RELIGIOUS

EDUCATION
B.G.C.S.E
REVISION BOOKLET
FORM 4—FORM 5
MODULE 1—7
Ms C.M. SETSHWAELO
CONTACT: 73739595
NOT FOR SALE.

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MODULE 1 INTRODUCTION TO RELIGIOUS EDUCATION
TOPIC 1: THE NATURE AND THE ROLE OF RELIGION
OBJECTIVE 1. EXPLAIN THE TERM RELIGION?
 The way people express their understanding of the meaning and purpose of life.
 Religion involves believing in something or someone greater than human beings.

OBJECTIVE 2. EXPLAIN RELIGION FROM THE THEOLOGICAL,

SOCIOLOGICAL AND MORAL PERSPECTIVE OR POINT OF VIEW.

THEOLOGICAL

 A set of believes involving the supernatural power who has influence over people’s
lives and behaviour.
 Believing in a supernatural being greater than human beings resulting in a special
relationship.
 What a particular group , society or community believe in and practice e.g Christians
believe in one God.

SOCIOLOGICAL
 An instrument used by people in search of meaning and purpose of life. It helps
people to have a clear understanding of life and live it accordingly.it gives people
guidelines for their daily activities. People use religion as an attempt to answer
questions about life .
 According to Karl Marx religion is the Opium of the people / an instrument used to
oppress people. This means religion makes people to accept the situation that they
find themselves in. that is why he says it oppresses people.

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MORAL

 It is leading a good life in recognition of all our duties as the divine commands.
 it is a way of life.

OBJECTIVE 3 . DISCUSS THE IMPACT OF RELIGION

POSITIVE NEGATIVE
Offers guidance for daily activities, it Manipulates people into a certain way of
provides a certain pattern of human thinking e.g giving up their belongings like
behaviour or acceptable moral standards e.g cars thus leading to poverty stricken lives.
love , honesty, trust, respect. All these helps
in reducing cases of crime and immorality.
Restores hope in times of trouble or sorrow Some religions forbid their followers to
e.g HIV positive people are given hope for a participate in politics thereby denying them
better life in heaven or paradise. their right to vote as we all know that voting
is a civic duty in a democracy e.g Bahai’s
teachings ask every Bahai to abstain from
participating in partisan politics and rise
above its dis-unifying battles. They
emphasise that their faith must be non-
political and such a faith knows no division
of class or party. Bahai teachings say that
prejudice, whether racial, religious or
political destroys the edifice of humanity .
It influences people to lead morally upright It can make one to be docile (quiet,
lives e.g in Christianity ,the Ten submissive. and easily controlled) and accept
commandments like you should not steal, any situation leading to blind obedience e.g
you should not commit adultery. All these denial to source for health services such as
helps people to lead morally upright lives. In contraceptives, ARV’s, and immunization.
Islam they have the Sharia law which states Religion has hindered scientific development
all punishments for all those not upholding and success. For example medical science
morality in a society e.g punishment for has faced attacks from religious fanatics
adultery is stoning to death, for stealing is because they base their arguments in
the amputation of the hand. morality and righteousness.

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TOPIC 2 . DIMENSIONS OF RELIGIONS

OBJECTIVE 1 .DEFINATION OF DIMENSIONS OF RELIGIONS

 These are components, features, aspects, characteristics, elements of a religion.

 All religions have certain features in common which enable us to identify it as a
religion.
 These shared features are called dimensions.

LIST AND EXPLAIN THE 7 DIMENSIONS OF RELIGIONS

 THE PRACTICAL AND RITUAL DIMENSION

A series of activities performed in a certain pattern meant to express ones faith.
It includes worship, festivals, rituals, pilgrimages etc.
e.g in Christianity they have baptism, Christmas celebration , Good Friday etc
 THE PHILOSOPHICAL AND DOCTRINAL DIMENSION
These are a set of beliefs and teachings in a religion.
They may be written in a holy book or passed on from one person to another by
word of mouth e.g in Christianity, they believe in one God.
 THE EXPERIENCIAL AND EMOTIONAL DIMEMSION
This is the inner experience of the presence of the Supreme Being which may
happen during worship, prayer or singing.
This dimension involves visons, dreams, revelations etc
 THE MYTHICAL AND NARRATIVE DIMENSION
This is whereby stories are told to explain mysteries of life.
These stories maybe true or not.
e.g the creation myth, stories used to explain the origin of death or sin.

 THE ETHICAL OR LEGAL DIMENSION

These are religious laws, rules, rules of conduct of a religion.
This dimension covers the religious rules, laws, customs, taboos, values codes of
conduct.
They help in building good relationships among people in the community
e.g Ten Commandments in Christianity

 THE SOCIAL AND INSTITUTIONAL DIMENSION

This is what makes a religious community such as shared values, concerns, lifestyle
and other activities.
It is about how they interact with one another in their religious communities.
It gives them identity, Sense of sharing and communal life.
e.g Christianity they are called a congregation.

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  THE MATERIAL DIMENSION
This one involves the physical and tangible structures and objects in a religion.
These include mountains, rivers, holy books, caves, etc

LIST THE JUDEO-CHRISTIAN RELIGIONS

 Christianity
 Islam
 Bahai’faith

N.B. These are religions which traces their roots in Abraham.

They consider Abraham as the father of their religions.

They are offshoots of Judaism.

They all have founders.

They all believe in one supreme being.

They all emphasise on salvation.

LIST THE ORIENTAL RELIGIONS

 Hinduism
 Buddhism
 Sikhism

N.B. They originate from the Eastern parts of the world, Asian countries.
They are offshoots of Hinduism.

They all share the concept of Reincarnation or rebirth which means, they believe that when
a person dies the soul does not die but it is reborn into another being ( the cycle of birth-
life-death and rebirth)

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COMPARE JUDEO-CHRISTIAN RELIGIONS AND ORIENTAL RELIGIONS
USING THE SEVEN DIMENSIONS OF RELIGION
 DOCTRINAL AND PHILOSOPHICAL DIMENSION
--All Judeo-Christian Religions are monotheistic, that is they believe in the existence
one Supreme Being. While oriental religions have some differences on the issue of
the supreme being e.g Sikhis are monotheistic, Hindus are polytheistic meaning that
they believe in the existence on many gods and goddesses while Buddhism is a
Atheistic Religion meaning that they do not believe in the existence of the supreme
being but rather follow the teachings of Siddharta Gautama , the founder of their
religion.
--All Judeo-Christian Religions believe in life after death that is death is not the end
of but see it as an entry into a new life (spiritual life ) while Oriental Religions believe
in the concept of Samsara which is cycle of birth, life ,death and rebirth. Hindus
believe that their actions on earth (karma) determines what happens to their soul
when it is reborn. If one lives a bad life , ones next life will be a stepdown .Hindus
hope that their souls will eventually become pure and therefore breakdown from the
cycle of Samsara and this is called Moksha , where they will be reunited with
Brahman. Sikhis believe that the cycle of Samsara continues until one’s soul becomes
close enough to God to be united with God forever. Buddhists on the other hand
believe that the cycle of samsara continues until a person reaches enlightenment. At
this point the person will be freed from the cycle and this is called Nirvana.

 EXPERIENTIAL AND EMOTIONAL

All Judeo-Christian religions people of these religions have had a personal encounter
with the supreme-being in different ways such as visions and dreams e.g in
Christianity Saint Paul had a personal encounter with God on his way to Damascus.
In Islam Prophet Muhammad had an encounter with Allah through angel Gabriel.
While he was meditating at mount Hira he had a vision of angel Gabriel who
appeared to him with words written on piece of cloth and asked him to recite. The
words were written down and later compiled in a book called the Qur’an, holy book
of Islam . In Bahai’faith , Bahaullah experienced the presence of God while he was in
prison. He became aware that he was the promised messenger of God. It is said that
the holyspirit appeared to him and told him to deliver people from bondage.
On the other hand Oriental religions differs from the Judeo-Christian religions except
Sikhism which has the same personal encounter with God as the Judeo-Christian
religions. In Sikhism Guru Nanak had a personal encounter with God while bathing in
a river in the morning. He disappeared and people thought that he had drowned. He
appeared again after three days and told people that he was with God who gave him
a message to preach to his people.

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 In Hinduism followers experience the presence of God through prayer, meditation
and worship.
Buddhists have an experience of something unusual when they reach enlightenment
and be freed from the cycle of samsara.
 MYTHICAL AND NARRATIVE
All Judeo-Christian religions have stories of how the universe and people came into
being e.g Christianity, Islam. They believe that the supreme -being is the one who
created the universe and people. Bahai’ faith differs a bit because it accommodates
the scientific view of creation of human beings.
Oriental religions have stories of how the universe and people came into being but
the stories differ from one religion to another. In Hinduism creation was done by the
trimurti , in Buddhism creation was done by a strong force called Panku. In Sikhism it
is believed that creation was done by one supreme –being.

OBJECTIVE 2. EXAMINE COMMON FEATURES WITHIN A.T.R IN

BOTSWANA AND HINDUISM

 They are both Theistic religions which means they believe in God or gods.
e.g Hinduism believe in gods and goddesses and A.T.R in Botswana believe in one
God known as Modimo. Hindus also believe in one supreme being called Braman and
this God is expressed in three forms (Hindu Trimurty), being Brahma (creator) ,
Vishnu (preserver), Shiva (destroyer) .
 Both of them do not have a particular founder. But instead follow their traditions,
culture and customs. They are more to do with their cultures . They are traditional
Religions or Ethnic religions (religions of a single cultural unit). That is why they have
not stressed on attracting converts outside their traditional units.
 Both of them have initiation schools.
e.g in A.T.R in Botswana they have Bogwera for boys and Bojale for girls while in
Hinduism they have a ceremony called Sacred thread ceremony or Upanayana
ceremony which is for boys who reach puberty stage.

OBJECTIVE 3. EXPLAIN HOW THE ETHICAL DIMENSION ENHANCES

SOCIAL HARMONY
 Encourages good behaviour and discourages bad behaviour, by guiding followers on
what to do and what not to do. E.g in Christianity they have the Ten Commandments
e.g though shall not steal, in Hinduism they have the Yama and Niyama, in Islam they
have the Sharia law e.g stealing is prohibited in Islam , if caught stealing the
punishment is amputation of the right hand.. All these lists the do's and dont’s in a

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 religion. And if people abide by these religious laws there will be peace and harmony
in their communities.
 Creates good relationships among people to ensure that peace and harmony
prevails. This is because religions teaches about moral values and virtues like
honesty, fairness, kindness, compassion ,love, caring ,empathy and all these help
people to live peacefully e.g in Islam they have the practice of Zakat which is
donations made to the poor , in A.T.R they have practices like Molaletsa.
 Encourages the spirit of cooperation and team work among people. E.g caring for the
needy and the poor through donations.

HOWEVER

 Some religions may trample on people’s human rights e.g the amputation of hands
in Islam which is a punishment for stealing.
 Some people may depend on the donations given rather that finding means to
support themselves leading to dependency syndrome or laziness.
 Religion may make people docile and accept any situation leading to obeying blindly.

OBJECTIVE 4. DISCUSS THE FEATURE/DIMENSION WHICH MAKES

BUDDHISM DIFFERENT FROM OTHER RELIGIONS / EXPLAIN WHY
BUDDHISM IS A UNIQUE RELIGION.
BUDDHISM ( DOCTRINAL AND PHILOSOPHICAL DIMENSION)

 Do not believe in the existence of the supreme being but rather follow the
teachings of Siddharta Gautama ( the Buddha) .
 Believe in the Four Noble Truths which are ;
-life is suffering
-suffering is caused by desire
-desire needs to be crushed ( lack of desire opens man’s hearts to love and
compassion)
-to crush desire one needs to follow the Eight Fold Paths .
 Eight Fold Paths are as follows ;
-Right speech , always be careful what you say avoid harmful words.
-Right action, live a morally upright life.
-Right understanding, have a right way of looking at and understanding things.
-Right thoughts , do not think think or act cruelly, violently or aggressively but
rather be compassionate.
-Right livelihood , earn a living in a good and righteous way and gain wealth
legally and peacefully.
-Right effort , work hard to remove bad thoughts and replace them with positive
and pleasant thoughts.
-Right mindfulness, be able to observe the one thinks.

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 -Right concentration , think through one’s actions by meditating in everyday
situations.

DISCUSS A DIMENSION / FEATURE WHICH MAKES BAHAI’FAITH

DIFFERENT FROM OTHER RELIGIONS/ EXPLAIN WHY BAHAI’FAITH IS
A UNIQUE RELIGION.
BAHAI’FAITH ( DOCTRINAL AND PHILOSOPHICAL DIMENSION)

 Believe in the Three Oneness , which are as follows;

-Oneness of God --God is one the only difference is that he is known by different
names , which are names of one who is the creator of the universe.
-Oneness of Religion—religions are seen as one and has been taught by different
messengers.
-Oneness of Mankind—mankind is one , the difference is the skin colour.
Mankind was created by the same father. All members of the human family were
created by the same father and are all dear to him.
 Individual investigation of truth—Bahaullah teaches that each person must
investigate truth for themselves and come to their own conclusions without
relying on someone else’s thinking. In the past , faith was often blind and
unquestioning. People believed in something because their family , friends, or
religious leaders believed so. They did not pray ,think or investigate truth for
themselves. This type if faith is no longer acceptable.
 Science and religion complement each other—True religion should be in
harmony with science. They can work together without any problems. Both are
necessary for progress or development of human kind.

TOPIC 3. ORIGINS OF DIFFERENT RELIGIONS

OBJECTIVE 1. IDENTIFY RELIGIONS FOUND AND PRACTICED IN

BOTSWANA.
 African Traditional Religions in Botswana
 Christianity
 Islam
 Bahai’faith
 Hinduism
 Buddhism
 sikhism

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OBJECTIVE 2. EXPLORE THE SOCIO-ECONOMIC AND POLITICAL
FACTORS THAT LED TO THE ORIGIN OF CHRISTIANITY, ISLAM,
SIKHISM, BAHAI’FAITH
CHRISTIANITY

a) SOCIO-ECONOMIC FACTORS
 Concern for the poor, needy, social outcasts, non- Jews and women.
 Performance of miracles such as healing the sick, lepers, paralysed e.t.c
 Jesus Christ taught about the kingdom of God which was open for all people
e.g sinners, prostitutes ,tax-collectors
 Jesus made concern for the poor who were made to suffer bitterly by those
in authority e.g they were made to pay heavy taxes, worked as slaves,
oppressed. He condemned all forms of oppression and the manipulation of
the poor.
b) POLITICAL FACTORS
 Jesus was a threat to the leadership which was already there and their
people.
 Jesus condemned the Jewish teachings e.g Sabbath rules ( walking a long
distance was forbidden, visiting the sick, lighting fire, clapping hands).
 The authorities felt threatened by the popularity of Jesus and by some of the
things he and his disciples did.
 The chief priests and the elders in Jerusalem accused Jesus of misleading
people by his teachings and calling himself the Messiah. They decided to
arrest him and have him tied.
 Jesus was a threat to the leadership which was already there and their people
, Romans thought that Jesus wanted to overthrow the government while the
Jewish leaders thought he was only making them silly in the eyes of the
people because of his new teachings and beliefs. They plotted to kill him and
his killing became the fundamental doctrine of Christianity.

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ISLAM

a) SOCIO-ECONOMIC FACTORS
 Although Muhammad was rich and had a comfortable life, he was worried
about morality in Mecca.
 People worshipped Idols , involved in gambling, there was so much violence,
oppression of women and the girl child. He strongly condemned Idol
worship. That is why he introduced a religion called Islam . He changed the
society’s ideas about Idol worship to worship only one God- Allah.
 Drinking alcohol, prostitution, fighting, murder, cheating were common in
Mecca.
 He was against illtreatment of people or the class system of the poor and
the rich. He called on equality of all.
b) POLITICAL FACTORS
 Muhamad began to preach in Mecca . his message was that,’ there is no God
but Allah”. His followers grew in numbers and he gained popularity. Political
leaders began to plot him inorder to kill him.
 He left Mecca for Medina due to strong opposition. Leaders and influencial
leaders rejected his teachings. This was because Muhammad condemned
their acts. They wanted to kill him . He then fled to Medina.
 He went back to Mecca and fought with the help of the Medians . In Medina
he had a large following. In 629 Muslims were able to conquer Mecca and
Muhammad was finally accepted as a prophet of God.
 He threw all Idols out of the Kaa’ba and turned it into a a sacred place for
Muslims and finally defeated his opponents.

