Ministry of Education and Skills Development BOTSWANA. PRIMARY: Junior Secondary Syllabi. Religious education

Transcription

1 Ministry of Education and Skills Development BOTSWANA PRIMARY: Junior Secondary Syllabi Religious education

2 The Ministry of Education and Skills Development is pleased to present the revised junior secondary school syllabuses. This marks a major milestone towards the attainment of quality education in Botswana. The revised syllabuses signals another major milestone in the attainment of the ideals reflected in the Revised National Policy on Education and brings closer the realization of the aspirations reflected in Vision The publication of these syllabuses is also a deliberate effort to provide accessible quality education for the creation of an educated labour force. It has been observed that countries with superior education systems are also the most economically successful. Thus, high quality education is seen as a vital pre-requisite in increasing productivity and competitiveness leading to national growth and development and subsequently, a higher standard of living for all citizens. The revised junior secondary syllabuses come at a time of unprecedented knowledge explosion, technological changes, a fluid socio-economic context and an increasingly interdependent regional and global economy. In this age of global competitiveness, it is important that all countries foster human resources by developing requisite competencies among young people. Survival in this millennium depends on the ability to effectively accommodate and manage change, and to adapt to the changing socio-economic and cultural plains. It is the wish of the Ministry of Education and Skills Development to prepare young Batswana for future growth and adaptation to ongoing changes in the socio-economic context. FOREWORD environment for learning and teaching that allows students to excel within their own capabilities. A deliberate attempt has been made to infuse and integrate emerging issues such as Environmental Education, HIV/AIDS Education, Disaster Management, Anticorruption Culture, Emotional Intelligence, Civic Education and the world of work. The programme also pays attention to the all round development of the individual and the inculcation of attitudes and values that nurture respect for one's self and for others. Life skills education has been integrated into the programmes. The learners are exposed to a range of knowledge and foundation skills such as numeracy, literacy, prevocational and problem solving skills. It also focuses on the development of desirable attitudes towards different types of work, social and moral values that are expected of them at the end of the program. The implementation of the revised programme begins in Critical to the success of the revised junior secondary programme is the recognition of individual talents, needs and learning styles. Thus, the role of the teacher in the classroom must be that of a facilitator for effective learning to occur. The teacher must be conscious of the students' needs to take a certain measure of responsibility for their own learning. The teacher must also take cognissance of the broad range of ability of the student body and the different levels of achievement. This entails the use of participatory teaching and learning styles that provide a rich diverse learning environment. The revised junior secondary programme has not been drastically changed. It is still built on the ten year basic education philosophy that seeks to provide quality learning experiences. It provides students with a broad based education that equips students' with knowledge and skills that are transferable to everyday life. The content has been selected from the students' immediate environment to facilitate understanding and ease of transfer of skills. Furthermore, the programme aims at creating and sustaining a conducive On behalf of the Ministry of Education and Skills Development, I wish to record my appreciation to members of the National Panels and Standing Committees, school heads, teachers, institutions and other organisations for their invaluable contributions during the revision of these syllabuses. Permanent Secretary Ministry Of Education and Skills Development

3 ACKNOWLEDGEMENTS The Department of Curriculum Development and Evaluation wishes to express its sincere gratitude to the Religious Education National Panel and Standing Committee members who worked tirelessly in the development of the Religious Education syllabus. Religious Education Standing Committee Bogatsu J. Botswana Christian Council Jama J. Ledumadumane JSS Kajane S. Francistown College of Education Kgaswe B. Ithuteng JSS Masheko C Tsodilo JSS Mooketsi A. Botswana Examinations Council Jacob B. Botswana Examinations Council Mothobiso K. Kgale JSS Mongadi B. Mahalapye JSS Mpofu B. Letlhabile JSS Orman E. Tsabong JSS Raboile S Representative from Mission Schools Radisowa J. Bokamoso JSS Seleke N. Tlokweng JSS Sephetsolo M. Bonwatlou JSS Seretse T.E. University of Botswana Timile D. Bonnington JSS Gaseitsiwe B. Department of Curriculum Development and Evaluation The department would also like to thank all Religious Education teachers who participated in the various consultative meetings and workshops in different parts of the country. It is our hope and belief that this document reflects the outcomes of a genuine collegial and collaborative discourse across a wide educational spectrum.

