shown when some religious organizations
visit sick people in the hospital and pay for them.

• Global Level
This is where values are applied at national level. When different nations interact,
they are expected to show moral values through their actions and behavior
towards each other. For example, Botswana can show how they care about other
nations by donating some blankets to the victims of flood in Mozambique.
Whereas International organizations such as United Nations, organization
amnesty international, the southern development community, green peace can
respond respectively to other natural disasters call for nations to come together.

The table below gives some of application of moral values;

VALUE PERSONAL SOCIAL LEVEL GLOBAL LEVEL

LEVEL
Sharing I give my ideas with We give some of Botswana share
my classmates so that our field products produce with other
we can pass to those who didn’t countries e.g.
get anything so diamonds
they survive
Cooperation I cooperate at home Members of my Batswana show
by helping with the society shows cooperation to
house chores cooperation by countries affected by
helping others tsunami by donating
weed their fields money and food to
them

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 Compassion I show compassion to Our community Botswana
the needy by giving has shown government showed
them clothes compassion to empathy to the
HIV/AIDS patients Zimbabwean by
by donating giving them three
vegetables to them million so that they
so that remain use it to overcome
healthy economic crisis.

SEL F -ASSESSMENT EXERCISE 2:

Time: 1 hour 30minutes Total Marks: 50 (Marks)

Instructions:
Answer all the questions on a lined paper.
Marks are shown in brackets.

SECTION A: MULTIPLE CHOICE QUESTION (10 Marks).

1. Which of the following is not an example of Social Moral value?
A. Cooperation
B. Hospitability
C. Selfishness
D. Sharing

2. Which of the following is an importance of values?

A. They encourage conflict
B. They guide our behavior
C. They hinder personal development
D. They improve communication skills

3. Which of the following is not an example of a social value?

A. Democracy
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 B Friendship
C. Hospitality
D. Cooperation

4. The golden rule ‘do unto others what you want them to do unto you ‘is based on the
moral value of …
A. Sharing
B. Honesty
C. Generosity
D. Consideration

5. Which Cultural value in Botswana promotes Social Harmony?

A. Cooperation
B. Self Reliance
C. Democracy
D. Self Determination

6 Houses, Money, Plots, Cars and Cattle are examples of which type of Value?
A. Economic
B. Religious
C. Environmental
D Social

Read the information below and use it to answer question 7 and 8.

The people of Palapye suffered floods and they were left homeless. The Red Cross
provided helped in the form of Food, Clothing and Shelter.

7.Which Moral value was displayed by the Red Cross?

A. Justice
B. Honesty
C. Compassion
D. Loyalty

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8. At what level was the Red Cross applying the Moral Values?
A. Personal
B. Social
C. Global
D. Loyalty

9. What are values?

A. The behaviors which individuals consider normal
B. The things which people consider important
C. Aspects of life which people like
D. Things, which people are taught during socialisation?

10. Which of the following is not a moral value in religions?

A. Praying for the poor
B. Fighting at war
C. Converting people to religion
D. Serving the poor and needy

SECTION B: STRUCTURED QUESTIONS (20 marks)

Question 1. Explain the following terms:
i) Personal Values
ii) Values

Question 2. Mention three levels at which Moral Values can be applied

Question 3. Discuss two ways in which values affect or influence our behavior

Question 4. State three types of Values

SECTION C: ESSAY QUESTION (20 Marks)

Question 1. Describe five values in Botswana

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Question 2. Explain why Moral Values are important in the Society

LESSON 3:

DECISION-MAKING

3.1 Introduction

In our daily lives we solve problems and make decisions, so it’s important to have
decision making skills so that you make good decisions. So in this topic you will learn
what decision-making is, what it involves and some effective skills to help you make
better decisions in life.

3.1.1 Objectives of the topic

By the end of the topic, you should be able to:

• Explain decision-making
• Describe the process of decision-making
• Outline situations of a conflict of values
• Justify the decisions made in resolving moral dilemmas
• Demonstrate ways in which decision-making can be used in solving problems

3.1.2 Definition of terms

Decision: It is a choice between solutions to a problem

Moral Dilemma: Refers to the choice between the better of two solutions.

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3.1.3 Decision-making
• Refers to a process whereby one makes a choice between two or more solutions
to a problem.
• This is a process of reaching a conclusion or making up one’s mind on what to
do.

NB* We make decisions every day, and such decision can either be simple or
complex. For example, simple decisions include what to wear or what to eat whereas
complex decision include those difficult decisions that we sometimes make and that
may affect other people and they can have long term effects

There are certain steps one needs to follow to make wise decisions:

3.1.4 Process of Decision Making

The following steps must be followed when making decisions

• STEP 1: Identify the Problem
One should know what the problem is and what it involves. For example, a
teenager fell pregnant while still at school. The problem here is teenage
pregnancy.

• STEP 2: Collect Information

In this stage one should find information about the problem from various
sources such as books, friends, media, parents and many others. For example,
the teenager who is pregnant should read about the effects of pregnancy on her
and how it is going to affect her studies and body.

• STEP 3: Identify Possible Solution

In this stage, one should come up with different possible solutions to their
problem. For example, the teenager who is pregnant may decide to drop out of
school or commit abortion.

• Step 4: Examine Each Alternative

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 In this stage, one should assess each solutions looking at its short and long-term
consequences. For example, the teenager must realize that abortion can lead to
death

• Step 5: Choose The Best Solution

In this stage, one must note that the best solution is the one with more
advantages than disadvantages. The teenager who is pregnant may choose to
drop out of school, give birth and come back to continue with their education.

• Step 6: Act upon the chosen decision: this means that one should
implement the decision he/she has chosen. It involves putting into practice what
one has made up on his/her mind.

• Step 7: In this final step on has to evaluate the decision: this is about
looking at one’s choice after some time and trying to figure out if one is
satisfied or not satisfied about the decision.

3.1.5 Importance of Decision-making Skills

• Knowing the steps involved in decision-making enables one to make the right
choices
• Being skilled at decision-making helps one to solve problems quickly
• Decision-making enables communities to resolve communal issues
• Good decision-making builds a sound moral environment. It helps bring about
peace, unity and harmony
• Decision-making skills are necessary when laws are being made passed.

3.1.6 Situations Where Values Are In Conflict

Sometimes we find ourselves in situations where our values clash or are in conflict. It
is usually whereby we can only act on one value but not both. These situations are

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called Moral dilemmas. Moral dilemma is a situation in which we have to make a
choice and there is no clear answer about the right moral decision but our values are
in conflict.

Examples of moral value conflicts

A. Mr Pitso’s wife is dying from heart attack. He does not have money to buy
medicine. He tried to borrow some money from all his friends but failed. The owner
of the chemist also refused to give him the medicine on credit. Mr Pitso does not
know what to do, whether to break in the neighbors’ house and steal the money to buy
some medicines or to leave his wife to die.

The conflicting values are:

Respect for life
Respect for property

B. Masego’s mother does not have the money to pay for her school fees. The
headmaster promised to expel Masego from school if she does not pay. Masego’s
mother does not know whether to steal the money from her neighbors’ or let the
headmaster expel Masego from School.

The conflicting values are:

Respect for education
Respect for property

3.1.7 Problems Faced by People who are in Moral Dilemma

• Indecision, that is one cannot make up mind on what to do

• One may be forced to go against his/her moral values
• Most of the alternatives seem right or most alternatives seem wrong
• One cannot make a perfect choice

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• Some may take wrong decisions and regret later

3.1.9 Justifying Decisions Made in Resolving Moral Dilemmas

Justifying decisions is to give reasons for our decisions in a moral dilemma. We

should be able to:

• Make well-informed decisions

• Be aware of the advantages and disadvantages of the decisions that we made
• Know the consequences of our decisions
• Be aware we are violating our moral values in favor of one
• Know that no one forced us to make the decisions, we choose what to do.

SELF ASSESSMENT EXERCISE 3

The self–assessment questions below are aimed at checking your level of

understanding with regard to what you have learnt above. The questions are generated
in such a way that they match the structure of the final examination papers.

SECTION A: MULTIPLE CHOICE QUESTIONS 10 MARKS

1. When making an important decision, which of the following is not something

you should do as part of the process?