BAHAI’FAITH

a) SOCIO-ECONOMIC FACTORS
 Wanted to eliminate all prejudices , that is why he emphasises on oneness of
mankind that is all people are equal regardless of race , sex etc
 Wanted to establish world peace
 To achieve equality between men and women.
 Emphasised on high moral standards e.g no cheating , lying , gambling only
honesty. Discouraged people from smoking , alcohol and drug abuse.
 Emphasised on service of humanity , they have initiated thousands of social
and economic developmental projects.
b) POLITICAL FACTORS
 Was against oppression that was imposed on people during his time in his
homeland Iran by the authorities , that is why he called on people to
individually investigate truth for themselves without relying on anyone.

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  He was sent to exile but was not killed, instead he was put in a dungeon
where he revealed that he was God’s chosen messenger as foretold by Bab,
while in prison he wrote several books e.g the Kitabi-i-aqdas
 Persian government and Muslim religious people were corrupt, the leaders
became frightened by the spread of the Babi’s teachings. They were afraid of
losing their power over the people. So they decided to persecute and destroy
this new faith.
 Because of his teachings he was often imprisoned or sent to exile by
government.

SIKHISM

a) SOCIO-ECONOMIC FACTORS
 Emphasised on equality of men and women. Since Guru Nanak grew in a
community of both Muslims and Hindus where people were not treated
equally he was aware of how people were illtreated in these two religions.
 He introduced the Langha meal to be shared by all people and this was
against the Hindu culture which did not allow the mixing of people from
different castes, all were to seat on the floor as a sign of equality during
worship.
 He criticised the rituals and practices in Hinduism , he taught that God is
present in the heart of all people regardless of race, class or religion. E.g
Sati/Sutee , whereby a wife would commit suicide by burning herself to
death on her husband’s funeral pyre. Payment of Dowry, when a woman is
married her in-laws expected her to pay dowry. This was also condemned.
 He condemned immoral acts but encouraged them to earn a living by honest
lives.
 Cared enough for the poor people e.g when his father gave him money he
used it to buy food for the hungry holy men and the poor he met.
 He condemned all practices which reflected inequalities e.g the caste system
in Hinduism.
b) POLITICAL FACTORS
 Founder Guru Nanak was not happy with the existing religions ; Islam and
Hinduism
 Sikhism was formed due to Sikhs desire to establish their own state
where they would worship one God without interruptions from the
Hindus who believed in many Gods and goddesses.
 Guru Nanak wanted to do away with discrimination of different kinds that
existed in India e.g Caste system, sati, marital laws ( where people
married within their classes) .

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  Guru Nanak wanted a religion which would accept all people regardless of
their social group.

OBJECTIVE 3. DISCUSS THE REASONS FOR THE PROLIFERATION/

MUSHROOMING OF RELIGIONS IN BOTSWANA.

 CONSTITUTION
The laws in Botswana are flexible and there is easy registration of religions.
The constitution says that any religion can establish its own centres of worship
anywhere in the country.
 DEMOCRACY
There is Freedom of worship in Botswana.
People are free to worship any religion of their choice
 ECONOMIC SITUATION
Some people came to venture into business .
Some came as traders or business people but as time went on they established their
religions in Botswana.

HOWEVER
 Some people may hide behind religion then later on engage in criminal activities like
corruption , money laundering
 Compromises security of the country.
 Increase of population which may lead to fewer resources. As more land would be
needed to set up religious centres. And this land could be used for other
developments like building of schools, hospitals.
 Competition for followers or converts which may lead to conflicts, wars, loss of lives.

DESCRIBE TWO WAYS IN WHICH THE CONSTITUTION OF

BOTSWANA CONTRIBUTES TO THE PROLIFERATION OF
RELIGIONS IN THE COUNTRY.

 Flexible laws, as everyone is allowed to start his religion. However this may lead
to conflicts,wars, and competition for resources.
 Easy registration of religions however some people may hide behind religion and
engage in criminal activities.

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REVISION QUESTIONS FOR MODULE 1
1. When answering this question you should use the following religions , Buddhism,
Hinduism, Islam or Bahai’faith.
Discuss how religious practices of any two of these religions stated above may
contribute towards the improvement of academic performance of students in
Botswana schools.
 MEDITAION—In all these religions meditation is a practice that encourages
believers to have focus, self- control, self -discipline, patience and clear minds
that do not have impurities which may influence them negatively. Students
who practice meditation will focus on their studies instead of being involved
in wayward activities. However some students may spend more time on
meditation and neglect their studies leading to poor academic performance.
 FASTING—in all these religions believers are encouraged to fast. This practice
instils self-discipline, patience, humility. It would influence students to be
disciplined and be obedient to authority .Hence be ready to learn from their
teachers. It also develops inner strength to face challenges including
demands of academic achievements. But when students concentrate too
much on fasting they may become malnourished and fail to meet academic
expectations of people of their age .
 NO SUBSTANCE ABUSE—Followers of these religions do not engage in abuse
of intoxicating substances. If students in Botswana adhere to it , they will
benefit from this as they will not be affected by the effects of substance
abuse such as absenteeism and ill-health . This will allow them to focus on
their studies and attain good results. However they must be aware that not
abusing substances without working hard at school will not yield good
results.
2. Assess the effects or impact of Religion in a society / Religion is a valuable asset in a
society. Discuss.
 Unites people thereby binging about peace and harmony. However it can also lead
to divisions among people, religious wars, and people losing their lives.
 Provides a sense of belonging, where people feel safe and secure in their religions.
However it may lead to the manipulation of people into a certain way of thinking e.g
people giving away their belongings.
 Provides people’s needs e.g social, emotional, material however it may lead to
dependency syndrome or spirit of laziness.

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3. What do Christians and Hindus believe happens to the human soul after death.
 CHRISTIANITY – there is heaven and hell. Heaven is where souls of good
people will join God in paradise while hell is where souls of bad people will
suffer eternally. While in HINDUISM they believe in reincarnation of the soul.
The soul enters a new body after the death of a previous one is perfected
until it attains Moksha and thus being united with Brahman.
4. Evaluate the concept of the supreme being as understood in Hinduism and A.T.R
 Both religions have a belief in a supreme being who is approached through
intermediaries like in A.T.R
 AFRICAN TRADITIONAL RELIGIONS—God is known through different names
throughout Africa e.g Modimo in Botswana and Nkulunkulu in South Africa.
This God is considered so high that he is approached through ancestors. It is
believed that ancestors make it easier for followers to ask for forgiveness
from God since they do it on their behalf. Ancestors are highly honoured and
respected. They can bless or punish the living.
However this can lead to misinterpretation and abuse of power by some
intermediaries.
 HINDUISM—for Hindus the supreme being is known as Brahman and is
reflected through three Gods ;Vishnu, Shiva, Brahma. Apart from Brahman
and the three gods ( Trimurty). Hindus also have may gods and goddesses
that are responsible for different things such as luck, protection, health e.tc.
having many gods gives Hindus believers an opportunity to choose the god or
goddesses they want to worship depending on their needs.

However having many gods and goddesses may bring confusion among
believers because they may equate the many gods to the higher God ,
Brahman.

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Buddhism is more of a philosophy than a religion. Discuss

5. Buddhism is an oriental religion which originates from the North East India. It does
not have the concept of the supreme being. The founder is Siddharta
Gautama . Religion means believing In a supreme being who has control over
people’s lives. Philosophy means the study of the nature and the meaning of
the universe and human life or a set of beliefs or an attitude to life that
guides somebody’s behaviour.

As a philosophy Buddhism does not believe in a supreme being but rather follow the
teachings of Siddharta Gautama . The teachings are made up of Three
universal truths, four noble truths , eight fold paths. Understanding these
truths and abandoning all negative views will bring peace and happiness to
life. All these will lead to eternal peace and happiness of Enlightenment.
Follow the five precepts e.g never to lie, drink alcohol,destroy life. They also
have the three Jewels e.g I take refuge in Buddha as my teacher. These
beliefs form the core of their religion as well as their social, moral and ethical
teachings.
As a religion Buddhism has all the seven dimensions.

6.List the Golden Rules from Christianity, Islam, Bahaifaith, Hinduism, Sikhism and
Buddhism.

7.List the four noble truths in Buddhism.

8.List and explain the eight fold path in Buddhism.

9.List the five precepts in Buddhism

10.Explain the concept of ahimsa

11.Explain the concept of reincarnation.

12.Assess the contribution that Religion has on a followers life.

13.Religion can impoverish its members . Discuss

14.Religion and science are parallel but they complement each other.

15.Morality in one religion may not be morality in another.

16.To what extent is the Christian doctrine of Trinity realistic.

17.Asses the effects of religion in a society.

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18.Examine the value of the ethical dimension of religion in the modern world.

19.Evaluate the socio-economic factors that led to the origin of Sikh religion.

20.Describe the uniqueness of Bahai’faith as a world religion.

21. Explain factors that led to the birth of, Bahai’faith, Sikhism, Christianity and Islam.

22. Discuss the Philosophical dimension of religion within the Judeo-Christian and
Oriental religions.

23. Analyse two ways in which the disposal of dead bodies is done in Hinduism.

24. Describe two political factors that led to the ongoing of Christianity.

25. “ Religion can oppress people”

Assess two effects of religion in the contemporary world in relation to the above
statement.

26. Assess the Buddhist teaching on behavioural change among the youth.

27. Discuss whether or not religious ethics are still relevant in the contemporary society.

28. Assess meditation as it is practiced in Buddhism.

29. List and explain the five pillars in Islam.

30. Explain the Hindu Trimurty.

31. Explain the Caste system in Hinduism.

32. List the four fold paths in Buddhism.

33. Explain the eight fold paths in Buddhism.

34. What is the difference between bride price and dowry?

35. Explain the 5K’s in Sikhism.

36. List any 3 penalties found in the Sharia Law.

37. List any five of the Ten Commandments in Christianity.

38. List the five precepts in Buddhism.

39. Describe any Theological definition of religion.

40. Discuss any two ways in which religion can cause problems in a society.

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41. Examine two ways why it was easy for other world religions to be established in
Botswana.

42. State one similarity between African Traditional Religions and Hinduism.

43. Explain the term Religion.

44. Explain two ways in which religion can create harmony in a society.

45. How realistic is the Muslim view that Muhammad is the last prophet

46. State three ways in which Religion can prevent crime in society.

47. Discuss the positive and negative effects of hospitality in Botswana.

48. Explain ways in which religion provides a sense of belonging to believers.

49. Describe the differences that exist between the following practices of A.T.R and
Hinduism.

a) Puberty rituals

b) Bride price

50. State the founders of the following :

a) Buddhism

b) Bahai’ Faith

50. Explain the concept of reincarnation as understood in Hinduism, Buddhism and

Sikhism.

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 MODULE 2 : AFRICAN TRADITIONAL RELIGIONS
OBJECTIVE 1. EXPLAIN THE CONCEPT OF AFRICAN TRADITIONAL RELIGIONS

 It is a way of life of the indigenous people of Africa.

 It is a product of African culture , so it is made up of customs, values,
traditions and the lifestyles of African people.
 It has no founder.
 It does not have any holy scriptures / Holy Books. It was passed on through
word of mouth .
 It is a religion that developed as Africans reflected about the world around
them.
 It is made up of the thinking and experiences of our forefathers who formed
religious ideas and beliefs. It is as old as its people.
 It is the religious ideas and believes found in the African culture.
 It belongs to the people of Africa. Therefore a person must be born into a
particular African community in order to be able to be a follower.
 It covers all aspects of life. It centres around beliefs, norms, values, customs,
practices, e.t.c
 It is not a revealed religion.

OBJECTIVE 2. EXPLAIN WAYS IN WHICH A.T.R EXPRESSESS ITSELF

 IT IS FOUND IN RITUALS , CEREMONIES AND FESTIVALS OF THE PEOPLE

Africans like to celebrate life. They celebrate events in the life of an
individual and the community. These include occasions like birth of a
child, giving of names to new born babies, circumcision of boys, marriage,
funerals, praying for rain, harvest festivals etc. some of these rituals and
ceremonies are done on a family basis others involve the whole
community.
 IT IS FOUND IN SHRINES , SACRED PLACES AND RELIGIOUS OBJECTS
There are many of these. Some shrines belong to the family, such as those
connected with the departed members of the family. Others belong to the
community e.g. rocks, caves, hills, mountains. People respect such places.
At the shrines and sacred places, people make offerings and sacrifices
such as animals, food. They also make prayers there. They also regard
them as holy and sacred where people meet with God. Some are man-
made while others are natural.

19
  IT IS FOUND IN MUSIC AND DANCE
A lot of African music and songs deal with the religious ideas and
practices. The religious rituals and ceremonies and festivals are always
accompanied by music, singing and sometimes dancing. Music is a
powerful means of communication and gives the emotional expression of
religious life. There are many musical instruments like drum, rattle,
whistle, flute and others.

TOPIC 2. PRACTICES AND BELIEFS IN A.T.R IN BOTSWANA

OBJECTIVE 1. IDENTIFY BELIEFS AND PRACTICES IN A.T.R IN BOTSWANA

a) BELIEFS
 In one God commonly known as Modimo
 In ancestors
 Life after death
 In the powers of traditional healers
b) PRACTICES
 Polygamy
 Wife inheritance ( seantlo)
 Circumcision of boys
 Rain making ceremonies

OBJECTIVE 2. ACCOUNT FOR UNITY AND DIVERSITY OF AFRICAN TRADITIONAL RELIGIONS

IN BOTSWANA

a) UNITY (COMMON ELEMENTS) OF A.T.R IN BOTSWANA

 COMMON BELIEFS
They all believe in the concept of one God commonly known as Modimo.
Traditionally Tswana societies have the concept of the higher God who is
believed to be the creator and in control of the universe. This concept existed
long before the coming of Christianity and other world religions.

They also believe in ancestors. This concept has a strong sense of continuity
of life which unites the past, present and the future. Ancestors are believed
to be powerful, that is why they are highly honoured and respected. They can
bless or punish the living.

They also have beliefs like, believing in the healing powers of the traditional
healers, ghosts, witchcraft, life after death etc.

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  THE FAMILY AS A SOCIAL INSTITUTION
In Tswana traditional societies the extended family is a very important type
of family. It is a source of love, support and socialisation. It is within this type
of family that a person learns how to relate with others, thus preparing them
for relationships with others in the community. All relationships begin in the
family. In this type of family there is co-responsibility and cooperation, In the
sense that parents are not alone in raising their children.

 THE CONCEPT OF BOTHO

It implies a person who is well behaved. It is about sharing, hospitality and
humility. The concept of Botho qualifies one to be an ancestor. In Tswana
traditional societies Botho entails social justice.

b) DIVERSITY ( DIFFERENCES /VARIATIONS ) IN A.T.R IN BOTSWANA

N.B . Though Tswana societies share a lot in common e.g background and origin , we should
bear in mind that there are many Ethnic groups in Botswana ( Baherero, Bakalaka,
Batswapong etc) and the way they do certain things differ from one tribe to another.These
is due to the following:

 GEOGRAPHICAL LOCATION
The environment you live in determines your lifestyle e.g people in Maun
area eat fish and Tswii because of the perennial river in that area.
People in the central region eat Mophane worms because the availability of
the Mophane trees in that area.

 INFLUENCE FROM OUTSIDERS

Due to migration, trade and conquest with people from outside led to some
changes in the traditional setup. This is because people have the tendency of
copying what others are doing.

 NAMES OF THE SUPREME BEING

They call him using different names e.g Ndzimu , Modimo etc

 POLITICAL AND SOCIAL DEVELOPMENT

e.g birth, puberty, marriage and death rituals differ from one tribe to
another. Though all tribes have rites of passage, the diversity is seen more in
terms of how they perform those rituals associated with the different rites of
passage.

