REPUBLIC OF BOTSWANA

THREE YEAR
JUNIOR SECONDARY SCHOOL

TEACHER’S HANDBOOK
RELIGIOUS EDUCATION

2010
CURRICULUM DEVELOPMENT DIVISION
Department of Curriculum Development and Evaluation
Ministry of Education and Skills Development
Three —Year Junior Secondary School

RELIGIOUS EDUCATION

TEACHERS’ HANDBOOK

Department of Curriculum Development and Evaluation

Private Bag 501

Gaborone
 TABLE OF CONTENTS
ACKNOWLEDGEMENT ............................................................................................................................. i
INTRODUCTION...................................................................................................................................... ii
FORM ONE ............................................................................................................................................. 1
UNIT 1: NATURE OF RELIGION ....................................................................................................................... 1
TOPIC: INTRODUCTION TO RELIGION ........................................................................................................ 1
TOPIC: DIMENSIONS OF RELIGION ............................................................................................................ 2
TOPIC: THE ROLE OF RELIGION .................................................................................................................. 4
UNIT 2: WORLD RELIGIONS IN BOTSWANA................................................................................................... 7
TOPIC: WORLD RELIGIONS IN BOTSWANA ............................................................................................... 7
TOPIC: RELIGIOUS FOUNDERS AND THEIR VISIONS .................................................................................. 8
TOPIC: RELIGIOUS SYMBOLS OF DIFFERENT RELIGIONS ......................................................................... 10
UNIT 3: ATR AND CHRISTIANITY IN BOTSWANA ......................................................................................... 12
TOPIC: AFRICAN TRADITIONAL RELIGION IN BOTSWANA ....................................................................... 12
TOPIC: CHRISTIANITY IN BOTSWANA ...................................................................................................... 13
TOPIC: CHRISTIAN DENOMINATION IN BOTSWANA ............................................................................... 14
TOPIC: AFRICAN INDEPENDENCE CHURCHES (AIC’s)............................................................................... 15
FORM TWO .......................................................................................................................................... 18
TOPIC: RELIGIOUS ETHICS ........................................................................................................................ 18
TOPIC: THE GOLDEN RULE (A UNIVERSAL RULE) ..................................................................................... 18
TOPIC: PERSONAL VIRTUES...................................................................................................................... 19
TOPIC: PUBLIC VIRTUES ........................................................................................................................... 19
TOPIC: MYTHS ON THE ORIGINS OF THE UNIVERSE AND HUMANKIND ................................................. 20
FORM THREE........................................................................................................................................ 21
TOPIC: VALUES IN THE FAMILY ................................................................................................................ 21
TOPIC: RELIGION AND SEXUALITY ........................................................................................................... 21
TOPIC: BUSINESS ETHICS ......................................................................................................................... 21
TOPIC: WAR AND PEACE .......................................................................................................................... 21
TOPIC: HIV/AIDS ...................................................................................................................................... 22
TOPIC: THE NATURAL ENVIRONMENT..................................................................................................... 22
FORM TWO .......................................................................................................................................... 23
TOPIC: RELIGIOUS ETHICS ........................................................................................................................ 23
TOPIC: THE GOLDEN RULE (A UNIVERSAL RULE) ..................................................................................... 23
TOPIC: PERSONAL VIRTUES...................................................................................................................... 24
TOPIC: PUBLIC VIRTUES ........................................................................................................................... 24
 TOPIC: MYTHS ON THE ORIGINS OF THE UNIVERSE AND HUMANKIND ................................................. 25
FORM THREE........................................................................................................................................ 26
TOPIC: VALUES IN THE FAMILY ................................................................................................................ 26
TOPIC: RELIGION AND SEXUALITY ........................................................................................................... 26
TOPIC: BUSINESS ETHICS ......................................................................................................................... 26
TOPIC: WAR AND PEACE .......................................................................................................................... 27
TOPIC: HIV/AIDS ...................................................................................................................................... 27
TOPIC: THE NATURAL ENVIRONMENT..................................................................................................... 28
 ACKNOWLEDGEMENT
The department of Curriculum Development and Evaluation wishes to express its sincere gratitude
to the Religious Education National Panel, and working Group who worked tirelessly in the
development of the Religious Education. Syllabus and the teachers guide.
1. Kgaswe B. Ithuteng Junior Secondary School
2. Masheko C. Tsodilo Junior Secondary School
3. Seabo T. Matlala Junior Secondary School
4. Selene N. Tlokweng Junior Secondary School
5. Kemoabe R. Moselewapula Junior Secondary School
6. Rakgomo M. Gabane Junior Secondary School
7. SephetsoloM. Marang Junior Secondary School
8. Radisowa J. BokamosoJunior Secondary School
9. Ramalepa J. Meepong Junior Secondary School
(Special Education – Learning Difficulties)
10. Kenosi S. Kagiso Senior Secondary School
11. Timile D. Gaborone Senior Secondary School
12. Orman E. Maiteko Junior Secondary School
13. Mpofu B. Tlhalogang Junior Secondary School
14. Mooketsi A Nanogang Junior Secondary School
15. Mongadi B. Mahalapye Junior Secondary School
16. Gaseitsiwe B. Department of Curriculum Development and Evaluation.