4 CONTENTS Introduction... i Rationale... i Time Allocation... i Aims of the Ten Year Basic Education Programme... i Aims of the Three Year Junior Secondary Programme... ii Aims of the Three Year Junior Secondary Religious Education. iii Religious Education Key Competencies... iv Recommended Teaching Methods... iv Assessment Procedures... v FORM ONE Unit 1: NATURE OF RELIGION Introduction to Religion... 1 Dimensions of Religion... 1 The Role of Religion... 1 Unit 2: WORLD RELIGIONS IN BOTSWANA World Religions Practised Botswana... 2 Religious Founders and their Visions... 2 Religious Symbols... 2 Unit 3: AFRICAN TRADITIONAL RELIGION AND CHRISTIANITY IN BOTSWANA 3.1 African Traditional Religion in Botswana Christianity in Botswana Christian Denominations in Botswana African Independent Churches FORM TWO Unit 4: CHARACTERISTICS OF RELIGIONS IN BOTSWANA 1.1 Religious Ethics The Golden Rule Personal Virtues Public Virtues TOPIC 5: RELIGIOUS RITUALS 2.1 Rites of Passage Rituals in Worship TOPIC 6: MATERIAL DIMENSIONS 3.1 Places of Worship and Sacred Objects Sacred Literature

5 TOPIC 7: MYTHICAL DIMENSIONS 4.1 Myth on the Origins of the Universe and Human Kind FORM THREE TOPIC 8: HUMAN RELATIONSHIPS 1.1 Values in the Family Religion and Sexuality TOPIC 9: GLOBAL ISSUES 3.1 Business Ethics War and Peace HIV and AIDS TOPIC 10: RELIGION AND THE NATURAL WORLD 4.1 Natural Environment Animal life Religious Pluralism

6 Introduction Botswana has experienced many changes in the political, economic, social and religious life since These changes are reflected in the composition of Botswana s modern society. Botswana is a pluralistic society as reflected in the constitution that recognises a variety of religious traditions. It respects the right of people to hold personal beliefs and values. The Ministry of Education and Skills Development through the Education Act allows Religious Education to be taught in its schools, dating back to the coming of the missionaries. This shows that the Ministry of Education recognises the importance of Religious Education as part of a balanced curriculum and its crucial contribution to the spiritual, moral and social development of learners. In recognition of the plurality of Botswana society, the multi-faith Religious Education syllabus was introduced in1996 at the Junior Certificate level. The multi-faith approach ensures that learners become aware of and are sensitised to a variety of religions in the country. The inclusion of multi-faith Religious Education contributes to inter-faith tolerance and understanding. This is consistent with the national philosophy of Kagisano, the principle of Botho and Tolerance as emphasised in Vision Rationale Religious Education supports the aims of the ten year Basic Education programme which promotes the mental, physical, moral, and spiritual development of each child. The major role of Religious Education is to help pupils develop a framework of values, attitudes, beliefs and respect for different religious beliefs. It is argued that knowledge of different religions enables people to understand and respect others. There is no society without culture and the education system is mandated to transmit cultural values from one generation to another. The cultural system constitutes socio-economic and political communication, rationality, technology, belief, moral and aesthetic. Religion is a cultural element and hence the need of Religious Education as an expression of this element of culture. The moral and spiritual dimension of religion cannot be ignored since it develops morally responsible individuals. In Botswana moral values are predominantly religious and hence the importance of Religious Education in the school curriculum. Content Structure The content of the revised Three Year Junior Secondary Religious Education syllabus reflects Christianity as the major religion in Botswana whilst accommodating other religions such as Judaism, Islam, Hinduism, Buddhism, Sikhism and Baha i Faith. The content also incorporates emerging and cross curricular issues. The syllabus is organised in topics while the content is reflected in general and specific objectives. The revised Religious Education Syllabus is suitable for learners of all religious persuasion as it does not indoctrinate nor denigrate other religions. Learners are taught about religions practised in this country and are not converted to any religion. Time Allocation Time allocation for this syllabus is that Religious Education will be apportioned two 35 minutes lessons out of a 45 period per week time table. Aims of the Ten Year Basic Education Programme On completion of the Ten-Year Basic Education Programme, students should have: 1. developed competency and confidence in the application of computational skills in order to solve day to day problems. i

