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Chapter 3: Social and cultural environmentsTopic 5: Youth empowerment TERM 3

DATE: _______________ WEEK_____LESSONS 1 & 2

CONTENT: Conditions to improve youth empowerment

Learning Objectives As given in SB on p. 89 and TG on pp. 35-36

Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 89-93Exploring Social Studies Teacher’s Guide (TG) pp. 48-49

Duration: Teacher activities Student activities

IntroductionMinutes: 10

Challenges facing the youth & Who are the youth? Let students work in pairs and write a quick list of all the family and close friends they have who are part of the youth. They can write another list of family and close friends who are not part of the youth, and compare numbers.

Students work in pairs and write a quick list of all the family and close friends they have who are part of the youth. They can write another list of family and close friends who are not part of the youth, and compare numbers.

Development:30 mins of lesson 1 and 30 mins of lesson 2 =60 mins

Youth empowerment Discuss each of the bulleted points listed on SB p. 90, and check that students understand each of them. Get students to think of practical examples of how each of these points is meaningful for them, personally. Have a class discussion about the examples they think of. Conditions to promote youth empowerment There are four aspects of youth empowerment listed and explained on SB pp. 91 to 92 (access to knowledge, skills and financial support, economic conditions, government commitment and a stable environment). Read and discuss these in detail. Some of these points may not be easy for students to relate to, so take time to discuss each of them, using examples from your own community that will make the points more real for students. Get students to work in small groups and think of further examples.

Students think of practical examples of how each of these points is meaningful for them and participate in a class discussion about the examples they think of.

Students will work in pairs to do Activity 1 (SB p. 93).

Conclusion Give each pair a chance to report back to the class on their answers. Let Students report back to the class and discuss their © Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.

Minutes: 10 them discuss answers they disagree on, and add to one another’s ideas. answers.

© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.


DATE: _______________ WEEK_____LESSON 3 CONTENT: Common youth behavioural problems


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) p. 93Exploring Social Studies Teacher’s Guide (TG) p. 49



Ask students to brainstorm the common behavioural problems of the youth. Students to brainstorm the common behavioural problems of the youth.

Development:Minutes: 30

Go through the content on SB p. 93, listing all the points that students may not have mentioned in their brain-storming activity. Point out to students that these problems are not specific to Botswana – countries all over the world experience the same problems, so they are fortunate to live in a country that is making an effort to address the problems. If you think it might help them, let students talk about the questions in Activity 2 in pairs or small groups before they attempt to answer them alone.

Students do Activity 2 (SB p. 93) individually.

ConclusionMinutes: 10

Ask students to share their answers to Activity 2. Discuss possible reasons why students involved did what they did.

Students give feedback on their answers to Activity 2.




CONTENT: Factors that lead to youth behavioural problems


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 94-97Exploring Social Studies Teacher’s Guide (TG) pp. 49-50Computers with internet access



Ask students to brainstorm what they think the factors are that lead to youth behavioural problems. Write these on the board as they mention them.

Students participate in a class brainstorming activity about the factors that lead to youth behavioural problems.

Development Minutes: 60

Discuss the factors which lead to behavioural problems amongst the youth on pp. 94-97. Since this is not a very uplifting topic, try to bring in positive factors wherever you can, so it does not seem like a hopeless situation to students. It is important that they have hope and believe that it is possible to solve the problems that face them. Although many of them face the problem factors that are under discussion, it may help them to feel more positive if they become aware that they are not alone, and that there are ways to alleviate some of the problems. Debating is a very useful skill, and it is worthwhile teaching your students how to debate successfully. (See detailed notes about holding a debate on TG pp. 49-50.)As a class, make a list of some keywords that students can use for their searches on the internet before they work in pairs on the activity.

Students hold a class debate in Activity 3 on SB p. 96.

Students do Activity 4 (SB p. 97) in pairs.


Ask pairs to share their answers to Activity 4. Have a class discussion on their findings.

Pairs share their answers to Activity 4 with the class and participate in a class discussion.

Chapter 3: Social and cultural environments© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.

Topic 5: Youth empowerment TERM 3


CONTENT: Major challenges facing the youth in Botswana


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 98-101Exploring Social Studies Teacher’s Guide (TG) p. 50



Ask students to brainstorm what they think the major challenges facing the youth in Botswana are. Write these on the board as they mention them.

Students participate in a class brainstorming activity about the major challenges facing the youth in Botswana.


Spend time discussing the details provided in each section on SB pp. 98-101, asking questions to gauge students’ understanding. Wherever possible, ask students to relate their personal experiences or the experiences of people they know, to illustrate the different topics. Activity 5 (SB p. 99) offers an opportunity for another class debate. Follow the guidelines in Activity 3 to help students improve their debating skills.Exercise 1 (SB p. 101) is an individual exercise, which students should be well equipped to do if you have spent time preparing them with your discussion and reading of the section on challenges to the youth.

Students have a class debate in Activity 5 (SB p. 99).

Students complete Exercise 1 (SB p. 101) individually, finding answers in the Student’s Book, and by talking to people at home and at school, by doing research on the internet, in newspapers, the news on television or on the radio.


Ask individual learners to share their answers to Exercise 1 (each should share at least one answer). Discuss their answers as a class.

Students share their answers to Exercise 1 with the class and participate in a class discussion.




CONTENT: Stakeholders in youth welfare





Ask students to name as many stakeholders in youth welfare as they can and say what these stakeholders do.

Students name as many stakeholders in youth welfare as they can and say what these stakeholders do.


Check that students understand the meanings of new words. Talk about the roles of stakeholders in the welfare of youth, and discuss the emerging issue presented on SB p. 102. Students may be quite familiar with parents and traditional and community leaders as stakeholders, but may need to spend more time on the sections on non-governmental organisations and civil society and on youth-driven economic projects. Have they heard of any of these organisations? Do they know what they do? Do they know anyone who has had assistance or taken part in projects organised by any of them? If so, what was this? Give students time to research and find out more about the organisations listed on SB pp. 103-104.

Students complete Exercise 2 (SB p. 102) on their own.

Students complete Activity 6 (SB p. 104) as a group discussion.


Ask students and groups to share their answers to Exercise 2 and Activity 6. Discuss them with the class.

Students and groups share their answers to Exercise 2 and Activity 6 and participate in a class discussion.



DATE: _______________ WEEK_____LESSON 10 CONTENT: Efforts to empower the youth





Ask students what they think are the positive implications of the youth being empowered. Wherever possible, get them to give their own examples to support their answers.

Students say what they think the positive implications of an empowered youth are and give their own examples to support their answers.


Read and discuss the sections on the programmes that have made notable efforts to empower the youth. Discuss the case study on SB p. 106, of the Botswana Youth National Service Award Winner. Has anyone heard of this award winner? Have a youth empowerment award competition in your class. Ask each student to write a few paragraphs about what they think are the most important ways of empowering the youth, and how they would carry these out in practical ways. Let the class vote for the best ideas, and award these students a certificate or small prize for their efforts.

Students do Activity 7 (SB p. 107) on their own and do research if necessary. Students also complete Exercise 3 (SB p. 108) on their own. They use the Student’s Book, speak to people, do research in newspapers and on the internet, and form their ideas and opinions before they write down their answers.


To conclude this topic, make your own summary of it together with the class. Get them to add anything that has been especially meaningful to the class. Then read the summary on SB p. 108, and add any points that they have missed. Have a class quiz to check their understanding of the chapter.