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 INTRODUCTION
Teachers must be aware that it is important to simplify the religious jargon prior to the actual
teaching/learning process. Vocabulary must be taught in a well simplified manner to cater for
students with learning challenges. For those specific objectives ensure that you fully prepare for
such learners especially the low order objectives. Do not hurry to cover the syllabus but be
passionate to help students with learning challenges. Try to use student centered method,
teaching aids and hands on learning activities. A little bit of research on School intervention Team
Methods will help you acquire methods to be employed for students with learning challenges.
Where necessary, adapt the curriculum to the level of those students understanding and
interpretation.

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 FORM ONE
UNIT 1: NATURE OF RELIGION
TOPIC: INTRODUCTION TO RELIGION
GENERAL OBJECTIVE: Understand and appreciate religion as a world phenomenon.
CONTENT
• Explain the term religion to the level of the students.
• Mention as many religions as you can or just mention a good number which cannot confuse
your students. You are free to indicate the places of origins and discuss the importance of
these places to the followers.
• Explain the term Theist and non theist and classify the Religions according to the two terms.
Buddhism is the only religion falling under non theist.
• Let the students identify features which indicate the existence of religions in their own
communities. Examples include church, buildings, and other sacred places such as shrine.
• Explain or investigate from religious people the benefits of being religious. Let the student
interact with the community through a mini questioner
• Explain the difference ways in which people are exposed to the world religions It can be
through media or at school mention other ways

TEACHING MATERIALS
1. Posters or materials showing people of various religions.
2. A chart classifying religions according to their types.
3. Pictures showing different ways in which people are exposed to world religions.
4. A passage about places of origin and their importance.
5. World map showing different places of origin.
6. A table showing different places of origin.

TEACHING METHODS
- Group discussions - Lecture - Research
- Investigations - Question and answer - Resource person
- Peer teaching - Visitations - Panel discussion

SUGGESTED LEARNING ACTIVITIES

1. The teacher explains the term religion, or asks the students to do so.
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 2. Ask students to list examples of world religions they know.
2a. Allow the students to list as many religions as they can.
2b. Identify those which are registered and practiced in Botswana.
3. The teacher may give students an assignment to go and research in the community,
exploring the benefits of being a religious person in the community. The class can design
questionnaire and use it to collect data and then use the information and debate.
4. They can then analyze the information.
5. The teacher can students a passage to read in pairs or groups and then ask them to identify
and state the places of origin of various world religions. They should then describe the
importance of the places of origin to the followers. They locate in a world map where
different religions originated.
6. Using different pictures depicting these various ways and ask students in pairs to identify
these ways and explain them.
7. The teacher and students discuss evidence of the existence of religion in their community.
Example places of worship, shrines, attire.
8. They may discuss the importance of the places of origin in groups and make presentations.

SUGGESTED ASSESSMENT
1. Students may list the world religions.
2. They may explain what religion is.
3. Categorize religions in their types; i.e. they may be given a bank of words including the
religions studied and then asked to select from it.
4. Outline the benefits of being a religious person in a community.
5. They may fill in the below table:
Place of
Religion Type of religion Supreme- Being Founder Place of origin
worship

TOPIC: DIMENSIONS OF RELIGION

Reference Author: Ninian Smart
The World’s Religions
Publisher: Cambridge University

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 ISBN: 0-521-42906-4
This is not a prescribed book but it can act as a teachers reference book.
GENERAL OBJECTIVE:
Explore different dimension which characterize religion.
Doctrinal Dimensions: They are the systems of believes and values and they are vital part in all
the major religions.
Ethical Dimensions: This expresses the law that the religion incorporates in to their belief systems.
Material Dimension: This is expressed in the sacred places such as places of worship of various
religions.
Practical and Ritual Dimensions: This refers to the practices to which a tradition adheres, such as
worship, prayers, preaching and rituals.
Experiential Dimension: This refers to the experiences and emotions of religious leaders and
followers. Most of the religious leaders had some experiences before becoming the religious
leaders, Some of the traditional Doctors in ATR had stories before they became doctors.

CONTENT
• Identify the different dimension of religion as indicated in the syllabus.
- Mythical - Practical and ritual
- Doctrinal - Material
- Experiential
• Explain each of the dimensions and discuss its importance in religion

TEACHING MATERIAL
1. Posters or pictures of people performing rituals i.e. baptism rituals, the wudu, sacrifices
2. Picture of people casting out demons or people possessed by spirits
3. Story book on myths
4. Chart displaying some doctrines and ethical codes
5. Pictures of people celebrating festivals.
6. Poster of places of worship.
7. Religious artifacts.