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OBJECTIVE 3. ANALYSE THE RELEVANCE OF ATR PRACTICES IN CONTEMPORARY
BOTSWANA

a) CIRCUMCISION
This is the process of cutting off of the foreskin of the penis (male sex organ)
This was done on boys who reached puberty stage during the initiation ceremony
called Bogwera. This symbolised that they were graduating from childhood to
adulthood. The blood shed on the ground by the initiates during circumcision
bonded them with their fore fathers (ancestors) and other members of the society
who have already gone through the process. After being circumcised they were
identified as Mophato or age regiments within the community.
RELEVANCE IN BOTSWANA TODAY
It creates a cultural and religious for young initiates. It creates unity and cooperation
among initiates since they share secrets, values and are identified as members of a
Mophato. It cultivates courage, bravery, perseverance and cultural values which
enables initiates to protect the weak and face challenges of life together. In modern
times it has been proven that circumcision reduces the chances of those who have
undergone it to contract and spread sexually transmitted diseases like HIV and AIDS ,
hence it is relevant in contemporary Botswana. Nowadays it is done in medical care
facilities using sterilised instruments.
b) POLYGAMY
This is the union of a man with two or more wives. In the past it was good because
most women were not working so it was the duty of the husband to support them
and their children. It also served as a solution in the case the first wife being infertile,
if this was the case he could take the second wife to bear children to the family. In
view of a large number of single mothers in Botswana it would seem polygamy
remains relevant as a way of addressing this problem.
HOWEVER
If practiced husbands and wives must test for HIV /AIDS and also engage in safe sex.
In the event they want to have children they must consult medical doctors who
would advise accordingly to avoid the spread of HIV AND AIDS and also other StI’s.
Polygamy can also curb the problem of divorce since the husband can take another
wife in the event the first wife is infertile rather than divorce.
RELEVANCE IN BOTSWANA TODAY
It can be a disadvantage since HIV is transmitted through having unprotected sex
with an infected person so if the husband or one of the wives is HIV positive it means
they will all be infected if they are not practicing safe sex. So besides the issue of
infection polygamy is not relevant today because also the cost of living is too high so
it will be difficult for one husband to support all his wife’s and children especially if
they are not working and the husband is the sole provider.
c) WIFE INHERITANCE (SEANTLO)
It is a custom in ATR in Botswana where a brother or a relative of the deceased
husband marries the wife of his deceased brother or cousin.
RELEVANCE IN BOTSWANA TODAY
This practise is not relevant in Botswana today because the new husband may infect
the wife if he is HIV positive or the new wife infecting the new husband if she is HIV

22
 positive. And also love may not develop. It also denies the wife the chance to choose
a partner whom they love.

TOPIC 3. SACRED PLACES AND OBJECTS

OBJECTIVE 1. EXPLAIN THE TERM SACREDNESS

 It is something that is considered to be Holy , can either be symbolic or

tangible.
 Something that is connected with God or a god considered to be holy.

EXAMPLES OF SACRED OBJECTS

 Fly whisk ( seditse )

 Divining bones ( ditaola)
 A horn ( lonaka)

EXAMPLES OF SACRED PLACES IN BOTSWANA

 Lentswe la Baratani in Otse

 Legaga la ga Kobokwe
 Mmakgodumo dam
 Matsieng foot prints
 Tswapong hills

EXPLAIN THE SIGNIFICANCE OF SACRED OBJECTS

 Have the power to foretell the future e.g Ditaola

 For healing purposes and medication e.g clay pots store traditional medicine
 To communicate with the supernatural eg Ditaola
 Considered to be holy so they are kept out of ordinary reach

EXPLAIN THE SIGNIFICANCE OF SACRED PLACES

 They are places where the ordinary meet with the Modimo through Ancestors by
praying
 Introduce new born babies to Badimo.

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TOPIC 4. TABOOS

OBJECTIVE 1. EXPLAIN THE TERM TABOO.

 Something that is forbidden for religious reasons and because it is against the social
customs.
 A cultural or religious custom that does not allow people to do , use, talk about a
particular thing as they find it offensive or embarrassing.

N.B Taboos strengthen moral and religious order.

They Cover different aspects of life eg food, marriage, birth etc.

Breaking a taboo entails a punishment.

Punishment can be in the form of a misfortune and even death.

Taboos vary from one tribe to another.

EXPALIN TABOOS ASSOCIATED WITH SACRED PLACES

 People are not supposed to visit sacred places without the permission of the chief
otherwise something bad would happen to them e.g Tswapong Hills and Lentswe la
Baratani.
 Sometimes people remove their shoes when entering sacred places as a sign of
respect e.g a shrine.
 Among the Bangwato there is a sacred hill called Bosupe which means do not point
your finger at it, about 70km from Serowe, which is considered sacred. There is a
belief that if a person points his finger to it he will get lost in the jungle.

EXPLAIN TABOOS ASSOCIATED WITH SACRED PLANTS

 Among the Bakgatla the morula tree and others like mokgalo , motlopi, mogonono
were not supposed to be cut at all especially during rainy season as they were
believed that they may to bring bad omen to the harvest.
 Trees like moretlwa, morula and mokgalo should not be cut before plants have been
harvested because this will cause thunderstorms.
 Among the Bakhurutshe the first fruits of the harvest were given to young boys and
girls who have not yet reached puberty stage to eat first as it was believed that when
the children are happy it was an indication that God was also happy.

EXPLAIN TABOOS THAT ARE ASSOCIATED WITH SACRED ANIMALS

 Among the Balete the python and the bull were not supposed to be killed especially
during the rainy season as they were believed to bring hail storm.
 Owl was not supposed to be killed as it was believed to bring bad luck e.g if an Owl
comes and cries at someone’s house at night it means something bad is going to
happen.
 Some animals like Lion, Tiger are not supposed to be killed as they are associated
with royalty.

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EXPLAIN TABOOS ASSOCIATED WITH SACRED OBJECTS

 Sacred objects are not supposed to be touched by anybody except the office bearer
or else something bad will happen to that person.
 Women on their menstrual periods are not supposed to touch some of these
religious objects as they may defile them or make them spiritually dirty.
 King’s or Chief’s chair , no one was allowed to seat on it as it is believed something
bad would happen to that person

DISCUSS THE IMPACT OF MODERN DEVELOPMENTS ON SACRED PLACES

POSITIVE
 PRESERVATION of the sacred places e.g Tsodilo Hills or Matsieng foots prints
have been fenced. They are conserved for them not to lose their original /
natural face. So entrance to them is controlled to avoid damage to them. And
also some CCTV have been installed in order to ensure that thieves do not
steal anything from those places.
 TOURIST DESTINATION e.g Gcwihaba caves and Tsodilo Hills, thus earning
income to the natives of the locality and in turn to the country. This also
attracts tourists and they pay money to visit those places and this money
boost the economy of the country.
 CREATES EMPLOYMENT for those hired to look after them, therefore places
are well kept and taken care of. This will help those people to improve their
standard of living.

NEGATIVE

 ANCESTORS ARE LIKELY TO BE ANGRY

This is because some graves have been relocated to pave way for the modern
developments. E.g Dikgathong dam is built where there used to be graves.
 LOOSE THEIR SACREDNESS
Due to modern developments the sacred places lose their sacredness e.g in Bobirwa
area graves were relocated so that a dam can be extended in that area,this caused a
lot of debate among people as they argued that the sacredness of the place is being
tempered with.
 SOME SACRED PLACES HAVE BEEN DEFILED/ RITUALLY UNPURE
This is because some sacred places have been turned into entertainment areas so
they are no longer used for their intended purposes. E.g some are used as camping
sites. This has reduced them to be ordinary places.

25
 TOPIC 5.TOTEMISM
DEFINITION
 Is an act, practice or system of religious beliefs which attributes divine properties to
a particular type of an animal or plant or part of an animal or part of a plant.
 Is a practice in which people show respect to a particular animal or part of an animal
or a plant or part of a plant, or object and that thing is not killed, touched or eaten or
used in any way.

EXAMPLES OF TOTEMS OF DIFFERENT TRIBES

 Bangwato – Duiker / Phuti
 Bakwena – Crocodile /kwena
 Babirwa – Buffalo /Nare
 Balete – Nare / Buffalo
 Bakgatla—Monkey/kgabo

EXPLAIN THE ROLE OF TOTEMISM

 CONSERVATION OR PRESRVATION STRATEGY

It Helps in conserving animal and plant life since the animal or the plant are not cut,
killed or used in any way.
This helps in preserving life of plants and animals. And by so doing they would not
become extinct but increase in numbers.

 IT HELPS YOUNG PEOPLE TO KNOW THEIR ROOTS

There are always stories or myths behind totems for each tribe e.g. Bangwato who
have Duiker as their totem and its story how it saved Kgosi Kgama from his enemies.
It also helps one to remember his culture e.g Bakwena were running away from their
enemies and they crossed the river .When the enemy tried to cross the river the
crocodiles attacked them and they backed off. So they choose Crocodile because it
saved them from their enemies.

 IT IS A SIGN OF IDENTITY
Totem gives one social identity. People may identify themselves from strangers by
totems. So that people may know where you come from or which tribe you belong
to.

26
DISCUSS WAYS IN WHICH BATSWANA ARE USING THE PRACTICE OF TOTEMISM TO
CONSERVE THE ENVIRONMENT.

 TOTEMISM IS USED TO PROTECT AND PRESERVE THE SCREDNESS OF ANIMALS:

 Sacred animals should not be killed since they are respected and protected
and as such they multiply and increase in number and beatify the
environment. HOWEVER they can be a threat to human life and other
animals e.g in Botswana around the Chobe, Bobirwa and Ngami area there
are many incidents of people being killed by some animals considered totems
of some tribes.
 Since different animal’s gives different tribes social identity and religious
identity as totems, members of these tribes are aware that they should not
touch those animals to avoid the temptation to kill them. HOWEVER the
different animals if their numbers increases they will destroy the
environment, vegetation. People who rely on farming e.g ploughing their
crops would be destroyed. Many animals in area may lead to soil erosion.

 IT IS USED TO PROTECT AND PRESERVE THE SACREDNESS OF PLANTS :

 most of the totemic plants should not be touched or cut, they should be used
for fire wood or used as a stick to beat children. These trees and plants are
allowed to replenish and beautify the environment. The taboos associated
with these plants enable them to increase in numbers.

NEGATIVE

 Increasing numbers of animals could be counter- productive as they could destroy

the environment. These animals also pose as a danger to human life.
 Animals not totems could be depleted and become extinct.
 Some trees could not be cut could hinder developments in the community.
 Can bring fear and hinder creativity e.g artists who specialises in wood sculpture may
not be able develop their artistic talents.

27
TOPIC 6. EXPLAIN THE TEACHINGS ON THE ORIGINS, PURPOSE AND MEANING OF LIFE.

OBJECTIVE 1. EXPLAIN THE ORIGIN OF LIFE

There are many mythical stories trying to explain the origin of life. They differ according to
tribes and the common one is the story of Matsieng. There is element of the creator
somewhere.

EXPLAIN THE PURPOSE OF LIFE

 The creator gave us stewardship role—that is the role of looking after or taking care
of the environment and creation e.g by observing taboos.
 Procreation i.e to produce more life, through marriage there is continuity of life.
 To be co-creators with God, continue with creation.
 Have control over what has been created and not misuse or destroy creation.

EXPLAIN THE MEANING OF LIFE

 Life is sacred and precious therefore needs protection and to be respected.

 Life is a mystery , it has so many complex ,unanswered questions
 Life is a gift from God

DISCUSS THE PLACE AND ROLE OF HUMAN BEINGS IN THE COSMOS

 Man is at the center of the universe

 They are above all forms of life/have control of the universe
 Procreation –shown through marriage, produce more life.
 Africans believe that people should have children so that when they die they can be
remembered.

OBJECTIVE 2. DISCUSS THE ROLE OF MEN AND WOMEN IN THE TEACHINGS OF A.T.R

MEN

 Heads of families, so they had absolute power. They were sole decision makers.
 Provided material needs for the family e.g food, clothes , shelter
 Protected families from outside attacks.

WOMEN

 Had influence and power in all that concerns teaching traditional values, taboos,
culture,customs to children.
 Responsible for household chores e.g sweeping, caring for young ones.
 Responsible for child bearing.

28
OBJECTIVE 3. ASSESS THE IMPACT OF A.T.R TEACHINGS ON MEN AND WOMEN
RELATIONSHIPS IN MODERN DAY BOTSWANA

a) TEACHING : MONNA SELEPE O A FAPAANELWA / MONNA GA A BOTSWE KWA A

TSWANG

MEANING : A man can be shared by many women without any problems or if a man
sleeps out at night the wife cannot question His where -abouts.

POSITIVE

 Gives the man the power and prestige.

 Helps to support women.
 Gives other women the chance to get married.

NEGATIVE

 Conflicts may arise.

 Higher chances of sexually transmitted infections

b) TEACHING : GA DI ETELELWE KE MANAMAGADI PELE

MEANING : Women can never be leaders.

POSITIVE
 Helps to reduce conflicts when it comes to leadership.
 Enables women to perform their duties at home

NEGATIVE

 Lowers women’s self -esteem.

 Limits women to explore their talents and others challenges in life.

OBJECTIVE 4. DISCUSS THE MORAL TEACHINGS OF ATR IN BOTSWANA

 Maitseo namane ya moroba meaning Good behaviour is very important in a society

 Lore lo ojwa lo sale metsi meaning teach children good behaviour when they are still
young.

29
TOPIC 7. BOTHO

DEFINITION

A person with a well -rounded character. Someone who is well mannered, kind, caring,
loving , honest.

POSITIVE EFFECTS OF BOTHO

 Helping those in need, giving them food , engaging in practices like Molaletsa
 Unites people and makes us tolerate each other leading to a peaceful society.
 Reduces crime

NEGATIVE EFFECTS OF BOTHO

 May lead to a culture of laziness or dependency.

 May lead to abuse, exploitation and people may take advantage of someone’s
kindness.

30
 REVISION QUESTIONS FOR MODULE 2
 Discuss the value of Botho as a national principle.
 Examine any two teachings of ATR in Botswana with regard to the human life.
 Discuss ways in which Botho contributes as a value to the welfare of the Botswana
society.
 Analyse the effects of modern developments on sacred places.
 Discuss ways in which Batswana are using the practice of Totemism to conserve the
environment.
 Polygamy is a necessary religious practice in ATR in Botswana. To what extent do you
agree?
 African Traditional Religion is a way of life. Discuss.
 Discuss the concept of Botho in relation to poverty eradication in contemporary
Botswana.
 Analyse the relevance of any two practices in modern day Botswana.
 Explain the concept of African Traditional Religion.
 Explain ways in which ATR expresses itself.
 Evaluate the diversity of ATR in Botswana.
 Analyse two moral teachings of ATR in Botswana.
 Describe how ATR in Botswana is both similar and different across communities.
 Evaluate the concept of the supreme -being as understood in Hinduism and ATR.
 Evaluate two ways in which sacred objects used in ATR in Botswana are relevant.
 Explain two ways in which ATR can be identified.
 Discuss the relevance of any two beliefs in modern day Botswana.

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MODULE 3 ; THE COMING OF CHRISTIANITY IN BOTSWANA

OBJECTIVE 1. LIST THE EARLY CHRISTIAN MISSIONARIES TO BOTSWANA AND THEIR

MISSION STATIONS.
a) Robert Moffat –His mission station was in Shoshong.
b) Dr David Livingstone- his mission station was in Kolobeng, Kweneng area around
Molepolole.

OBJECTIVE2. EXPLAIN THE TACTICS/METHODS/STRATEGIES THAT THE EARLY

MISSIONARIES USED IN SPREADING CHRISTIANITY AMONG BATSWANA.

 THEY BUILT FORMAL SCHOOLS

They introduced western education to attract people to Christianity. The
main subjects that were taught there were Bible study, reading, and writing.
They wanted people to be able to read the Bible. They also taught other
skills like sowing, carpentry, vegetable gardening and cooking.
 THEY BUILT HOSPITALS
The main reason for this was to provide modern or western medicine so that
people would abandon traditional doctors and healers and the use of
traditional medicine. This is because the missionaries despised traditional
medicine as evil and unchristian.
e.g Dr David Livigstone was a medical doctor who treated people with
different diseases with his medicines. This made him popular among the
people among the people.
By being kind and loving missionaries made friends with the people and
could easily talk to them about the word of God.
Christians were offered medical assistance e.g during the outbreak of
smallpox in Shoshong led to many people joining the Church when they saw
that Christians receiving medication for the illness.
 THEY TRANSLATED THE BIBLE INTO SETSWANA
It was done to enable Batswana to read the Bible themselves and to
understand the word of God better with the aim of converting more people
to Christianity.
 CREATED GOOD RELATIONS WITH THE DIKGOSI
They worked hard to convert Dikgosi to Christianity. They targeted Dikgosi
knowing that their people would easily be convinced and follow the
footsteps of their leaders.
The missionaries hoped that Christian dikgosi would influence their people
to convert to Christianity. They succeeded in converting some of them. e.g
Dr David Livingstone converted Kgosi Sechele of Bakwena to Christianity.