Students read the summary on SB p. 108 and participate in a class quiz.

Assessment Ask students to complete the Revision Exercise in class or for homework. This can also be used for summative assessment.

Students complete the Revision Exercise on SB p. 109 in class or for homework.


Chapter 4: History and foreign relationsTopic 6: The post-colonial era TERM 3


CONTENT: What was Botswana like at independence?

Learning Objectives As given in SB on p. 112 and TG on p.56

Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 112-115Exploring Social Studies Teacher’s Guide (TG) pp. 58-59 & 64



Read the introduction on SB p. 112 and explain new words to your class. Ask them to speak to adults at home and find out whether any of them remember the time before independence, or the time of independence in 1966. What do they remember? How has the country changed?

Students speak to adults at home and find out whether any of them remember the time before independence and independence in 1966. How has the country changed? They present their research findings at the beginning of the next lesson.


Explain the difference between domestic and international affairs. If possible, get someone who remembers the time of independence to come and talk to your class about the main points given on SB p. 113. Encourage the students to ask this person questions and to try and get a real sense of what it was like living in Botswana at that time.Read and discuss the bulleted points on SB p. 114. Are any of these the same as the ideas they thought of? What other ideas are there? Do they think these were clever ideas? Read the passage in Exercise 1 on SB pp. 114 to 115 with the students. Check that they understand its meaning and explain any new words. Then let them answer the questions on their own.

Students do Exercise 1 (SB pp. 114 to 115) as an individual exercise. They first discuss the question in pairs or small groups before they start working alone.

Students work alone to complete Activity 1 (SB p. 115) without prior discussion.


Ask students to share their answers to Exercise 1 and Activity 1. Discuss them with the class.

Students and groups share their answers to Exercise 1 and Activity 1 and participate in a class discussion.



DATE: _______________ WEEK_____LESSON 3 CONTENT: Socio-economic and political developments since independence Learning Objectives As given in SB on p. 112 and TG on p. 56

Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 116-117Exploring Social Studies Teacher’s Guide (TG) pp. 59 & 64



Ask students to brainstorm the changes they think have taken place in mining, transport and communication since independence.

Students brainstorm the changes in mining, transport and communication since independence.


Mining: Try to find out more about the discovery of minerals in the 1960s and 1970s, and tell your class about these discoveries. How were the first diamonds, copper, coal and salt discovered? How were they mined at first? Talk about the implications of having De Beers and Anglo-American Corporation of South Africa come into the country to dominate the mining sector. In what ways was this positive? In what ways was it not? Transport and communication: Partly as a result of the success of mining, and the taxes paid to the government by the mining companies, transport and communication were improved dramatically. Discuss this section, on SB pp. 116 to 117, with reference to roads, air transportation and media services. Ask students to each find out from older members of their families or community about two or three big changes that have happened in their lifetimes, since the discovery of minerals. Draw two columns on a large sheet of paper or board with the headings ‘Then’ and ‘Now’, and make comparisons by listing all the changes.

Students will work in pairs to complete Activity 2 (SB p. 117). They come up with as many options as possible before writing them down.


Go through students’ answers to Activity 2. (Answers in the TG on p. 64.) Students reflect on their answers.




CONTENT: Agriculture


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 117-120Exploring Social Studies Teacher’s Guide (TG) pp. 60 & 64-65



Ask students to brainstorm what they know about agriculture in Botswana, for example, where it is mainly carried out, what problems are associated with the geography of the land, what the main types of agriculture are, and what some of the problems are that farmers face.

Students brainstorm what they know about agriculture in Botswana.


Read and discuss the sections on Student’s Book pages 117 to 119 on cattle farming and crop agriculture. Try to bring each point alive and make it more interesting by using a practical example, for example, bring pictures that show what tsetse-flies look like or how cotton is grown; ask a vet to come and speak to the class about how diseases affect cattle and how they are controlled; contact and find out more about the BAMB and the ALDEP, so you can present interesting details to students.

Students do Activity 3 on their own.Students do Exercise 2 on their own. Students do Activity 4 in groups.


Go through students’ answers to Activities 3 & 4 and Exercise 2. (Answers in the TG on pp. 64-65.)

Students mark a peer’s work according to the model answers. Groups reflect on their answers to Activity 4.



DATE: _______________ WEEK_____LESSON 6 CONTENT: Socio-economic and political developments since independence Learning Objectives As given in SB on p. 112 and TG on p.56




Ask students to brainstorm the changes that have taken place in tourism, manufacturing and education and health since independence.

Ask students to brainstorm the changes that have taken place in tourism, manufacturing and education and health since independence.


Go through the content on tourism, manufacturing, education and health and politics on SB pp. 120-124. Activity 5 (SB pp. 123 to 124): students will need some guidance in preparing to do the activity. They will need to draw on what they learnt in Chapter 3 on population studies to help them with this activity. Discuss the emerging issue on page 124 with reference to the sections on mining, transport and communication, agriculture, tourism, manufacturing, education and health, and politics.

Students complete Activity 5 (SB pp. 123-124) on their own.


Go through the students’ answers to Activity 5. (Answers are in the TG on p. 65.)

Students mark a peer’s work according to the model answers given.



DATE: _______________ WEEK_____LESSON 7 CONTENT: Botswana’s long-term vision





Students brainstorm what they know about Botswana’s long term vision. Ask students to brainstorm what they know about Botswana’s long term vision.


Prepare yourself by sourcing a copy of the Framework for a Long-term Vision for Botswana and familiarising yourself with it. You can find the documents on the internet at: www.ub.bw/ip/documents/2002_A%20framework%20for% 20a%20long%20term%20vision%20for%20Botswana.pdf Using the bulleted points on SB p. 124 as well as your knowledge of the document point out and elaborate on the most important points of the document. Talk to your class about the points of the document that have already been successfully implemented, and about those that still need to be implemented. Are there any areas that students can be involved with promoting?

Students do Activity 6 (SB p. 125) in groups. Students refer students to the website where they can read the section of the document that they are allocated (www.vision2016.co.bw). They then do the research required by the activity, and find examples of how the pillar they are allocated applies in their local community. They then organise the information they collect.


Ask groups to present their information to the class. Encourage a class discussion about their findings.

Groups present their findings to the class and participate in a class discussion.




CONTENT: The significance of Vision 2016


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 125-127Exploring Social Studies Teacher’s Guide (TG) pp. 62-63, 65-66



Now that students understand Botswana’s Vision 2016, let them brainstorm its significance.

Students brainstorm the significance of Botswana’s Vision 2016.


Activity 7 (SB p. 125) is a group activity. When making posters, the following points are important to remember: There should be one main, clear and simple message on the poster without too much lettering and in large lettering. The design and colours should be eye-catching to passers by. Activity 8 (SB p. 126) is a class activity. Encourage groups to draw on the experience they gained in the previous activity. Activity 9 (SB p. 126): Remind students of the correct format for a formal letter, the appropriate tone and use of language. Get students to edit and proofread one another’s letters.

Students do Activity 7 (SB p. 125) as a group activity. Students do Activity 8 (SB p. 126) as a class activity. Students do Activity 9 (SB p. 126) as an individual activity.


Ask students to make their own summaries of the topic and then see if they can add a few sub-points to each of the points of the summary on SB p. 126. Do they think there is anything left out?

Students make their own summaries of the topic and then add a few sub-points to each of the points of the summary on SB p. 126. Do they think there is anything left out?