7 2. developed an understanding of business, everyday commercial transactions and entrepreneurial skills. 3. developed critical thinking, problem solving ability, individual initiative, interpersonal and inquiry skills. 4. developed desirable attitudes towards different types of work and the ability to assess personal achievement and capabilities realistically in pursuit of appropriate career/employment opportunities/possibilities and/or further education. 5. acquired knowledge, skills and attitudes in food production and industrial arts for self-reliance and self-sufficiency. 6. developed awareness and/or literacy and understanding of the significance of computers in the world of work. 7. acquired knowledge and understanding of their environment and the need for sustaining utilisation of natural resources. 8. developed desirable attitudes/behavioural patterns in interacting with the environment in a manner that is protective, preserving and nurturing. 9. acquired knowledge and understanding of society, appreciation of their culture including languages, traditions, songs, ceremonies, customs, social norms and a sense of citizenship. 10. developed the ability to express themselves clearly in English, in Setswana and in a third language both orally and in writing, using them as tools for further learning and employment. 11. acquired basic science knowledge and skills, including basic knowledge of the laws governing the world. 12. acquired a good knowledge and practice of moral standards and health practices that will prepare them for responsible family and community life. 13. developed their own special interests, talents and skills whether these be dexterity, physical strength, intellectual ability, and/or artistic gifts. 14. acquired an appreciation of technology and technological skills including basic skills in handling tools and materials. 15. gained the necessary knowledge and ability to interact with and learn about their community, the government of their country and the world around them. Aims of the Three Year Junior Secondary Education Programme On completion of the Three Year Junior Secondary Education Programme, learners should have: 1. developed competence and confidence in the application of computational skills in order to solve day to day problems. 2. acquired knowledge of business, everyday commercial transactions and entrepreneurship. 3. developed critical thinking, problem solving ability, individual initiative, creativity, interpersonal and inquiry skills. 4. developed desirable attitudes towards different types of work and the ability to assess personal achievement and capabilities realistically in pursuit of appropriate career/ employment opportunities/ possibilities and/ or further education and training. 5. acquired knowledge, skills and desirable agricultural production and industrial arts attitudes for self- reliance and self sufficiency. ii

8 6. developed literacy and understanding of the significance of ICT in the world of work and in every sphere of life. 7. acquire knowledge and understanding of their environment and the need for sustainable utilization of natural resources. 8. developed desirable values, attitudes and behaviour in interacting with the environment in a manner that is protective, preserving, and nurturing. 9. acquired knowledge and understanding of society, appreciation of different cultures, religion and a sense of citizenship. 10. developed tolerance towards different cultures, pride in own culture and unity in diversity. 11. developed the ability to express themselves clearly in English, Setswana, Modern Foreign Language and/or a third language and sign language, using them as tools for further learning and employment. 12. acquired science knowledge, skills and understanding of laws and principles governing the natural world. 13. acquired knowledge, attitudes, moral standards, life skills and health practices including awareness and management of epidemics that will prepare them for responsible and productive family and community life. 14. developed their special interests, talents and skills, including dexterity, physical strength, intellectual ability, aesthetics and/ or artistic gifts. 15. developed an appreciation of technology and acquired technological skills including skills and safety precautions in handling tools and materials. 16. acquired knowledge and ability to interact with and learn about their community, the government of their country and the world around them. 17. acquired knowledge and skills that promote democracy, good governance, peace and security. Aims of the Three Year Junior Secondary Religious Education Programme On completion of the three years of Junior Secondary Religious Education, students should be able to: 1. demonstrate development of moral and spiritual dimensions while in school and in their community. 2. respect people whose beliefs differ from their own and have an increased spirit of tolerance and co-operation in their everyday lives. 3. Investigate, analyse facts and draw conclusions on religious issues using English as a medium of instruction 4. be aware of the contribution religion makes towards the development of an understanding of the importance of the family, its role and responsibilities 5. put into practice the skills learnt to achieve their personal potential as individuals by living a full and satisfying life and playing a responsible and active part in the community. 6. introduce students to the challenging and varied nature of religion and to the ways in which this is reflected in experience, belief and practice. 7. acquire the religious knowledge and develop the religious skills necessary to lead a healthy life in harmony with nature. 8. participate as responsible citizens in the life of local, national and global communities. iii