32
OBJECTIVE 3. LIST THE PROBLEMS THAT WERE ENCOUNTERED BY THE EARLY
MISSIONARIES IN SPREADING Christianity.

 Language barrier, Communication was difficult as there was no common

language.
 Different climate and local conditions, tropical sun and many tropical
diseases like Malaria.
 There were no good roads and no postal system so communication was
difficult.

OBJECTIVE 4. EVALUATE BATSWANA’S RESPONSE TO CHRISTIANITY

POSITIVE NEGATIVE
Conversion of the chiefs made it easy for the Some were converted but fell back to their
conversion of the rest community or other traditional culture for fear of wrath of
Batswana.it was easy for Batswana to accept ancestors. This is because Africans have a
Christianity after Dikgosi such as Kgosi strong belief that ancestors can bless or
Sechele of Bakwena., and Kgosi Khama the punish the living.
third and his brother Kgamane of Bangwato
converted to Christianity.
Some people responded positively to the Old There was some resistance by some Ethnic
Testament as it was similar to their culture groups because they thought that this will
e.g the practice of Polygamy in the Book of cause a friction with their ancestors’ e.g
Deuteronomy 25:5-6 , 1Kings 11: 1-5 which Letsholathebe of Batawana.
says King Solomon had 700 wives and 300
concubines. And also the practice of wife
inheritance which is found in the Old
testament.
Responded positively for they wanted to Some people were not happy as their land
benefit from things like guns, modern was being given to the missionaries and this
medicine, education which were all brought made them to reject Christianity.
by missionaries.

33
OBJECTIVE 5. DISCUSS THE IMPACT OF CHRISTIANITY ON TSWANA CULTURE

POSTIVE

 MISSIONARIES INTRODUCED LITERACY

Hey taught people how to read and write for purposes of reading the scripture/Bible
with the aim of converting more people to Christianity. They also trained teachers so
they can help in teaching people how to read and write. E.g James Campbell
published literature that cultivated a reading and writing culture among Batswana.

 THEY ALSO BUILT FORMAL SCHOOLS

The first formal schools in Botswana include schools like Mater Spei College, St
Joseph’s college, Mater Spei College. They also built nursing schools in the country
e.g in Kanye (Seventh Day Adventist)

 TRAINED BATSWANA IN VARIOUS TRADES

They later acted as trainers and teachers in mission schools. Batswana acquired skills
in agriculture, nursing, cookery, sewing e.t.c HOWEVER

NEGATIVE

 FORMAL EDUCATION LED TO THE ABOLITION OF INITIATION SCHOOLS

This led to the erosion of Tswana culture. This led to increased social ills e.g teenage
pregnancy, alcohol and drug abuse. This created a vacuum because there were no
alternatives to these cultural practices were put in place. Social ills like moral
decadence today are attributed to this short sightedness of the missionaries.

 WESTERN CULTURE WAS CONSIDERED THE BEST AND TRADTIONAL CULTURE WAS
Looked down upon /condemned. This is because the missionaries had difficulties
understanding African cultures. They expected Batswana to do away with their
culture and adopt the western culture. They condemned the practices which were
good for Africans because they did not understand them. This was wrong because
the African culture had kept the society intact and social harmony prevailed among
people.

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TOPIC 2. AFRICAN INDEPENDENT / INITIATED CHURCHES

OBJECTIVE 1. LIST THE THREE TYPES OF CHRISTIAN DENOMINATIONS

a) MAINLINE CHURCHES
These churches were introduced by the British, European and American missionary
societies and are still part of the original or parent churches that established them in
Botswana.
EXAMPLES OF MAIN LINE CHURCHES ARE: Roman Catholic, Anglican, and
Methodist.

b) PENTECOSTAL CHURCHES
These are churches that are based on the story in the Bible (Acts 2:1-21). The Holy
Spirit is the main focus of their religious beliefs and practices.
EXAMPLES ARE: Bible life ministries, Christ Embassy and Family of God.

c) AFRICAN INDEPENDENT CHURCHES

These are churches found in Africa which were formed by Africans for Africans. They
believe that prayer can heal the sick. They are gender inclusive, that is both men and
women have leadership positions in their churches. Their beliefs and practices
include aspects of African Traditional Religion and Christianity.
They were established in three ways:
i) By breaking away from mainline churches and Pentecostal Churches.
ii) By breaking away from other AIC’s.
iii By starting new churches with no link to mainline, Pentecostal or other AIC’s
EXAMPLES ARE : Zion Christian Church, St John’s Apostolic Faith Mission, Eloi
Christian Church, Nazareth Church of Botswana.

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OBJECTIVE 2. EXPLAIN FACTORS THAT LED TO THE RISE OF THE AIC’S IN BOTSWANA

 INTRODUCED BY MIGRANT LABOURERS

They were mostly introduced by migrant labourers who used to work in South
African mines. Our grandparents worked in mines in South Africa so when they were
there they came in contact with the new Christian churches and upon returning
home they introduced them.

 THE NEED TO EXPRESS CHRISTIANITY IN THE CONTEXT OF THEIR CULTURE

They wanted a religion where they will be able to feel at home. That is a church
where they will be faith in healing, divination, prophesy, and also preserving other
aspects of African culture.

 POWER STRUGGLE OR CONFLICT BETWEEN CHURCH LEADERS.

There were conflicts in churches over how best to run the affairs of the church
(between AIC’S and AIC’S) . There were also disagreements over religious laws,
practices and ways of worshipping and interpretation of the Bible. E.g at what age
and how a person should be baptised.

OBJECTIVE 3. DISCUSS THE CHALLEGES FACING THE AIC’S IN BOTSWANA

 DISTRIBUTION
They are mostly found in rural areas and in poor areas in towns, as a result they are
associated with the poor. This is a challenge because it becomes difficult to attract
members from other social groups such as the rich and the well-educated.
 COMPETITION FROM OTHER CHURCHES
There is a rapid growth of Pentecostal churches which are attracting numbers of
people. These churches are modern in nature and use English language for
communication during their services and worship and this too attract young people
to these churches. This is challenge because members of the AIC’S end up joining
these churches as they are sophisticated in nature.
 LACK OF PROPER FACILITIES
Some of the AIC’S conduct their services in poorly built structures and in open areas
e.g with no running water, toilets, electricity e.t.c . Nowadays people prefer to meet
in more secure and modern places. This is a challenge is to try and attract these
people to services in these poor conditions.

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OBJECTIVE 4. DISCUSS COMMON TRAITS WITHIN THE AIC’S AND ATR

 HEALING
This is one of the main features of the AiC’s and ATR. They heal people who suffer
from different kinds of illness /ailments. They believe that they get the power to heal
from the Holy Spirit, while ATR gets the power to heal from the ancestors. The AIC’S
Use the Holy Bible to diagnose illness while ATR uses divining bones. They use
different things to heal people such as water, ash, salt and even laying of hands and
praying. Some of the AIC’S use traditional medicine to heal people and give the
things to put / wear on their arms, legs, necks such as coloured beads and wool.

 SINGING, CLAPPING HANDS , DANCING , BEATING OF DRUMS

In the AIC’S singing is accompanied by clapping hands, dancing and beating of drums.
ATR also clap hands, dance and beat drums when they sing or call on their ancestors.

 MAKING OF SACRIFICES AND OFFERINGS

The AIC’S may sacrifice animals especially when someone is sick or if they want to
protect someone’s home or field. They believe that by making the sacrifices and
offerings to God they are asking God to heal the sick person.

OBJECTIVE 5. DESCRIBE THE PROBLEMS FACED BY THE AIC’S WHEN THEY WERE FIRST
ESTABLISHED IN BOTSWANA

 SHORTAGE / LACK OF LAND

 FINANCES / MONEY /LACK OF FUNDS
 LACK OF PROPER LEADERSHIP
 THE MEDIA

OBJECTIVE 6. ASSESS THE CONTRIBUTION OF THE AIC’S IN THE LIVES OF BATSWANA/

EVALUATE THE ROLE PLAYED BY THE AIC’S IN BOTSWANA.

 ACCEPTANCE OF WOMEN IN LEADERSHIP POSITIONS

Some women are church leaders e.g prophets and bishops. Some women even
founded churches e.g Christinah Nku the founder of St Johns Apostolic Faith Mission.
 MORAL SUPPORT
Support is given to those bereaved, weddings are also attended in large numbers.
 SPITITUALITY IS ENCOURAGED
Members are free to express their religious beliefs.

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OBJECTIVE 7. EXPLAIN THE INFLUENCE OF AFRICAN TRADITIONAL BELIEFS ON AIC’S

 BELIEVES
Some African beliefs are found in AIC’S e.g believe in One God , ancestors, ghosts,
bad omen , life after death.
 PRACTICES
They share common believes like polygamy, wife inheritance.
 RITUALS
The performance of birth, puberty, marriage and death rites e.g burial rituals , go
thapa ka mosimama to remove bad luck.

OBJECTIVE 8. EXPLAIN THE INFLUENCE OF CHRISTIANITY ON A.T.R

 Abolished some African practices e.g polygamy, circumcision of males, traditional

healing as they clashed with Christian teachings. Christians condemned these as evil,
unchristian, barbaric, and agents of satan.
 Christian and western ideas caused major changes in the religious and social lifes of
Tswana tribes e.g Christianity emphasised on personal choice of a marriage partners
based on mutual love as opposed to the traditional practice of arranged marriages
by parents.
 Christianity also abolished initiation schools in favour of formal schools. They argued
that initiation schools are unchristian, evil and barbaric.
 Christianity emphasised on empowerment of women and the girl child by sending
them to formal schools. They argued that males and females should be treated fairly
and equally. This is because in African societies females were not allowed to attend
formal schools as there was a believe that they will later on get married in future so
attending formal schools would be a waste of time.

TOPIC 3.

OBJECTIVE 1. EXPLAIN THE CONTRIBUTION OF THE CHRISTIAN CHURCHES IN EDUCATION

 MISSIONARIES INTRODUCED LITERACY

They taught people how to read and write for purposes of reading the scripture or
the bible. With the aim of converting more people to Christianity. They also trained
more teachers so that they could help in teaching people how to read and write.
e.g James Read and John Campbell published literature that cultivated a reading and
writing culture among Batswana.
 THEY ALSO BUILT FORMAL SCHOOLS
The first formal schools in Botswana were mission schools e.g St Joseph’s college,
Materspei college. They also built nursing schools in the country e.g Kanye Adventist
hospital ( SDA)

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 TRAINED BATSWANA IN DIFFERENT TRADES
Who later acted as trainers and teachers in mission schools. Batswana acquired skills
in agriculture, nursing, sewing e.t.c

HOWEVER
 FORMAL EDUCATION LED TO THE ABOLITION OF INITIATION SCHOOLS
And erosion of Tswana culture. This led to increased social ills e.g teenage pregnancy
, alcohol and drug abuse. This created a vacuum because there were no alternatives
to these cultural practices put in place. Social ills like moral decadence today are
attributed to this short-sightedness of the missionaries.
 WESTERN CULTURE WAS CONSIDERED THE BEST AND TRADITIONAL CULTURE
Was looked down upon and condemned. This is because missionaries had difficulties
understanding African cultures. They expected Batswana to do away with their
culture and adopt the western culture. They condemned the traditional practices
which were good for Africans just because they did not understand them. this was
wrong because the African culture had kept the society intact and social harmony
prevailed among people.

OBJEVTIVE 2. EXPLAIN THE CONTRIBUTION OF CHRISTIAN CHURCHES IN HEALTH

 BUILT HOSPITALS
e.g Scottish Livingstone hospital in Molepolole which was built in 1934 and was a
joint venture between the united Free Church and London Missionary Society (LMS)
and it still offers medical services to Batswana. We also have Deborah Retief hospital
in Mochudi which is still in operation.
 INTRODUCED MODERN MEDICINE AND HEALING
With this they were able to cure those diseases which the traditional healers failed
to cure. They also ensured that they trained more nurses in order to help in healing
people.

HOWEVER
 This led to the erosion of culture as missionaries condemned the powers of
traditional healers saying they were agents of Satan. They also condemned
traditional medicine saying it was evil and unchristian.

39
 OBJECTIVE 3. DISCUSS THE ROLE OF MEDIA OR COMMUNICATION IN SPREADING
CHRISTIANITY AMONG BATSWANA AND OTHER PARTS OF THE WORLD.

 TELEVISION

There are many Christian television channels that broadcast live programs showing
people give testimonies about how they were converted to Christianity and sometimes
healed through the blood of Jesus Christ. Some programmes present Christian leaders
preaching powerful messages and praying together with the viewers.

 RADIO

It also plays a major role in spreading Christian message. Many people listen to radio
programmes on which Christian leaders teach, preach and confess about the changes that
Christianity has brought to their lives. There are some programmes that focus on the
Christian message especially on Sundays and news reports about Christianity such as the
trips made by different churches to places of worship or Holy places.

 ADVERTISING

News about forthcoming events of interest to Christians can be advertised on Billboards and
pamphlets and the Christian message can also be spread to many people in this way.

HOWEVER

 This can lead to INDOCTRINATION,that is a situation whereby people teach others to

fully accept the ideas, opinions or beliefs of a particular group and not to consider
other ideas, opinions or beliefs.
 It can also lead to BLIND OBEDIENCE, this where by people obey blindly without
questioning and accepting anything that they are being told and this is not good at
all.
 It can also lead to RELIGIOUS INTOLERANCE, where people do not accept that there
are other religions or religious beliefs besides theirs. They would see their religions
as the only best and perfect religions.

40
OBJECTIVE 4. DISCUSS THE ROLE OF THE CHRISTIAN CHURCHES IN POLITICS/DISCUSS HOW
THE CHRISTIAN CHURCHES HAVE CONTRIBUTED POSITIVELY AND NEAGATIVELY TOWARDS
POLITICAL STABILITY IN BOTSWANA

POSITIVE

 Missionaries encouraged people to vote, by so doing they wanted people to exercise

their right to vote their civil leaders.
 Earlier in the 1960’s, some missionaries accompanied chiefs who went to Britain to
ask for protectorate. Wc Willouby accompanied the three kings, Khama the third of
Bangwato, Sebele 1 of Bakwena and Bathoeng 1 of Bangwaketse to Britain. These
missionaries acted as advisors and interpreters in their mission to protest against
the colonisation of Bechuanaland.
 They also supported government initiatives e.g campaign on circumcision of males,
they also organised anti-alcohol campaigns.

NEGATIVE
 Dikgosi are no longer religious leaders as it was in the past. Religious authority was
taken by missionaries and they were only left with political authority. this reduced
the powers of the Dikgosi.
 New laws brought by the Christian Churches led to the banning of certain customs
e.g Bogadi, rain making ceremonies, polygamy. Saying they were unchristian e.g
Khama the third banned customs such as Bogadi and polygamy among Bangwato
using his political authority to ban these customs after being influenced by the
missionaries.

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OBJECTIVE 5. DISCUSS THE ROLE OF CHRISTIAN CHURCHES IN COMBATING:

a) VIOLENCE AGAINST WOMEN /ABUSE

 YWCA (Young Women Christian Association) plays a great role in
rehabilitating the girl child to help them to live a normal life again.
 They teach husbands to love their wives as Christ loved the church.
 They also offer counselling for abused women.
b) INEQUALITIES BETWEEN MEN AND WOMEN
 Women are leaders, prophets in African Independent Churches.
 They advocate for equality of men and women as stated in the Bible, Genesis
1: 26-31.
 Empowers women e.g encourages women in Etsha to make Baskets and sell
them on their behalf and later give them money from the sales made. In
Mochudi there is a craft school for a girl child.
c) CORRUPTION
 Christians abide by the teachings in the Bible which are meant to mould people’s
way of life or behaviour, honesty and upright in their dealings, this influences other
people to live upright lives and avoid corrupt practices.
 They condemn any kind of corruption and show how it affects the society negatively
e.g Deuteronomy 16:19 “ you shall not take a bribe , for a bribe blinds the eyes of
the master and subverts the cause of righteous”, Ecclesiates 7: 7 ” a bribe corrupts
the mind”
 They are against corruption, speak against it, report any form of corruption.
They use Christian teachings, laws, commandments, statutes and directives to
condemn corruption e.g 1Kings:24, Deuteronomy 16:19.
 Christians lead by exemplary lives which are guided by the teachings hence
influencing other people to behave like them in the society.

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TOPIC 4 . ECUMENISM

OBJECTIVE 1. DEFINITION OF ECUMENISM

 It is the coming together of different Christian denominations in a given locality to

discuss matters of concern of spiritual and social significance. They put aside their
theological differences to achieve a common goal.
 It is also about the cooperation and unity within the Christian denominations which
should exist between Christians. Due to the spirit of Ecumenism Christians are also
learning to worship together, and to learn from each other’s ways of worship.