Assessment Get students to assess one another in pair, group and class situations. Where possible, get them to assist with determining criteria that you will use for assessment yourself.

Students assess one another in pair, group and class situations.


Chapter 4: History and foreign relationsTopic 7: Foreign relations TERM 2


CONTENT: How nations interact


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 128-129, Exploring Social Studies Teacher’s Guide (TG) pp. 68-69 & 75



Ask students if they know what foreign policy is. Every country has its own laws but the laws that impact on other countries must be carefully planned so that both countries are happy with them and so that they will be able to work in mutually acceptable ways. This is known as foreign policy, and foreign relations refer to the ways in which countries interact.

Students participate in a class discussion about foreign policy.


Explain new words and ask questions to make sure students understand the new terms. Ask students to suggest ways in which each of the following areas might affect other countries, or how the foreign policy of other countries in these areas might affect Botswana. First check that they understand the meaning of each of the terms: Trade, Tourism, Relief, Sport, Economic cooperation, Security and Cultural exchange. Activity 1 (SB p. 129): This activity will be done in pairs, using the internet as a resource. Suggest keywords that students can use for their internet searches. Activity 2 (SB p. 129): This individual activity will need to be carried out at home. Students should cut relevant articles out of newspapers, or report on items they saw on the television news.

Students complete Activity 1 (SB p. 129) in pairs.

Students do research at home for Activity 2 and present their findings to the class in the next lesson.


Go through students’ answers to Activity 1 and Activity 2 (TG p. 75). Students check and reflect on their answers.



DATE: _______________ WEEK_____LESSON 3 CONTENT: Factors affecting foreign policy & Botswana’s foreign policy Learning Objectives As given in SB on p. 128 and TG on p.56




Discuss the specific factors affecting the making of Botswana’s foreign policy. Encourage your class to participate in the discussion by adding their comments and asking you and one another questions.

Students take part in a class discussion about the factors affecting the making of foreign policy.


Activity 3 (SB p. 131): Guide the students as much as possible with ideas on how to research this activity. Students can then present their findings to the class. Let students work in groups of three or four. They can read Table 1 on SB p. 131, and decide amongst themselves what each point means. Once they are sure, they can summarise these in point form, then present their points to another group and compare notes, making corrections where necessary.Exercise 1 (SB p. 132): They must read over the content covered in the topic so far before they begin, and have an opportunity to ask you questions about anything that is not clear to them. Remind them how to format their letter, and what tone they should adopt. Then let them work alone on the activity. Activity 4 (SB p. 132): Get students to work on this activity while you are available to answer their questions.

Students will work on Activity 3 (SB p. 131) individually. Students do research on the internet, in the library, read newspapers, and use the Student’s Book to answer these questions. Students do Exercise 1 (SB p. 132) alone. Students bring newspapers to school, where they can work on Activity 4 (SB p. 132) on their own.


Go through students’ answers to Activity 3, Exercise 1 and Activity 4. (TG p. 75).

Students check and reflect on their answers.




CONTENT: Botswana’s foreign relations since 1966, Southern Africa’s liberation struggles & Botswana’s regional foreign policy





Invite someone to class who remembers how difficult it was for Botswana to maintain good foreign relations with its neighbours and other African countries that were still under colonial rule (e.g. Mauritius, Swaziland, Mozambique, Angola, Namibia, Eritrea etc.) at the time of its independence.

Students ask the person questions and take notes.


Try to find some video footage or photos on the internet to illustrate what is explained on SB p. 133 about the state of the neighbouring southern African countries in 1966. Introduce the figure of President Seretse Khama to your class. After doing your own research, present them with a short biography of the man and his achievements before explaining and discussing the foreign policy which he set. Work slowly through this section, illustrating with examples wherever possible, and checking by asking questions that every student is following your explanation. Every now and then, ask your students to get into pairs and explain to each other a specific point or term. Select certain of the pairs to tell the rest of the class what their understanding is.

Students will do Activity 5 (SB p. 136) in pairs. Students complete Exercise 2 (SB p. 136) as an individual activity.


Go through students’ answers to Activity 5 and Exercise 2. (Answers in the TG on pp. 75-76.)

Students check and reflect on their answers.




CONTENT: The costs of Botswana’s regional foreign policy


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) p. 137Exploring Social Studies Teacher’s Guide (TG) pp. 70-71 & 76



Ask students to brainstorm what the costs of Botswana’s regional foreign policy have been.

Ask students to brainstorm what the costs of Botswana’s regional foreign policy have been.


Check that everyone understands the text and meaning of new words on SB p. 137. Use examples wherever possible to illustrate meaning.

Students work alone and read from SB p. 128 to 137 to find the answers to the questions in Exercise 3 (SB p. 137). Students also work alone to do research on the internet, or in newspapers and magazines to find an article for Activity 6 (SB p. 137).


Go through the students’ answers to Exercise 3 and Activity 6 on SB p. 137.




DATE: _______________ WEEK_____LESSON 8 CONTENT: Botswana’s peacekeeping and peacemaking activities

Learning Objectives As given in SB on p. 128 and TG on p. 56

Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) p. 138Exploring Social Studies Teacher’s Guide (TG) pp. 71 & 76



Ask students to brainstorm the differences between peacekeeping and peacemaking.

Ask students to brainstorm the differences between peacekeeping and peacemaking.


Collect newspaper articles and other documentary footage relating to the events and situations mentioned in the bulleted points on SB p. 138. Try to collect a comprehensive collection of resources, with which you can illustrate the information you present to your class. You can also ask anyone you know to come and talk to your class about events that they experienced personally or have a particular interest in.

Students make a table with three columns in Activity 7 (SB p. 138) with the headings Peacekeeping, Peacemaking and Explanation. They list the examples in the first two columns, and in the third column they explain why they chose the first or second column.


Go through the students’ answers to Activity 7 on SB p. 138. Students mark a peer’s work according to the model answers given.



DATE: _______________ WEEK_____LESSON 9 CONTENT: The impact of foreign relations on citizens





The benefits of foreign relations Get students to draw up a list, using two columns and the following headings: Things I like eating, drinking, using, wearing or doing Where it comes from (they must find out where things, for example, CDs, food, clothing, originate). This activity should make them aware of the large number of commodities that are imported into the country, and therefore of the importance of having good foreign relations.

Students draw up a list, using two columns and the following headings: Things I like eating, drinking, using, wearing or doing, and Where it comes from


Point out that, at times, certain countries, for example, Zimbabwe, are subject to sanctions, and other countries will not trade with them. In cases like this, there are many commodities not available to the citizens of the country. Disadvantages of foreign relations Discuss the bulleted points on SB pp. 139 to 140. Do students agree that these are all problems? How can they be tempered so that they are not big issues or disadvantages?

Students have a class debate in Activity 8 (SB p. 140).


Ask students to summarise the points raised in the debate. Students summarise the points raised in the debate.



DATE: _______________ WEEK_____LESSON 10 CONTENT: The SACU, SADC, the AU and UN





Explain and ask the students to write down the full names of SACU, SADC, AU and UN, to help them remember what the letters stand for.

Students write down the full names of SACU, SADC, AU and UN.


The Southern African Customs Union (SACU) Read and explain the section on SACU on SB pp. 140 to 141, then give students a short class quiz to check their comprehension of the section. Divide the class into four teams and let the teams take turns to answer. If the team whose turn it is does not know the answer, pass the opportunity on to the next team. Award points for each correct answer. Ask questions such as: What do the letters SACU stand for? Name one thing that the 1910 SACU Agreement provided for. What was the largest economy in the union? Name one example of the administrative structure established by the 2002 SACU Agreement.