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TEACHING METHODS
- Group discussion and presentation.
- Class discussion sharing their different experience.
- Visitation

SUGGEST LEARNING ACTIVITIES

1. The teacher should explain what dimensions of religion are.
2. With the help of pictures and posters learners should identify the different dimension of
religion.
3. There should be a class discussion on what each dimension entails.
4. Learners can be divided into groups each group discuss the importance of the assigned
dimension. Each group makes a presentation.
SUGGESTED ASSESSMENT
1. They may be asked to complete the table below
Identify the dimension of religion and their importance by filling in the table below.
DIMENSIONS IMPORTANCE
1
2
3
4
5

TOPIC: THE ROLE OF RELIGION

GENERAL OBJECTIVE: Explore the effects of religion on social, political and economic concerns of
society.

CONTENT
• Discuss religion as a source of identity at personal and societal level
- Personal identity eg rank and authority in some religions is confirmed by costumes in ATR we
have chiefs, traditional doctors
- Sikh5k’s attire can be a source of identity both at personal and social level.
- In ATR young men and women gain new status and new regiment name after going through
initiation rites.
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 - In ATR especially Batswana There was a way of identifying a person who has lost an elder
brother or sister.
- Muslim men who have performed the hajj, are known as a Hajji while the women are
referred to as the Hajja.

• Discuss both the negative and positive roles of religion on social, political and economic levels
Positive roles
- Religion promotes social unity
- Can be a factor that impedes social change or it may help to produce it
- Religion has been a major force in improvement of social ills
- Has protected the poor
- Improve education and health e.g Missionaries in Africa
- Religion can be used to spearhead resistance and revolution
- Create jobs and encourage talent development eg the many business based on a particular religion.
Selling of religious books, gospel singers films based on religious stories
- Religion can bring hope during life crisis
Negative roles
- Religion can be a major influence on the economic behaviour
- Religious rules may affect commercial practices e.g. Pork is eliminated from domestic
economies in Muslim countries
- The religious believes can also direct economic action
- Halal laws may disadvantage non Muslim who are in meat business
- India is mostly vegetarian and meat business may not be profitable.
- Religion has encouraged the oppression of the woman to inferior status
- Has failed to adjust to the needs of our time eg use of condoms
- There are many countries in the world where religion is one of the factors contributing to
conflicts e.g., Northern Ireland ,Lebanon , Israel, Nigeria

TEACHING MATERIALS
1. Posters showing people from different religions performing different activities; i.e. worship,
sacrifices, initiation ceremony..
2. Sacred objects; example the cross, church uniform, five K’s e.t.c.
3. Manila paper showing chiefs addressing kgotla meetings.
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 4. Video tapes or DVD’s showing wars, refugee crisis e.t.c.
5. World map showing different places of origin.
6. Samples of food items.

TEACHING METHODS
- Group work.
- Role play.
- Case study.
- Question and answer.
- Discussions.

SUGGESTED LEARNING ACTIVITIES

1. The teacher explains the concept personal and social identity.
2. The teacher gives examples of positive and negative roles of religion on social, political and
economic concerns.
3. The teacher may draw a table showing social, political and economic concerns.

SUGGESTED ASSESSMENT
1. The teacher may give a class exercise.

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 UNIT 2: WORLD RELIGIONS IN BOTSWANA
TOPIC: WORLD RELIGIONS IN BOTSWANA
GENERAL OBJECTIVE:
CONTENT
• Examine the establishment of world Religions in Botswana. The Religious Education teacher
who does not background in History can invite the History teacher to cover the topic on
Christianity Reference on the coming of Christianity in Botswana include:
• Thomas Tlou book
Title: History of Botswana.
The Muslims also have a book tracing their history in Botswana.
• Trace the distribution of the world religions in Botswana, Analyze the distribution Compare the
distribution in urban and Rural areas, discuss some of the factors which might have hindered
the distribution in other parts of the country. Language may have affected the spread of other
religions in other parts of Botswana.
• State the different ways which help us to identify the different religions in Botswana
• e.g. places of worship.
• Discuss the importance of knowing and understanding world religions in Botswana (tolerance).
e.g Increases understanding of ones own religion and that of the other
• Find out from other Batswana why they have converted to some world religions practiced in
Botswana.

TEACHING METHODS
- Resource person
- Panel discussions
- Group discussion and presentation

TEACHING MATERIAL
1. Map of Botswana
2. Posters of Religious symbols, attires& place of Worship
3. Video show
4. Text books on the distribution of religions

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SUGGESTED LEARNING ACTIVITIES
1. Explain how different religions reached Botswana i.e. Trade, Missionaries, Interaction with
other societies.
2. Use the world map to identify where different religions are established in Botswana.
3. Explain factors that promoted and hindered their spread to different parts of Botswana
Examples of what:
Promoted the spread building of schools and hospitals missionaries relationship with the
chiefs hindered the spread Language, African climate, poor roads Hinder-Lack of roads,
indoctrination, education etc.
5. Class discussion on ways of identifying world religions in Botswana i.e. symbols, attire, place
of worship, conduct.
6. Debate on the advantages and disadvantages of the world religions in Botswana.
7. Groups research on why Botswana convert to the world religions practiced in Botswana i.e.
Spiritual growth, Food handouts, Healing, Prosperity etc.

