Other countries may spend money in our district.

Shops, business and trade

bring money to our districts.

Exercise
1. Discuss how socio-economic activities help to develop
your district.
2. Explain why socio-economic activities are important
for the development of your district.

Homework
Write three sentences to explain what you learnt during the
debate about the importance of socio-economic activities.
Checklist of learning
In this unit, I have learnt:
Y N/S N
There are 30 districts in Rwanda.
My district is in a specific area. It has its
own size and shape.
Some districts are smaller than others.
Every district has socio-economic activities.

14 Social and religious studies - primary 4

 Agriculture, fishing, crafts, pottery, tourism,
trade and employment are examples of
socio-economic activities.
Socio-economic activities add to the
development of our districts. This helps our
area grow.
Socio-economic activities are very
important. They bring work, money and
better roads and buildings.
KEY: Y = Yes N/S = Not Sure N = No
Self-assessment
Make sure that you are able to do the following on your own.
1. Compare the socio-economic activities in your district to
those in neighbouring districts.
2. Explain why some are the same.
3. Say why some are different.
End unit assessment
1. Draw a map of your district.
2. Look at this picture. Answer the questions.

Social and religious studies - primary 4 15

 a) What socio-economic activities is taking place from
the picture above.
b) What are the socio-economic activities in your
district?
c) Why are socio-economic activities important to each
district?

16 Social and religious studies - primary 4

Self-assessment
Make sure you are able to answer the following questions on
your own.
1. Why are equality and equity in our district important?
2. What are you doing to promote equity and equality?
3. How can we prevent gender-based violence and sexual
abuse?
End unit assessment
1. Choose the correct word in the box to complete each
sentence.

police promote protected human

a) Human rights are yours because you are ________.

b) Children have special rights because they need to be
________.
c) You should report child abuse to the ________.
d) It is very important to ________ equity and
equality.
2. Match the words in column A with the correct meaning
in column B.

Column A Column B
2.1 equity A accept other people
2.2 equality B fairness
2.3 respect C we are all the same
2.4 abuse D hurt and harm
2.5 tolerance E to be polite and kind

34 Social and religious studies - primary 4

 3. Read the case study. Then answer the questions.

Keza was so sad. Her cousin, Eric, had grabbed her and
told her to take her clothes off. But Keza had shouted
loudly. She said, “No! No! No! I have a right to be safe!
You have to respect me. I will tell my mother. I will report
you to the police.”

a) Why was Keza sad?

b) What do you call this kind of abuse?
c) What did Keza do to stop Eric? 
d) Did Keza do the right thing? Give a reason for your
answer. 
e) Tell Eric how he should rather act towards girls.

Social and religious studies - primary 4 35

Some insects, fish, birds, reptiles and animals eat mosquitoes.
Do not kill them. They help to get rid of mosquitoes. That helps
to prevent malaria.
Checklist of learning
In this unit, I have learnt:
Y N/S N
Hygiene is cleanliness.
To be clean means you must wash your
hands.
To keep the environment clean, you should
not go to the toilet near a water source or
river and you should not litter.
Diseases spread when we do not have good
hygiene.
Waterborne diseases are caused by germs in
the water.
The effects of waterborne diseases are bad.
You can get very ill, vomit and have an upset
stomach.
Malaria is caused by mosquitoes. You have
signs like headaches and joint pain.
To treat malaria you take tablets prescribed
by a doctor.
You can prevent malaria by getting rid of
stagnant water and bushes around the house
and avoiding mosquito bites.
KEY: Y = Yes N/S = Not Sure N = No

Social and religious studies - primary 4 45

Peer assessment
Do the following and swop with your partner to check each
other’s work.
1. Describe the problems caused by a lack of hygiene.
2. Make a drawing to show how malaria can be spread by
dirty water.
End unit assessment
1. What does hygiene mean? 
2. Name two waterborne diseases.
3. What are the effects of waterborne diseases? 
4. Give three reasons why we should keep the environment
clean. 
5. Explain how you could destroy or clean up places where
mosquitoes breed. 
6. Look at the picture. Then answer the questions.

a) What is the frog doing? 

b) In what way is the frog helping to prevent malaria? 
c) What else can you do to prevent malaria? Give two
ideas.