9 9. enable students to recognise and appreciate the contribution of religion in formation of values and behaviour patterns. 10. help students to identify and explore questions about the meaning and purpose of life, and to consider such questions in relation to religious traditions. 11. understand the rituals and symbolic actions of religion which prepares learners for the opportunities, responsibilities and experiences of life. 12. enable candidates to recognise and appreciate the connection between beliefs, values attitudes and behaviour. 13. explore the place and significance of religion both historically and in the contemporary world. 14. address social and environmental issues in order to promote development and social justice. Religious Education Key Competencies By the end of the Junior Secondary Education programme learners should be able to: appreciate and tolerate different religions and display a culture of peace. apply religious knowledge in solving problems and making decisions. demonstrate positive attitudes such as respect, sensitivity, selfesteem and open mindedness. iv use ICT and other technologies in different Religious education contexts. apply a range of skills including those of reflection, critical thinking, enquiry, evaluation and interpersonal skills such as empathy and communication. explore their own values and commitments and those of others. make sound judgments and take appropriate actions that will contribute to sustainable development of human society and the physical environment. demonstrate respect for the values of a diverse society. understand the interplay between rights and responsibilities. participate actively in the life of local, national and global communities. explore educational and career opportunities in the field of religion. demonstrate motivation for contributing to community projects. demonstrate team work in groups, organisations and community Recommended Approach and Teaching Methods This syllabus recommends the Interpretive Approach to the teaching of the multi-faith Religious Education. The approach engenders reflective teaching and learning. It posits that understanding the faith of another person means entering as far as possible into their way of life. This suggests that individuals should be studied in the context of their families and communities. Within the classroom learners are encouraged to engage in a conversation on the faiths of their communities, recognising religious diversity in the society.

10 The learner centred teaching methods recommended in the Revised National Policy on Education, 1994 should be preferred over and above the lecture method. Learners should be seen to be taking an active part in the teaching and learning process. Strategies such as inquiry, group work, presentations, debates should be given prominence over the chalk and talk method of instruction. Catering for Learners with Special Needs A deliberate effort was made to ensure that the programme is accessible to all learners, including those with Special Educational Needs (SEN). Instructional and assessment methods should also be adapted to meet the needs of all learners. With respect to instruction, the differentiation method could be used to meet the needs of diverse learners. Differentiation acknowledges that learners have different abilities and will access the curriculum at different levels. The teaching and learning process should enable learners to realise the curriculum at a level proportionate to their abilities. Assessment Procedures A number of assessment tools should be used including objective tests, short and structured questions, essay writing. The school-based assessment should be able to assess the performance of the instructional process and offer guidance on the type of remedial action that needs to be taken. The final examination will be taken at the end of the programme and shall be administered by the Botswana Examination Council (BEC). v

11 FORM ONE UNIT 1: NATURE OF RELIGION Topics General Objectives Introduction to Religion understand and appreciate religion as a world phenomenon. Dimensions of Religion explore different dimensions which characterize religion. The Role of Religion explore the effects of religion on social, political and economic concerns of society. Specific Objectives explain the term religion identify examples of world religions classify world religions according to their types ( theistic and non-theistic) give evidence of the existence of religion in their community explore the benefits of being a religious person in a community state the names of places of origins of world religions describe the importance of the places of origin to the adherents explain different ways in which people are exposed to world religions identify the different dimensions of religion as rituals, experiential, myth, doctrines, ethical, social and material aspects of religion explain the dimension of religions identified discuss the importance of each dimension of religion identified explain how religion provides personal and social identity discuss the positive and negative roles of religion on social, political and economic concerns. 1