A. Find available and relevant information

B. Assess the different advantages and disadvantages
C. Delay making a decision for a few more weeks
D Think about your own personal

27
2. Decisions at national level are made…
A. At the kgotla
B. In parliament
C. By the president.
D. By the trade unions

3. What does making a decision involve?

A. Understanding societal norms and values
B. Working hard to become independent in life
C. Interacting well with others and making friends
D. Choosing the best alternative to solve a problem

Use the information below to answer question 4

Neo and her family go to church where woman are not allowed to put on trousers.
At school, Tuesday is sports day and all students have to wear a pair of trousers

4. Why would Neo be faced with a moral dilemma?

A. She had to do what all students do in school and play sports
B. She does not know whether to quit church and continue with her school
C. She has to abide by the church teaching and follow the school rules
D. She does not know whether to respect family values or personal values

5. Which of the following can help to resolve moral dilemmas?

A. Study skills
B. Conversational skills
C. Inter-personal skills
D. Decision making skills

6. Decisions that require less thinking are usually known as…

A. Important decision
B. Complex decisions
C. Routine decisions

28
D. Major decision

7. What is decision-making?
A. The process of identifying solutions to a problem
B. The process of making a choice between alternatives
C. The steps we should follow to make complex decisions
D. The process of collecting information about the problem

8. What is the last step in decision-making process?

A. Identify the problem
B. Evaluating one’s decision
C. Researching the problem
D. Collecting information

9. Evaluation of our decisions helps us to…

A. Avoid learning from our mistakes
B. Avoid solving other problems we may have
C. Find out if the decision we made was the best
D. Know other possible solutions to our problem

10. What are Decisions that require serious thinking and considerations are
usually known as?
A. Important decision
B. Complex decisions
C. Routine decisions
D. Major decisions

SECTION B: STRUCTURED QUESTIONS

Question 1: Explain the following terms:

i) Decision making
ii) Conflicting Values

Question 2. Differentiate between simple and complex decisions

29
Question 3. List the first five steps involved in the decision making process

Question 4. Give two examples of complex decision

SECTION C: ESSAY QUESTION (10 Marks)

Question 1. Describe Steps of Decision Making process

LESSON 4: SELF-CONCEPT
SELF-CONCEPT

4.1 Introduction

KEY QUESTION: Why is it important to understand ourselves? This revision lesson

about Self Concept. Understanding self -concept helps you to appreciate yourself so
that you can accept who you are. It will help you to accept other peoples’ differences
and also make you respect them regardless of whom or how they are. If you know
who you are and appreciate yourself then you will be able to develop to your full
potential.

4.1.1 Objective of the lesson

By the end of this topic, you should be able to:
• Explain self-concept
• Identify positive characteristics about oneself
• Justify the need to improve positive characteristics
• Identify negative characteristics about oneself
• Analyze the need to overcome negative characteristics
• Suggest ways of overcoming negative characteristics
• Assess the difference between themselves and others

4.1.2 Definition of Terms:

Self: A person's self is the essential part of their nature which

30
 makes them different from everyone and everything else.
Self-understanding: Understanding of oneself: such as. a: knowledge or
understanding of one's own capabilities, character, feelings,
or motivations
Concept: It refers to mental representations; they are understood to
be the fundamental building blocks of thoughts and beliefs.
Positive: Is defined as good, looking towards the good side of things,
Self-concept: Is a mental picture of who you are as an individual. It is
what you understand about yourself, your behavior,
abilities and unique characteristics.
Negative: Is a word, expression, or gesture that means 'no' or 'not'
Characteristics: Characteristics are qualities or features that typically
belong to a person. They can also be defined as features
that make us different from other people. Personal
characteristics can either be positive or negative

4.1.3 Explanation of Self Concept

Here are some of the explanations of self-concept
• Self-concept is a mental picture of who you are as an individual.
• Self-concept is the image that we have of ourselves.
• This image develops in a number of ways but is particularly influenced
by our interactions with important people in our lives.
• It is what you understand about yourself, your behavior, abilities and
unique characteristics.
• It includes our beliefs about our personality traits, physical characteristics,
abilities, values, goals, and roles, as well as the knowledge that we exist as
individuals. For example, beliefs such as "I am a good friend" or "I am a
kind person" are part of an overall self-concept.

4.1.3 Positive Characteristics of Oneself

• Positive characteristics are features or qualities that draw us to other
people.
• They are the qualities we like about ourselves and they attract other

31
 people.
• People’s positive characteristics include kindness, being energetic, hard
work, honesty etc.

Some examples of people’s positive self-concepts include when:

• A person sees herself as an intelligent person;
• A man perceives himself as an important member of his community;
• A woman sees herself as an excellent spouse and friend;
• A person thinks of himself as a nurturing and caring person

4.1.4. Justifying the need to improve Positive Characteristics

Our positive characteristics are the foundation of good or moral behavior. Improving
our positive characteristics helps us in the following ways:
• It helps to build good relationships
• It helps people to gain trust in us
• It attracts people closer to us
• It helps people to respect us and want to be like us
• It helps one to gain recognition and acceptance from the society as well as
people around.

4.1.5 Identifying negative characteristics about Oneself

• Negative characteristics are bad qualities of a person.
• They are the qualities people don’t like about us and they usually make other
people move away from us.
• Peoples’ negative characteristics include arrogance, laziness, short
temperedness etc.
Negative personality adjectives are:
• Angry.
• Bewildered.
• Clumsy.
• Defeated.
• Embarrassed.

32
 • Fierce.
• Grumpy.
• Helpless.

4.1.5. Analysing the need to overcome Negative Characteristics

We need to overcome our negative characteristics for the following reasons
• To get along better with other people
• To become better people
• To have a positive self-concept
• To behave in ways that are acceptable in the society

4.1.6. Ways of overcoming Negative Characteristics

• Be true to yourself and do things because they are good things to do, not
because you wants people to see you.
• Choose good role models. A good role model is a person with more positive
characteristics.
• Practice makes perfect. Practice the skills that can help you to change and
become a better person e.g. anger management skills, assertiveness skills etc.
• Positive thinking. Talk and think positively at all times, it will motivate you to
become a better person.
• Don’t set goals that are too high to achieve; e.g. do not aim to lose 10kgs in
one month.

4.1.7 Assessing the difference between an individual and others

People are different in the following ways:
• Our physical appearance is different; some people are short while others
are tall
• Our abilities; some people are good in Math’s and science while others
are good in other subjects.
• What we like and do not like; e.g. some people like football while others
like reading

33
 • How we see ourselves; some people see themselves as beautiful while
others see themselves as ugly.
• What we are interested in; some are interested in playing football while
others are interested in playing basketball.

LESSON 5:

POSITIVE SELF-CONCEPT

5.1 Introduction

A positive self-concept is the key to success in many individuals. Without a positive

self-concept i.e. high self-esteem, assertiveness and self-confidence many people are
bound to fail and not do so well in life. People with a positive self-concept also get on
very well with others.

5.1.1 Objectives of the lesson

By the end of the topic, you should be able to:
• Explain the elements of positive self-concept such as self-esteem, self-
confidence and self-assertiveness.
• Discuss factors that promote or hinder the elements of positive self-concept
• Describe situations where they showed a positive self-concept

5.1.2 Definition of key terms

• Positive Self Concept: It means knowing and understanding yourself and
having a good opinion about yourself

5.1.3 Elements of Positive Self-Concept Such as Self Esteem, Self Confidence a

and Self Assertiveness

1. Self Esteem
• Basically, self-esteem is the overall feeling one has regarding one’s self.
• It’s just your image of who you are in your own eyes. It can either be high or

34
 low.
• High self-esteem is feeling good about oneself, it makes people feel
comfortable with who they are and love themselves even with their
weaknesses or negative characteristics.
• Low self-esteem is characterized by a lack of confidence and feeling badly
about oneself.

2. Self confidence
• Self-confidence means believing in yourself and your capabilities.
• People with self-confidence are usually in control of their lives and depend on
themselves to make their own decisions.
• They are assertive and have self-awareness.
• They are also not afraid of new challenges and have a high self-esteem.

3. Self-assertiveness
• Self-assertiveness is the ability to act in a confident way, speaking firmly
about their opinions and demanding the rights that they believe they should
have while respecting the feelings and rights of others.

5.1.4 Discussing Factors that Promote or Hinder Elements of Positive Self

Concept

Factors that promote elements of positive self-concept

• Self-awareness:
• Self-acceptance
• Self-appreciation
• A positive attitude
• Praise and encouragement
• Believing in yourself
• Good decision making skills
• Setting achievable goals

35
Factors that hinder the elements of positive self-concept
• Focusing on your negative characteristics
• Constant criticism
• Rejection
• Comparing yourself to others
• Abuse

5.1.5 Describing Situations where they showed Positive Self-Concept

• Working hard in order to achieve your goal
• Resisting negative peer pressure
• Presenting your speech confidently at the assembly area

SELF ASSESSMENT EXERCISE 5: POSITIVE SELF-CONCEPT

SECTION A: Multiple choice questions (5 marks)

1. What is Self-esteem?
A. The feelings we have about ourselves
B. The feelings we have about others
C. Believing in our capabilities
D. How others feel about us

2. Which of the following hinders the elements of positive self-concept?

A. Depending on other people
B. Praise and encouragement
C. Believing in oneself
D. Good experiences

Use the scenario below to answer question 3

Neo was asked to prepare a speech and present it to students at a prize

giving ceremony. She refused saying that her voice is not loud enough.

3. What element of positive self-concept does Neo lack in the above scenario?

36
 A. Self-assertiveness
B. Low self esteem
C. Self confidence
D. Self-awareness

4. The following statements show a positive self-concept EXCEPT

A. Being clear about what you think
B. Resisting negative peer pressure
C. Doing things to please others
D. Making your own decisions

5. What does constant criticism do to children?

A. It makes them have a high self-esteem
B. It gives them a negative self-concept
C. It gives them a positive self-concept
D. Children will have self confidence

SECTION B: Structured questions (10 marks)

1. Explain positive self-concept (2)
2. What is self-assertiveness? (1)
3. List three elements of positive self-concept (3)
4. Explain two factors that promote positive self-concept (4)

SECTION C: Essay QUESTION

1. Discuss two factors that hinder self-confidence (10)

LESSON 6:

AUTONOMY
6.1 Introduction

Every day we make decisions about everything from what to wear to what to eat.

37
Little children usually have their parents making decisions for them but as they grow
older they begin to make their own decisions without the influence of their parents.
The power to make our own decisions without the interference of others is what is
known as autonomy and it is very important in our lives. This topic is going to
explore the importance of autonomy and how autonomy can be promoted.