LIST THE ECUMENICAL MOVEMENTS IN BOTSWANA

 Botswana council of churches

 Evangelical fellowship of Botswana
 Botswana spiritual council of churches
 Bible society of Botswana
 Ministers Fraternal

OBJECTIVE 2. EVALUATE THE ROLE PLAYED BY ECUMENICAL MOVEMENTS IN

BOTSWANA/HOW FAR ARE ECUMENICAL MOVEMENTS IN BOTSWANA SUCCESSFUL

THEY ARE SUCCESSFUL BECAUSE (POSITIVE)

 They condemn alcohol and drug abuse. That is why they sometimes hold crusades
and campaigns to teach young people and the whole community about the dangers
of alcohol and drug abuse. Some even visit schools in order to share their message
with students about this.
 Donating to the poor and the needy in the community. They help a lot in donating to
the poor. They can donate things like toiletries, food, clothes or even build houses
for the homeless in order to give them that dignity.
 They are also concerned about morality in the society. And they teach people about
what is good and what is not. They try by also means to teach people to abide by
Christian teachings which would help mould their behaviour..

THEY ARE NOT 100 PERCENT SUCCESSFUL (NEGATIVE)

 This is because we still have an increase in alcohol and drug abuse which has led to
family breakdown, divorce cases increase, gender based violence cases also
increasing.
 It also leads to dependency syndrome or laziness in the case of donations made to
the poor as some people would not make efforts of finding means of survival but
rather depend solely on donations.
 We still have social ills e.g prostitution, adultery, increasing in our communities
despite their efforts in teaching about morality.

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OBJECTIVE 3. ASSESS THE IMPORTANCE OF UNITY AND DIALOQUE AMONG CHRISTIANS

POSITIVE

 Encourages religious tolerance

 Leads to sharing of ideas, as they would learn from each other and have a chance to
ask questions.
 Leads to peace and harmony.

NEGATIVE

 Religious intolerance
 Dilution of other religious ideas, copying what others are doing.
 Completion for converts / followers leading to conflicts, wars, loss of lives.
 Competition for converts or followers which could lead to conflicts and wars.

REVISION QUESTIONS FOR MODULE 3

ANALYSE THE EFFECTS /IMPACT OF CHRISTIANITY ON TSWANA CULTURE

EVALUATE HOW CHRISTIANTY HAS AFFECTED TSWANA CULTURAL PRACTICES NEGATIVELY

 MISSIONARIES FAILURE TO UNDERSTAND TSWANA CULTURE

Christianity was first brought to Africa by missionaries who had difficulties in

understanding African cultures. In Botswana missionaries expected Batswana to do
away with their culture and confess their sins and repent so that they can be saved.
Salvation was only believed to be possible if people renounced their cultural beliefs and
practices. Most of these missionaries therefore condemned things which were good for
Africans as people because they did not understand them. This was wrong because
Setswana culture was not evil as perceived by the missionaries. This culture had kept the
society intact and social harmony prevailed among Batswana.

 ABOLITION OF INITIATION CEREMONIES

During initiation into adulthood boys and girls were taught societal moral values and
moulded into responsible citizens. The missionaries supported by the British colonial
officials exerted tremendous political and religious pressure among Batswana chiefs
and people in general such that initiation ceremonies were officially abolished.
However this created a vacuum because there were no alternatives to these cultural
practices put in place. Social ills like moral decadence today are attributed to this
short-sightedness of the missionaries.

 TRADITIONAL DOCTORS AND HEALERS

Missionaries stopped Christian Tswana origin from consulting traditional healers.
They criticised the Batswana belief in the powers of traditional healers, diviners and
doctors whom they considered as agents of Satan and evil. Batswana Christians
were forbidden from seeking healing services from traditional healers not because
they were in conflict with Christ the great physician but because their work involved

44
prayers to God or Modimo through the ancestors. And this eroded the Tswana
culture.

Discuss the strategies /methods/tactics the early missionaries used in spreading

Christianity.
Analyse the response of Batswana to Christianity.
Identify Tswana cultural practices and evaluate how Christianity has negatively
affected them.
Discuss the factors that led to the rise of the AIC’S in Botswana.
Discuss the role of Christianity in the development of the education system in
Botswana.
Discuss the contributions of Christianity within the health sector of Botswana.
Discuss the role played by Christian churches in politics.
Explain the concept of Ecumenism.
Christianity was a bad influence to Tswana culture. Assess this statement.
Discuss the challenges facing the AIC’S in Botswana.
Discuss the problems that the early missionaries encountered when spreading
Christianity.
Analyse the impact of Christianity on Tswana culture
AIC’S have contributed a lot in the lives of Batswana. Discuss.
African traditional beliefs have influenced the AIC’S. Discuss
Discuss the role of Christian churches in combating violence against women,
inequalities between men and women , corruption and abuse.
Discuss the concept of Ecumenism and its role in Botswana .
Examine the importance of unity and dialoque among Christians
Discuss the challenges that were faced by the AIC’S when they were established in
Botswana.
How far are ecumenical movements of Botswana successful.
Analyse the effects of Christianity on Tswana culture.
The church should not be involved in politics. State arguments which support this
statement.

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 MODULE 4. CHRISTIAN VALUES IN TODAY’S WORLD
TOPIC 1. LOVE

OBJECTIVE 1. EXPLAIN THE TERM LOVE

 To care very much about someone e.g Family members, close friends.
 Like or enjoy something very much.
 To be very strongly attracted to someone in an emotional and sexual way.
 Is a commitment to care about someone.

EXPALIAIN 4 DISTINCT WORDS FOR LOVE IN GREEK

 AGAPE
This is the active feeling of benevolence towards the other person.
Brotherly love described in;
1Corinthians 13, which says love is patient, kind, not jealous, not boastful..,
John 13: 34-35 , which is anew commandment I give to you , that you love one
another as I have loved you, that you also love one another, by this all men will know
that you are my disciples if you have love for one another.
 EROS
This is the Passionate love or intimate love e.g between husband and wife, between
girlfriend and boyfriend.
It is described in the book of Ephesians 5:25
 PHILLIA
This is the love with have for our nearest and dearest e.g between friends, family
members.
It is described in the book of John 15:13 and John 11:36
 STORGE
This is the natural love or affection e.g between children and parents.

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OBJECTIVE 2. DISCUSS THE CHRISTIAN TEACHINGS ABOUT LOVE FROM THE BIBLE

a) TEN COMMANDMENTS ( EXODUS 20:1-8 AND DEUTERONOMY 5:1-21)

These commandments are Ten.
They deal with the relationship between God and man.
The first three of them are about how people are to relate with their God e.g You
shall have no other Gods before me, You shall not take the name of the Lord your
God in vain, Remember the Sabbath day and keep it Holy.
The remaining seven are about how people are to relate with one another in their
societies e.g You shall not kill , you shall not commit adultery, you shall not steal etc.
these ones are important as they safeguard marriage, human life, property.
The commandments emphasises on the love for God and our fellowmen.
They all help people in living morally upright lifes.
b) THE GOLDEN RULE ( MATTHEW 7:12 AND LUKE 6:31)
Do unto others as you would like them to do unto you.
Guide followers on how to relate well with others.
c) THE GREATEST COMMANDMENT (MARK 12:31)
You shall love neighbour as you love yourself
d) THE BEATITUDES (MATHHEW 5:1-12)
 THOSE WHO MOURN, for they shall be comforted.
They have experienced suffering and can therefore understand it and comfort others
in their suffering.
The mournful are also those who recognise that they are sinners in need of God’s
help , forgiveness and mercy.
 THE PEACEMAKERS, for they shall be called children of God.
The peacemakers try to break down all the barriers which divide people.
They try to make others happy.
They are reconcilers.
Removes whatever makes others anxious or frustrated or unhappy.
And they don’t get upset easily.

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OBJECTIVE 3.EXPLAIN HOW JESUS DEMOSTRATED THE VALUE OF LOVE THROUGH HIS
TEACHINGS AND ACTIONS:

a) TEACHINGS/SAYINGS

 GOOD SAMARITAN ( LUKE 10:25-37)

This teaching emphasises on being compassionate, showing love, showing universal
love.
It is all about unlimited nature of the duty of love.
It also explains that a Neighbour is anyone who shows mercy.
Love your neighbour as you love yourself, even your enemies.

 PARABLE OF THE SHEEP AND THE GOATS ( MATTHEW 25: 31-46)

This parable teaches about practical love which means that love should be active
love. It should be expressed in actions.
Love without actions is dead.
It also teaches about the importance of serving one’s neighbour as this includes
serving God since Jesus Christ identifies himself with those to whom service is given.

b) ACTIONS /DEEDS
 HIS PASSION AND DEATH
Jesus Christ loved his people even to the point of sacrificing his life for them.
He was indeed the Good Shepherd described in the book of John 10:10.
He sacrificed his life so that all people could be saved.

 FORGAVE SINNERS
He forgave all sinners and gave them a second chance in life e.g
The adulterous e.g John 8:1-11 the Pharisees brought a woman who was caught in
the act of adultery to Jesus. According to the law of Moses she had to be stoned to
death and the Pharisees wanted to hear what Jesus would say about it. Because of
his love Jesus did not condemn her but forgave her and told her not to sin again.
He forgave the prostitutes and the tax collectors.

 PERFORMANCE OF MIRACLES.
He raised the dead e.g John 11: 1-44 Jesus raised Lazarus. Jesus heard about the
death of his friend Lazarus. Lazarus had been in the tomb for four days but Jesus
brought him back to life. He cried with a loud voice , Lazarus come out “ and he came
out.
He also healed the woman who had been bleeding for 12 years .
He healed the paralytic man

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OBJECTIVE 4. ASSESS WAYS IN WHICH THE CHRISTIAN TEACHING ABOUT LOVE IS
EXPRESSED IN MODERN SOCIETY

POSITIVE

 Donations e.g money , clothes, shelter

 Caring for the sick through hospices
 Condolences during bereavements
 Visiting prisoners , hospital patients and praying for them
 Offering counselling services during difficult times

NEGATIVE

 May lead to laziness where people no longer want to find means of survival but
rather depend on donations.
 Being Docile where people accept any situation without questioning.
 May lead to abuse of power where now people would be using the donations for
themselves rather than giving them to the poor and the needy in the community.

LIST ORGANISATIONS WHICH SHOW LOVE TO THE UNDERPRIVILLEGED IN BOTSWANA

SOCIETY

 SOS (save our souls)

 Red Cross Society of Botswana
 Bocaip
 YWCA ( Young Women’s Christian Association)

LIST PEOPLE CONSIDERED THE UNDERPRIVILEGED

 Poor
 Needy
 Disabled
 Elderly

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TOPIC 2 . LOYALTY

OBJECTIVE 1. EXPLAIN THE TERM LOYALTY

 Making promises and commitments and acting upon them.

 Allegiance to what you do ( to God or fellowmen)
 Being faithful, honest, reliable, trustworthy and dependable to someone or
something e.g believing in God , being loyal to parents, country, principles ,ideas,
friends e.tc

OBJECTIVE 2. EXPLAIN WAYS IN WHICH CHRISTIANS EXPRESS LOYALTY TO GOD

 OBEDIENCE TO GOD’S COMMANDMENTS

E.g Ten Commandments like Do not worship any other God besides me.
Moses obedience to God’s instructions when he was commanded to free the
Israelites
Daniel was saved from the lion’s by God because of his loyalty to God ( Daniel 6: 1-
28)
Shadreck , Meshach, Abednico were thrown into a furnace for being loyal to God and
refusing to worship false Gods but instead of burning in the furnace God saved them
for their trust in him ( Daniel:31-30)
 EVANGELISM
This means the spreading of the word of God e.g This can be done through
televisions, radio crusades or house to house teachings.
As they are spreading the gospel , they continue working for the Kingdom of God
here on earth to ensure that Christianity reaches all people.
This also helps in recruiting new converts and also converting more people to
Christianity .
All this shows loyalty to God.
 Through Baptism
 Giving Tithes
 Fasting
 Doing the will of God on Earth.

OBJECTIVE 3. EXPLAIN THE CHRISTIAN UNDERSTANDING OF LOYALTY

 CHRISTIANS POSSESS DUAL CITIZENSHIP

This means that Christians have two citizenship,that is they are members of their
earthly countries and also members of the Kingdom of God by Baptism.
As citizens of different countries Christians should pay taxes, take part in voting,
respecting those in authority to show that they are loyal citizens.
And as citizens of the Kingdom of God by baptism they should stay loyal to God and
should not do anything that is in conflict with the kingdom of God.
They should understand that loyalty to God comes first, and when there is a conflict
between the two (kingdom of God and their earthly countries) Christians should
know that loyalty to God takes precedence or comes first.

50
OBJECTIVE 4. EXPLAIN HOW CHRISTIANS EXPRESS LOYALTY TO THEIR FELLOWMEN

 Respect for others

 Faithfulness
 Compassion
 Love for others
 Sympathy

OBJECTIVE 5. EXPLAIN THE IMPORTANCE OF LOYALTY/ASSESS THE ROLE OF LOYALTY IN

SOCIETY.

 POSITIVE
*Peace and harmony
*brings people closer to God and fellowmen
*strengthens and build relationships among people
*brings about unity among people
* sense of belonging
 NEGATIVE
*Can lead to blind obedience, obeying blindly without trying to understand and
evaluating but just accepting everything.
*can lead to docility
*Dependency syndrome

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TOPIC 2. JUSTICE AND PEACE

OBJECTIVE 1. DEFINE THE TERM JUSTICE

 This is the fair and equal treatment of people.

 It means providing all people with the best and optimum conditions.
 Justice would never mean the same for two people because people are unique.
 The presence of justice brings about peace and harmony among people.

DEFINE THE TERM PEACE

 A situation or a period of time where there is no war or violence in a country or an

area.
 It is also a stage of being calm or quite, a state of living in friendship without conflict.

OBJECTIVE 2. DISCUSS BIBLICAL TEACHINGS ON ISSUES OF JUSTICE AND PEACE

 PSALM 23. HARMONIOUS LIVING

*The lord is my Shepherd I shall not want /God looks after his people. The lord
provides for all your needs, if that is done justice is being done and this results in
peace and harmony.

*Leads me besides still waters, this is a symbol of peace. God is the source of peace
and security.

*He leads me in paths of righteousness, symbolises that there is no violence, no

conflicts. God teaches us to live humanly with one another.

*Though prepare a table before me in the presence of my enemies, signifies justice.

God provides for us and protects us from evil.

*All will live together in peace.

 EXODUS 23:1-8 HARMONIOUS LIVING

*They must not take advantage of the poor.

*People are encouraged to treat each other well because God had already treated
them well.

 REVELATION 21: 1-4 PEACE

*Signifies peace and harmony.

* Anti-peace elements are eradicated e.g death, crying, pain, sorrow
*No more sea, sea symbolises evil.
*A new heaven and a new earth will come
*There will be a new Jerusalem, where all people will be at peace.

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  ISAIAH 58: 1-12 JUSTICE
They should feed the hungry, cloth the naked, let the oppressed go free as a way of
acting justly and fairly.

LIST THE EAXMPLES OF FORMS OF INJUSTICE IN OUR SOCIETY

 Bribery
 Blackmail
 Corruption
 Tribalism
 Unfair dismissal

OBJECTIVE 3. DISCUSS THE CONTIBUTUIONS OF CHRISTIANS TO JUSTICE AND PEACE.

ASSESS THE CONTRIBUTION OF CHRISTIANITY TOWARDS THE ATTAINMENT OF WORLD

PEACE AND JUSTICE.

EXAMINE THE CONTRIBUTUINS OF CHRSTIANITY TOWARDS JUSTICE AND PEACE IN

SOCIETY.

POSITIVE
 CHRISTIAN TEACHINGS

*Golden rule which says ( Matthew 7: 12) “Do unto others as you would like them to
do unto you” this is important as people would always act fairly towards one another
as they would know that people would do the same to them.

*Ten commandments ( Exodus 20: 1-18) like do not kill , steal, commit adultery.
These commandments safeguard marriage, human life, property and this would
ensure that peace and harmony prevails in our societies.

*The beatitudes ( Matthew 5: 3-16 ) e.g the peace makers will always fight for peace
as they know that without justice there will be no peace. So they will try to
breakdown all barriers which divide people. The merciful, are tolerant and forgive
others easily leading to peace and harmony

Through these teachings, Christians aims at improving people’s relationships so that

they can live in peace and harmony in a just society. Christians who relate well to
other people are enabled to rise above natural selfishness and go out to others with
love and justice.