12 UNIT 2: WORLD RELIGIONS IN BOTSWANA General Objectives Topics World Religions Practised examine the establishment of in Botswana world religions in Botswana ( other than Christianity) Religious Founders and their visions Religious symbols (Cover all the six world religions in Botswana except African Traditional Religion) understand the role played by the founders in the development of the religions understand the importance of religious symbols. Specific Objectives examine how world religions were established in Botswana describe the distribution of world religions in Botswana state factors that promoted or hindered the spread of world religions in other parts of Botswana discuss ways of identifying world religions in Botswana discuss the advantages of knowing and understanding world religions in Botswana investigate why Batswana convert to the world religions practiced in Botswana investigate how community religious leaders become leaders discuss the lives of the founders of Baha i Faith, Christianity, Islam, Sikhism, Buddhism and Judaism discuss the vision the religious founders had about their societies describe the key roles played by the religious founders in the societies where the religions were founded analyze the quality of leadership displayed by the religious leaders discuss the quality of leadership expected from modern religious leaders discuss the challenges the founders experienced in establishing the new religion in the area of origin discuss the effects brought by the new religion in the society of the place of origin discuss factors that contributed to the survival of the religion after the death of the founder differentiate between religious and secular symbols identify religious symbols of the religions in Botswana describe the origin and the meaning of symbols of religions in Botswana investigate how followers of different religions use religious symbols. 2

13 UNIT 3: AFRICAN TRADITIONAL RELIGION (ATR) AND CHRISTIANITY IN BOTSWANA Topics African Traditional Religion (ATR) in Botswana General Objectives understand the nature of African Traditional Religion. Christianity in Botswana explore the historical background of Christianity in Botswana Christian Denominations in Botswana African Independent Churches (AIC s) understand different types of Christian denominations in Botswana examine the African expression of Christianity Specific Objectives identify features of ATR in Botswana describe ways of identifying ATR in Botswana discuss the features which ATR in Botswana share with other world religions state reasons why the early missionaries decided to spread Christianity in Africa assess the perceptions missionaries had about the Africans and their understanding of religion examine the strategies used to spread Christianity in Botswana examine the role of media in spreading Christianity in Botswana and other parts of the world discuss the factors that made it easy for Batswana to accept Christianity explain the reasons for dominance and expansion of Christianity in Botswana discuss the different ways in which Christianity has influenced the lifestyle of Batswana politically, socially and economically list the different types of Christian denominations in Botswana describe the different types of Christian denominations in Botswana discuss the reasons for existence of many Christian denominations in Botswana explore the impact of the existence of many Christian denominations in Botswana discuss ways in which Christian denominations have acted as agents of change in Botswana society explain the rise of African Independent Churches in Southern Africa state the main characteristics of the AIC s discuss the Christian and ATR traits in the AIC s discuss the challenges facing the AIC s in Botswana discuss the role played by women in the AIC s investigate why Batswana convert to the AIC s. 3

14 FORM TWO UNIT 4: CHARACTERISTICS OF RELIGIONS IN BOTSWANA Topics Religious Ethics The Golden Rule Personal Virtues General Objectives understand the importance of ethical codes in world religions understand and appreciate the Golden Rule as a universal principle recognise the commonality of virtues in world religions in Botswana Specific Objectives explain the term religious ethics evaluate the importance of ethical teachings in religion state the ethical codes in Christianity, Buddhism and Islam discuss the ethics that guide the followers of ATR in Botswana discuss the relevance of the ethical codes in modern society discuss how religious ethics can help Botswana to be a crime free society account for the fact that morality in one religion may not be morality in another state the Golden rule as stated by Jesus in Christianity explain the purpose of the Golden Rule state the version of the Golden Rule in all religions practiced in Botswana discuss how the Golden Rule can be put into practice when dealing with issues of relationships, HIV/ AIDS and crime explain the concept virtue define the virtues of respect, compassion and hope, honesty, patience, diligence, perseverance and purity discuss the importance of honesty and using the right speech when dealing with others explain how respect and compassion could be put into practice when dealing with others explain the virtue of purity in Christianity, Buddhism, ATR in Botswana and Islam in relation to sexual purity discuss the guidelines that Christianity, Islam, Buddhism and African Traditional Religion have in place with regard to substance abuse. 4