6.1.1 OBJECTIVES OF THE TOPIC

By the end of this topic, you should be able to:
• Explain what is meant by autonomy.
• State the importance of autonomy.
• Discuss ways of promoting autonomy.
• Demonstrate an autonomous action.

6.1.2 EXPLAINING AUTONOMY

The term autonomy refers to:
• The ability to act independently or self-rule
• The capacity or ability to make an informed uninfluenced decision.
• The ability to make decision on your own without depending or relying on
other people

6.1.3 THE IMPORTANCE OF AUTONOMY

Autonomy is important for the following reasons:
• In life we may not always have people around to assist us, so autonomy
enables individuals to be able to perform their tasks and achieve their goals
even when there is no one to help them.
• It helps us to take responsibility for our actions because our actions are based
on our own personal values and not influence from other people.
• An autonomous person can easily say no to anything that he or she knows to
be wrong and it is not easy for him or her to be influenced negatively by
others
• Autonomy shows an increase in the motivation levels, creativity and happiness
of individuals
• It encourages people to behave and act om a rational manner

38
6.1.4 WAYS OF PROMOTING AUTONOMY
• Taking ownership over our actions
It’s worthwhile to take ownership of our responsibilities or actions, for
example writing down your weekly plan and schedule for easy reference and
update.
• Equipping people with skills
Without necessary skills people are not able to perform to their level best.
They end up depending on other people to do things for them or to make
decisions for them. Equipping people with the right skills gives them
confidence in what they do and makes them assertive.
• Involving people in decision making
Involving people in decision-making means that they are recognized as people
who can make decisions for themselves.
• Encouraging self-reliance
Encouraging self-reliance gives people a sense of self efficacy (“I can do it on
my own”) which promotes self-esteem and confidence
• Encouraging people to act according to their true interests and personal
values
It makes people feel that they are in control over their lives since they are
driven by their core values interests and personal sense of autonomy

6.1.5 DEMONSTRATING AN AUTONOMOUS ACTION

• Doing homework without copying from others
• Doing house chores without being followed around
• Taking responsibilities for your actions
• Making the final decisions even after getting ideas from other people
• Not copying during examinations
• Doing school work without being forced to

SELF ASSESSMENT EXERCISE 6: TOPIC AUTONOMY

39
SECTION A: Multiple choice questions (5 Marks)
1. Which one of the following best describes autonomy?
A. Ability to understand other people’s situations
B. Ability to make your own decisions
C. Being able to say out your views
D. Being able to influence others

2. Why is autonomy important

A. It can make you to be unable to resist peer pressure
B. It makes you to always depend on other people
C. It lowers your self-esteem and self confidence
D. It makes you act on your own

3. How can we promote autonomy?

A. Having a low self esteem
B. Being afraid of others
C. By being assertive
D. By being passive

4. What can be done to help students who are visually impaired?

A. Buy wheelchairs for them
B. Teach them sign language
C. Buy them computers
D. Teach them Braille

5. Which of the following actions shows an autonomous action?

A. A student who always copies homework from his friends
B. A student who misses lessons together with his/her friends
C. A student who always lets others make choices for him/her
D. A student who refuses to drink alcohol

SECTION B: Structured questions

1. Explain autonomy (2)
2. Give two reasons why autonomy is important (2)

40
 3. Describe two situation where you acted autonomously (4)
4. State two characteristics of autonomous people (2)

SECTION C: Essay (10 MARKS)

5. Discuss two ways in which autonomy can be promoted (10)

LESSON 7:

INTERPERSONAL RELATIONSHIPS

7.1. Introduction

People interact with each other every day might it be at home, school, work and the
community. Basically individuals intermingle everywhere. Bearing in mind that
building and maintaining good relationship between people is very important because
it helps them work well together and live in peace. In a nutshell we need good
interpersonal skills, to have good interpersonal relationships.

7.1.1 Objectives of the lesson

By the end of this topic, you should be able to:
• Describe interpersonal skills
• Explain interpersonal relationships
• Assess the need to relate well with others
• Analyse how interpersonal skills, or lack of, can affect interpersonal
relationships
• Discuss the need for empathy and respect for others

7.1.2 Describing Interpersonal Skills

What are interpersonal skills?

• Interpersonal skills are the abilities or the different ways we use to get along

41
 with other people.
• They are the qualities and behaviors we exhibit while interacting with other
people. Interpersonal skills range from communication and listening to
attitude.
• We demonstrate them whenever we engage in any kind of verbal or nonverbal
communication.
Examples are Emotional intelligence, Assertiveness, Empathy, Respect,
communication skills, problem solving skills, confidentiality, tolerance.

7.1.2 Explaining Interpersonal Relationships

• An interpersonal relationship is a bond between two or more people, or
an attraction between individuals which bring them close to each other.

Some examples of interpersonal relationships include the following;

• Individuals working together in the same organization.
• People working in the same team.
• Relationship between a man and a woman (Love, Marriage).
• Relationship with immediate family members and relatives.
• Relationship of a child with his parents.
• Relationship between friends

7.1.3 How Interpersonal Skills can affect Interpersonal Relationships

i. How good interpersonal skills affect interpersonal relationships

• There will be peace and harmony since conflicts will be reduced
• People will like each other
• There will be mutual understanding between people
• We will respect each other
• We will be good role models to other people

ii. How lack of or poor interpersonal skills affect interpersonal

relationships

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 • There will be no peace since conflicts will increase in society because
people will violate each other’s rights
• People will not respect each other
• People will not be empathetic towards each other
• People will not help others even when they need their help
• People will not trust each other
• Goals will not be achieved because people will not work with each
other

7.1.4 THE NEED TO RELATE WELL WITH OTHERS

It is very important to relate well with other people for the following reasons:
• It promotes peace and harmony because people will also relate well with
us.
• It helps us to improve our understanding because we tolerate other people.
• We can learn more effectively from other people because they will also
develop a willingness to help us.
• To work together with other people to achieve a common goal.
• To live together happily

7.1.5 Discussing the Need for Empathy and Respect for Others

What is Empathy?
• Empathy refers to the ability to understand how people feel, what they need
and why they act in certain ways.
• It is imagining how one would want to be assisted if they found themselves in
the same position as the person in need of help.
• Respect on the other hand refers to value someone as a person and admiring
their personal qualities.

The need for empathy The need for respect

• We are able to support each other during• It creates peace and harmony since
times of need people respect each other

43
• We avoid hurting other people because• It promotes mutual respect
we put ourselves in their position • It improves the way people relate with
• Community members will care for the each other
less fortunate • Children grow up to be respectful
• Rich families will help poor families because they are brought up in a
respectful environment
• Parents will respect the rights of their
children

SELF ASSESSMENT EXERCISE 7: INTERPERSONAL SKILLS

Now, to check you understanding of the topic, do the exercise below:

SECTION A: Multiple choice questions

1. What are interpersonal skills?
A. Skills we use to get along well with others
B. Skills we use to understand ourselves
C. Skills we use to resist others
D. Skills used to make decisions

2. Neo is very argumentative and never listens to others

How can her behavior affect others?
A. People will love her
B. People may not want to relate with her
C. She may be viewed as a hero by her friends
D. She may get a lot of support from other people

3. Which of the following is not an interpersonal relationship?

A. Adolescence
B. Marriage
C. Friendship
D. Family

44
4. What does Empathy mean
A. Learning from others
B. Relating with others
C. Feeling for others
D. Despising others

5. Which of the following characteristics shows good interpersonal relationships?

A. Respect between friends
B. Selfishness and rudeness
C. Not listening to others
D. Not tolerating others

SECTION B: Structured questions

1. Explain interpersonal skills (2)
2. Give two examples of each of the following:
a. Interpersonal skills (2)
b. Interpersonal relationships (2)
3. Briefly explain two reasons why we need to show respect to others (4)

SECTION C: Essay Question

Question 1: Discuss two reasons why we need to relate well with others (10)

45
 LESSON 8

ADOLESCENCE

8.1. Introduction
Before becoming an adult, a child goes through a transitional stage of physical and
psychological development to adulthood and this stage of life is called adolescence.
During adolescence, a child experiences changes that affect the way he or she looks,
feels, thinks and behaves. These changes prepare the child for adulthood. A child
going through adolescence is called an adolescent.

8.1.1 Objectives of the lesson

By the end of the topic learners should be able to
• Identify changes that occur during adolescence
• Describe the way changes in adolescence influence their behavior
• Apply skills to cope with the effects of adolescent changes
• Discuss past and present attitudes of both boys and girls towards each other

8.1.2 Definition of Key Terms

Adolescence: is the stage of life when a child goes through physical (puberty),
emotional, social and mental changes to become an adult.
The World Health Organization (WHO) defines an adolescent as any person between
ages 10 and 19 years.
Puberty: a stage when boys and girls go through physical, social, mental and
emotional changes as part of their development.
Behavior: Is an action that is observable and measurable.
Attitude: Is the general feeling we have and our ways of thinking and behaving
towards something or someone.

8.1.3 Identifying Changes that occur during Adolescence

These are changes that affect the body of the child. Girls usually begin puberty earlier
than boys. The following changes happen during puberty to both boys and girls;

46
Body size: they both grow taller very quickly.
Body shape: they put on weight.
Skin: their skin may become oily and sweat more.