46 Social and religious studies - primary 4

 Homework
Make a money box. Decorate your money box with words and
pictures that say why it is important to save money?

Checklist of learning
In this unit, I have learnt:
Y N/S N
My needs and wants.
The needs in society.
The most important needs.
How the environment helps people to meet
their needs.
Ways to make money.
What affects how we spend money.
What things people spend money on.
How to make a shopping list.
How to roleplay buying and selling.
How to save money.
Why it is important to save money.

KEY: Y = Yes N/S = Not Sure N = No

Self-assessment
How well can you do all the things in the checklist of learning?

Social and religious studies - primary 4 55

 End unit assessment
1. What is a need? 
2. What is a want? 
3. List two needs in society. 
4. Explain how the environment helps to meet our needs.
Give two examples. 
5. List two activities that can make money. 
6. List two things most people spend money on. 
7. Read the case study before you answer the questions.

Mukesha wants to buy a new dress.

Her family has saved money to buy a
radio. They cannot afford both.

a) What should the family do? 

b) How can Mukesha earn money? 
c) How can Mukesha save money? 
d) Why is it important to save money? 
e) Why is money useful?

56 Social and religious studies - primary 4

 Activity
1. Find out the names of the people who serve on your
district council.
2. Find out what their roles are.
3. Draw an organigram showing your district council.

Checklist of learning
In this unit, I have learnt:
Y N/S N
All countries have national coats of arms.
The Rwandan national coat of arms has
symbols on it that have special meanings.

We must be proud of our national coat of

arms.
People need to live together in harmony.
Disharmony has a damaging effect on
society.
Good leaders are very important in a country.
Districts are led and administered by district
councils.
Council members are elected democratically.
The council elects a mayor to be its leader.
KEY: Y = Yes N/S = Not Sure N = No

Social and religious studies - primary 4 69

Self-assessment
Make sure that you are able to do the following on your own.
1. State any three ways of promoting harmony in your
district.
2. Explain the meaning of leadership.
3. Choose one leader of your district and explain his/her
duties.
4. Draw the national coat of arms of Rwanda and explain
the meaning of at least four elements in it.
End unit assessment
1. What is the difference between harmony and
disharmony?
2. Describe any three situations which can lead to
disharmony in your district.
3. Identify any one act of disharmony and explain its
results to the people in your district.
4. What is the title of the person who leads a district
council?
5. Explain any two of the symbols on the Rwandan
national coat
of arms.
6. Describe any two qualities of a good leader.
7. Why do we need good leaders?
8. What do we mean by acceptable behaviour? Give an
example.

70 Social and religious studies - primary 4

 9. Identify the picture:

10. Match the description from the Rwandan coat of arms

with the correct symbol.
Symbol Description
 reen ring with
G  cience and technology and
S
a knot industrial development.
Basket  atriotism, defense of national
P
sovereignty, integrity and
justice.
Cogwheel Development through hard
work
Shields  wandan culture of saving,
R
solidarity
and sharing.

Social and religious studies - primary 4 71

 This class is going on a visit to a public asset.

When you are back in class:

1. Make a summary of what you saw.
2. Then answer these questions:
a) Were there any problems?
b) What were the problems?
c) Why are these assets important?
d) How can we look after the assets?
Checklist of learning
In this unit, I have learnt:
Y N/S N
There are important places in our district.
These important places are our museums,
genocide memorial sites, national parks and
public gardens.
We need to stop problems from happening at
our important places.
We should preserve our important places.