In Exercise 4 (SB p. 141) students draw a mind map of the SACU organisation, its structure and the main responsibilities of each component.


Go through the students’ answers to Exercise 4. (Answers are in the TG on p. 77.)




DATE: _______________ WEEK_____LESSON 11 CONTENT: From SADDC to SADC & The New Partnership for Africa’s Development (NEPAD) Learning Objectives As given in SB on p. 128 and TG on p.56




Ask students to brainstorm what they know about the SADDC, the SADC, NEPAD and their objectives.

Ask students to brainstorm what they know about the SADDC, the SADC, NEPAD and their objectives.


Proceed with this section in a similar way to the way you presented the section on SACU (read, explain, quiz, use a mind map). You can also get students to work in pairs and ask each other questions. Refer back to the disadvantages of foreign relations listed on SB pp. 139 to 140, and ask students to decide whether the objectives of NEPAD address these in any way, and if so, how. Work on this section in a similar way to how you worked on the SADC and SACU sections. Give students ideas about where to find information about the Millennium Development Goals, for example, by searching with those words on the internet. The eight millennium goals were set in 2000, to be achieved by 2015, and include eliminating dire poverty, reducing child mortality, and controlling the AIDS epidemic. A variety of internet sites list and explain the goals, some with graphic explanations which are easy to follow. Once the deadline is reached, have the class discussion, encouraging all students to participate.

Students discuss their ideas in pairs before they work alone to complete Activity 9 (SB p. 142).

Students have a class discussion in Activity 10 (SB p. 143).

Students do Activity 11 (SB p. 144) as a class activity.


Go through the students’ answers to Activities 9 and 11. (Answers are in the TG on p. 77.)




DATE: _______________ WEEK_____LESSON 12 CONTENT: From the Organisation of African Unity (OAU) to the African Union (AU)





Ask students to brainstorm what they know about the OAU, the AU and the Pan-African movement.

Students brainstorm what they know about the OAU, the AU and the Pan-African movement.


Spend time discussing the OAU/AU, the OAU charter, the Pan-African movement, Marcus Garvey, William E.B. du Bois and Kwame Nkrumah. If you know of anyone who could come to class to do an interesting presentation on any of these people, ask them to do so. Try to find some pictures in newspapers and on the internet, which you can use to illustrate this section. You can also organise a class quiz about the facts presented in this section. Exercise 5 (SB p. 146) is an individual activity, which students should not have a problem completing. If they are stuck, tell them to read SB pp. 145 and 146 and then to try again. Exercise 6 (SB p. 147) is also an individual activity. Students can do an internet search for ‘blank outline of Africa’ or you can choose a suitable blank map and reproduce it for the class.

Students do Exercise 5 (SB p. 146) as an individual activity.Students also do Exercise 6 (SB p. 147) as an individual activity.


Go over students’ answers to Exercise 5 and Exercise 6. (Answers in the TG on pp. 77-78.)




DATE: _______________ WEEK_____LESSON 13 CONTENT: The United Nations (UN)





Students have probably already become familiar with what the UN is in their research on the Millennium Development Goals. They should be able to say what it is and what it does.

Students offer their thoughts on the UN – what it is and what it does.


Try to give practical examples and illustrations of each of the bulleted points on SB p. 148. Let students begin work on the activity, during which time they will do their own research on the specialised agencies of the UN, and their functions. Get students to do a similar activity to find out more about the administrative organs of the UN.Exercise 7 (SB p. 148): Encourage all students to take part in the activity, and to make notes about the findings of other groups. Activity 12 (SB p. 149): Organise students for the debate. They choose what criteria will be used, and who will debate from which point of view.

Students do Exercise 7 (SB p. 148) in pairs.

Students also participate in Activity 12 (SB p. 149) as a class activity.


Ask students to work in groups. Each group must summarise the main points of the chapter, then present these to another group. They can amalgamate their points, then compare them with the summary on SB p. 149, adding points to their group summaries where appropriate.

Groups summarise the main points of the chapter and then present their summaries to another group and amalgamate the points. They then compare their summary with the one on SB p. 149.

Assessment Ask students to answer the review questions on their own (SB p. 150). (Answers in the TG on p. 79.)

Students answer the review questions on SB p. 150 on their own.

Chapter 5: Civics© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.

Topic 8: Civics TERM 3


CONTENT: Botswana’s electoral system





Let students read the introduction on SB p. 151. Let them ask you questions about any points they don’t understand.

Students read the introduction on SB p. 151 and ask questions about any points they don’t understand.


Democracy: Use the classroom as a mini model of a country to explain how democracy works. You can hold a mini election in your classroom to illustrate the democratic process, showing how citizens can choose whom they wish to elect as leaders. If possible, visit the local office of the political party that rules in your area, and obtain a manifesto of their philosophy, aims and ideas. You could also ask a representative of the party to come and address your class. Totalitarianism: Again, use the class to demonstrate what a totalitarian nation is. Research some more information on monarchies, dictatorships and oligarchies, so you can illustrate the points in the SB p. 153 with interesting examples you have found on the internet. Try these keywords in your search: monarchy, dictatorship, oligarchy, totalitarian state, totalitarian nation, example of monarchy, example of dictatorship, example of oligarchy.

Students work in groups to find out information in Activity 1 (SB p. 153).

Exercise 1 (SB p. 154): This is a group activity. Students give reasons that back up their answers. This will generate discussion within their groups.

Activity 2 (SB p. 154): Students get into three groups and do some research to assist them with their role-plays if necessary.


Go through the answers to activities and exercises with students. Students review their answers to exercises and activities.


Chapter 5: CivicsTopic 8: Civics TERM 3

DATE: _______________ WEEK_____LESSON 3 CONTENT: The establishment of the IEC


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 154-155 Exploring Social Studies Teacher’s Guide (TG) pp. 83 & 87



Discuss the reasons why an IEC is of value in maintaining democracy. What problems might countries encounter without the existence of an IEC?

Students brainstorm the problems countries might encounter without the existence of an IEC.


Explain the functions of the IEC, and make certain that everyone understands these. Relate these to your discussion about the value of an IEC. Activity 3 (SB p. 155): Set a deadline for this activity, allowing enough time for all students to gain access to a computer. Suggest keywords that students can use in their internet research, and point out that sourcing newspapers published at the time of an election will provide plenty of information too. Once they have completed their research, have the class discussion. Make sure that every student has an opportunity to report back on their research. Get students to write down the main points of the discussion, then use these points to make one main summary on the board for the whole class to copy.

Students do Activity 3 (SB p. 155) on their own.


Go through the answers to Activity 3. Students mark a peer’s work according to the model answers given.




CONTENT: Constituencies, polling districts and polling stations





Ask learners to discuss what they understand by constituencies, polling districts and polling stations.

Learners discuss what they understand by constituencies, polling districts and polling stations.


Talk about the possible difficulties that could be encountered with delimiting constituencies. Discuss the factors listed on SB p. 156. Exercise 2 (SB p. 157): This exercise is for the whole class. Let all learners write down the answers to the questions, then have an oral quiz to check their answers. Exercise 3 (SB p. 157): This is an individual activity. Students must refer to SB pp. 154 to 156 to find the answers.Activity 4 (SB p. 157): Students work in pairs for this activity. This information will probably also be available at the offices of political parties.