1. Physical Changes or Puberty

Physical Changes Boys Girls

Body shape = shoulder get broader = hips rounder and wider
= hips narrower = waist smaller
= muscles get bigger = breasts begin to grow and
= put on weight nipples get larger
= put on weight
Body size =growth spurt = growth spurt
Skin = skin may become oily = skin may become oily
and might sweat more. and might sweat more.
= get pimples or acne on = get pimples or acne on
face, chest or back. face, chest or back.
Hair =hair starts growing on =hair starts growing on
pubic area and armpits. pubic area and armpits.
= grow hair on the face
(beard), chest and other
parts of the body.
Sexual maturity = penis and testes get = begin to have a period
larger (menstruation) every
= penis may become erect month.
and stiff more often
= testes begin to produce
sperm
Voice = voice deepens

47
Emotional
Some of the emotional changes are:
• Become shy.
• Quiet leading to lack of self-esteem.
• Mood swings.
• Being short tempered.
• Loneliness and confusion
Social
• They want privacy and are secretive.
• They want to be accepted by friends or groups.
• They become independent
Mental behavior
• Think that they are special and unique.
• They begin to reason.
• They can evaluate.
• They can think about the future.

8.1.3 Describing the way changes in Adolescence Influence their Behaviour

The changes that occur during adolescence influence the behavior of an adolescent in
the following ways;

CHANGE THE WAY CHANGE INFLUENCE BEHAVIOR

Physical • Begin to be more aware of what to eat as they may worry
about putting more weight.

• May become more curious about sexual matter. Some may

have their first romantic or sexual relationship.

Emotional • Some become very shy and quiet because they lack self-
confidence.

• They may also get irritated or angry easily.

48
Social • May want more privacy and become more secretive.

• May develop and lose interest in different activities quickly as

part of developing their identity.

• Begin to prefer to spend more time with their friends than

their families.

Mental • Become argumentative and rebellious, especially against the

authority of adults.

• Begin to question rules as well as the values of their parents

and community.

8.1.4 Applying skills to cope with the effects of adolescent changes

Chances are that, at some point, a change in your life has been so profound that
you've wondered how you're going to cope. There are skills an adolescent can learn
and use to cope with the effects of the changes. These skills include;
• Decision making
• Interpersonal skills
• Stress management skills
• Anger management skills
• Conflict management skills

Stress management skills

The changes that happen during adolescence can be stressful. Therefore, the
adolescent need to do the following in order to cope;
• Get enough rest- this gives the body and mind time to rest.
• Be active- this helps to release tension and to keep the body strong.

Anger management skills

Anger can cause the body a lot of stress and develop some sicknesses. So it is
important that anger is dealt with to avoid destroying relationships with others. Some
ways of dealing with anger are;
• Walk away and think about what is making you angry.

49
 • Learn to forgive and let go of your anger.
• Communicate assertively with the person who is making you angry.

Decision making skills

• Decision making steps can help someone not to make hasty choices.
• One will make the right choice as to what to do when faced with a situation.
For example one may ask friends what to do when she experiences her menses
in class. They will help with a better decision instead of going back home and
missing classes.

Conflict resolution skills

• The ability to resolve conflicts in life is very important as it helps you as an
individual to be autonomous.
• You do not depend on other people to help solve your problems you deal with
them promptly.
• Resolving conflicts also helps someone to mature in life as their dependency
on other people is minimized.

8.1.5 Discussing past and present attitudes of boys and girls towards each
other
The attitude of boys and girls towards each other is influenced by their society and
family. From a very young age, children are taught certain attitudes, norms, values,
customs and traditions of their families and communities.

i) Past attitude of boys and girls towards each other.

BOYS GIRLS
• Boys regarded girls as being • Girls regarded boys as superior to
inferior or subordinate to them. them.

• Men were leaders • Were expected to obey men

• Men had power and authority • Women were to submit

over women.

50
 • Boys were expected to do tasks • Girls did the tasks for females for
for men, eg; looking after cattle’s example, household chores, grew
and plough crops and take care of the young
children.

• Boys spent most of their time • Girls spent most of their time
playing with other boys. playing with other girls.

• Older boys spent time helping • Older girls spend time helping
their fathers. their mothers in the village and
fields.

ii) Present attitudes of boys and girls towards each other

Nowadays, the attitude of boys and girls towards each other has changed. Now many
people accept that;
• Males and females have equal values as human beings.
• Males and females are equally capable of playing roles and doing tasks. For
example some women are the Dikgosi of their communities and some men
may help with household chores and child care.

SELF ASSESSMENT EXERCISE 8: TOPIC - ADOLESCENCE

SECTION A: Multiple choice questions (10 Marks)

1. What is adolescence?

A. The period of change from teenage hood to adulthood

B. The period of change from childhood to adulthood
C. The time when you stop being under parental control
D. The time you can start having sex

2. Which of the following statements is NOT true about puberty?

51
A. Puberty involves all changes needed to become an adult.
B. Puberty involves physical change of the body.
C. Puberty is the first stage of adolescence.
D. Puberty is the stage when the child becomes sexually mature.

3. Which one of the following is an emotional change experienced by

adolescents?

A. Sexual maturity
B. Ability to reason.
C. Becoming independent.
D. Mood swings.

4. How do social changes influence the behavior of adolescents?

A. They may want more privacy and become secretive.

B. They begin to form their own opinion.
C. They may get angry or irritated easily.
D. The adolescent may worry about putting weight.

5. How do mental changes influence the behavior of adolescents?

A. Some may become shy and quite.

B. They may question family rules and values.
C. They may quickly develop or lose interest in activities.
D. They may become more curious about sexual matters.

6. Which of the following statements describes attitudes of boys towards girls in

the past?

A. Boys and girls are equal.

B. Girls are stronger than boys.
C. Boys are inferior to girls.
52
D. Girls are inferior to boys.

7. Which of the following is NOT a physical change in girls?

A. They begin to menstruate.

B. Their shoulders grow broader
C. Breasts develop.
D. Their hips widen

8. Which of the following is a physical change in boys

A. Their hips widen

B. Breasts develop.
C. They menstruate.
D. Penis grows larger.

Read the scenario below and use it to answer question 9 and 10

Thato`s (14 years) parents are worried about her different mood changes which
makes it difficult for them to understand her.

9. Thato is at which stage of a child’s development?

A. Maturity stage.
B. Womanhood stage.
C. Adolescence stage.
D. Reasoning stage.

10. Which aspect of maturity is depicted by the different mood changes?

A. Physical maturity
B. Emotional maturity
C. Mental maturity
53
D. Sexual maturity

SECTION B:- Structured Questions

Questions1: Define the following terms:

a) Adolescence
b) Puberty

Read the scenario below and use it to answer 2(a) and 2(b)

Naledi, a form 1 student was not feeling well in class and she asked for permission to
visit the toilet. At the toilets she got scared when she noticed that her under pants
were soaked in blood. She screamed loudly as she was scared by the sight of the
blood. She was helped by a form 3 student who was at the toilets.

Question 2a Explain the physical change that Naledi was experiencing.

Question 2b. Advice Naledi about two things she must do when she experiences this
again.
Question 3. State any two skills that Naledi need in order for her to cope with the
change.
Question 4. Give any two changes that happen to both boys and girls at puberty.
Question 5. Give an advice to an adolescent boy who experiences wet dreams.

SECTION C: ESSAYS (20 Marks)

Question 1. Examine two ways in which changes in adolescences influence
behavior.
Question 2. Discuss any two skills which are needed to cope with adolescent
changes.

54
 LESSON 9:

FAMILY LIFE

9.1. Introduction

In every society family is seen to be very important as families make up a society.

The types of families obviously determine the type of society we may have. The
family is therefore as a vital unit of the society initially receives a baby and goes all
the way to instill morality from the earliest ages up to the latest

9.1.1 Objectives of the topic

By the end of the topic, you should be able to;
• Explain the term family
• Explain the role of family in the moral development of a child
• Analyse the role of family life in Botswana
• Describe how they could manage family resources and activities.

9.1.2 Definition of Key terms

• Family: A group of people related by blood, adoption, assimilation and by
marriage and usually stays under the same roof.
• Cultural values: These are things considered important to a specific group
of people at a given time
• Norm: Standard or pattern of behavior that is typical or expected
• Moral development: Teaching someone to be able to tell the difference
between right and wrong
• Child headed:

9.1.3 Types of families

• Nuclear: is made up of the parents and their children that is the mother,
father and their children. It may also be a husband wife without children.

55
 • Extended: Consists of grandparents, their children and grandchildren
leaving together. Child headed: It is made up of children and the elderly
child heads the family. Usually exists where children are orphaned.
• Single parent: This family is made up of one parent, either father or
mother and his/her children
• Blended: This is made up of a man and a woman who brings their children
along to make one family

9.1.4 The role of family in the moral development of a child

• Teaches children to be able to tell the difference between right and wrong.
The teaching may be through telling, punishment, role modeling,
imitation etc.
• Teaches children about cultural values and norms and their importance
• Family offers guidance and counseling to children so that they don’t go
astray or misbehave
• Family offers emotional support to children in times of need like the
adolescent stage, bereavement etc. so that they don’t make wrong
decisions family gives children a sense of identity which in turn gives
them a sense of belonging and security.

9.1.5 Norms and Values of family life in Botswana

9.1.5.1 Values of family Family

• Respect: families in Botswana hold respect very high. This is so because respect
is also seen as fundamental to unify people as well as bring peace and harmony.
It is important for people to respect themselves as well as others and their
environment. Elders are expected to respect children and children to do the
same as this will build a cordial or strong relationship.
• Cooperation: family members are expected to work closely together during
family project and family activities like funerals; raising children etc. this will
help the family to be successful.