Social and religious studies - primary 4 81

There is a difference between public and
private assets. Public assets belong to all of
us.
We have public assets. Some are hospitals,
markets, water sources and police stations.
We need to preserve and protect our public
assets. This will help us to use and enjoy
them.
To preserve our public assets, we must look
after them. We must keep them clean and
respect them.
KEY: Y = Yes N/S = Not Sure N = No
Self-assessment
Make sure that you are able to do the following.
1. Make a list of the important places in your district.
2. Make a list of the public assets in your district.
3. Explain why you say these are important places.
4. Explain why you say these are public assets.
5. Describe how you can preserve and protect our
important places and public assets.

82 Social and religious studies - primary 4

Checklist of learning
In this unit, I have learnt:
Y N/S N
The elements of weather are temperature,
wind, air pressure, moisture, sunshine and
clouds.
We can protect ourselves from bad weather.
We can measure weather.
How to make a rain gauge.
How to make a thermometer.
Weather can cause problems such as droughts
and flooding.
Flora is plants.
Fauna is animals.
We need to preserve our fauna and flora.
We need more national parks.
KEY: Y = Yes N/S = Not Sure N = No
End unit assessment
1. Make a poster to show how you can preserve our fauna
and flora.
Hints:
• You can use the flat side of an old cardboard box
for your poster.
• Make drawings and write important words in big
letters on your poster.
2. Show your poster to the class. Answer any questions
the other learners ask.

98 Social and religious studies - primary 4

 Activity
1. What are the effects of under-population and over-
population?
2. How can we control low or under population?
3. How can we control high or over-population?

Homework
Write four sentences to summarise how to control high
population and low population in your district.
Checklist of learning
In this unit, I have learnt:
Y N/S N
Population means the number of people who
live in an area.
A population census is to count the number
of people. It gives more information about
the people.
A population census is helpful. It tells our
government what the people need. Then
the government is able to plan how to help
people.
The effects of over-population are very bad.
The more people, the more they have to share
resources. If there are not enough resources
for everybody, some people will suffer. Others
will die.
It causes harm to the environment if there
are too many people.
Social and religious studies - primary 4 107
We can control the population by educating
people to have no more than two children per
family.
KEY: Y = Yes N/S = Not Sure N = No
End unit assessment
1. Explain why a population census is important.
2. Suggest how to control the population in your district.
3. Imagine you are a census enumerator. Explain what
questions you will ask to get information. 

108 Social and religious studies - primary 4

 Checklist of learning
In this unit, I have learnt:
Y N/S N
Transport is the way we move from one
place to another.
The different means of transport include
minibus taxis, bicycle cabbies, bicycles,
cars, buses, boats and aeroplanes.
If we do not follow the rules of the road, we
will not be safe.
Never speed, always fasten your seat belt,
and do not use a taxi that is overloaded
with passengers.
Communication is how we give each other
messages. This is how we share information.
Different ways of communication include
the media such as radio, TV, newspapers,
the internet, telephones, mobile phones and
letters.
If we do not use communication in a
responsible way, it can be dangerous.
KEY: Y = Yes N/S = Not Sure N = No
Self-assessment
Make sure that you are able to do the following.
1. Explain how to use transport and communication in a
responsible way.
2. Say how using transport and communication in a
responsible way will prevent danger and difficulties.

Social and religious studies - primary 4 119

 End unit assessment
1. Identify two important places in our district. 
2. Describe two of our public assets.
3. List two problems our important places in the district
have. 
4. Suggest two ways in which we can preserve our
important places. 
5. List four elements of weather. 
6. List two instruments you can use to measure weather. 
7. Describe two problems caused by weather. 
8. Give one example of flora.
9. Give one example of fauna. 
10. Explain how we can preserve our fauna. 
11. Define population. 
12. Define population census. 
13. Describe how a population census is conducted. 
14. List four different types of transport. 
15. Describe two acceptable behaviours on the road. 