Learners do Exercise 2 and Exercise 3 (SB p. 157) on their own and do ICT Activity 4 (SB p. 157) in pairs.


Make sure students understand the difference between polling districts and constituencies, and polling districts and polling stations. Get students to look up the meaning of each word in a dictionary.

Go through the answers to Exercises 2 and 3 and Activity 4.

Students look up the meanings of polling districts and constituencies, and polling districts and polling stations in a dictionary or online.

They mark a peer’s work according to the model answers given for Exercises 2 and 3 and pairs participate in a class discussion about ICT Activity 4.



DATE: _______________ WEEK_____LESSON 6 CONTENT: The voting process in Botswana





Ask students to brainstorm how many people and how much planning and work are involved in an election.

Students brainstorm how many people and how much planning and work are involved in an election.


Refer back to the paragraph on democracy on SB p. 152, and remind students that this is why representative democracy is practical, as opposed to every citizen voting on every decision! Spend time talking about and explaining the sections on Election Officers, qualification of voters by different forms of registration, and the compilation of general and supplementary election rolls. Divide the class into groups of five or six. Give them a chance to skim read SB pp. 158 to 161. Then get each group to make up ten questions on the information presented on those pages. Have a class quiz using the questions groups have made up. Groups must take turns to ask and answer questions, and score a point for each correct answer.

Exercise 4 (SB p. 161): Students will work on these questions individually. They should be able to find the answers on SB pp. 158 to 161.


Go through the answers to Exercise 4. Students can mark a peer’s work according to the model answers given.




CONTENT: The voting process in Botswana


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 158-161 Exploring Social Studies Teacher’s Guide (TG) pp. 84-85 & 88



Ask the class whether they can suggest what is involved in the process of voting, given what they have learnt so far in this chapter about the IEC, roles of Election Officers, and registration of voters.

Students suggest what is involved in the process of voting.


Then, read and discuss the paragraphs on preparing to vote (on SB pp. 161 to 162) and the code of conduct on Election Day (SB p. 162). Let students role-play in pairs the various actions that might happen on Election Day, including the things that are not allowed, listed on SB p. 162. The rest of the class must say whether the action is allowed. Exercise 5 (SB p. 165): answers can all be found on SB pp. 161-164. Activity 5 (SB p. 165): Recap what students know about doing interviews, and about making up questions they will ask interviewees. Make sure they understand the appropriate etiquette when they visit the Member of Parliament. Help them set up an appointment with the person. Once they have visited the Member of Parliament, get the group to report back to the class on what they found out. Encourage the rest of the class to question them about their findings and their visit.

Students do Exercise 5 (SB p. 165) on their own.

Students prepare questions for Activity 5 (SB p. 165), and send a small delegation to visit a Member of Parliament.


Ask questions about and discuss the flow diagram on pages 163 and 164 with your class. Check that they follow what is happening in all the steps. Go through students’ answers to Exercise 5. (TG p. 88.)

Students participate in a class discussion about the flow diagram on SB pp. 163-164.




CONTENT: The roles of elected representatives, Becoming a member of the National Assembly & Powers and functions of the National Assembly Learning Objectives As given in SB on p. 151 and TG on p. 80




Ask students to brainstorm what they think the roles of elected representatives are as well as the powers and functions of the National Assembly.

Students brainstorm what they think the roles of elected representatives are as well as the powers and functions of the National Assembly.


Explain to your class that representatives who win in the general elections make up the National Assembly or Parliament, together with specially elected members, and that the process of electing specially elected members of the National Assembly is conducted by the Speaker of the National Assembly immediately after the general elections. The election of the specially elected members is done by both the President and the general election representatives. Discuss the meaning of the Oath of Allegiance and check that all students understand this clearly. Read and explain what the organs of government and roles of the Cabinet are. Ask questions to check that students understand the information presented on SB pp. 166 and 167.

Exercise 6 (SB p. 167): Students will work in small groups to answer these questions. The answers can be found on SB pp. 165 and 166. Activity 6 (SB p. 167): This activity will be done in pairs. Students can use the internet and newspapers for this activity. They can find plenty of information on the website of the Ministry of Youth, Sport and Culture: www.mysc.gov.bw


Have a quick class quiz on the terms and names found in this information. Get students to both ask and answer questions. Go through the answers to Exercise 6 and Activity 6.

Students participate in a class quiz. They also check their answers to their or a peer’s work.

Chapter 5: Civics© Copyright Pearson Botswana 2013. Teachers and student teachers may copy these lesson plans for use with Pearson product.

Topic 8: Civics TERM 3

DATE: _______________ WEEK_____LESSON 11 CONTENT: How elected representatives are held accountable





Ask students to brainstorm how elected officials are held accountable. Students brainstorm how elected official are held accountable.


Read and discuss the information on SB pp. 167 to 168. Ask students whether they think it is important for elected representatives to be held accountable, and to suggest what problems could be encountered if they are not held accountable. Why do they think the examples provided on SB pp. 167 to 168 are necessary? Activity 7 (SB p. 168): The class can choose a few members to go and interview this person. The class can work together to formulate questions for these students to ask. The students must then report back to the rest of the class on their findings. An alternative is to ask the local councillor if he/she will visit your class. If this is the case, get the class to plan their questions before the visit. Arrange a class discussion thereafter.

Students organise an interview with a local Councillor in Activity 7 on SB p. 168.


Let the class work in groups to review and summarise the chapter themselves, before referring to the summary on SB p. 168. You can then read the Student’s Book summary together and students can add missing points to their own summaries.

Students review and summarise the chapter themselves and then compare their work to the summary on SB p. 168.

Assessment Ask students to do the Review Questions on SB p. 169 on their own and complete for homework if necessary. Take this in for assessment.

Students start the Revision Exercise in class and complete it for homework.


Chapter 6: Economic developmentTopic 9: Self-employment TERM 3

DATE: _______________ WEEK_____LESSON 1 CONTENT: What is entrepreneurship?





Ask students to brainstorm what entrepreneurship is. Entrepreneur is a word borrowed from French, which means someone who initiates and sets up a new business or venture, large or small, and successfully makes money from this. This is different from someone who is employed by a company that is already established (which may be a local business but is often also a larger national or multinational firm).

Students brainstorm entrepreneurship.


Get your class to do some research into the local businesses in your area. They must find out who started the business, how long it has been going, whether or not it is successful, and the reasons for this. You can then have a class discussion on this topic. Activity 1 (SB p. 172): The class discussion on local businesses will help prepare students for this activity. Students may wish to do some further research, as for the class discussion they were looking at the topic from a positive, success angle in their research, and must now look at ventures or businesses that have failed. After doing this, get students to define entrepreneurship in their own words.



Students can report back to the rest of the class on their findings, and together you can make a list of what seem to be the common factors in successful ventures that local people have started.

Students report back to the rest of the class on their findings, and participate in creating a list of common factors in successful ventures that local people have started.




CONTENT: Factors of production





Ask students to distinguish between goods and services. Let them think of further examples of each of these, and list them on your board. Make a third column to list local businesses that supply the goods and services that your class has suggested for the list.

Students distinguish between goods and services and give examples of each and list local businesses that supply these goods and services.