56
• Sharing: family members’ values sharing as this will assist all members to be
almost on the same economic level. Sharing shows that family members are
showing regard to others who may be less fortunate.
• Love: family members should care and support each other in all times and
situations. Such support bring them together and encourage peace and harmony

9.1.5.2 Norms of family

These are accepted standard of behavior or a way of doing things. Families have such
standards and some are;
• Greeting elders in a respectful manner
• Attending and giving full support during family gatherings and activities like
funerals and weddings
• Paying of bride price
• Kneeling down before adults when offering something to them

9.1.6 Managing family resources and activities

Family resources refer to property or estate which include buildings, cars, money etc.
in short this refer to things the family owns

There are several ways to manage family resources and are as follow:
• Prioritizing: In family members are supposed to come out with a priority list as to
which things are to be done first according to their urgency and importance. This
will help in using properly the available resourcing
• Budgeting: it is wise for family to have a record of how they want to spend their
resources especially money, and follow that record. This helps to avoid
unplanned or haphazard spending which can end up leaving some urgent things
uncovered.
• Planning: it is wise to plan on how the available resources will be used or
allocated. Such planning should include all affected members e.g. children should
be aware.
• Open communication: members of the family are supposed to be open to consult
each other on resources. This will help to make all contribute towards managing
of resources. This will also build trust and unity thus avoids conflicts.

57
• Drawing a will: a will is legal document that explains how the resources of a dead
person should be distributed. A will may help to manage the deceased’s resources
to avoid family conflict.
• Saving: it is wise that family members should save some resources for future use.
This avoids wastage and overspending which will make the family poor and not
enjoyable.

SELF-ASSESSMENT EXERCISE 9: FAMILY LIFE

SECTION A: Multiple choice QUESTIONS

1. What is group of people related by blood, marriage, adoption and assimilation
called?
A. Society
B. Family
C. Church
D. School

2. Which of the following is not a type of family?

A. Blended
B. extended
C. Child headed
D. Double parent

Read the statement and use it to answer 3 and 4

They went to check their grandfather who was admitted at Letlhakane Primary
Hospital with gifts. They also prayed for his speed recovery.
3. Which family value is shown by the statement?
A. Justice
B. Peace
C. Selflessness
D. Love

58
 4. The action stated in the passage can lead to the following in the family
except _____
A. Unity
B. Appreciation
C. Quarrels
D. Respect

5. Which way of managing resources can be useful when we are dead?

A. A will
B. A bank account
C. A pension policy
D. A mortuary statement

SECTION B: Structured Questions

1. Give example of any two family norms (2)
2. State any two family activities (2)
3. Explain any three ways of managing family resources (6)

SECTION C: Essay

Question 1: Describe any three roles played by the family in the moral development
of child (10)

LESSON 10:

AGENTS OF CHANGE IN THE COMMUNITY

10.1 INTRODUCTION
This topic discusses the various factors that influence people’s behavior in the
community. These are referred to as agents of change. They play a major role in
moral development as they shape children’s behavior in the community.

59
10. 1.1 Objectives of the topic:

By the end of this topic, you should be able to:

§ Outline agents of change that influence our behavior
§ Describe how agents of change influence our behavior
§ Evaluate the extent to which agents impact on the individual, family and
community.

10.1.3 Definition of key terms:

Agents of change: Factors that bring about change in the way people behave or
do things.
Community: A group of people who live in the same place or who have
something in common such as religion, values, norms,
nationality.
Education: A process of facilitating the acquisition of knowledge, skills,
values, beliefs.
Religion: A particular system of faith and worship
Role models: The people we admire and want to be like, eg, our parents,
teachers, movie stars, leaders, etc

10.1.4 What are agents of change in the community?

§ These are factors that bring about change in the way people behave or conduct
themselves.
§ They include peers, mass media, role models, religion and education. Some of
the agents of change are shown below:

10.1.5 How agents of change influence behavior?

Mass media:
• These are the means or methods of communicating to large number of people.
They include television, magazines, films and newspapers.
• Mass media give people information and therefore can influence them to conform

60
 to set moral standards by criticizing immoral behavior. This will encourage
people to change their behavior for the better.
• On the other hand, mass media can influence people’s behavior negatively, for
example, some people can copy anti-social behavior from violent films and start
displaying violence.

Role models:
• These are the people we look up to and want to be like. Their role models can
influence admirers of role models both positively and negatively, eg, if a role
model influences drugs and alcohol, the admirer can copy that behavior.
• On the other hand, if a role model is a hard working person, the admirer can also
be influenced to be so as well.

Peers:
• Age mates can influence each other both positively and negatively because
they want the approval and acceptance of their friends, for example, peers can
influence each other to start smoking and using drugs and alcohol, which is a
bad influence.
• On the other hand, they can influence each other to work hard at school and
attain higher marks, which is a good thing to do.

Education/Schools:
• Students acquire new skills and knowledge in schools.
• The skills learned can enable people to change the way they have been doing
things in order to better their lives.
• In addition, schools transmit values of the society to learners as a way of
developing them morally and to help them fit well in the society.

10.1.6 The extent to which agents impact on the individual, family and
community
Agents of change can have a positive and negative impact on the individual, family
and community.

61
• Role models: if an individual has been positively influenced by a role model to be
hardworking and successful, he/she will positively contribute to family and
community. At family level, the individual will share survival skills with other
members to help them develop. This person will also help by giving back to the
community. Similarly, negative influence of the individual will harm family and
community development.
• Peers: the positive behavior learnt from peers can have an impact on the
individual, family and community. If an individual has learnt good behavior from
peers, he/she will become a better person and will contribute positively to family
and community development. Similarly, an individual who has been influenced in
a negative way will harm family and community development, for example, if an
individual was influenced to use drugs by friends, he/she will become
irresponsible and endanger his/her life. This person will continue to display
negative behavior at home by stealing money from the family to buy drugs and
rob community members of their hard earned money.

• Schools: they help learners to gain knowledge and skills for the betterment of
their lives. The knowledge gained at schools can be shared with family members,
for example, a learner can explain to other family members about sexual
reproductive health and facts about HIV and AIDS. Furthermore, the knowledge
acquired from schools can be used to change the behavior of some members of the
community, for instance, in the fight against the spread of HIV and AIDS.

• Mass media: individuals can learn new skills from the media and use them in
their lives to better themselves. They can share the skills learned with other family
and community members, by so doing, they will be contributing positively in the
family and community. On the other hand, those who have copied negative
behavior from the mass media, for example, violence, can display that behavior in
their families and hurt family members. They will also commit violent crimes in
the society and harm community development.

62
SELF-ASSESSMENT EXERCISE 10: AGENTS OF CHANGE IN
THE COMMUNITY

SECTION A: Multiple Choice Questions (5 Marks)

Choose the correct answer
1. Which of the following is a negative influence of a belief system?
A. It can motivate people to work hard
B. It can make people to depend on others
C. It can make people to behave in ways not based on values
D. It can make it difficult for people to accept those different from them

2. How is a person who is influenced by education likely to behave?

A. They would steal from other people’s houses
B. They would spend more time out with friends
C. They would make plans and not follow them
D. They would work hard to develop themselves

3. Which of the following can encourage buying on impulse?

A. Peers
B. Education
C. Advertisements
D. Religion
Read the information below and use it to answer question 4.
Bon likes action movies and has recently started showing unruly behavior at school.

4. Which of the following factors has influenced Bon’s behavior?

A. Religion
B. Media
C. School
D. Family

63
5. Which of the following influences behavior through communication and
technology?
A. Beliefs
B. Peers
C. Media
D. Experiences

SECTION B: Structured Questions

Question 1. Explain how the following factors can negatively influence the sexual
behavior of adolescents.
a) Peers
b) Mass media

SECTION C: Essay
Question 1. Evaluate the impact of the following agents of change on the society.
i) Role models
ii) Religion

FEEDBACK FOR SELF-ASSESSMENT EXERCISE 1: INTRODUCTION TO

MORALITY

SECTION A: MULTIPLE-CHOICE

1. B
2. C
3. D
4. A
5. B
6. B
7. D
8. D
9. C
10. B
64
SECTIONB: STRUCTURED QUESTIONS

Q1. Explain the following terms:

a) Amoral Aspect
It refers to a situation where a person lacks the knowledge to distinguish right
from wrong because of age or mental state. For example a toddler uttering an
insult to an elderly person.

b) Moral Dilemma
It refers to a conflict of values, where one does not know which value to choose
or priorities on. For example one may not be able to choose between loyalty and
accountability in case of situations whereby one has to report a crime committed
by a friend. The conflict arises when they have to choose to report the crime
versus being an accountable citizen.

Q2. List two sources of Morality

• The Supreme Being
• Founders of Religion
• Teaching of Important Leaders
• Sacred or holy texts
• Codes of Conduct

Q3. State at least one aspect of Morality

• Moral action
• Immoral action
• Amoral action
Q4 Explain the following sources of Morality according to Philosophy
i] The human mind
According to Emmanuel Kant, morality comes from the human mind which gives

65
 people the ability to reason and think. He believes that every human being who has
the ability to think and reason well should be able to act and behave morally. He also
suggested that those who have the ability to think and reason well should use the
principle, which determines a person’s morality, which is:

RATIONALITY: People should have good reasons for their actions and behavior
AUTONOMY: being able to decide independently and freely on how to act or
behave.
RESPECT; being able to think whether or not their actions and behavior show
respect to others
UNIVERSALITY: consider whether or not their actions on behavior are acceptable
to most people.