120 Social and religious studies - primary 4

 Activity
1. Make a list of all the economic activities that take
place in your community. Decide which are traditional
activities.
2. Role play bartering goods that you have in exchange for
ones that you need.

Checklist of learning
In this unit, I have learnt that:
Y N/S N
Pre-colonial Rwanda was ruled by a King.
The King was helped by chiefs and the Queen
mother.
People lived in clans.
Agriculture, iron smelting, making crafts and
hunting were practiced.
Social events were important.
Rwandans believed in many gods.
People respected their leaders and paid
taxes.
KEY: Y = Yes N/S = Not Sure N = No
Self-assessment
Make sure that you are able to do the following.
1. Draw a table to compare traditional and modern Rwandan
trade.
2. Explain how Rwanda was ruled.
3. What did a typical Rwandan family eat?
130 Social and religious studies - primary 4
 End unit assessment
1. What do we mean by the word ‘pre-colonial’?
2. Name the three kinds of chiefs who helped the King in
ruling the Kingdom.
3. Explain the meaning of the following:
a) Traditional culture
b) Traditional belief
4. Describe any one traditional belief in your district.
5. Mention the main four economic and commercial
activities of pre-colonial Rwanda.
6. Describe the life of a typical family in pre-colonial
Rwanda.
7. Name two items that could be traded in traditional
Rwanda.
8. Explain three different methods of creating crafts in
traditional Rwanda.

Social and religious studies - primary 4 131

We can all help to take care of the environment
Every small thing that we do to protect our environment is
important. We can:
• plant more trees
• pick up rubbish and broken glass
• try to save water.

Activity
Protecting your school is a very important part of caring for
the environment. Make a plan of how you can help maintain
your school. For example, you can collect waste paper,
clean up rubbish or make a vegetable garden. Share your
ideas with the rest of the class

We can all help by picking up rubbish

Checklist of learning
In this unit, I have learnt that:
116 Social and Religious Studies Pupil’s Book, Primary 4
Y N/S N
God has many different names.
God is love, almighty, omnipotent,
omnipresent, transcendent and omniscient.

Social and religious studies - primary 4 143

God created the world and all the creatures
in it.
Every creature is important.
Every creature has a purpose.
All creatures are unique and interdependent.
God expects us to look after His creation.
We must care for our environment and
protect it.
We can start by taking care of our school
and school grounds.
KEY: Y = Yes N/S = Not Sure N = No
End unit assessment
Make sure you are able to do the following on your own.
1. Explain how you can show love to your peers in class.
2. Look at the following words and pick out the ones
that describe the attributes of God:
• love • omnipotent • transcendent
• dominating • impatient • weak
• unreachable • omnipresent • omniscient.
• almighty • uncaring

3. Draw a picture of a house and garden that has been

looked after and cared for.

144 Social and religious studies - primary 4

2.6. God’s plan to save the world
God’s plan to save the world did not end with the patriarchs.
When the time was right, He sent Jesus, His only son, to Earth.
God speaks to us through Jesus. God’s plan is that we will be
led back to Him by believing in Jesus.
(John 8:12, 10:9, 14:6.)
The patriarchs were part of a bigger plan. God wanted the tribe
of Israel to be in the right place at the right time. Only then did
He allow his Archangel Gabriel to tell Mary that she would give
birth to Jesus.

Activity
1. Prepare a role-play about the patriarchs and include
their calls and covenants.
2. Explain their significance in the Annunciation.

Checklist of learning
In this unit, I have learnt:
Y N/S N
A patriarch is the male leader of a family or
tribe.
Noah, Abraham, Moses and Jacob were Old
Testament patriarchs.
God used the patriarchs to fulfil His plan for
humanity.
A call is a message from God about what He
wants us to do with our lives.