15 Public Virtues explore the qualities that world religions expect people to strive for within their communities explain the virtue of charity identify vulnerable groups of people in society discuss how vulnerable members of society can be assisted investigate how religious groups impart poverty alleviation skills explain the concept of Botho in ATR in Botswana demonstrate how the principle of Botho can be used to assist vulnerable people society investigate the existence of Botho in Hinduism, Islam, Baha i Faith and Sikhism relate the virtue of tolerance to other virtues needed to achieve social harmony discuss some of the virtues displayed by Mother Theresa in her mission the change the world. 5

16 UNIT 5: RELIGIOUS RITUALS Topics General Objectives Rites of Passage know and understand the rites of passage Know and understand the rituals associated with birth know and understand the rituals associated with puberty know and understand rituals associated with marriage appreciate rituals associated with death Rituals in Worship explore communal rituals in worship Specific Objectives explain rites of passage identify stages of human development as birth, puberty, marriage and death discuss the significance of the rites of passage at each stage identify different rites associated with birth in ATR in Botswana, Hinduism, Sikhism and Judaism discuss the significance of rituals associated with birth in ATR in Botswana, Hinduism, Judaism and Sikhism identify different puberty rites in ATR in Botswana, Judaism, Hinduism and Sikhism discuss the significance of rituals associated with puberty in ATR in Botswana, Hinduism, Judaism and Sikhism identify marriage rituals in ATR in Botswana, Judaism, Hinduism and Sikhism discuss the significance of rituals associated with marriage in ATR in Botswana, Judaism, Hinduism and Sikhism discuss the views of followers of ATR in Botswana, Hinduism, Judaism and Sikhism on inter-religious marriages identify death rituals in ATR in Botswana, Judaism, Hinduism and Sikhism discuss the significance of rituals associated with death in ATR in Botswana, Judaism, Hinduism and Sikhism analyze beliefs and customs on life after death as perceived by ATR in Botswana, Hinduism, Judaism and Sikhism explain the purpose of worship in world religions state the different forms of worship in ATR in Botswana, Christianity, Islam, Hinduism and Buddhism discuss different forms of worship in ATR in Botswana, Christianity, Islam, Hinduism and Buddhism discuss rituals performed during worship in Islam, Hinduism, Buddhism, ATR in Botswana and Christianity. 6

17 UNIT 6: MATERIAL DIMENSIONS Topics Places of Worship and Sacred Objects General Objectives know and understand the use of sacred objects in different religions understand the purpose of places of worship? Sacred literature know and understand the use of sacred literature in different religions. Specific Objectives define the term sacred in reference to objects give examples of sacred objects in Sikhism, Islam, Judaism, ATR in Botswana discuss the use of sacred objects in Sikhism, ATR, Islam and Judaism name the different places of worship for ATR in Botswana, Christianity, Baha;i Faith, Islam, Sikhism, Judaism and Hinduism. Hinduism, Buddhism, Judaism, Christianity and ATR in Botswana discuss the purpose of places of worship in Baha i Faith, Sikhism, Hinduism, Judaism, Christianity, and ATR in Botswana define the term sacred in reference to literature explain the terms oral and written literature identify sacred literature (oral and written) in ATR in Botswana, Judaism, Christianity, Sikhism and Islam explain how sacred literature (oral and written) is used in Christianity, ATR in Botswana and Sikhism explain how Islam, Judaism and Sikhism show respect to their sacred literature. 7