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 CHRISTIAN RELIGIOUS PRACTICES
*Christians all over the world are well known for charitable acts for the benefit of
the poor and the needy in the communities. They do this through donations like food
hampers, toiletries, building houses for the poor.

*Christians offer practical care to the poor and the underprivileged in different forms
e.g some have set up orphanages for the poor, old age homes, hospices

*The basic principle of justice in Christianity is to make sure that human needs are
met which is another way of maintaining social justice in society.

 ECONOMIC EMPOWERMENT
The church as an employer in church schools, hospitals helps to improve the
standard of living of many families.

 POLITICAL ACTIVISM

*In here we have champions of justice in Christianity like Martin Luther king, Frank
Chikane, Desmond Tutu, Jesse Jackson e.t.c.

*They took part in the liberation of their nations.

*They campaigned for equality between the blacks and the whites.

NEGATIVE

 Some church leaders are charismatic and can lead to blind obedience by
members. Church leaders may manipulate the doctrines to favour themselves.
 Church resources may be abused or misused.
 Can lead to spirit of laziness or dependency syndrome
 Some church leaders may be too involved in politics and forget the Christian
calling
 The involvement of the clergy in politics can at times polarise the church
 Lack of women empowerment as some church leaders do not accept women in
religious leadership

54
EXPLAIN THE CONTRIBUTION OF ANY ONE THE CHAMPIONS OF JUSTICE IN CHRISTIANITY

EXPLAIN HOW ANY ONE OF THE CHAMPIONS OF JUSTICE IN CHRISTIANITY CONTRIBUTED

TOWARDS PEACE AND JUSTICE

a) Martin Luther King Jr

 Born in January 15, 1929 and Died April 4, 1968.

 He was an American clergyman, activist and prominent leader in the African-
American Civil rights movement.
 He is best known for his role in the advancement of civil rights in the United States
and the rest of the world, using non violent methods, following the teachings of
Mohandas Karamchand Gandhi.
 As a civil rights activist, he led the 1955 Montgomery Bus Boycott and helped found
the Southern Christian leadership Conference (SCLC) in 1957, serving as its first
president.
 His efforts led to the 1963 March on Washington, where he delivered his, “I Have a
Dream” speech.
 In 1964, Martin Luther King became the youngest person to receive the Nobel Peace
Prize for his work to end racial segregation and racial discrimination though civil
disobedience and other non-violent means.
 By the time of his death in 1968, he has refocused his efforts on ending poverty and
stopping Vietnam War.
 He was assassinated on April 4, 1968, in Memphis, Tennessee.

His Work

 On December, 1955, Martin Luther King led the Montgomery Bus Boycott which
lasted for 385 days. Kings was arrested during the campaign, which ended with a
United States District Court ruling that ended racial segregation on all Montgomery
public buses.
 The Southern Christian leadership Conference (SCLC) mandate was founded to
harness the moral authority and organizing power of black churches to conduct non-
violent protests in the service of civil rights reform.
 Gandhi’s nonviolent techniques were useful to Kings Campaign.
 He organized and led marches for blacks’ right to vote, desegregation, labour rights
and other basic civil rights. Most of these rights were successfully enacted into the
law of the United States with the passage of the Civil Rights Act of 1964 and the 1965
Voting Rights Act.
 He organised a March, for Jobs and Freedom, in Washington August 1963. The
march made specific demands: an end to racial segregation in public schools;
meaningful civil rights legislation, including a law prohibiting racial discrimination in
employment; protection of civil rights workers from police brutality; a $2 minimum
wage for all workers; and self government for Washington, D.C, then it was governed
by Congressional Committee.
 In 1965, King also was opposed to the Vietnam War on the grounds that it took
money and resources that could have been spent on social services like the War on

55
 Poverty. The United States Congress was more and more on the military and less and
less on the anti-poverty programs at the same time.
 In 1968, King organized the “Poor People’s Campaign” to discuss issues of economic
justice where he demanded economic aid the poorest communities of the United
States.

b) Allan Boesak

Allan Aubrey Boesak (born 23 February 1946[1] in Kakamas, Northern Cape) is a South
African Dutch Reformed Church cleric and politician and anti-apartheid activist. Boesak won
the 1985 Robert F. Kennedy Human Rights Award given annually by the Robert F. Kennedy
Center for Justice and Human Rights to an individual or group whose courageous activism is
at the heart of the human rights movement and in the spirit of Robert F. Kennedy's vision
and legacy.

Theologian, cleric and activist

He rose to prominence during the 1980s, as an outspoken critic and opponent of the
National Party's policies and played a major anti-apartheid activist role as a patron of the
United Democratic Front (UDF) from 1983 to 1991. In 1991, Boesak was elected chairman of
the Western Cape region of the African National Congress (ANC).In 2008, Boesak publicly
challenged the South African leadership to remember why they joined all races to create a
non-racial South Africa. In the annual Ashley Kriel Memorial Youth Lecture, Boesak
suggested that the ANC was well down the slippery slope of ethnicity preferences and "had
brought back the hated system of racial categorization."

Also in 2008, while serving as the Moderator of the Cape Synod of the Uniting Reformed
Church in Southern Africa,[6] Boesak, to the shock of many senior church leaders,[7]
announced that he would resign all of his positions within the church because of the
church's discriminatory position on homosexuality and gay and lesbian persons.

Boesak invoked the anti-apartheid 1986 Belhar Declaration, which lambasts all forms of
discrimination, to say that the church should welcome gays and lesbians and begin to
perform gay marriage ceremonies and appoint gay clergy.

Dr. Boesak had originally come out in favour of same-sex marriage in 2004, a year before
South Africa's Constitutional Court ruled that the denial of marriage rights to gay people was
discriminatory and violated the country's constitution. [9][10]

Boesak voiced his views on the Zimbabwe crisis, calling on citizens of the stricken country to
rise up in opposition to President Robert Mugabe and his authoritarian ruling party. He also
censured Mbeki for failing in his role as the Southern African Development Community's
official mediator to heed the churches' call for a peace-keeping force.[12]

56
In June 2013, Christian Theological Seminary and Butler University in Indianapolis, Indiana
appointed Boesak as The Desmond Tutu Chair for Peace, Global Justice, and Reconciliation
Studies, a new four-year position held jointly with both institutions. [14]

Desmond Tutu
Desmond Mpilo Tutu (born 7 October 1931) is a South African social rights activist and
retired Anglican bishop who rose to worldwide fame during the 1980s as an opponent of
apartheid. He has campaigned to fight HIV/AIDS, tuberculosis, poverty, racism, sexism
etc.He received the Nobel Peace Prize in 1984; the Sydney Peace Prize in 1999; the Gandhi
Peace Prize in 2007;[1] and the Presidential Medal of Freedom in 2009.

Role during apartheid

In 1976, the protests in Soweto, also known as the Soweto Riots, against the government's
use of Afrikaans as the compulsory language of instruction in black schools became an
uprising against apartheid.

From then on Tutu supported an economic boycott of his country. He organised peaceful
marches which brought 30,000 people onto the streets of Cape Town.

Tutu was Bishop of Lesotho from 1976 until 1978, when he became Secretary-General of the
South African Council of Churches. From this position, he was able to continue his work
against apartheid with agreement from nearly all churches.

Tutu consistently advocated reconciliation between all parties involved in apartheid.

Tutu's opposition to apartheid was vigorous and unequivocal, and he was outspoken both in
South Africa and abroad.

He often compared apartheid to Nazism; as a result the government twice revoked his
passport, and he was jailed briefly in 1980 after a protest march.

It was thought by many that Tutu's increasing international reputation and his rigorous
advocacy of non-violence protected him from harsher penalties.

Tutu was also harsh in his criticism of the violent tactics of some anti-apartheid groups such
as the African National Congress and denounced terrorism and Communism.

When a new constitution was proposed for South Africa in 1983 to defend against the anti-
apartheid movement, Tutu helped form the National Forum Committee to fight the
constitutional changes.[20]

Tutu's work as a mediator to prevent all-out racial war was evident at the funeral of South
African Communist Party leader Chris Hani in 1993. Tutu spurred a crowd of 120,000 to
repeat after him the chants, over and over: "We will be free!", "All of us!", "Black and white
together!"[21]

57
Role since apartheid

After the fall of apartheid, Tutu headed the Truth and Reconciliation Commission. He retired
as Archbishop of Cape Town in 1996.

Tutu is generally credited with coining the term Rainbow Nation as a metaphor for post-
apartheid South Africa after 1994 under African National Congress rule.

The expression has since entered mainstream consciousness to describe South Africa's ethnic
diversity.

Since his retirement, Tutu has worked as a global activist on issues pertaining to democracy,
freedom and human rights. He is the patron of the Institute for Justice and Reconciliation. In
this role he presents the annual South African Reconciliation Award.

In 2006, Tutu launched a global campaign, organised by Plan, to ensure that all children are
registered at birth, as an unregistered child did not officially exist and was vulnerable to
traffickers and during disasters.[25]

Tutu had announced he would retire from public life when he turned 79 in October 2010.

Role in South Africa

Tutu is widely regarded as "South Africa's moral conscience"[27] and has been described by
former President of South Africa Nelson Mandela as "sometimes strident, often tender, never
afraid and seldom without humour, Desmond Tutu's voice will always be the voice of the
voiceless".[24]

Since his retirement, Tutu has worked to critique the new South African government. Tutu
has been vocal in condemnation of corruption, the ineffectiveness of the ANC-led
government to deal with poverty, and the recent outbreaks of xenophobic violence in some
townships in South Africa.

On 10 May 2013, Tutu said he would no longer be able to vote for the African National
Congress, citing inequality, violence, and corruption. "The ANC was very good at leading us
in the struggle to be free from oppression," Archbishop Tutu wrote, "But it doesn't seem to
me now that a freedom-fighting unit can easily make the transition to becoming a political
party." He sharply criticised the decision of the South African government to delay the
issuance of a visa to the Dalai Lama, accusing the government of "kowtowing to China".[29]

Continued economic stratification and political corruption

Tutu made a stinging attack on South Africa's political élite, saying the country was "sitting
on a powder keg"[32] because of its failure to alleviate poverty a decade after apartheid's end.

Tutu also said that attempts to boost black economic ownership were benefiting only an elite
minority, while political "kowtowing" within the ruling ANC was hampering democracy.
Tutu asked, "What is black empowerment when it seems to benefit not the vast majority but
an elite that tends to be recycled?"[32]

58
Tutu criticised politicians for debating whether to give the poor an income grant of $16
(£12) a month and said the idea should be seriously considered.

Tutu has often spoken in support of the Basic Income Grant (BIG) which has so far been
defeated in parliament.

Tutu warned of corruption shortly after the re-election of the African National Congress
government of South Africa, saying that they "stopped the gravy train just long enough to
get on themselves."

Gay rights

In the debate about Anglican views of homosexuality, Tutu has opposed traditional Christian
disapproval of homosexuality.

Tutu has remarked that it is sad the church is spending time disagreeing on sexual
orientation "when we face so many devastating problems – poverty, HIV/AIDS, war and
conflict".[113]

Tutu has increased his criticism of conservative attitudes to homosexuality within his own
church, equating homophobia with racism, saying at a conference in Nairobi that he is
"deeply disturbed that in the face of some of the most horrendous problems facing Africa,
we concentrate on 'what do I do in bed with whom'".

Tutu accused the church of being obsessed with homosexuality and declared: "If God, as
they say, is homophobic, I wouldn't worship that God."[115] Tutu has said that in future anti-
gay laws would be regarded as just as wrong as apartheid laws. [116]

Tutu has lent his name to the fight against homophobia in Africa and around the world. He
stated at the launching of the book Sex, Love and Homophobia that homophobia is a "crime
against humanity" and "every bit as unjust" as apartheid.

He added that "we struggled against apartheid in South Africa, supported by people the
world over, because black people were being blamed and made to suffer for something we
could do nothing about; our very skins... It is the same with sexual orientation. It is a
given."[117]

In July 2013, Tutu said that he would rather go to hell than a homophobic heaven:

“ I would refuse to go to a homophobic heaven. No, I would say sorry, I mean I would
much rather go to the other place. I would not worship a God who is homophobic
and that is how deeply I feel about this. I am as passionate about this campaign as I
ever was about apartheid. For me, it is at the same level. ”

Women's rights

59
On 8 March 2009, Tutu joined the "Africa for women's rights". In 2012, Desmond Tutu urged
men and boys to challenge harmful traditions and protect the rights of girls and women,
with this quote: "I call on men and boys everywhere to take a stand against the
mistreatment of girls and women. It is by standing up for the rights of girls and women that
we truly measure up as men."

Family planning

In 1994, Tutu said that he approved of artificial contraception and that abortion was
acceptable in a number of situations, such as incest and rape.

He accepted the full legalisation of abortion in South Africa, in 1996, despite some personal
reservations.

Assisted suicide

Tutu came out in support of assisted suicide on July 2014, stating that life shouldn't be
preserved "at any cost".

He also said that laws that deny the right to assisted suicide remove the dying their "human
right to dignity". He gave the example of Nelson Mandela, which long and painful illness was
in his opinion "an affront to Madiba's dignity". Tutu stated that he didn't want to be in a
similar situation; to have his own life "prolonged artificially".

c) Mother Theresa

 Blessed Mother Theresa of Calcutta was born Agnes Gonxha Bojaxhiu on the 26 th of
August 1910 and died on the 5th of September 1997.

 Mother Theresa founded the Missionaries of Charity, a Roman Catholic religious

congregation which in 2012 consisted of over 4500 sisters and is active in 133
countries. Members of the order must adhere to the vows of chastity, poverty and
obedience and the fourth vow, to give “whole hearted and Free service to the poor
of the poorest”. The missionaries of charity at the time of her death had 610
missions in 123 countries including hospices and homes for people with HIV/AIDS,
leprosy and tuberculosis, soup kitchens, children’s and family counselling
programmes, orphanages and schools.

 For over 50 years, she ministered to the poor, sick, orphaned and dying, while
guiding the Missionaries of Charity’s expansion. She was the recipient of numerous
honours including the Nobel Peace Prize. She refused the conventional ceremonial
banquet given to laureates, and asked that the $192 000 funds be given to the poor
in India. Mother Theresa stated that earthly rewards were important only if they
helped her, help the world’s needy.

 She began her missionary work with the poor in 1948. She started a school in Motijhi
and started to tend to the needs of the destitute and starving. In 1950, she was given

60
 permission by the Vatican to start the diocesan congregation that would become the
Missionaries of Charity. Its mission was to care for, in her own words, “the hungry,
the naked, the crippled, the blind, the disabled, aged, alcoholics, the poor and
homeless, and the victims of floods, epidemics and famine.

 In 1952, Mother Theresa opened the first Home for the dying. With the help of the
Indian officials, she converted an abandoned Hindu temple into the Kalighat Home
for the dying, a free hospice for the poor. Those brought to the hospice, received
medical attention and were afforded the opportunity to die with dignity according to
their faith; Muslims were read the Qur’an, Hindus received water from the Ganges
and Catholics received the last rites. She also opened a home for those suffering
from leprosy. The Missionaries of charity also established several leprosy outreach
clinics providing medication, bandages and food.
 In 1955, she opened the Children’s home of the Immaculate Heart, as a haven for
orphans and the homeless youth.

 In 1982, at the height of the Siege in Beirut, she rescued 37 children trapped in a
frontline hospital by brokering a temporary cease fire between the Israeli army and
Palestinian guerrillas. Accompanied by Red Cross workers, she travelled through the
war zone to the devastated hospital to evacuate the young patients. She also
travelled to assist and minister to the hungry in Ethiopia, radiation victims at
Chernobyl and earth quake victims in Armenia.

“THE CHURCH SHOULD NOT BE INVOLVED IN POLITICS “ DISCUSS ARGUMENTS THAT

SUPPORT THIS STATEMENT.

POSITIVE

*The may be guided by Christian teachings especially on issues of leadership since Jesus
Christ considered himself as a good shepherd as described in John 10:10-18 and be good
leaders.

*Helps people to exercise their rights as loyal citizens.

NEGATIVE

*Polarisation of the church /conflicts /divisions among church members.