.
ii] The feeling of benevolence and sympathy towards others
According to David Hume, the source of morality is the feeling of benevolence and
sympathy that we naturally have for others. These feelings are a source of morality
because they promote the well being of the community; happiness and prosperity.
They motivate people to treat each other fairly and justly. He argues that, it is natural
for people to approve and support whatever helps the community and society because
individuals also benefit from such.

Q5. Give three examples of sources of morality according to religion

• Supreme Being

Followers of most religions believe that the Supreme Being is the ultimate source of
morality. They believe that the rules of behavior come from the Supreme Being. For
example, in Christianity God is the source of morality.

• Founders of Religion

66
 Most religions have founders who are a source of morality because their teachings
guide their behavior of followers towards other people, for example, Jesus Christ for
Christianity and Mohammed for Islam.

• Code of Conduct

A code of conduct is a set of rules that guide and controls behavior of followers. For
example, in Christianity the moral code is known as the Ten Commandments.

Q6. Explain one importance of Morality in the Society

• Morality helps people to know the difference between right and wrong behaviors

This is because in every society good actions are rewarded by affirmation and being
praised and the bad actions are punished through corporal punishment and
imprisonment.

• Morality promotes peace and harmony

It is so because people relate well with other and there is consultation and
communication amongst people guided by rules and guidelines of what is right and
wrong

• Morality helps maintain law and Order

When people observe principles and standards of society, it makes them to obey rules
and regulations. This helps them in maintaining law and order in the society.

• Morality makes us human

Human beings have the power to control and shape their own destiny doing morality.
Therefore, our knowledge of good and wrong behavior makes us unique [different]
form other humans.,

• Morality helps us lead good lives

Morality helps us lead good lives. If we live moral lives, we are likely to live happily
most of the time because of treatment we get from others.

67
SECTION C: ESSAY QUESTION

Q1. Explain two different aspects of Morality

• Moral actions
This refers to the kind of behavior that is accepted by most people in the society.
Examples include greeting elders, and obeying all the rules that are set to govern
people within the society. The person is said to be morally upright as his/hers
behaviors satisfies the value system of society.

• Immoral Actions
Immoral actions and behavior are bad, evil, harmful and unacceptable to most people.
An Immoral person knows the difference between good and bad but chooses to do
what is bad or wrong. An example of immoral behavior includes insulting people and
beating others.

• Amoral Actions
It refers to behavior, conduct or character, which is neither good nor bad. The person
lacks the knowledge to distinguish right from wrong because of age or mental state.
Example; a toddler uttering an insult to an elderly person.

FEEDBACK FOR SELF-ASSESSMENT EXERCISE 2: TOPIC VALUES

SECTION A: MULTIPLE CHOICE

1. C
2. B
3. A

68
4. D
5. A
6. A
7. C
8. B
9. B
10. B

SECTIONB: SHORT ANSWER QUESTIONS

Q1. Explain the following terms

a. Personal Values
This refers to what an individual considers important. These may be material and non-
material e.g. people differ; so, some may value fancy cars, smart clothes, and
expensive jewelry while others may value respect, responsibility, honesty and loyalty.

b. Values
This refers to what individuals or a group of people consider important. It may be
material or non-material things.

Q2 Mention three levels at which Moral Values can be applied

Personal /Individual Level
This is where individuals apply moral values in their day to day life’s e.g. caring or
helping a sick relative
Social Level
This is where society applies moral values in their interactions. For example, at social
level caring can be shown when some religious organizations visit sick people in the
hospital and pay for them.
Global Level
This is where values are applied at national level. When different nations interact,
they are expected to show moral values through their actions and behavior towards
each other by lending a helping hand during their time of need.
69
Q3. Discuss two ways in which values affect or influence our behavior
• Values influence our choices and decisions
Our everyday choice and decisions are based on our values. If you show
kindness to other people you are likely to be shown kindness in life by
everyone.

• Values influence our sense of right and wrong

Our values influence what we view as right and wrong thus influence our
behavior. Example, if we value good neighbourliness. We is likely to behave
in a way that does not annoy our neighbors.

• Values helps people focus on their lives and gives lives a sense of direction
Values help people concentrate or put more effort on these areas they
consider important to them. For example, a student who values education
puts more effort and time on his or her education and learning.

• Values influence our concern for the common good

The common good benefits most people in the society. Example, if people
value peace, they are likely to behave peacefully. They will solve their
conflict peacefully and avoid being aggressive.

• Values influence the way we react to different situations and people

As an example, when we value compassion, we will show sympathy towards
someone who had misfortune, we can donate food, clothes etc.

• Values show what is important to an individual

For example, many people chose jobs on the basis of their values. If one
values wealth, he will choose a job based on helping others, they will choose
a job based on helping others.

Question 4. State three types of Values

70
• Personal Values
• Cultural Values
• Religious Values
• Moral Values
• Political Values
• Aesthetic Values
• Social Values
• Environmental Values

SECTION C: ESSAY QUESTION

Question 1. Describe four types of values in Botswana

Personal Values
These are values that are based on individuals. They are ideas, principle or things that
a person believes to be important to them. The values an individual chooses are
influenced by the age, society and environment. For example, one person may value
marriage while another person may value career. That is why some people get
married while young while others pursue their career first and marry when older.
Cultural Value
These are values that are important to a group of people or a particular culture. They
can either be material or non-material. Material values are usually objects that are
useful to a group or society, for example, cattle. In Botswana the number of cattle one
had measures wealth and status of one in society. Others use cattle for religious or for
the bride price during marriage rites.
Aesthetic Values
This refers to values that are important in terms of beauty and appreciation of artistic
qualities including beauty of clothes and nature. For example, what is beautiful, bad
or ugly?
Moral Values
This refers to the standard or ideas of right and wrong and good and bad that govern
people behavior and choices, for example, treating others as one wants to be treated or
having respect for yourself and others.

71
Question 2. Explain why Moral Values are important in the Society
Moral values are used to judge good or right behaviour.
When we say a person has behaved well, we are looking at the moral value in the
person’s behavior.

Moral values encourage people to behave in a right or acceptable way towards

others, for example respecting each other, treating others fairly and caring for those
in need.

Moral values help promote peace and harmony among people, when people
respect each other’s rights, it is likely that there will be fewer conflicts. They will live
harmoniously and peacefully.

Moral values can be used as personal principles: Personal principles are rules that
an individual set for himself/herself to guide his/her behavior. When person values
fairness, he may have personal principle that says “I will always treat everyone
fairly,” thus ensuring that he treat each other fairly. If everyone does that, then our
society will be harmonious.

Moral values have set of moral code, the society has a moral code if all members
follow it they can live in harmony and tolerance and work together. These values help
to create unity in a society because people believe in one common accepted code.

FEEDBACK FOR SELF-ASSESSMENT EXERCISE 3: DECISION MAKING

SECTION A: MULTIPLE CHOICE (10 MARKS)

1. C
2. B
3. D
4. C
5. D
6 .C
72
 7. B
8. B
9. D
10. B

SECTIONB: SHORT ANSWER QUESTIONS

a. Decision Making
• It means the process of making a choice between two or more alternatives. For
Examples are deciding on what to wear or who to be friends with.
• It means the act or process of deciding on something. For example, what to eat and
where to sleep.’
b. Conflicting Values
• It refers to a situation where values are in conflict. Where one has to make a choice
and there is no clear answer about the right moral decision but values are in conflict.
Q2. Differentiate between simple and complex decisions
Creative thinking is about using one’s imagination to think of all possible options we
have and can take before making a decision and Critical thinking is all about asking
questions whether what one or we have been told is the truth before making a
decision.

Q3. List the first five steps involved in the decision making process
List any two steps of Decision Making
• Identify and define the Problem
• Collect Information
• Identify possible solutions
• Examine each alternative
• Select the best option
• Act on the chosen solutioQ4. Give two examples of complex decision.
• Choice of subjects at schools
• Career Choice
• Choosing Friends

73
 SECTION C: ESSAY QUESTION

Describe Steps of Decision making process

• STEP 1: IDENTIFY A PROBLEM

One should know what the problem is and what it involves. For example, a teenager
fell pregnant while still at school. The problem here is a teenager pregnant.

• STEP 2: COLLECT INFORMATION

In this stage one should find information about the problem from various sources such
as books, friends, media, parents and many others. For example, the teenager who is
pregnant should read about the effects of pregnancy on her and how it is going to
affect her studies and body.

• STEP3: IDENTIFY POSSIBLE SOLUTIONS

In this stage, one should come up with different possible solutions to their problem.
For example, the teenager who is pregnant may decide to drop out of school or
commit abortion.

• STEP 4: EXAMINE EACH ALTERNATIVE

In this stage, one should assess each solutions looking at its short and long-term
consequences. For example, the teenager must realize death can be the result of the
abortion and also that she may die giving birth.

• STEP 5: CHOOSE THE BEST SOLUTION

In this stage, one must note that the best solution is the one with more advantages than
disadvantages. The teenager who is pregnant may choose to drop out of school, give
birth and come back to continue with their education.