ASSESSMENT
1. Complete the following table
RELIGION WHERE IT IS FOUND IN BOTSWANA
Islam Lobatse, Moshupa,Gaborone
Buddhism Gaborone
2. State Factors that promote world religions in other parts of the world
3. Discuss factors that hinder the spread of world religion
4. Give reasons why Batswana convert to world religion

TOPIC: RELIGIOUS FOUNDERS AND THEIR VISIONS

GENERAL OBJECTIVE: Understand the role played by the founders in the development of the
religion.

CONTENT
• Start with the leaders in the community
• discuss the life of the founder of each religion stated covering their vision, key roles played, the
quality of their leadership, challenges experienced in their mission, effects of the new religion
they brought in their society and the factors contributed to the survival of the religion.
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• discuss the qualities of leadership expected in our modern society.

TEACHING MATERIALS
1. Newspaper cutting showing leaders in some communities.
2. A poster showing founders of different religions.
3. Work card showing vision of different founders.
4. A poster outlining qualities of a good leader.
5. Work cards showing effects brought by new religions.

TEACHING METHODS
- Resource people from different religions.
- Group discussion.
- Research and Presentation.
- Questioning and answering.

SUGGESTED LEARNING ACTIVITIES

1. The teacher may ask learners how some leaders in their communities became leaders.
Examples-1.Chosen by people,2. Inheritance,3through vision, 4. Went to school and become
leaders
2. Resources people from the mentioned religions can be invited to address learners on the
founders of religions. In their presentations resources people can outline the vision the
founders had, key roles they played, challenges they experienced and the qualities those
leaders had. The resources person can also present the effects brought by the religion and
they can also discuss the factors that contributed to the survival of the religion after the
death of the founder.

ASSESSMENT
1. Outline three qualities displayed by Bahaullah, Guru Nanak, and Muhammad which portray
qualities of good leadership.
2. Perseverance is a key to success. Discuss this statement in relation to the challenges
founders of religions experienced in establishing the new religions.
ESSAY
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 3. Give the background of the founders (choose any founder from the mentioned religions).
4. Discuss factors that contributed to the survival of the religion after the death of the founder
(choose any mentioned religion).
TOPIC: RELIGIOUS SYMBOLS OF DIFFERENT RELIGIONS
SCAN THE SYMBOLS
GENERAL OBJECTIVES: Understand the importance of religious symbols
CONTENT
• differentiate between religious and secular symbols.
• Identify the religious symbols of religions practiced in Botswana.
• Give the history behind each symbol and the meaning of the symbol.
• Fan-out how people use the symbols.

TEACHING MATERIALS
1. Bring a manila paper with different symbols both religious and secular for students to
identify.
2. As an assignment ask the students to bring samples of things which are considered scared
within their community e.g. trees.
3. Posters of religious symbols of different religions e.g. all the six religion to be taught.
4. Pictures of people using the symbols for different activities e.g. performing rituals
worshiping etc.
5. Different religion books that containing information about the religious symbols.
6. Religious artifacts.
7. Sample of both secular and religious symbols.
8. Chalk –board and chalk and exercise books.

TEACHING METHODS
- Group discussion and presentation
- Class discussion sharing knowledge
- Lecture
- Resource persons
- Question and answers methods

SUGGESTED LEARNING ACTIVITIES

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 1. The teacher should differentiate between religious and secular symbols after that student
should give 4 examples of the symbols.
2. The teacher should give/teach students about the origin and meaning of the symbols both
religious and secular.
3. With the help of religious books, posters and teaching aids brought to class, learners should
be able to pick the importance of the symbols and use.
4. Students may demonstrate through role play how followers/ adherents of different religions
use the symbol.
5. Take an educational tour to sacred places of different religions in Botswana to see the
symbols used both secular and religious.
6. Students may identify symbols brought to class by the teacher.

SUGGESTED ASSESSMENT
1. Draw both religious and secular symbols of all religions practiced in Botswana.
2. Identify the two types of symbols; give their use, importance and their significant in the lives
of the followers.
3. Complete the table with different type of symbols give names, religions they belong to,
explain their origin, importance etc.
4. A quiz can also be given.

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 UNIT 3: ATR AND CHRISTIANITY IN BOTSWANA
TOPIC: AFRICAN TRADITIONAL RELIGION IN BOTSWANA
GENERAL OBJECTIVE: understand the nature of African Traditional Religion
CONTENT
• Discuss the features, elements or characteristics of ATR
• Describe the different ways of identifying ATR this include the way the Africans do things e.g.
dancing, making baskets ,drums
• Discuss the features which ATR share with other religions here compare some of the
characteristics which ATR share with other world religions.

TEACHING MATERIALS
1. Manila paper with different African people performing different activities e.g. singing,
worshiping, wearing traditional attire, sharing staple food, different African music
instruments etc.
2. Videos
3. Resource persons
4. Magazine and news paper cutting of different Botswana tribe celebrating different occasions
e.g. go rupa, dikgafela and others.