Once they are clear about what goods and services are, begin your discussion on factors of production. Spend time on each of the four main factors: land and natural resources, labour, capital and entrepreneurship. Explain new words as you go along, and ask students questions to check that they understand these clearly. Unpack longer terms such as ‘passive factor of production’, and check that students know that ‘passive’ is the opposite of ‘active’ as this will help them understand the word’s meaning. Discuss land and natural resources in relation to the list of goods, services and businesses you made on the board. What land or natural resources does each of them require? See additional teaching guidelines in the TG on pp. 94-95.

Students complete Exercise 1 (SB p. 175) on their own. Students work in groups of five to do Exercise 2 (SB p. 176). Some of the goods and services listed in the exercise may generate a debate, as for different people they may be either needs or wants. Allow flexibility here. Students work in pairs to do Activity 2 (SB p. 176). Each pair chooses one of their business ideas and tells the class whether they decided it could possibly be successful or not, and why.


Go through students’ answers to Exercises 1, 2 and Activity 2. (Answers in the TG on p. 101.)

Students reflect on their answers.



DATE: _______________ WEEK_____LESSON 4 CONTENT: Supply and demand





Ask students to brainstorm what they understand by the concepts ‘supply’ and ‘demand’.

Students brainstorm what they understand by the concepts ‘supply’ and ‘demand’.


Students have encountered a lot of new words and terms in this chapter. Have a quick class quiz to recap on the meanings of the words and check that everyone is up to date with their understanding of them. Present the new words and concepts on SB pp. 176 to 180 (consumer, supply, demand, market, law of demand, equilibrium price, surplus supply, surplus demand) to your class, and use practical examples to explain the ideas and bulleted points to your class. At the end of this topic, have another class quiz. Divide the class into two or four teams, and get students to ask one another questions, and score points for their answers.

Students complete Activity 3 (SB p. 179) on their own. Once they have finished, they talk about different ways that shops market their goods in order to get customers to choose their shop over others, for example, with specials, or with deals that make things appear cheaper even if they aren’t. Students also work alone to complete Exercise 3 (SB p. 179).


Go through students’ answers to Activity 3 and Exercise 3. (Answers in the TG on p. 101.)




DATE: _______________ WEEK_____LESSON 5 CONTENT: Making and managing money & Spending





Have a short class discussion about what students think the purpose is of money. Point out that everyone has expenses (for rent, food, transport and so on) which must be dealt with before there is money left to spend on other things.

Students take part in a class discussion about the purpose of money.


Using the activity students have just done, discuss the meaning of spending, expenses and utilities. The new terms in the bulleted points at the bottom of SB p. 181 will be explained over the next few pages. Disposable income is what is left over once taxes and essential expenses have been deducted from total income. Think of more examples, based on the example of Mrs Modisa given on SB p. 182. Present these to the class to help them understand this concept. Get students to work in groups. Each group can make up an example (listing total income and expenses) for another group to work out the amount of disposable income left. Discuss the meaning of new words, including ‘marginal propensity to consume’. Point out the problems of spending on credit, especially when a steady job and reliable income are not present.

Students do Activity 4 (SB p. 181) at home, with the help of adults there. They will need to do a fair amount of research, for example: how much electricity and transport costs, what telephone options there are and which are cheaper ones, what medical aid and insurance rates are, and so on for a single person or small household. They keep a record of their answers here, for use later in the chapter.



Go through students’ answers to Activity 4 and Exercise 4. (Answers in the TG on p. 102.)




DATE: _______________ WEEK_____LESSON 6 CONTENT: Saving





Ask students to discuss the importance and security of having savings as compared to the insecurity of living on credit.

Students discuss savings and living on credit.


Get students to work in groups and read the suggested ways of saving on SB p. 184. Once they have read them all, get them to have a group discussion to decide which they think are the most effective ways to save. What problems can they suggest might be linked to the ideas? Suggest the following as examples: When buying on a sale, we can sometimes be tempted to buy things we didn’t set out to buy and don’t really need, simply because the prices are very cheap. Or if we spend more time and money trying to compare prices before going shopping, have we actually saved ourselves any money? Using the formula on SB p. 183, and the figure each student has remembered from Activity 4 (disposable income), students must calculate their household saving ratio. Once they have all done this, let them compare their ratios.

Students work individually to do Activity 5 (SB p. 185).



Go through students’ answers to Activity 5 and 6. (Answers in the TG on p. 102.)




DATE: _______________ WEEK_____LESSON 7 CONTENT: Investing





Ask students to brainstorm what they know about investing to find out how extensive students’ prior knowledge of investment is.

Students brainstorm what they know about investing.


Go through the content on SB pp. 185-186. Explain and discuss the meaning of investment, filling in as many gaps as you can perceive in students’ knowledge of this topic. Carefully explain ways of investing, and use practical examples, as this is not a topic that many students will have had any experience with. Check that they understand terms such as ‘real estate’ and ‘appreciation’. Don’t assume that they know these, as few of them will have had any experience of managing money, never mind investing! Activity 7 (SB p. 187): Ask students to bring newspapers to school, and let them work in pairs to read the business sections of these. They may not understand much of them, but encourage each of them to find at least one little bit of information which they can share with the class.

Students do Activity 7 in pairs.


Discuss the students’ answers to Activity 7. Students reflect on their answers.



DATE: _______________ WEEK_____LESSON 8 CONTENT: Borrowing and budgeting





Ask students to brainstorm what they know about borrowing and budgeting.

Students brainstorm what they know about borrowing and budgeting.


Use small practical examples, for example, stationery or possessions that students have in the classroom, to explain the concept of borrowing and lending. Add the concept of charging interest to the simple example of borrowing and lending, and let students work in pairs to borrow and lend items, and charge each other interest. This will help them understand how the concept works in practice. Budgeting is possibly the most important thing for students to know about and understand at this time of their lives. Make sure you explain thoroughly how to make a budget. This can be applied on either a small scale level (using small amounts that some students may have access to) or a household level (which some students may need to be involved with) or a business level. Exercise 5 (SB p. 189) is an individual exercise, so check that all students understand what to do before they begin work on the exercise. Remind them to look at SB pp. 181 to 183 if they have difficulty.



Go through students’ answers to Exercise 5. (Answers in the TG on p. 102.)

Students assess a peer’s work according to the model answers given.

Chapter 6: Economic development


Topic 9: Self-employment TERM 2


CONTENT: Opportunities and challenges of self-employment & Government policies that promote investment





Ask students to brainstorm the opportunities and challenges of self-employment.

Ask students to brainstorm the opportunities and challenges of self-employment.


Read and discuss the section on self-employment. Ask students to work in pairs and draw two columns to list the advantages and disadvantages of self-employment in each column. Encourage them to add any of their own ideas to their columns, and to share these with the rest of the class. Read and discuss the case studies on SB pp. 190 and 191. Once again, get students to add any further ideas to their columns. Recap and remind students what they learnt on SB pp. 185 to 186 about investment. Then, carefully work through the sections on investment policy, industrial development policy, small, medium and micro-enterprise (SMME) policy, foreign trade policy and competition policy.

Activity 8 (SB p. 194): Students work in pairs on this activity. Together the pair should choose a Government policy that promotes investment, before working individually on their research. Offer guidelines for sourcing information. The students then consolidate their information and prepare their presentation for the class.


Get students to work in groups. They must read over Topic 9 (SB pp. 170 to 194) and ask one another questions about anything they don’t understand. Once you have thoroughly recapped, get students to work in pairs to write their own summaries of the main points of the chapter. Compare this to the summary in the SB.