74
 FEEDBACK FOR SELF-ASSESSMENT EXERCISE 4: TOPIC – SELF
CONCEPT

SELF-ASSESSMENT EXERCISE 4
SECTION A: Multiple Choice questions (10 marks)

1. What is self-concept
A. The way we are seen by others
B. The way we see ourselves
C. The way we see others
D. The way others see us

2. Which of the following is a negative characteristic?

A. Having respect
B. Hard work
C. Punctuality
D. Greed

3. Naomi works so hard and her schoolwork has greatly improved. Which
positive characteristic is shown by Naomi?
A. Hard work
B. Kindness
C. Respect
D. Honesty

4. Why do we need to improve our Positive characteristics?

A. They create conflict between us and others
B. To build good relationships with others
C. To destroy our relationships with others
D. They make us different from others

5. Which of the following is NOT a reason why we need to overcome our

negative characteristics?
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 A. To get along better with other people
B. To encourage people to disrespect us
C. To have a positive self-concept
D. To become better people

6. Thabang has a tendency to answer back when the mother tries to correct
his ways. Which of the following qualities describes his character?

A. Low Self Confidence

B. Poor Interpersonal skills
C. Good communication Skills
D. High level of assertiveness

7. How can one overcome negative characteristics? By….?

A. Ignoring then
B. Hating oneself
C. Accepting negative criticism
D. Accepting constructive criticism

SECTION B: Structured questions

1. What are negative characteristics? (2)
2. List four of your positive characteristics (4)
3. Explain two reasons why we should overcome our negative characteristics (4)

SECTION C: Essay
4. Explain three reasons why we should improve positive characteristics (10)

FEEDBACK TO SELF ASSESSMENT EXERCISE 4: TOPIC SELF

CONCEPT

SECTION A: Multiple Choice

1. B
2. D
3. A

76
 4. B
5. B
6. B
7. D

SECTION B: Structured Questions (10 marks)

1. What are negative characteristics?
(2)
• Qualities we have which we don’t like about us e.g. Laziness
• It is what people would consider the character traits described by the personality
adjectives below to be "bad" or negative.
2. List four of your positive characteristics
(4)
• Hard working
• Beautiful
• Good in mathematics
• Kind
• Honest
3. Explain two reasons why we should overcome our negative characteristics (4)
Ø To get along better with other people: If we overcome our negative
characteristics, people will like us and want to be associated with us. As a result
we will be able to interact with different people and learn a lot from them. E.g. A
respectful young person can learn better cooking skills from peers because they
will like her and be willing to teach her.

Ø To become better people: If one overcomes negative characteristics such as

laziness, one ends up being a hard worker which is a desirable quality in the
society and as a result he/she will be respected by many people.

Ø To have a positive self-concept: Overcoming negative characteristics helps one

to have a positive self-image e.g. if a shy person becomes assertive, he/she end up
with self-confidence and a high self-esteem.

77
SECTION C: Essay (10 Marks)
Question 1:Explain three reasons why we should improve positive characteristics
(10)

• It helps to build good relationships: A great personality can help one

progress in career as well as in social and love life. Furthermore, if one has a
good personality people will want to spend time with you, which gets you
through more doors then you could if your personality wasn’t ok. Most people
want to associate with people who are good to them

• It helps people to gain trust in us: A person with positive characteristics is

easily trusted than the one with negative ones. This is because to be trusted,
we need to have the confidence of self. It is not about being negative. It is
about being fully purposeful in one’s words and actions, laughing at oneself
when needed and learning on how get better at all times. We need to faith in
ourselves, in what we are doing and how we are doing it.

• It helps people to respect us and want to be like us: people with positive
characteristics become role models to the society.

• Being polite with others will not only make you popular among other people
but also earn you respect and pride. You can’t demand respect by being rude
with people around. Personality development plays an important role in
developing not only your outer but also inner self. Human being is a social
animal. One needs people around. An individual needs to have that magnetic
power which attracts people towards him. You need to have that charisma of
yours. Personality development helps you gain recognition and acceptance
from the society as well as people around.

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FEEDBACK TO SELF-ASSESSMENT EXCERSICE 5: TOPIC POSTIVE
SELF-CONCEPT

SECTION A: Multiple choice (5 Marks)

1. A
2. A
3. C
4. C
5. B

SECTION B: Structured questions (10 Marks)

1. Explain positive self-concept (2)
• It means knowing and understanding yourself and having a good opinion
about yourself e.g. knowing that even though you are short, you can pass
your examinations with flying colours.

2. What is self-assertiveness? (1)

• Self-assertiveness is the ability to act in a confident way, speaking firmly
about their opinions and demanding the rights that they believe they
should have while respecting the feelings and rights of others e.g.
Respectfully telling your colleagues to keep quiet in class, using the word
“please”
3. List three elements of positive self-concept (3)
• Self-esteem
• Self-confidence
• Self-assertiveness
4. Explain two factors that promote positive self-concept (4)
• A positive attitude
A positive attitude helps one to see the bright side of life and expect good
things to happen and hence promote confidence. It helps one to avoid
worries and stress hence live a healthier life.
• Praise and encouragement

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 People who are praised and encouraged thrive to do good things all the
time so that they don’t hurt the people around them. As a result they end
up improving their positive characteristics and have a high self-esteem.

SECTION C: Essay Question (10 Marks)

5. Discuss two factors that hinder self-confidence (10)

• Focusing on your negative characteristics

It makes you feel you are not good enough. As a result, you will be
afraid and shy and cannot believe in yourself.
• Constant criticism
It lowers a person’s self-esteem and makes one feel he/she is not worth
it. As a result, the person stops trying because it’s of no use

FEEDBACK TO SELF-ASSESSMENT EXERCISE 6: TOPIC AUTONOMY

SECTION A: MULTIPLE CHOICE

1. B
2. D
3. C
4. D
5. D

SECTION B: Structured Questions

1. Explain autonomy (2)
• The ability to make independent decisions
2. Give two reasons why autonomy is important (2)
• It helps people to resist negative peer pressure
• It helps people to be able to give reasons for their actions or behaviour
3. Describe two situations where you acted autonomously (4)
• Doing homework without being reminded by parents

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 • Cleaning the house every morning without being told to do so
4. State two characteristics of autonomous people (2)
• They are confident
• They speak for themselves

SECTION C: Essay
5. Discuss two ways in which autonomy can be promoted (10)
• Involving people in decision making
Involving people in decision-making means that they are recognized as people who
can make decisions for themselves.

• Equipping people with skills

Without necessary skills people are not able to perform to their level best. They end
up depending on other people to do things for them or to make decisions for them.
Equipping people with the right skills gives them confidence in what they do and
makes them assertive

FEEDBACK TO SELF-ASSESSMENT EXERCISE 7: TOPIC

INTERPERSONAL RELATIONSHIPS

SECTION A: Multiple Choice Questions (5 marks)

1. A
2. B
3. A
4. C
5. A

SECTION B: Structured Questions

1. Explain interpersonal skills (2)
• Different ways we use to relate with other people
2. Give TWO examples of each of the following:
a. Interpersonal skills (2)
• Assertiveness skills
• Good communication skills

81
 b. Interpersonal relationships (2)
• Mother-daughter relationship
• Student teacher relationship
3. Briefly explain TWO reasons why we need to show respect to others? (4)
• Children grow up to be respectful because they are brought up in a
respectful environment.
• It promotes peace and harmony since people will not violate each other’s
rights

SECTION C: Essay Questions

4. Discuss TWO reasons why we need to relate well with others
(10)
Ø To work together with other people to achieve a common goal. If we
relate well with other people, they will be willing to work with us and
we will be able to achieve our goals.
Ø It helps us to improve our understanding because we tolerate other
people: We will understand other people’s differences and accept them
as they are, as a result we will assist them accordingly and live in
peace and harmony.

FEEDBACK TO SELF-ASSESSMENT EXERCISE 8: TOPIC -

ADOLESCENCE

SECTION A: Multiple Choice

1. C
2. B
3. B
4. A
5. D

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SECTION B: Structured Questions
1. What is the difference between puberty and adolescence? (2)
• Adolescence involves all the changes that take place when a child moves
from childhood to adulthood whereas puberty involves only the physical
changes.
2. Give any one physical changes that is experienced by both girls and boys
(1)
• They develop hair on their private parts

3. Identify two skills that an adolescent can use to cope with emotions
(2)
• Anger management skills
• Stress management skills

SECTION C: Essay Questions

4. Explain Two ways in which changes in adolescence influence the behavior
of adolescents. (10
Marks)
• Begin to be more aware of what to eat as they may worry about putting
more weight.
• May become more curious about sexual matters. Some may have their
first romantic or sexual relationships.
• Become argumentative and rebellious, especially against the authority of
adults. This is because of the mental changes that makes them view the
world differently.
• Begin to prefer to spend more time with their friends than their families.
They feel that their friends understand them better than their parents.

83
 FEEDBACK TO SELF-ASSESMENT EXERCISE 8: TOPIC –
ADOLESCENCE

SECTION A: MULTIPLE CHOICE

1. B
2. A
3. D
4. A
5. B
6. D
7. B
8. D
9. C
10. D

SECTION B: STRUCTURED QUESTIONS

1. Define the following terms:

a) Adolescence
• It is the stage of life when a child goes through physical, emotional, social and
mental changes to become an adult from the age of 10-19 years.

b) Puberty
• It is the stage of life when a child goes through physical, emotional, social and
mental changes to become an adult from the age of 10-19 years.
a)
Naledi, a form 1 student was not feeling well in class and she asked for permission to
visit
Readthethe toilet. At below
scenario the toilets she itgot
and use scared when
to answer 2a andshe
b noticed that her under pants
were soaked in blood. She screamed loudly as the sight of the blood scared her. She
was helped by a form 3 student who was at the toilets.