*Blind obedience

* Forget the Christian calling and concentrate more on politics

*Manipulation of doctrines to favour them

*Abuse of church resources

*Abuse of power and trust

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TOPIC 4: SALVATION

OBJECTIVE 1: DEFINITION

 Freedom from the bondage of sin or evil things e.g accepting Jesus as your
saviour
 To be rescued from the calamity or the wrath of God.
 Ultimate redemption from sin and reconciliation with God

STEPS TO FINDING SALVATION

 Accept Jesus as your saviour

 Come to him and repent your sins.
 Ask him to forgive you and change your heart
 Simple prayer with all your heart
 Read the bible daily and connect with a Church in your community
 Live a Christian way of life

OBJECTIVE 2. EXPLAIN BIBLICAL TEACHINGS ON SALVATION

 LUKE 19: 1-10 – REPENTANCE

*If repents, one receives salvation.
*We need to know and admit that we are sinners in need of God’s mercy and
forgiveness.
*Jesus brought salvation from whatever enslaves people, whatever that keeps them
from living humanly.
*Zachaeus was a tax collector, he wanted to see who Jesus was . As a tax collector he
cheated on people. He received salvation and was ready to pay back people four fold
of what he had taken from them.

 LUKE 18: 9-14 THE PHARISEE AND THE TAX COLLECTOR

*The tax collector identifies himself as a sinner in need of God’s mercy.
*He believes that only God can forgive his sins.
*He acknowledges that he is a sinner in need of God’s mercy and forgiveness

 ROMANS 12: 1-8 LIFE IN CHRISTIAN SERVICE

Christian attain eternal life through living a Christian life, living as God wills. This is
how St Paul advises Christians to live a Christian life:
*Do not conform yourself to the standards of this world.
*Do not think more highly than you should
*Be modest in your thinking.
*think with sober judgement.

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  2 CORINTHIANS 5: 17-19
*If anyone is in Christ, he is a new creation, the old has passed away, behold the new
has come.
*Through Christ, all human beings were reconciled to God, the relationship was
brought anew.
*In Christ all are saved.

ASSESS HOW SALVATION CAN BE USED AS A TOOL TO DETER IMMORALITY IN

CONTEMPORARY BOTSWANA

ASSESS THE RELEVANCE OF SALVATION IN MODERN SOCIETY.

ASSESS HOW SALAVATION CAN BE USED TO COMBAT CRIME IN SOCIETY.

POSITIVE
 People will be able to abide by the Christian teachings and general laws in the
society. They will refrain from evil activities and be in good conduct. This will
maintain peace, harmony and order in society. This also enhances political stability.
 Curbs criminal activities, as people will avoid crime by promoting morality
 Instills moral values on people.

NEGATIVE
 Some people hide behind salvation and engage in corruption, bribery, adultery. They
pretend to be holly so that they cannot be noticed or suspected.
 Abuse of power. This is whereby some may claim to be having supernatural powers
to prey over money and material things from people. Religious leaders may
manipulate followers into thinking that they have powers e.g healing powers.
 Intolerance which may lead to wars and loss of life’s. By making wrong judgements
about other religions.
 Narrows the scope, the way people perceive things e.g use of contraceptives and
obey blindly without making wise and informed decisions.

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OBJECTIVE 3. EXPLAIN CHRISTIAN BELIEFS ABOUT ETERNAL LIFE

 1 CORINTIANS 15: 58 , 12-14, 16-18, 23-24 JESUS HAD POWER OVER DEATH
*This teaches that resurrection of Jesus from the dead heralds the resurrection of
the dead.
*To deny the resurrection of Jesus is to deny the resurrection of the dead.
*Through the resurrection of Jesus people are able to resurrect
*This is the fundamental teaching of Christianity.

 JOHN 11: 32-37 AND 43-44 JESUS SHARED MAN’S HORROR OF DEATH
*We see that Jesus grieves when he learns about the death of his friend Lazaraus.
*Through his powers Jesus raised him from the dead
*Christians do believe in the resurrection of the dead.

 DANIEL 12:1-4 THE DEAD SHALL RESURRECT

*In here the writer describes how resurrection will take place.
*The righteous to everlasting life
*The wicked to everlasting shame and disgrace
*Many of those who have already died will live again.

 MATTHEW 25:31-46 JUDGEMENT FOR ALL PEOPLE

*There will be judgement for all mankind.
*The righteous will be rewarded, to possess the kingdom and enjoy everlasting life
as they will be blessed by the father.
*The wicked will be punished, by eternal fire which has been prepared by the devil
and his angels.

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TOPIC 5. AUTHORITY

OBJECTIVE 1. DEFINATION

The ability, power, right to control and command the affairs of a particular group of people.

N.B. Authority is not intended for power dictatorial control or prestige but for a community
based service ( to serve the needs of the people)

OBJECTIVE 2. EXPLAIN THE BIBLICAL INTERPRETATION OF AUTHORITY

a) OLD TESTAMENT (GOD’S AUTHORITY)

*God’s authority is acknowledged as supreme, ultimate, absolute, and the highest
(Exodus 3:16-20, Isaaiah 44:6-8, Psalm 136)
*god is acknowledged as author of life and acts to free his people.
*God used his authority in freeing and saving and protecting his people not in
dominating them.
*Christians believe that God rules over the entire universe and controls it.

b) NEW TESTAMENT ( JESUS AUTHORITY)

*Jesus authority is from the father (God )
*Jesus Christ brought a new kind of leadership ,that is of service or to serve the
needs and desires of people.
*Christ is the good shepherd who loves his people to the point of dying for them (
John 10: 10-16)
*He did not come to rule but to serve e.g when he washed his disciples feet, he told
them to do the same to each other ( John 13: 1-15 )
* Christians are told to use their talents and gifts to serve their communities.

OBJECTIVE 3. EXPLAIN HOW AUTHORITY IS EXERCISED IN THE FAMILY

*Children are to obey their parents-Ephesians 6:1-4

*Husbands are to be heads of families Ephesians 5:21-33

*Wives are to be submissive to their husbands

*Servants are to be submissive to their masters

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OBJECTIVE 4. ASSESS THE IMPORTANCE OF AUTHORITY

POSITIVE

*To make people free

*To guide

*To live together cooperatively

*To maintain peace and order

NEGATIVE

*Abuse of power or dictatorship rule

*Blind obedience or docility

OBJECTIVE 5. EXPLAIN QUALITIES OF A GOOD LEADER

*Willing and able to accept the role of leadership

*Sufficient intelligence

*Good listener

*interpersonal skills

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REVISION QUESTIONS FOR MODULE 4
*Examine the contributions of Christianity towards justice and peace.

*Evaluate the Christian understanding of salvation.

*Describe how Christian teachings on authority can be used to promote peace.

*Explain the term peace

“A good leader should have a big heart”

* Describe two implications of the above statement

*Assess how salvation can be used to combat crime in modern society.

*Explain Christian teachings on Love.

*Explain how Jesus demonstrated love through his deeds.

*Explain how Jesus Christ demonstrated the value of love through his sayings

*Explain the following terms:

Love

Justice

Peace

Justice

Salvation

Authority

*Explain 4 distinct words for love in Greek.

*Assess how love is expressed in modern society

*Explain ways in which Christians express loyalty to God.

*Explain the Christian understanding of loyalty in society.

*Examine the importance of loyalty

*Explain biblical teachings on justice and peace.

*Choose any two champions of justice in Christianity and explain how they fought injustice
during their time.

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*Explain biblical teachings on salvation.

*Explain Christian teachings on eternal life.

*List qualities of a good leader.

*List the Ten Commandments.

*Give the Golden rule in Christianity.

*List the beatitudes from Matthew 5:1-12.

*List organisations in Botswana which are concerned about the underprivileged.

*Discuss how the concept of salvation can be used as a tool to deter immorality in
contemporary Botswana.

*Assess how the Christian teaching of love is expressed in modern society.

*Assess the contribution of Christianity towards the attainment of world peace.

*Explain two ways in which Christians understand the concept of love.

*Evaluate one role of loyalty in Christianity

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MODULE 5. HUMAN RELATIONS IN AFRICAN TRADITIONAL
RELIGION AND CHRISTIANITY
OBJECTIVE 1. DEFINE THE TERM FAMILY

Family is a group of people related to one another by blood, adoption, marriage or

assimilation.

It forms the basic unit of social organisation. Human society cannot function without a
family. The different families that we have form up a society. when families are strong then
the society becomes strong and when they are weak the society becomes weak.

OBJECTIVE 2. EXPLAIN DIFFERENT TYPES OF FAMILY STRUCTURES IN A.T.R AND

CHRISTIANITY.

AFRICAN TRADITIONAL RELIGION

a) EXTENDED FAMILY
It consists of parents, children, grandparents, uncles, and aunt’s e.tc.
In this type of family parents are not alone in bringing up children. There is co-
responsibility and cooperation within the family. It is common in African societies.
TYPES OF EXTENDED FAMILY
I) PATRILINEAL FAMILY- A situation whereby status and property are inherited
through the father’s line. This is the one common in A.T.R
II) MATRILINEAL FAMILY- A situation whereby status and property are inherited
through the mother’s line. This one is not common in A.T.R
b) NUCLEAR FAMILY
It consists of the parents and their children only
c) SINGLE PARENT FAMILY
This is where either a man or a woman raises their children alone due to different
reasons e.g divorce,death of one spouse or decession
d) SPIRITUAL FAMILY
This is the relationship with the living dead or the ancestors.

CHRISTIANITY
a) NUCLEAR FAMILY, this is the ideal type of family.
b) SINGLE PARENT FAMILY, because of the death of the spouse.
c) EXTENDED FAMILY, not common in Christianity.
d) SPIRITUAL FAMILY , In Christianity this is the relationship one has with people of
the same religion or same church
e) BLENDED FAMILY, made up of husband and wife together with children from
their previous marriages or relationships.

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 OBJECTIVE 3. EXPLAIN THE DIFFERENCE BETWEEN THE NUCLEAR AND
EXTENDED FAMILY
NUCLEAR FAMILY EXTENDED FAMILY
STRUCTURE Father,mother and children Father,grandparents,
children,uncles , aunts,
cousins
LEADER Headed by the father and the Headed by the grandfather
mother or the father in the absence
of the garndfather
MAINTANANCE Cheap to maintain expensive
SIZE small large
RESPONSIBILITY Parents are alone in raising Co-responsibility meaning
their children parents are not alone in
raising their children
LOCATION Found in towns and urban villages
areas

OBJECTIVE 4. EXPLAIN THE IMPORATNCE OF FAMILY RELATIONSHIPS IN CHRISTIANITY

AND A.T.R

a)A.T.R IN BOTSWANA

*parents are not alone in raising their children

*there is cooperation and co-responsibility
*provides care and support
*teaches young ones culture, norms and values.

b)CHRISTIANITY

*Teach children Christian way of life –Provebs 22:6 which says, “ train the child in a way he
should go and when he is old he would never depart from it.

*Provides material and emotional support during difficult times.

* provides a sense of belonging

OBJECTIVE 5. EXPLAIN WAYS OF STRENGTHENING FAMILY TIES

*Family activities like re-unions,celebrations, dining together

*Community practices like molaletsa , majako

*Collective responsibility and cooperation like family member’s performing their duties and
roles as expected

*Sharing bride wealth

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*Support given to members in times of need

TOPIC 2 MARRIAGE

OBJECTIVE 1. DEFINE THE TERM MARRIAGE

It is a legal union between a man and a woman to be husband and wife.

OBJECTIVE 2. EXPLAIN THE TYPES OF MARRIAGE.

a) POLYGAMY
It is the custom of marrying two or more wives at the same time.
TYPES OF POLYGAMY
i) SIMULTANEOUS POLYGAMY
This is a type of polygamy where the husband is living with and supporting to
or more wives at the same time.
ii) SUCCESSSIVE POLYGAMY
This is a type of polygamy where the husband takes another wife without
officially dismissing the previous wives . He does not desert them and does
not live with them or supports them.
b) POLYANDRY
The custom or practice of having more than one husband at the same time.

c) MONOGAMY
The custom of being married to only one husband or wife.

OBJECTIVE 3. EXPLAIN THE IMPORTANCE OF MARRIAGE IN CHRISTIANITY AND A.T.R

*For procreation , in AT.R. they believe that through marriage people will be able to
reproduce and have many children. And this helps in extending the family name. in
Christanity they also believe that people should be fruitful and multiply as stated in the book
of Genesis chapter 3.

*It unites families and communities e.g it can bring together rival groups ,tribes , families.

*For companionship between the man and the woman. That is friendship.

*Brings pride as it is a sign of complete maturity to adulthood as it is one of the stages of

development.

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OBJECTIVE 4. EXPLAIN THE PROCESS OF MARRIAGE IN CHRISTIANITY

*Choice of a marriage partner ( personal choice is preferred) which should be guided by love
and mutual understanding.

*Courtship which is developing a close relationship with someone of the opposite sex with
the intension of getting married.

*Negotiations.

*Pre- marital counselling.

*Marriage takes place in God’s presence and the Christian community is a witness to that.
Christians prefer marriages taking place in church.

*The minister or pastor solemnises the marriage.

*Vows are exchanged.

EXPLAIN THE PROCESS OF MARRIAGE IN A.T.R

*Arranged marriages were common. Character of the bride and her family is important
when selecting the bride. It involves identifying the family by either boy or the boy’s
parents.

*In some societies there is betrothal which meangs engaged to be married. ( go thoma
lethokwa)

*Negotiations

*Payment of bride wealth

*Marriage rituals and customs which vary from one tribe to another.

*Wedding celebrations.

OBJECTIVE 5. EXPLAIN THE CHALLENGES FACING MARRIAGE IN A.T.R

a)POLYGAMOUS MARRIAGE

*There is a chance of sexually transmitted infections

*Peace and harmony is compromised

*Economic challenges as maintaining a large family is costly.

b) ARRANGED MARRIAGES

Love may not develop as romantic love was not present from the beginning.

c)PARENT’S INTERFERENCE

Extended family involves themselves into the affairs of the married couple.

d)UNFAITHFULNESS

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EXPLAIN THE CHALLENGES FACING MARRIAGE IN CHRISTIANITY

*INCOMPATIBILITY-Not being able to live happily as a couple as you would realise that you
have different interests , hobbies

*UNFAITHFULLNESS

*INTERFAITH MARRIAGES , if partners are from different religions and different Christian
denominations.

OBJECTIVE 6. EXPLAIN WAYS OF SUSTAINING MARRIAGE

*Consultation or communication

*Openness to one another

*Upholding values like love , care, respect

*Pre and post counselling

TOPIC 3. GENDER EQUALITY

OBJECTIVE 1 EXPLAIN THE TERM GENDER EQUALITY

This is whereby males and females are treated equally and fairly. This can either be in rights,
status or even advantages.

OBJECTIVE 2. EXPLAIN THE ROLES OF MEN AND WOMEN IN CHRISTIANITY AND A.T.R

a)CHRISTIANITY

*Family headship is given to males

*Some husbands and wives help each other carryout household chores.

*They care for children together.

*Both genders are treated as equals

*Women had a major role in the spreading of Christianity.

*Jesus Christ recognised the dignity of women , he associated with them and spoke to them
in public.

b)AFRICAN TRADITIONAL RELIGION

MEN

*Head of families, men are had authority in the family. They were the ones involved in
decision making .that is why we have setswana sayings like , ga di etelelwe ke manamagadi
ko pele.

*He provided material needs for the family

*He protected the family, making sure that it was safe and secure from outside attacks

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WOMEN

*Responsible for household chores

*Traditional healers

*Taught children customs and values.

*Sub-servants to males. They took instructions from their husbands.

OBJECTIVE 3. EXPLAIN THE CHANGING ROLES OF WOMEN IN THE MODERN SOCIETY

a)UNIVERSAL EDUACTION AND ADVENT OF SALARIED JOBS FOR WOMEN

Since education is open to all, women are encouraged in different professions like medicine,
law ,engineering e.t.c they work and contribute financially to the upkeep of their families
unlike in the past where they sated at home and perfomed household chores. They are also
very influencial in modern technological developments.

b)EQUALITY IN POLITICS AND DESCISION MAKING

Due to the general recognition of equality today more women vote and are voted for. And
assume influencial decision making positions like being ward councillors, members of
parliament and even presidents e.g the president of Liberia Ellen Johnson Sir Leaf from
2006.

c)FAMILY HEADSHIP

Since marriage is no longer stable , some women choose to stay single but have children .
These women become self- supporting and head their families.

d)LEADERSHIP IN THE RELIGIOUS ARENA

The advent of equality and human rights has also helped women to assume leadership
positions in some religious organisations and different Christian denominations unlike in the
past when men dominated in religious positions throughout the world.