Students work in groups to ask one another questions about anything they don’t understand.

Students write summaries in pairs and compare it to the summary in the SB.

Assessment10 Minutes

Ask students to do the revision exercise on SB p. 195. (Answers are in the TG on p. 103.)

Students answer the revision questions on their own. (SB p. 195.)


Chapter 6: Economic developmentTopic 10: Sustainable development TERM 3


CONTENT: What is sustainable development?





Ask students to brainstorm what they understand by sustainable development.

Students brainstorm what they understand by sustainable development.


Spend some time using the internet and any other resources available to do your own research into the topic before you start this section. Go through the content on SB pp. 196-197. Discuss the graphic explanation of what sustainable development is, and ask questions to check how well students understand the concept. Explain the diagram on SB p. 198, and ask each student to come up with a short definition of what they understand sustainable development to be. Before students can begin this individual activity, let them discuss the topic in small groups and write down points that they might like to discuss in their essays. Remind them of the importance of structuring their essays by planning what they will include in each paragraph, and where their argument will begin and end. Each paragraph should discuss a new point or idea, building an argument that is summed up in the conclusion.



Ask a few students to share their essays with the class. You can take in the essays for assessment.

A few students share their answers with the class and hand in their essays for assessment.




CONTENT: Achieving sustainability


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 198-202; Exploring Social Studies Teacher’s Guide (TG) pp. 105-106 & 109



Ask students to brainstorm how Botswana can achieve sustainability.

Students brainstorm about how Botswana can achieve sustainability.


Discuss the history of sustainable development and remind students of the Millennium Development Goals which they learnt about in an earlier chapter, explaining how they relate to sustainable development. Discuss the UN Decade of Education for Sustainable Development. This information is provided in a fair amount of detail on SB pp. 200 to 201. If you want to find out more, visit websites on the internet that relate to each of the topics. Before they begin working on the research and reports, tell them that they will be involved with evaluating the presentations. Spend time working out criteria together with the students, so they know what they are aiming for.

Students do Activity 2 (SB p. 202) in large groups. Before they tackle the questions, each group: - Reads the article - Finds out what difficult words or terms mean- Asks one another questions about the article or about

anything that doesn’t make sense to them - Corrects one another’s answers and debate these if they

disagree - Proceeds with the research and report writing.


Groups present their reports to the class. Give feedback after each presentation and allow the class to ask questions and give feedback.

Groups use different sources for their research, and present their reports in a manner that makes them interesting for the rest of the class. They may like to: take turns to speak, show pictures as they speak, dramatise parts of their presentation and involve the audience.



DATE: _______________ WEEK_____LESSON 5 CONTENT: Guiding principles for achieving sustainability & Examples of sustainable development strategiesLearning Objectives As given in SB on p. 196 and TG on p. 90

Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 198-202 Exploring Social Studies Teacher’s Guide (TG) pp.106 & 109



Ask students to share their thoughts about what principles guide achieving sustainability.

Students share their thoughts about what principles guide achieving sustainability.


Guiding principles for achieving sustainability: Continue with your in-depth explanations and discussions of the guiding principles for achieving sustainability. Use strategies to make the information interesting. (See ideas in the TG on p. 106.) Examples of sustainable development strategies: Go through the examples on SB p. 205 with the class. Organise students into groups of five. Each of them must check the examples and count how many of the examples they can apply to their own lives. They can score one point for each thing that they do daily or consistently. The group then gets a total from the points scored by each student, and communicates this to the rest of the class. You can continue this exercise weekly, and see if there is any improvement in groups due to low-scoring students trying harder to achieve sustainable development strategies in their daily life.

Let students read the case study on SB pp. 205 and 206 and then answer the questions that follow on their own. Then, as a class discussion, ask them to suggest answers to the questions. What ideas of their own can they add to their answers?

Activity 3 (SB p. 206): Students can work on the activity alone, but let them ask questions about anything they don’t understand, so that they are able to answer the questions in the activity, being fully informed about their meaning.


Go through the answers to the Case Study and Activity 3. Institute a class competition over the whole term, or start a new competition each term for students who can get the most points.

Students review the answers to the Case Study and Activity 3.



DATE: _______________ WEEK_____LESSON 6 CONTENT: Environmental management





Ask students to brainstorm what environmental management is and what it entails.

Students brainstorm what environmental management is and what it entails.


Explain, discuss and ask questions about environmental management and resource distribution. Once you have explained how the environmental management scheme shown in the diagram on SB p. 207 works, ask students to suggest some examples of environmental management. Apply these to the points on the diagram to illustrate how they would work, and resolve any problem areas together with your class. Get students to suggest why the benefits listed as bulleted points on SB p. 207 are important. How do they benefit students every day? Illustrate the problem of unequal distribution of resources by using a map and diagrams to explain the information provided in the Student’s Book. Once students have plenty of inspiration and enthusiasm, let them get on with their letters. Remind them how to format their letters, and what the appropriate tone of their language should be.



Ask a few students to share/read their letters with the class. Some students share their letters with the class. All students edit and proofread their work before handing them in for assessment.



DATE: _______________ WEEK_____LESSON 7 CONTENT: The relationship between the environment and development & Growth rates in development Learning Objectives As given in SB on p. 196 and TG on p. 90

Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 209-210; Exploring Social Studies Teacher’s Guide (TG) pp. 42-43



Ask students to brainstorm the effect development has on the environment.

Students brainstorm the effect development has on the environment.


The relationship between the environment and development: All societies in the world have a right to improve their lives through developing better social, cultural, economic and political conditions. However, unless this growth is very carefully handled, it has the potential to place an unbearable burden on the environment. Growth rates in development: Ask students to get into groups of five. They must read Table 3 on SB p. 209, and illustrate it graphically on a large sheet of paper, for example, with little pictures that explain the text. Remind students how their debates are usually organised. Recap the rules of the debate, then divide the class into two groups, and let them flip a coin to decide which team will debate from which point of view. Give them enough time to research and prepare their arguments, then begin the debate in Activity 5.

Students do Activity 5 (SB p. 210) in which they hold a class debate. Not everyone in the groups need participate in presenting the argument. Some of them are part of the audience now - they will be well-informed after the research their team has done. The audience contributes their thoughts after both teams have had a chance to present their arguments to the rest of the class.


Ask students to summarise the points raised in the debate. Students summarise the points raised in the debate.



DATE: _______________ WEEK_____LESSONS 8, 9 & 10

CONTENT: Global warming


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 210-213, Exploring Social Studies Teacher’s Guide (TG) pp. 108-110



Ask students to brainstorm global warming. Collect as much information from the media as you can beforehand.

Students brainstorm global warming and collect as much information from the media as they can.


Activity 6 (SB p. 211): Students must talk and find out more about how global warming could or has already affected the environment around them. Activity 7 (SB p. 211): Get students read newspapers and information pamphlets, do research on the internet, contact or speak to environmental organisations and people involved in sustainable development. Exercise 1 (SB p. 212): If they really struggle, let them work in pairs or small groups, and interact with one another. Activity 8 (SB p. 212): Students must find their information in the Student’s Book, on the internet and in the media. They can compare their lists with those of other students, and add to them where appropriate.

Students do Activity 6 (SB p. 211) in pairs.

Students do Activity 7 (SB p. 211) in groups.

When students understand the passage in Exercise 1 (SB p. 212) they continue to do the activity alone.Students work alone to complete Activity 8 (SB p. 212).