152 Social and religious studies - primary 4

 We all have special talents that we can use
in God’s service.
God sent Jesus to be the way for us to return
to Him.
KEY: Y = Yes N/S = Not Sure N = No

End unit assessment

Make sure you are able to answer the following questions
on your own.
1. A _________ is another name for a calling.
2. Name three of the Old Testament patriarchs.
3. Why were the Israelites so important to God?
Revision exercise of unit 1 and 2
1. List any four of the main attributes of God.
2. Choose one among the attributes of God and describe
what it means.
3. Explain what the verses at John 3:16–17 tells us.
4. What do we learn from 1 Corinthian 13?
5. Describe in a short paragraph the purpose for which
God created man.
6. List any four ways you can protect and care for God’s
creation.
7. Why did Noah build an ark?
8. How many tribes were descended from Jacob?
9. Explain what a call means.
10. Why did God send Jesus to us?

Social and religious studies - primary 4 153

 11. Match each word with its correct meaning.
Word Meaning
Calling A promise made by God
Patriarch A skill or ability
A vocation or task that
Covenant
God gives us to do
Talent Male leader of a family

154 Social and religious studies - primary 4

Lessons we learn from the Ten Commandments
• We learn to care for and respect others’ property.
• We learn to do the right things that our parents, pastors
and teachers tell us to do.
• We learn about proper behaviour in a community.
• We learn to love and believe in God.
Checklist of learning
In this unit, I have learnt:
Y N/S N
God gave Ten Commandments to Moses for
the Israelites to follow.
God wrote the commandments on stone
while speaking to Moses on Mount Sinai.
The commandments teach us how to show
our love for God, and how to treat other
people.
If we want to be close to God, we must follow
the Ten
Commandments.
The results of not following the
commandments are spiritual, moral and
social death.
The greatest commandment is the one given
by Jesus: to love God with all our hearts and
minds and bodies.
The second greatest commandment is to
love each other as we love ourselves.
KEY: Y = Yes N/S = Not Sure N = No

164 Social and religious studies - primary 4

 End unit assessment
Make sure you are able to answer the following questions
on your own.
1. Write the Ten Commandments in their correct order.
2. Jesus Christ summarized the Ten Commandments
into two. Name them.
3. Give two examples of false idols.
4. Why should you respect your parents?

Social and religious studies - primary 4 165

 Exercise
1. What is common to Christian and Islamic beliefs about
life after death?
2. Name two angels that appear in both Islamic and
Christian literature.

Homework
Describe how angels can help you in your everyday life.
Checklist of learning
In this unit, I have learnt:
Y N/S N
The first pillar of Iman is belief in Allah alone.
The second pillar of Iman is belief in His
angels.
There are 99 beautiful names for Allah.
Each name describes an attribute of Allah.
Shirk means worshiping something other
than Allah.
Islam is a monotheistic religion.
Major shirk cannot be forgiven unless it is
repented.
Allah created the angels to worship Him and
carry out His commands.
The most important of the angels are Gabriel,
Michael and Raphael.
After we have died our souls will either go to
Jannah or to Jahannam.
KEY: Y = Yes N/S = Not Sure N = No
176 Social and religious studies - primary 4
 End unit assessment
Make sure you are able to answer the following questions
on your own.
1. How many names are there for Allah?
2. Match the name of the angel with the correct
description.
3. The correct name for sin in Islam is _______.
4. What are the first and second pillars of Islam?
5. From what substance are angels created?

Social and religious studies - primary 4 177

 Exercise
1. List the actions that will be punished heavily by Allah
at the end of the age.
2. List the actions that will be rewarded by Allah at the
end of the age.
3. What attitudes will help you avoid the punishment of
Allah?