TEACHING METHODS
- Class discussions, Lecture, dramatization, educational tour, role play, question and answer
- The teacher ask students to sit according to their tribes and from there share with others
what they usually celebrate at their villages and the activities done
- They should give all the proceeding of the events

SUGGESTED LEARNING ACTIVITIES

1. Students to come to school with variety of Setswana items e.g. food, music items, attire etc.
2. Demonstration of how the things brought by students are used for various occasions.
3. A resource person is invited to teach about things they are not familiar with.
4. Explain to students why the use of proverbs, prohibitions the concept of botho etc in ATR in
Botswana.
5. Students may dramatize what happens during a particular occasion of their choice.

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SUGGESTED ASSESSMENTS
1. Quiz class exercise and topic test
2. Complete the table below
ATR IN BOTSWANA ETHICAL TEACHINGS TRIBES TOTEMS

TOPIC: CHRISTIANITY IN BOTSWANA

GENERAL OBJECTIVE: Learners explore the historical background of Christianity in Botswana
CONTENT
Use Thomas Tlou book (History of Botswana and other relevant books)
• Discuss the interaction of the missionaries and the Dikgosi cover the strategies they used to
spread Christianity among the Batswana tribes
• discuss how the media is helping in spreading Christianity in modern society
• Discuss factors which made Batswana to accept Christianity
• Explain why Christianity has more followers than other religions in Botswana ( reasons for its
dominance)
• Explain how Christianity has influenced the lifestyle of Batswana

TEACHING MATERIALS
1. Map of Botswana
2. Posters or pictures showing early missionaries
3. Guest speaker
4. Chart showing the reason for dominance and expansion in Botswana
5. Video about one of the early missionaries

TEACHING METHODS
- Role plays Group discussion and presentation
- Mini projects
- Case study

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LEARNING ACTIVITIES
1. The teacher and the students discuss why the early missionaries decided to spread
Christianity to Africa.
2. Learners read the case study and answer the questions which are about the perceptions
missionaries had about the African and their understanding of religion.
3. Use the same case study that shows factors that made it easy for Batswana to accept
Christianity.
4. Group discussion and presentation on the influence Christianity had on the life style of
Batswana. The other group do political, others social and lastly economical.
5. Class discussion on the reasons for dominance and expansion of Christianity in Botswana.
6. Learners engage in a mini project to showcase the role of the media in spreading Christianity
in Botswana and other parts of the world.
7. Learners role play the strategies that were used to spread Christianity in Botswana

ASSESSMENTS
1. An essay on why missionaries came to Botswana
2. Complete the table below
Influence on political Social Economical

TOPIC: CHRISTIAN DENOMINATION IN BOTSWANA

GENERAL OBJECTIVE: Understand different types of Christian’s denominations in Botswana.
CONTENT
• The different types of Christian denomination includes the mainline churches, Pentecostal, and
African Independent churches.
• Reasons for the many Christian churches, consider the breakaways and other factors.
• Find out how the many churches affect the society, and the economy.
• State how the different churches have acted as agents of change (How they have helped the
government on issues such as poverty, HIV/AIDS, and other social issues.

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TEACHING MATERIALS
1. Poster/video clips pictures showing people of different churches.
2. Resource of persons from different churches.
3. Questionnaire for collecting data.

TEACHING METHODS
- Group discussion
- Role play
- Research
- Debate

LEARNING ACTIVITIES
1. The teacher may ask students to list Christian denominations they know.
2. Main line Churches, Pentecostal churches and African Independent Churches.
3. Students in groups discuss the reasons for existence of many Christian denominations in
Botswana.
4. Students can do a mini project to explore the impact of the existence of many Christian
denominations in Botswana.
5. Using information gathered in their research students discuss in groups ways in which
Christian denominations have acted as agents of change in Botswana Society.

ASSESSMENT
1. Students list the different type of christen denominations in Botswana .
2. Give reasons for existence of many Christian denominations in Botswana.
3. In an essay students discuss ways in which Christian denominations have acted as agents of
change.

TOPIC: AFRICAN INDEPENDENCE CHURCHES (AIC’s)

GENERAL OBJECTIVE: Examine the African expression of Christianity
CONTENT
• Trace the rise of AICs from Southern Africa ( RSA gives better points )
• Discus the characteristics of the AICs
• discuss the Christian traits found in the AICs
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• Discuss some of the challenges facing the AICs (find out from the churches in your community )
• Find out the roles played by women in the AICs
• Find out why Batswana convert to the AICs

TEACHING MATERIAL
1. Newspaper cutting showing different denominations of the AIC’s.
2. A poster showing the main characteristics of the AIC’s.
3. A poster outlining the Christian and the ATR traits in the AIC’s example Baptism, healing
using tangible objects like sewacho.
4. A poster outlining some challenges faced by AIC’s in Botswana.