2a) Explain the physical change that Naledi was experiencing.

• Menses

b) Advice Naledi about two things she must do when she experiences this

84
again.
• She must be always prepared every month. She must always have a sanitary
pad in her bag.
• She must talk to a trusted friend in class.
• She must know that it is part of nature and accept it.

3. State any two skills that Naledi need in order for her to cope with the
change.
• Stress management skills.
• Decision making skills.

4. Give any two changes that happen to both boys and girls at puberty.
• Body size: they both grow taller very quickly.
• Body shape: they put on weight.
• Skin: their skin may become oily and sweat more.

5. Give an advice to an adolescent boy who experiences wet dreams.

• He must know that it is part of nature and accept it.
• Discuss with a trusted friend.

SECTION C: ESSAYS QUESTIONS

Question 1. Examine two ways in which changes in adolescences influence
behavior.
Physical changes
Adolescents may worry much about the changes that happen to their bodies like when
they gain a lot of weight. They may begin to be cautious about what they eat so that
they do not gain more weight.
Adolescents may become curious about sexual matters. They may begin to develop
sexual feelings for others like their classmates or schoolmates. As such they may be
seen chasing or touching others private parts. Some may engage in sexual love affairs
at a tender age.
Emotional changes

85
Some adolescents may become shy and quiet. They may not want to participate in
class or any school activity. This may negatively affect their academic performance
and they may end up failing in school.
Adolescents may get irritated or angry easily. They may not want to associate with
others as they feel that they do not understand them. Getting angry easily can lead to
misunderstandings, which may lead to fights. This attitude may create a lot of
enemies to the adolescent.
Social changes
Adolescents begin to prefer to spend more time with their friends than their families.
Friends begin to influence each other positively or negatively. The positive influences
will help the adolescent to perform well academically whereas the negative influence
will jeopardize the future of the adolescent.
Adolescents may want more privacy. They may not want their parents to check their
school bags or even enter their bedrooms without their permission. They may hide
everything that they do to their family members and if some of them are bad they may
affect their well being without parents’ knowledge. For instance, if the adolescent
starts to engage in the use of illegal drugs the parents may realize that when the child
is addicted.
Mental changes
Adolescents may begin to question everything. They may want to do anything after
the reasons for doing it have been fully explained to them. As such parents may see
them as disrespectful and as such punish them most often. Children may become
rebellious as they do not agree with anything said to them by parents.

Question 2. Discuss any two skills, which are needed to cope with adolescent
changes.
Stress management skills
The changes that happen during adolescence can be stressful. Therefore, the
adolescent need to do the following in order to cope; get enough rest as this gives the
body and mind time to rest. When the body has rested the person is able to think
constructively. An occupied mind releases stress and tension from a person. This
helps to keep the body strong always.

Anger management skills

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Anger can cause the body a lot of stress and develop some sicknesses. So it is
important that anger is dealt with to avoid destroying relationships with others. Some
ways of dealing with anger are; walk away and think about what is making you angry,
learn to forgive and let go of your anger and communicate assertively with the person
who is making you angry.
Decision making skills
Decision making steps can help someone not to make hasty choices. One will make
the right choice as to what to do when faced with a situation. For example, one may
ask friends what to do when she experiences her menses in class. They will help with
a better decision instead of going back home and missing classes.

87
 FEEDBACK FOR SELF- ASSESSMENT EXERCISE 8: TOPIC AGENTS OF
CHANGE IN THE COMMUNITY

SECTION A: MULTIPLE CHOICE

1. D
2. D
3. C
4. B
5. C
Question 1. Explain how the following factors can negatively influence the sexual
behavior of adolescents:
a) Peers: adolescents can be influenced by their peers to be involved in loved affairs
and to have multiple concurrent partners. They may succumb to the pressure
because of fear of rejection and to fulfil the desire to fit in the group.
b) Mass media: Adolescents who watch pornographic movies may be influenced to
copy what they have seen. As a result, they may engage in early sexual debut.

Question 2. Evaluate the impact of any two agents of change on the behavior of the
people.
Role models: People can admire certain individuals and start imitating their behavior.
If the individual has copied negative behavior from a role model, he/she will
display such bad behavior and cause harm on the society, for example, an
individual who has been influenced to abuse drugs can become an addict. Such
a person would start stealing from members of the society in his quest to satisfy
his/her addiction. In addition, while high on drugs, such a person can become
anti –social and harass members of the society thus hindering peace and
harmony that should prevail in the society.

Religion: different religions have moral codes, which guide the behavior of religious
followers. These moral codes can have a positive impact on the behavior of

88
 followers as they stipulate what should and should not be done by followers.
People can also copy what their religious leaders do and become like them. If
followers are influenced to be loving and respectful to others, they will treat
members of society with love and respect. By so doing, conflicts and fights will
be avoided and people will live peace and harmony.

Mark allocation for the essay:

1 mark for a stated point
2 marks for full explanation of the point
1 mark for partial explanation of the point
2 marks for full evaluation 1 mark for partial evaluation
Maximum marks: 10

REVISION AND FINAL EXAMINATION HINTS

As revise for the examinations, it is a good idea to practice in the same or similar
manner in which you will be assessed. It is important to take into consideration the
following:
• Understanding the action verb in every question as it determines how much
one should write.
• Understanding some of the most commonly used action verbs in Moral
education examinations.
- List OR state often requires just one word or statement and carries only one
mark. This is just a recall question.
- Define call for the learner state the meaning of something. It usually carries 1
mark.
- Explain means expounding on something by giving some detail on something.
It carries 2 marks.
- Discuss brings about an element of extensive elaboration of your points and
demands that the learner state the point and elaborate the point even giving
contrasting views on the subject. It usually carries 10 marks.
- Evaluate this one calls for a learner to make a judgment of how good or bad
the issue at hand is.

89
 - Analyze

Read through the two-sample exam marked essay below. It is meant to guide
you on how to score good marks from your essays

SAMPLE ESSAY WRITING

There are quite a number of things that are important to consider when writing an
essay question. If the question requires learners to discuss the moral implications for
example, a point has to have the following elements;
1. Always state your main point. [This will earn you 1 mark]
2. Explain the stated point. [This will earn you 2 marks].
3. Discuss the moral implication of the stated point. [This will earn you 2 marks.]

The following is an example of an essay question.

Discuss two (2) moral implications of teenage pregnancy on the teenage

mother.

It may lead to serious health complications: The young girl’s body is not yet fully
developed to carry a baby full term. The pelvic area may be too narrow for the baby
to pass through during birth. As a result, the teenager may suffer serious injuries
during birth and may even lose a lot of blood. Some may even suffer paralysis and
serious disabilities. In extreme cases, the teenager may even die while giving birth.
Dreams may be shattered: The teenager may decide to drop out of school because
of embarrassment and sometimes because of sickness. Some women become sick
during pregnancy and may not cope with the stress of schoolwork. As a result, the
teenage mother may never be able to go back to school in order to raise the child
especially if the teenager is from a poor family. This will mean that the teenagers
dream of ever getting a qualification and a good job will be shattered, living her to
live a life of poverty because without qualifications, they can only do menial jobs
which will give them minimum salary.

Ø 1 mark is for the stated point in black.

90
 Ø 2 mark for the explanation/elaboration of the
stated point in red, OR 1 mark if it is partially explained.
Ø 2 Marks for the moral implication arising from
the explained point in blue, OR 1 mark if it’s not fully explained.
Ø Total: 5 points for each point.
Ø Overall for the essay: 10 MARKS

EXAMPLE 2
DISCUSS TWO (2) MORAL IMPLICATIONS OF POLYGAMOUS
MARRIAGE.
Promotes vices like jealousy and backstabbing: If a man is married to two or more
wives, they are likely to fight for attention and resources from their husband. Others
may feel that one is getting more attention from the husband than them and this may
breed jealousy. Serious conflicts will then arise and as a result they will be fights in
the household and hatred may also spread from parents to children. In some cases,
wives have even been accused of bewitching each other which further divided the
children.
High risk of contracting sexually transmitted infections: Polygamy involves
having sex with multiple sexual partners and as such, if one of the spouses is infected,
all the other spouses will be infected as they may not necessarily use protection
during sexual intercourse. In a case where the sexually transmitted disease is HIV, it
means that the whole family will be infected. As results, they might all die and leave a
lot of orphans behind. These children may not be able to fend for themselves and end
up living in poverty.
(2)
Ø 1 mark is for the stated point in black.
Ø 2 Marks for explanation/elaboration of the stated
point in red, OR 1 mark if it is partially explained.
Ø 2 marks for the moral implication arising from
the explained point in blue, OR 1 mark if it’s not fully explained.
Ø Total: 5 points for each point.
Ø Overall for the essay: 10 MARKS

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References

Dudzayi, K., Mannathoko, I., & Moswela, U., (2009). Moral Education. Gaborone.
Collegium.
Kgathi, G., Seganabeng R., & Seretse, T. (2009). Exploring Moral Education.
Gaborone.Heinemann.
Malanse, C., Mokobi, U., & Anderson, V. (2009). Moral Education: A fresh Start.
Diamond. Gaborone. Educational Publishers.
Fleming, E.; O ’Hara, B. (1995). World Religions. Dublin. Gill & Macmillan.

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