Read the summary to your class, one bulleted point at a time. For each point, get them to find the relevant section within this section of the chapter, and to identify this for the rest of the class. Do they think they could add anything to the summary?

Students read the summary and see if they can add any summary points.

Assessment Ask students to complete the revision exercise on SB p. 214. (Answers in the TG on p. 111.)

Students answer the revision question on their own. (SB p. 214).


Chapter 6: Economic developmentTopic 11: Education and human resource development TERM 3


CONTENT: What is education all about?





Point out to students that education need not only take place during their school hours, and that it is not always a formal process. Spend some time explaining and discussing each of the following points: acquiring knowledge (From what sources? When?); developing skills (What skills? Learnt from where?); achieving physical, mental and social development (In what form? Learnt from where?); development of the mind (How? Details?) and empowerment (In what way? How empowered?)

Students take part in a detailed class discussion about education.


Exercise 1 (SB p. 216): This is an individual exercise. After the discussion, students should be well equipped to complete it alone.Discuss the importance of education, and add your own ideas to the points presented on SB p. 216. See the suggested points of discussion (TG p. 113). Activity 1 (SB p. 217): This is a class activity. Time students as they write down their ideas – two minutes only! Get students to call out a few of their ideas and write them down. Write the four points on large sheets of paper or on the board, and explain their meaning to the class, then get students to suggest under which heading each of their ideas should go. They can then call out the rest of their ideas, at the same time suggesting where to write the idea.

Students complete Exercise 1 (SB p. 216) on their own.

Students participate in Activity 1 (SB p. 217) as a class activity.


Read and discuss the paragraph on SB p. 217 about where and how we are educated.

Students read and discuss the paragraph on SB p. 217 on where and how we are educated.



DATE: _______________ WEEK_____LESSON 3 CONTENT: What is human resource development?


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 218-219, Exploring Social Studies Teacher’s Guide (TG) pp. 113-114



Carefully explain the new term to your class. Make sure they understand that we can all contribute to society and economic development in some way (we are all human resources), so ‘human resource development’ is simply a term to describe ourselves being improved, educated and developed as a resource. Remind them again that education does not only include ‘what we know’ but also involves the development of qualities like honesty, love, integrity and compassion, our physical skills, and our attitudes and values. Get them to suggest examples of each of these: Physical skills, Values (this normally involves other people), Qualities (these often describe our characters). Check, by asking questions, that everyone understands the meanings of new words that have been introduced in this topic.

Students participate in a class discussion about human resource development.


Activity 2 (SB p. 219): This activity will be done as a class. Students must read the passage alone, and then ask one another about any parts of it they do not understand. Explain anything that they cannot help one another with. Then ask for ideas that answer the two questions posed below the passage, and discuss these as a class. Suggest that they provide examples wherever possible.

Students do Activity 2 (SB p. 219) in groups.


Go through students’ answers to Activity 2. Groups share their answers to Activity 2 with the class.



DATE: _______________ WEEK_____LESSONS 4, 5 and 6

CONTENT: Why improve human resources?


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 220-224Exploring Social Studies Teacher’s Guide (TG) pp. 114-115 & 119-120



Continue your discussion of the importance of human resources as assets. Get students to work in pairs and study the table on SB p. 220, and discuss its implications. Does anyone know of real countries (either past or present) that resemble the fictional ones represented in the table?

Students work in pairs to study the table on SB p. 220 and discuss its implications.


Activity 3 (SB p. 221): This can be an informal class discussion or a formal debate. Get students to read the information presented on SB pp. 221 to 224.Activity 4 (SB p. 222): Let students get into small groups to discuss their ideas before they start working alone. Activity 5 (SB p. 223): Allow students to do their research at home. Exercise 2 (SB p. 224): Let students work alone on this project to select their five suggestions. They then explain to their group what suggestions they chose, and why. They must back up their choices with reasons and debate the validity of other choices amongst themselves.

Students participate in a debate in Activity 3 (SB p. 221). Students read the information on SB pp. 221 to 224.They complete Activity 4 (SB p. 222) in class and do the research for Exercise 5 (SB p.223) at home to write their essays. Exercise 2 (SB p. 224): students select their five suggestions. They then explain to their group what suggestions they chose, and why.


Activity 6 (SB p. 224): Let students brainstorm some ideas before they choose the idea they will write about. Remind students of the format of a formal letter. Get them to plan, edit and proofread their letters. They hand them in for assessment.

Activity 6 (SB p. 224): Students brainstorm their ideas in a class discussion. They then plan their letters (what the main points will be, one per paragraph), check the spelling of new words and so on and then write their letters. They hand them in for assessment.

Chapter 6: Economic development


Topic 11: Education and human resource development TERM 3


CONTENT: Career opportunities in the formal and informal sectors


Resources/Learning Aids/LTSMExploring Social Studies Student’s Book (SB) pp. 225-226Exploring Social Studies Teacher’s Guide (TG) pp.115-116



Recap and explain the difference between the formal and informal sectors. Discuss your ideas about where entrepreneurs generally fit in. Do they move between sectors? Do they sometimes begin in the informal sector and move into the formal sector once they become successful?

Students revise and see if they can explain the difference between the formal and informal sectors and where entrepreneurs fit in.


Discuss the emerging issue on SB p. 226. Using the table on SB p. 226, can students think of reasons why more qualifying women in the formal sector would help reduce poverty? Project 1 (SB p. 226): Although this is an individual activity, students should do their research in pairs or small groups. They can then work alone and do more research on what they have found out. Suggest a structure for the projects (see the proposed structure in the TG on p. 116). Once students have done their research, get them to paraphrase it so they only include the main points in their letters to Government. Remind them what format to use, and how to plan their letters, before they start writing them.

Students read and discuss the content on SB p. 225-226. They conduct research for Project 1 for homework and then write a letter to government.


Students share their research findings with the class. Choose a few of the best letters to read aloud. Assess their projects and ask them to hand in their letters for assessment.

Students share their research findings with the class and hand in their letters for assessment.




CONTENT: Careers related to the care of the environment





Ask students to name as many careers related to the care of the environment as they can. Write these on the board.

Students name as many careers as possible that are related to the care of the environment.


Read the first paragraph to your class, and write the six bulleted points on the top of SB p. 227 on the board as headings. Explain what each of the points relates to and unpack each one. Together with your class, make a list of possible jobs that are linked to each of the bulleted points. Then continue with the sections that explain each bulleted point further, on SB pp. 227 to 229. Project 2 (SB p. 229) is an individual project, but first start working with the class as a whole. Try to identify a few people working in a career related to environmental protection, and invite these people to your class. Inform students of the background of each person, and get students to discuss, decide on and prepare a few questions to ask the people.

Students do Activity 7 (SB p. 229) on their own. They do research to find out what qualifications are needed and where these may be obtained. They present their research in an accessible and interesting manner, on small posters or as adverts for doing the jobs they have chosen. For Project 2, students can then make notes and do further research on what they have found out from the interview. This will be used to prepare an oral presentation for the rest of the class.


Ask students to work in groups of four or five. Each group must summarise the main points of the chapter, using the Student’s Book headings to help them. Have a class discussion about what points could be added or subtracted from the summary in the Student’s Book.

Students work in groups of four of five to write their own summary of the chapter. They compare it with the one in the SB and have a class discussion.

Assessment Ask students to complete the Revision Exercise (SB p. 231) for homework. They complete the Revision Exercise (SB p. 231) for homework.


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