TEACHING METHODS
- Class discussion
- Research & presentations
- Group discussion
- Debate

SUGGESTED LEARNING ACTIVITIES

1. The teacher explain what AIC’s are, and give examples of some of the AIC’s.
2. There is a class discussion on the main characteristics of the AIC’s i.e. –combining the
Christian and ATR traits, beating of drums, clapping hands.
3. In groups learners discuss the Christian and ATR traits in the AIC’s
4. Learners may debate on the role played by women in the AIC’s
5. Learners further research on why Batswana convert to the AIC’s

ASSESSMENT
1. List three factors which led to the rise of the AIC’s in South Africa
2. Fill the chart below
The Christian traits in the AIC’s The ATR traits in the AIC’s
1. 1.
2. 2.
3. 3.

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3. Outline three challenges faced by the AIC’s in Botswana.
4. Women are playing a significant role in the AIC’s. Argue for or against.

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 FORM TWO
TOPIC: RELIGIOUS ETHICS
CONTENT
• These are the moral principles that guide religions and set standards for both acceptable and
unacceptable behavior.
• Evaluation of the ethical teachings in religions here the teacher should help the students to
consider whether the religious ethics are important or not.
• Consider both the advantages and disadvantages.
• The ethical codes of the listed religions can then be discussed including those of ATR.
• With the help of the teacher the students should be able to debate or discuss the relevance of
codes in modern society.
• Then the students can discuss how ethics can help Botswana to be a crime free society.
• The teacher can help the students to understand how morality in one religion may not be
morality in another.

TOPIC: THE GOLDEN RULE (A UNIVERSAL RULE)

CONTENT
• Jesus stated the golden rule in Matthew 7:12 treat others the way you want to be treated
The teacher can use the internet to get the version of the golden rule from other religions.

After looking at the versions of the golden rule from other religions the teacher and the students
can sum up what they think is the purpose of the golden rule.

VERSION OF THE GOLDEN RULE FROM OTHER RELIGIONS

• Thou shall love thy neighbor as thyself (Leviticus 19:18, Judaism)
• one should not behave towards others in a way which is disagreeable to oneself.this is the
essence of morality all other activities are due to selfish desire”(Hiduism)
• “Having made oneself the example, one should neither slay nor cause to slay ---as Iam , so
are other beings; thus let one not strike another nor get another struck.(Buddhism)
• “ Not one of you is a believer until he desires for his brother what he desires for himself (Islam
• “We obtain salvation by loving our fellow man and God”(Sikhism)

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One of the purposes is to build good relationships. Here the students should try to be in one of the
situations and think how they would like to be treated, will they be happy to be discriminated just
because they are HIV positive. Give more examples of other situations

TOPIC: PERSONAL VIRTUES

CONTENT
• Personal virtues are qualities that individuals should strive for within themselves.
• Virtues are standards for ethical, moral conduct.
• The teacher can use the internet or other relevant books to find the definitions of the virtues
listed.
• Find one definition of the right speech from the Buddhist teachings (the eight fold path) link it
with honesty and discuss the importance of honesty when dealing with others. Consider this
saying the tongue can build and destroy, how many people were destroyed by lies told about
them Give other examples.
• get the definition of the virtues of respect and compassion and show how they could be used
when dealing with others.
• Define the virtue of purity and consider the version of the same virtue under ATR, Islam,
Buddhism in relation to sexual purity.
• Find out what guidelines do religions such as Christianity, Islam, Buddhism, ATR have to guide
their followers against substance abuse.

TOPIC: PUBLIC VIRTUES

CONTENT
The following are the qualities that people should strive for within their communities:

• Define the virtue of charity

• List as many as you can the vulnerable people in the society.
• Suggest ways in which they can be helped Discuss the concept of Botho in ATR IN Botswana Say
how the same concept apply in the listed religions.

• Define the virtue of social harmony and discuss other virtues which can help to build social
harmony.

• Find information about Mother Teresa and discuss the virtues she displayed in her mission to
change the world.
19
NOTE: The will be no guide on unit 5 and 6 as the topics are repeated from the old syllabus.

TOPIC: MYTHS ON THE ORIGINS OF THE UNIVERSE AND HUMANKIND

CONTENT

• A religious myth is a way of conveying the sacred truth.

• Some myths are trying to explain why things are as they are .A tribe may have a story justifying
their way of life.

• Religious myths have moral function in guiding the community.

• NOTE There is no story in ATR in Botswana explaining how the universe was created, the
Matsieng story talks of a human being who existed in an already created world however other
religions listed provide their myths inn creation of the universe.

• The Big Bang Theory is not new. Refer to the notes for the old syllabus.

Creation of the humankind

- Find what the students have to say about the creation of the universe from their
communities. Note you are likely to get more Christian stories.
- The teacher can invite an elderly person to talk about the creation of the humankind.
- Use the stories of creation of human beings from the religions stated. Analyze the stories of
creation of human-beings from Christianity and Islam and see the effects and impact of the
stories on the relationship between man and woman, the teacher can approach the topic
using the roles of man and women
Note: The Theory of Evolution is not new, refer to the old notes.