18 UNIT 7: MYTHICAL DIMENSION Topics Myths on the origins of the universe and humankind General Objectives explore the various myths about creation of the universe explore the various myths about the creation of humankind Specific Objectives define religious myth differentiate between religious and non-religious myths discuss mythical stories with moral values explain the stories about the origin of the universe from ATR in Botswana, Christianity, Islam and Hinduism discuss the origin of the universe according to the Big Bang Theory relate the stories about the origin of human beings in their communities discuss the different stories of creation of human beings as presented by Christianity, Islam, Buddhism and Hinduism discuss how the stories of creation in Christianity and Islam influence the relationship between men and women discuss the origin of humankind according to the theory evolution. 8

19 FORM THREE UNIT 8: HUMAN RELATIONSHIPS Topics Values in the Family General Objectives appreciate the role of religion in family life Religion and Sexuality understand sexuality and its effects in human relationships. Specific Objectives define family describe different family structures in contemporary society Investigate the ideal family structures according to Christianity, Bahai Faith and ATR in Botswana explain family values that guide family life in Bahai Faith, Christianity and Islam discuss the impact of religion on family coherence explain the term sexuality discuss the teachings that are intended to guide and ensure positive sexual relationships in ATR in Botswana, Christianity and Islam explain unacceptable sexual behaviour according to ATR in Botswana, Christianity and Islam investigate how ATR in Botswana, Christianity and Islam assist in reducing unacceptable sexual behaviour evaluate the effectiveness of religious influence on curbing unacceptable sexual behaviour in society discuss the effects of unacceptable sexual behaviour in society discuss the benefit of acceptable sexual behaviour. 9

20 UNIT 9: GLOBAL ISSUES Topics Business Ethics War and Peace HIV /AIDS General Objectives explore people s attitudes towards money and status explore religious teachings on war and peace understand the value of peace in society understand the role of religions in reducing the spread of HIV and AIDS Specific Objectives explain business ethics discuss the Christian and Islamic attitudes towards material prosperity discuss the teachings of Islam, Christianity about the responsibility of the rich towards the poor discuss both ethical and unethical business practices used by some people to make material gains define war differentiate between secular and religious war investigate causes of religious conflicts between different religions discuss the concept of just war as espoused by St. Thomas Aquinas outline the rules of just war as proposed by St. Thomas Aquinas state how some United Nations Charter agree with St. Thomas Aquinas rules of a just law define peace discuss religious teachings that promote peace in Christianity, Buddhism, Bahai Faith in Botswana and Hinduism discuss how Ghandi used the virtue of Ahimsa in the struggle to keep peace assess the benefits of forgiveness and reconciliation in the promotion of peace list some of the practices and saying in ATR that expose men and women to HIV/AIDS investigate how the religions in Botswana use their resources in response to the HIV/AIDS scourge explain how the teachings of Islam, Christianity and Bahai Faith assist the youth to acquire safe sexual behaviour against HIV/AIDS discuss how gender issues in ATR in Botswana and Islam influence the spread of HIV/AIDS discuss how the Buddhist moral teachings could be adopted on the issue of behavioural change and sexual matters 10

21 UNIT 10: RELIGION AND THE NATURAL WORLD Topics The Natural environment Animal Life Religious Pluralism General Objectives understand the role of ATR, Christian and Islamic religions in conserving the environment explore the impact of religious activities on the environment understand and appreciate the significance of animals in religion understand the importance of religious tolerance in a multifaith society Specific Objectives asses the influence of religion on the preservation of the environment list teachings in Islam, ATR in Botswana, Christianity, Buddhism, Bahai Faith that promote the conservation of natural resources discuss the views of ATR in Botswana, Christianity and Islamic religions on the conservation of the environment identify how some the religious activities can impact on the environment describe the virtues that could be put into practice to protect the environment discuss the work of Francis of Assisi as a model of sustaining the ecological balance identify the significance of some animals in ATR, and Hinduism discuss the moral stories related to the animals in ATR, and Hinduism discuss ways in which animal life is protected in ATR, Hinduism explain religious pluralism distinguish between religious tolerance and intolerance discuss the effects of religious intolerance on societies suggest ways of promoting religious tolerance in multi- faith societies discuss challenges associated with religious pluralism. 11