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Social Studies for Ttc Schools Tutors Guide Year One Option

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Social Studies for Ttc Schools Tutors Guide Year One Option SOCIAL STUDIES FOR TTC SCHOOLS TUTORS GUIDE YEAR ONE OPTION: LE AND SME © 2020 Rwanda Education Board (REB) All rights reserved This book is property of the Government of Rwanda. Credit must be given to REB when the content is quoted. Social Studies LE&SME | TTC Year 1 FOREWORD Rwanda Education Board is honoured to avail the Social Studies Tutor’s Guide for Teacher Training Colleges (TTCs) in LE and SCME and it serves as official guide to teaching and learning of Social Studies The Rwandan education philosophy is to ensure that young people at every level of education achieve their full potential in terms of relevant knowledge, skills and appropriate attitudes that prepare them to be well integrated in society and exploit employment opportunities. The ambition to develop a knowledge-based society and the growth of regional and global competition in the job market has necessitated the shift to a competence-based curriculum. After a successful shift from knowledge to a competence-based curriculum in general education, TTC curriculum also was revised to align it to the CBC in general education to prepare teachers who are competent and confident to implement CBC in pre-primary and primary education. The rationale of the changes is to ensure that TTC leavers are qualified for job opportunities and further studies in higher education in different programs under education career advancement. I wish to sincerely express my appreciation to the people who contributed towards the development of this document, particularly, REB staff, lecturers, TTC Tutors, Teachers from general education and experts from Local and International Organizations for their technical support. I take this opportunity to call upon all educational stakeholders to bring in their contribution for successful implementation of this Competence Based Curriculum. Dr NDAYAMBAJE Irénée Director General REB Social Studies LE&SME | TTC Year 1 iii ACKNOWLEDGEMENT I wish to sincerely express my special appreciation to the people who played a major role in development of Social Studies Language and Mathematics Education (LE & SME) Tutor’s Guide. It would not have been successful without the support from different education stakehold- ers. My thanks first go to the leadership of UR-CE who started the re- view of the TTC curriculum in 2015. I wish also to thank Rwanda Education Board (REB) leadership who took over and supervised the curriculum review process. I wish to ex- tend my appreciation to Consultants, REB staff, Lecturers from UR-CE, TTC Principals, TTC Directors of Studies, Deputy Principals, Tutors and Teachers from General Education for their effort during the revision pro- cess. MURUNGI Joan, Head of Curriculum Teaching and Learning Resources Department/REB iviv Social Studies LE&SME | TTC Year 1 TABLE OF CONTENTS FOREWORD ..........................................................................................iii ACKNOWLEDGEMENT ...................................................................... iv PART I. GENERAL INTRODUCTION ................................................1 1.0 Introduction .....................................................................................1 1.1 The structure of the guide ...............................................................1 Part I: General Introduction................................................................1 Part II: Sample lesson plan ..................................................................1 SOCIAL STUDIES LESSON PLAN .....................................................2 Part III: Unit development ...................................................................6 1.2. Methodological guidance ................................................................8 1.2.1. Developing competences ..........................................................8 1.2.2. Addressing cross-cutting issues ..............................................9 1.2.3 Attention to special educational needs and inclusive educa- tion ...................................................................................................11 1.2.4. Guidance on assessment .......................................................14 1.2.5 Students’ learning styles and strategies to conduct teaching and learning .....................................................................................18 1.2.7. Steps for a lesson in active learning approach .....................21 2.8. Template of a lesson plan in active learning approach ...............24 1.1 Key unit competence ......................................................................25 1.2. Prerequisite (knowledge, skills, attitude and values) .................25 1.3. Cross cutting issues to be addressed............................................25 1.4. Guidance on the introductory activity ........................................25 UNIT 1: ...................................................................................................25 GENERAL INTRODUCTION TO SOCIAL STUDIES ....................25 1.5. List of lessons ................................................................................26 Lesson 1: Importance of learning and teaching social studies .26 Lesson 2: Components of social studies and their relationship 27 1.6 Summary of the unit .....................................................................30 1.7 Additional Information for tutors .................................................30 1.8 End unit assessment (answers) ....................................................34 1.9. Additional activities .....................................................................36 Social Studies LE&SME | TTC Year 1 v 1.9.1. Remedial activities (questions and answers) .......................36 1.9.2 Consolidation activities ..........................................................37 2.1. Key unit competence .....................................................................39 2.2. Prerequisite (knowledge, skills, attitudes and values) ...............39 2.3 Cross-cutting issues to be addressed .............................................39 UNIT 2: ...................................................................................................39 CIVILIZATION OF ...............................................................................39 PRE-COLONIAL RWANDA .................................................................39 2.4 Guidance on introductory activity.................................................40 2.5 List of lessons/sub-heading .....................................................40 Lesson 1: Social organization of the Pre-colonial Rwanda ........41 Lesson 2: Cultural organization of the pre- colonial Rwanda ...43 Lesson 3: Political and military organization of the pre- colonial Rwanda ...................................................................................................45 Lesson 4: Economical organization of the pre- colonial Rwanda . 48 2.6 Summary of the unit ......................................................................49 2.7 Additional Information for tutors .................................................50 2.8 End unit assessment (answers) ....................................................53 2.9 Additional activities (Questions and answers) ............................55 2.9.1 Remedial activities ................................................................55 2.9.2 Consolidation activities ..........................................................56 2.9.3 Extended activities ...............................................................57 REFERENCES ......................................................................................58 3.1. Key unit competence ....................................................................59 3.2 Prerequisite (knowledge, skills, attitudes and values) ................59 3.3 Cross-cutting issues to be addressed ............................................59 3.3.1 Peace and values education....................................................59 3.3.2 Inclusive education .................................................................59 3.3.3 Gender .....................................................................................59 UNIT 3: ...................................................................................................59 COLONIAL RWANDA .........................................................................59 3.4 Guidance on introductory activity.................................................60 vivi Social Studies LE&SME | TTC Year 1 3.5 List of lessons/sub-heading ..........................................................60 Lesson 1: German administration of Rwanda and its impact ...61 Lesson 2: Belgian military occupation and its reforms (1916 – 1926) .........................................................................................................64 Lesson 3: Rwanda under Belgian mandate (1926-1946) ..............66 Lesson 4: Rwanda under Belgian trusteeship (1946–1962) .......68 Lesson 5: The 1959 crisis in Rwanda ................................................69 Lesson 6: The “Coup d’Etat” of Gitarama .......................................70 3.6 Summary of the unit ......................................................................71 3.7 Additional Information for the tutor .............................................72 3.8 End unit assessment (answers) .....................................................73 REFERENCES .......................................................................................79 4.1 Key Unit
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