Checklist of learning
In this unit, I have learnt:
Y N/S N
The Qur’an is the holy book of Islam.
The Qur’an was revealed to the Prophet
Muhammad (peace be upon him) over 23
years.
The Qur’an is composed of suras and the
ayat.
The Qur’an teaches the right way to live and
the rewards and punishments for doing or
not doing so.
KEY: Y = Yes N/S = Not Sure N = No

186 Social and religious studies - primary 4

 End unit assessment
1. Do the following:
2. Match the sura with the correct description.
Sura Description
Surat Al-
Do not slander other people
Kafirun
Surat Al- Respect your neighbours and
Quraish take care of the poor
Surat Al- Respect other religions but
Humazah remain faithful to Allah
Surat Al-Fil Allah’s power is great
If we believe in Allah He will
Surat Al-Ma‘un
bless us with a stable society
3. Complete the sentences.
a) The Qur’an was revealed to the Prophet Muhammad
(peace be upon him) over _____ years.
b) The Qur’an is made up of ______ and _______ .
4. What is the thought with which every Muslim should
commence their actions?

Social and religious studies - primary 4 187

the poor. Many Muslims also wear new clothes, visit relatives
and give presents or candy to children. Cards are also sent,
often with the words ‘Eid Mubbarak’ (blessed Eid) on them.

Eid Mubbarak means ‘blessed Eid’.

Activity
Draw an Eid Mubbarak card to give to a friend.

Checklist of learning
In this unit, I have learnt:
Y N/S N
Ramadan is a holy month for Islam.
Ramadan is the ninth month of the Muslim
year.
Ramadan is a period of fasting and focus on
Allah.
During Ramadan Muslims try to become
better people.
During Ramadan Muslims fast from sunrise
to sunset.
The Night of Decree is the holiest night of
Ramadan.

198 Social and religious studies - primary 4

 Certain people, such as children, pregnant
women and the very old, are exempt from
fasting.
The end of Ramadan is celebrated with Eid-
al-Fitr.
KEY: Y = Yes N/S = Not Sure N = No
End unit assessment
Do the following with your partner and check each other’s
work.
1. Describe a typical day during Ramadan for a young
Muslim boy or girl.
2. Explain how the beginning and end of the period of
Ramadan are decided.
3. Write a paragraph explaining why Ramadan is
important for Muslims.

Social and religious studies - primary 4 199

 Homework
Learn the ten Hadiths by heart.
Checklist of learning
In this unit, I have learnt:
Y N/S N
The second most important source of
authority for Muslims is the Sunnah.

The Sunnah are the practices, customs and

traditions of the Prophet Muhammad (peace
be upon him).
The Sunnah are found in the Hadith.
The Hadith are the stories and sayings of the
Prophet Muhammad (peace be upon him)
that have been passed down by narrators.
The chain of narrators is very important in
making sure the Hadiths are correct.
An-Nawawi was an Islamic scholar who
wrote ‘AnNawawi’s Forty Hadiths’.
The Hadiths help Muslims to understand
the Qur’an and follow the teachings of the
Prophet Muhammad (peace be upon him).
KEY: Y = Yes N/S = Not Sure N = No

208 Social and religious studies - primary 4

 End unit assessment
1. Write down the meaning of ten of An-Nawawi’s forty
Hadiths.
2. Explain how scholars make sure that the Hadiths are
truly sayings of the Prophet Muhammad (peace be
upon him).
3. Discuss how learning the Hadiths can help a Muslim to
practise his/her faith.
4. What is the most important book in Islam?
5. What is the second most important book in Islam?

Social and religious studies - primary 4 209

Checklist of learning
In this unit, I have learnt:
Y N/S N
Being truthful is important for the individual
and for society.
Politeness and obedience are important.
We must look after our parents in their old
age.
Charity and helping the needy is important.
Neighbours and relatives have rights in Islam.
KEY: Y = Yes N/S = Not Sure N = No

End unit assessment

Make sure that you are able to do the following.
1. List three forms of untruthfulness.
2. Fill in the blanks in the following sentence:
During Ramadan Muslims help the _______, feed the
________, visit the sick in _______ and build ________
for the homeless.
3. List three duties towards your relatives and
neighbours.

218 Social and religious studies - primary 4