20
 FORM THREE
TOPIC: VALUES IN THE FAMILY
CONTENT
• Please refer to the old notes on the definition of family.
• Family structures in the contemporary society go beyond nuclear and extended family.
• Note Remember some children acts as head of their families especially the orphans.
• Some religions prefer nuclear family while ATR is one of the religions where both nuclear and
extended families were accepted depending on the situations.
• Find what the views of the stated religions about the values that guide family life.
• The impact of religion on family coherence (Does religion help to bring unity in the family?

TOPIC: RELIGION AND SEXUALITY

CONTENT
• Explain the term sexuality
• Discuss the guidelines of the listed religions to ensure positive sexual relationships.
• State the unacceptable sexual behavior in the listed religions.
• How do the listed religions assist the followers in assisting to reduce unacceptable sexual
behavior?
• Do religions achieve their goals on curbing unacceptable sexual behavior in society?
• Effects of unacceptable sexual behavior in society. Include STIs and HIVAIDS.
• What are the benefits of acceptable sexual behavior?

TOPIC: BUSINESS ETHICS

CONTENT
• Explain the ethics that guide both the business owner and customers in business.
• Material possessions what are the views of the Christians and Muslims on the issue.
• Some of the practices used by some people to gain in their businesses include corruption,
cheating the buyers, overpricing goods.

TOPIC: WAR AND PEACE

CONTENT
• Use the internet and other information sources to get notes on saint Thomas Aquinas on the
issues of war.
21
• Find what the teachings of the different religions on the issue of peace
• Find information about Gandhi and how he struggled to keep peace
• What are the benefits of forgiveness and reconciliation in the promotion of peace?

TOPIC: HIV/AIDS
CONTENT
• Find out from newspapers on other sources of information how the religions in Botswana
• help with the HIV scourge
• How do the religions help their youth to acquire safe sexual behavior against HIV/AIDS?
• Discuss the influence of gender issues on the spread of HIV/AIDS
• Study the Buddhist teachings and choose the ones which could be adopted on behavioural
change and sexual matters.

Note: The TOPIC ON RELIGIOUS PLURALISM CAN BE TAUGHT UNDER GLOBAL ISSUES
War is of the effects of religious intolerance in societies.
Dialogue with other religions is one of the sways of promoting religious tolerance.

TOPIC: THE NATURAL ENVIRONMENT

CONTENT
• All religion has something to say about the conservation of the environment.
• Most religions have sacred places which are respected and protected. Some animals are
protected and are also treated as sacred. Find more about what different religions are doing to
protect the environment.
• There are certain practices which impact negatively on the environment. Baptism in the river or
in a dam can pollute the environment.

22
 FORM TWO
TOPIC: RELIGIOUS ETHICS
CONTENT
• This are the moral principles that guide religions and set standards for both acceptable and un
acceptable behaviour
• Evaluation of the ethical teachings in religions here the teacher should help the students to
consider whether the religious ethics are important or not.
• The ethical codes of the listed religions can then be discussed including those of ATR.
• With the help of the teacher the students should be able to debate or discuss the relevance of
the Religious codes in modern society.
• Then the students can discuss how ethics can help Botswana to be a crime free society.
• The teacher can help the students to understand how morality in one religion may not be
morality in another.

TOPIC: THE GOLDEN RULE (A UNIVERSAL RULE)

CONTENT
• Jesus stated the golden rule in Matthew 7:12 treat others the way you want to be treated
The teacher can use the internet to get the version of the golden rule from other religions.

After looking at the versions of the golden rule from other religions the teacher and the students
can sum up what they think is the purpose of the golden rule.

VERSION OF THE GOLDDEN RULE FROM OTHER RELIGIONS

• Thou shall love thy neighbor as thyself (Leviticus 19:18, Judaism)
• one should not behave towards others in a way which is disagreeable to oneself.this is the
essence of morality all other activities are due to selfish desire”(Hiduism)
• “Having made oneself the example, one should neither slay nor cause to slay ---as Iam , so
are other beings; thus let one not strike another nor get another struck.(Buddhism)
• “ Not one of you is a believer until he desires for his brother what he desires for himself (Islam
• “We obtain salvation by loving our fellow man and God”(Sikhism)

23
One of the purposes is to build good relationships. Here the students should try to be in one of the
situations and think how they would like to be treated, will they be happy to be discriminated just
because they are HIV positive. Give more examples of other situations.

TOPIC: PERSONAL VIRTUES

CONTENT
• Personal virtues are qualities that individuals should strive for within themselves
• Virtues are standards for ethical, moral conduct.
• The teacher can use the internet or other relevant books to find the definitions of the virtues
listed.
• Find one definition of the right speech from the Buddhist teachings (the eight fold path) link it
with honesty and discuss the importance of honesty when dealing with others. Consider this
saying the tongue can build and destroy, how many people were destroyed by lies told about
them Give other examples.
• Get the definition of the virtues of respect and compassion and show how they could be used
when dealing with others.
• Define the virtue of purity and consider the version of the same virtue under ATR, Islam, and
Buddhism in relation to sexual purity.
• Find out what guidelines do religions such as Christianity, Islam, Buddhism, ATR have to guide
their followers against substance abuse.

TOPIC: PUBLIC VIRTUES

CONTENT
These are the qualities that people should strive for within their communities
• Define the virtue of charity.
• List as many as you can the vulnerable people in the society.
• Suggest ways in which they can be helped Discuss the concept of Botho in ATR IN Botswana Say
how the same concept apply in the listed religions.
• Define the virtue of social harmony and discuss other virtues which can help to build social
harmony.
• Find information about Mother Teresa and discuss the virtues she displayed in her mission to
change the world.

24
NOTE: The will be no guide on unit 5 and 6 as the topics are repeated from the old syllabus

TOPIC: MYTHS ON THE ORIGINS OF THE UNIVERSE AND HUMANKIND

CONTENT
• A religious myth is away of conveying the sacred truth
• Some myths are trying to explain why things are as they are .A tribe may have a story justifying
their way of life
• Religious myths have moral function in guiding the community
• NOTE: There is no story in ATR in Botswana explaining how the universe was created, the
Matsieng story talks of a human being who existed in an already created world however other
religions listed provide their myths inn creation of the universe.
• The Big Bang Theory is not new refer to the notes for the old syllabus.

Creation of the humankind

- Find what the students have to say about the creation of the universe from their
communities. Note you are likely to get more Christian stories.
- The teacher can invite an elderly person to talk about the creation of the humankind.
- Use the stories of creation of human beings from the religions stated. Analyze the stories of
creation of human-beings from Christianity and Islam and see the effects and impact of the
stories on the relationship between man and woman ,The teacher can approach the topic
using the roles of man and women.
Note: The Theory of Evolution is not new so refer to the old notes.

25
 FORM THREE
TOPIC: VALUES IN THE FAMILY
CONTENT
• Refer to the old notes on the definition of family.
• Family structures in the contemporary society go beyond nuclear and extended family.
• Note Remember some children acts as head of their families especially the orphans.
• Some religions prefer nuclear family while ATR is one of the religions where both nuclear and
extended families were accepted depending on the situations.
• Find what the views of the stated religions about the values that guide family life.
• The impact of religion on family coherence (Does religion help to bring unity in the family?
• This can be discussed in class. Or invite any religious leader or member of one religion to
present how his or her religion tries to bring unity in families

TOPIC: RELIGION AND SEXUALITY

CONTENT
The internet has more information on this topic. Just log in sexuality and the religion you want to
research on.
• Explain the term sexuality
• Discuss the guidelines of the listed religions to ensure positive sexual relationships.
• State the unacceptable sexual behavior in the listed religions.
• How do the listed religions assist the followers in assisting to reduce unacceptable sexual
behavior?
• Do religions achieve their goals on curbing unacceptable sexual behavior in society.
• Effects of unacceptable sexual behavior in society. Include STIs and HIVAIDS.
• What are the benefits of acceptable sexual behavior?

TOPIC: BUSINESS ETHICS

CONTENT
• Explain the ethics that guide both the business owner and customers in business.
• Honesty, fairness are valued while Cheating by both the owner and customer should be
avoided

26
• Material possessions what are the views of the Christians and Muslims on the issue. All religions
emphasise on helping the other.
• Some of the practices used by some people to gain in their businesses include corruption,
cheating the buyers, overpricing goods.

TOPIC: WAR AND PEACE

CONTENT
• Use the internet and other information sources to get notes on saint Thomas Aquinas on the
issues of war.
• Thomas Aquina developed three principles and the other two were developed by the Catholics.
The three principles of just war are as follows:
1. Just cause
2. legitimate authority
3. just Intention
4. Proportionality
5. Last Resort
• Find what the teachings of the different religions on the issue of peace
• Find information about Gandhi and how he struggled to keep peace
• Cover Gandhi in South Africa and when he was back in India.
• What are the benefits of forgiveness and reconciliation in the promotion of peace.
• students can starts from their relationships with friends, family members.
• Answers include cooperation unity and many more

TOPIC: HIV/AIDS
CONTENT
• Find out from newspapers on other sources of information how the religions in Botswana
• help with the HIV scourge
• How do the religions help their youth to acquire safe sexual behavior against HIV/AIDS?
• Discuss the influence of gender issues on the spread of HIV/AIDS
• Study the Buddhist teachings and choose the ones which could be adopted on behavioural
change and sexual matters.
Note The TOPIC ON RELIGIOUS PLURALISM CAN BE TAUGHT UNDER GLOBAL ISSUES

27
War is one of the effects of religious intolerance in societies. Dialogue with other religions is one
of the ways of promoting religious tolerance.

TOPIC: THE NATURAL ENVIRONMENT

CONTENT
• All religion has something to say about the conservation of the environment.
• Most religions have sacred places which are respected and protected. Some animals are
protected and are also treated as sacred. Find more about what different religions are doing to
protect the environment.
• There are certain practices which impact negatively on the environment. Baptism in the river or
in a dam can pollute the environment.

28