OBJECTIVE 4 . EXPLAIN THE CHANGING RELIGIOUS ROLES OF WOMEN

*Women have founded churches. E.g Ms Christinah Nku , the founder of St John’s Apostolic
church

*Ordination of women

*Acceptance of women contribution in church

*They can now become leaders of churches

*Some women are traditional healers.

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OBJECTIVE 5.ASSESS THE IMPORTANCE OF EQUALITY BETWEEN MEN AND WOMEN

*Tolerance and cooperation

*Mutual understanding

*Allows dialoque

REVISION QUESTIONS FROM MODULE 5

Describe ways in which equality can contribute positively towards nation building

“The equality between men and women is one of the greatest challenges of ATR in
Botswana” suggest ways through which followers of this religion may solve this challenge.

Analyse the changing roles of men and women in modern society and explain how they can
benefit our society.

Explain the changing religious roles of men and women in modern society

Explain the importance of family relationships in Christianity.

Compare two ways in which the value of marriage is expressed in ATR and Christianity.

Discuss how marriage can be used to unify people in African societies.

Discuss ways through which equality between men and women can improve the lives of
Batswana.

Justice is the essence of equality between men and women. Explain this statement

Discuss the strategies that can be used by married couples to sustain marriage.

Describe how the extended family structure is promoting social stability in Botswana.

Explain customs that are associated with marriage in ATR in Botswana

Discuss strategies that are used by married couples to sustain marriage in Christianity.

Explain two challenges posed by same sexual relationships to the marriage institution in ATR

Examine two reasons why it is important for societies to promote gender equality.

Discuss two roles provided by family relationships in contemporary Botswana society.

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MODULE 6. THE COMING OF WORLD RELIGIONS IN BOTSWANA (
HINDUISM AND ISLAM)
TOPIC 1. OBEJECTIVE 1. EXPLAIN FACTORS THAT INFLUENCED THE ESTABLISHMENT OF
ANY TWO WORLD RELIGIONS IN BOTSWANA

a)TRADERS / BUSINESS PEOPLE

*As they were looking for business/economic opportunities e.g Muslim traders brought
Islam to Botswana around 1882.

*The first Indian trader who came to Botswana was called Bhana. He bought shops and
started selling things to the villagers.

*Afterwards more Indian traders came to Botswana

*As business grew he brought members of his family and his relatives to help him run the
businesses.

*Hindu settlers from India brought Hinduism in Botswana around 1890.

b)MIGRATION

*They moved from their countries due to different reasons .

*And they brought their religions with them, later they started practicing in Botswana.

c)FREEDOM OF WORSHIP

*Religions were free to be established due to freedom of worship which existed in

Botswana.

*Different religions are allowed to worship wherever and whenever they are able to do so.

d)FLEXIBLE CONSTITUTION

e)EASY REGISTRATION

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OBJECTIVE 2. EXPLAIN CHALLENGES THESE TWO RELIGIONS FACED DURING THEIR
ESTABLISHMENT IN BOTSWANA

a)EXISTENCE OF CHRISTIANITY AND ATR

Christianity and ATR were already in existence and practised. Many people were already
Christians therefore did not easily convert to these world religions.

b)CULTURAL BARRIER

Cultures like ( Hindu and Islam) were totally different from Tswana culture and this made
the religions to be unattractive. E.g language , certain types of foods and even the dress
code used by some of these world religions were different from those of Tswana people.

c)NON-CONVERTING RELIGIONS

Some of the world religions e.g Hinduism which is a cultural religion was not interested in
attracting converts outside their cultural unit, as their religion is more to do with their
culture.

Followers of these religions usually worshipped on their own in their homes and so these
religions did not gain popularity or exposure. So other people did not get the chance to
know more about them.

People were already used to their cultural and beliefs, so the new religions brought new
culture and beliefs e.g Hinduism which believes in many Gods’ and goddesses, cremation of
the dead which were totally different from Batswana.

OBJECTIVE 3. EXPLAIN RELIGIOUS PLURALISM

This means having many religions in an area /community/country/society.

This is the co-existence of more than one religion in an area.

This is religious diversity which means the fact that in a given locality there exists a
multiplicity of religions together.

This is an effort between different religious faiths to form an overall spiritual community.

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OBJECTIVE 4. ASSESS THE IMPORTANCE OF RELIGIOUS PLURALISM IN BOTSWANA USING
EXAMPLES FROM THESE TWO RELIGIONS UNDER STUDY.

POSITIVE

a)WIDER CHOICE

There is a wide range of choice and which religion to belong to ,as there would be many
religions to choose from. Unlike in a single faith society where people would be forced to
join only one religion even if they dont like it.

b)TOLERANCE

Adherents are able to live harmoniously and peacefully with each other. They acknowledge
and accept that there are other religions out there besides theirs.

c)COOPERATION

Once people are in dialogues’ they understand each other’s’ beliefs and practices better and
are able to work together in peace. This will eventually promote respect among other
religions.

NEGATIVE

a)DILLUSION OF OTHER RELIGIONS

Religious beliefs and practices may be diluted e.g in Botswana , some Batswana eat Halaal
meat due to the influence from Islam. Some Batswana even cremate the dead and they
copied this from Hinduism. The tendency to copy what others are doing can never be
avoided and that can lead to dillusion of religious beliefs and practices.

b)CONFUSION

As there would be many religions people may end up not knowing which religion to follow.
The other confusion could be the beliefs in some religions e.g Hindus believe in many gods
and goddesses, this is so confusing for Batswana who are used to the believe in only one
God.

c)COMPETITION FOR FOLLOWERS/CONVERTS

This may lead to conflicts and when not resolved may lead to religious wars and loss of lives.

d)POPULATION INCREASE

This can lead to high crime rate, unemployment and also high competition for resources.

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TOPIC 2. RELIGIOUS BELIEFS AND PRACTICES

OBJECTIVE 1.EXPLAIN MAIN BELIEFES FOUND IN THE TWO RELIGIONS UNDER STUDY

ISLAM ( MONOTHEISTIC)

 ONENESS OF ALLAH
They believe in one supreme-being called Allah, who is regarded as the only true
God.
 BELIEVE IN LIFE AFTER DEATH
Followers believe on the last day, the dead will rise and all people will stand before
Allah for judgement. It is held that those who live according to the law an the words
in the Quaran will resurrect but those who have been going against the will of Allah
will suffer eternal punishment.
 BELIEVE IN ANGELS
That they were all created by Allah and are his servants, that they are responsible for
certain duties for Allah in the world. There are four angels with special tasks
mentioned in the Quaran:
*Angel Jibril –who gave messages of Allah to prophets.
*Angel Mikail—who gives food and rain to all men.
*Angel Izrail—who takes care of the human soul at the time of death.
*Angel Israfil—who will anoounce judgement day.
 BELIEVE IN FIVE PILLARS
*ZAKAT ( ALMS GIVING)
*SHAHADAH (DECLARATION OF FAITH)
*SALAT ( PRAYER , 5 TIMES A DAY)
*SAWM (FASTING)
*HAJJ (PILGRIMAGE)

HINDUISM (POLYTHEISTIC)

 EXISTENCE OF ONE SUPREME BEING called Brahman

 CONCEPT OF TRIMURTY—Brahman is seen in three forms which are as follows:
*BRAHMA—creator, least admired and worshipped.
*VISHNU—Preserver of life, god of kindness.
*SHIVA—destroyer , god of death, destruction, disease.
 CYCLE OF SAMSARA—also called reincarnation.
Hindus believe that when a person dies the soul does not die but it is reborn into
another being.

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OBJECTIVE 2. EXPLAIN HOW RELIGIOUS PRACTICES OF ANY TWO OF THESE RELIGIONS
CONTRIBUTE TO THE ALLEVIATION OF SOCIAL ILLS IN BOTSWANA.

SOCIAL ILLS –social problems e.g Hiv/Aids, poverty,crime, rape , pornography e.t.c

ISLAM

 ZAKAT—alms giving

*Zakat is one of the five pillars of Islam .

*It is aimed at reducing poverty as those contributions are used to help the poor
and the needy Muslims in Botswana.

*It is a duty of every Muslim to give Zakat or Alms to the poor as a sign of devotion to Allah.

*This is obligatory payment from all Muslims.

 SHARIA LAW

*This is way of disciplining e.g Muslims are discouraged from engaging in criminal
activities, Sharia law condemns crime as crime is the leading degradation of social
values and morality. E.g

i) Punishment for stealing is the amputation of the right hand, so this assist in
protecting people’s property and belongings.

ii) Punishment for abandoning the Islamic faith is death penalty.

ii)Punishment for adultery is stoning to death.

 CONSUMPTION OF ALCOHOL
This is totally prohibited in Islam. Even the manufacturing , selling ,carrying and
buying of alcohol is prohibited.
Muslims believe that alcohol is the cause of the degrading of the moral and social
values in society.
The punishment for consumption of alcohol is flogging.

HINDUISM

 AHIMSA
This means non- violence, you shall not cause any harm or pain to any living thing
hence non- violence or abuse.
This practice may help in social ills like passion killings, rape , war suicide, e.t.c

 MEDITATION
They train their minds or self- induce a mode of self -consciousness to realise some
benefits of something.
This helps with self -control, so as to avoid social ills like prostitution, adultery,
pornography, rape e.t.c

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  YOGA
A serious practitioner of Yoga takes upon themselves a life of plain, simple and self-
discipline.
This is the Physical, mental and spiritual discipline.
The assumption is that someone who has attained the state of perfection and
spiritual insight will never be involved or take part in in any negative activity that
may increase social ills.

TOPIC 3. VALUES IN RELATIONSHIPS

OBJECTIVE 1. IDENTIFY VARIOUS FORMS OF HUMAN RELATIOSHIPS

 Siblings
 Husband and wife
 Tribe
 Nation

OBJECTIVE 2. DISCUSS THE IMPORTANT ELEMENTS IN ANY HUMAN RELATIONSHIP

 LOVE
This is a strong feeling of deep affection for someone.
Mutual love is also important in relationships.

 RESPECT
Good behaviour towards or care for somebody.

 TRUST
Believe that someone is good ,sincere, honest and will not try to harm or deceive.

OBJECTIVE 3. EXPLAIN HOW THESE TWO RELIGIONS RESPONDS TO ISSUES OF SEXUAL

ABUSE AND TEENAGE PREGNANCY

ISLAM

 SHARIA LAW
It discourages teenage pregnancy, sex before marriage.
Having children outside wedlock is punishable by death.
This discourages teenagers in engaging in sexual activities before marriage so avoid
teenage pregnancy.

 LESSONS FOR YOUNG MUSLIMS

In here young Muslims are socialised and taught appropriate behaviour as outlined
in the Quaran, thus helps to avoid teenage pregnancy and sexual abuse.

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  FEMALES ARE LEFT HOME

Females are left home as a way of protecting them from being exposed to situations
that may lead to sexual abuse ,teenage pregnancy.

HINDUISM

 NO SEX BEFORE MARRIAGE

This is encouraged in Hinduism, and it also helps in cases of teenage pregnancy.

 ARRANGED MARRIAGES
Parents choose suitable marriage partners for their children at an age which is
appropriate thereby reducing the instances of teenage pregnancy and sexual abuse
in the long run.

TOPIC 4. MARRIAGE AND FAMILY LIFESTYLE

OBJECTIVE 1 . DEFINE THE TERM MARRIAGE

*Legal union between a man and a woman to become husband and wife.
*Such a union is formalised through a wedding ceremony
N.B Many cultures limit marriage to two persons of different sex but some allow
forms of polygamous marriage and some recognise same sex marriage.

OBJECTIVE 2. DISCUSS COURTSHIP AS PRACTISED IN THE RELIGIONS UNDER STUDY

EXPLAIN THE TERM COURTSHIP

This means developing or having a relationship with someone of the opposite sex with the
intension of getting married.

COURTSHIP IN ISLAM

*Marriages are arranged by parents.

*After parents find a suitable marriage partners for their children, the boy’s parents take
the girl to stay with them for guidance until they are married.

*Even though they stay together, there are limitations e.g they are not supposed to engage
in sexual relationships before marriage.

COUTSHIP IN HINDUISM

Emphasis is on arranged marriages .

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OBJECTIVE 3. DISCUSS THE RELIGIOUS PRACTICES FOLLOWED TO PREPARE YOUNG PEOPLE
FOR MARRIAGE.

ISLAM

*Parents identify marriage partner for their child , inform the childs, families meet and an
agreement is reached , dowry is paid , marriage ceremony follows.

*Parents and other family elders take the responsibility for finding suitable partners for
their children.

*Both marrying partners are consulted before a final decision is reached

*There are strict rules on how young people should dress( modest dressing) and behave.

*Boys and girls should not mix freely.

HINDUISM

*Men guide boys throughout their life about the responsibilities of adulthood.

*They are encouraged to work hard in school so that they can get good jobs and be able to
earn a living.

*They have scared thread ceremony when young boys become adults and this is held in
homes ( initiation for boys)

*Marriage is the 13th Samskara in Hinduism , marriage is arranged by elders in the family .
the social,financial and religious status of both parents is also considered. Hindus marry
within their caste or social class. Where a family cannot find a suitable match for their son or
daughter they may resort to an advertisement in a newspaper on Sundays. There are pages
for such advertisements.

OBJECTIVE 4. EXPLAIN THE IMPORTANCE OF FAMILY ( ISLAM AND HINDISM)

ISLAM

 Gives support to the needy, orphans, old, abandoned ,widows e.t.c

 Provides a secure environment for growth and progress of all its members.
 Children are trained in the Muslim way of worship.

HINDUISM

 Provides security for members.

 Support for the elderly, sick and disabled
 Offers moral guidance and religious instruction
 Provides a stable work force held together by family ties.

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OBJECTIVE 5. ASSESS THE EFECTS OF RELIGION ON MARRIAGE AND FAMILY LIFESTYLE.

I) MARRIAGE
POSITIVE NEGATIVE
Marriage is not only for two people but Some religions may lead to abuse e.g
also for the family and society as this polygamy in Islam which does not
will help the couple to mature in favour women. Men are allowed to
marriage. So it promotes unity. marry up to 4 wives. In ATR men are
the heads of families and decision
makers.
Religion is the source of moral Some religions denies people an
guidance and counselling in making opportunity to make their own
decisions and dealing with conflicts decisions as people are expected to
and encourages them to maintain their marry even if they don’t wat to and
commitment to marriage. may be discriminated upon if they
choose to remain unmarried.

ii)FAMILY LIFESTYLE

POSITIVE NEGATIVE
Support each other in dealing with problems Can cause problems , conflicts, fights as well
like material, emotional needs. as clashes in values especially if family
members belong to different religions e.g
issue of burial versus cremation
When parents share the same level of Can affect the family financially if one
religious practice they experience better partner is not a religious person e.g the issue
relationships with one another of giving tithes in Christian churches.
They are counselling sessions for families conflicts

OBJECTIVE 6. EVALUATE THE RIGHTS ,ROLES,STATUS OF MEN AND WOMEN IN MARRIAGE

FROM ISLAM AND HINDUISM.

a) STATUS OF WOMEN IN ISlAM

 Muslim women are not obliged to go to the Mosque for Friday prayers. If
they go they pray in a separate room or behind men.
 Women are not allowed to attend burial ceremony.
 Male relatives are the ones involved in choosing a suitable marriage partner
for their children during arranged marriages.
b) STATUS OF WOMEN IN HINDUISM
 The woman is subject to her father in childhood.
 Status of women is very low, daughter is of no value. They could not work to
bring an income in the family.

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  She must wait on her husband in all ways , get up early in the morning before
him and only go to bed after him.
c) ROLES OF WOMEN IN ISLAM
 Takes care of the home, using the resources provided by her husband.
 Bear children and nurse them to maturity
 Household chores like cleaning , cooking
 Taking care of her in laws
d) ROLES OF WOMEN IN HINDUISM
 Caring for children, her husband and her in laws.
 Assisting in finding the suitable marriage partner for their children
e) RIGHTS OF WOMEN IN ISLAM
 Right to divorce
 Muslim women have the right to go into marriage untouched. A Muslim
woman has to remain a virgin
 Right to dress modestly
f) RIGHTS OF WOMEN IN HINDUISM
 Right to full time employment
 Right to achieve her full potential according to the different qualities and
talents that she posesses.

REVISION QUESTIONS FOR MODULE 6

Examine the concept of religious pluralism in a society.

Assess how religious pluralism is viewed in Islam and Hinduism

Discuss the importance of family according to Islam and Hinduism

Describe ways in which Islam and Hinduism handle the problem of sex outside marriage.

Assess how young people are prepared for marriage in Islam and Hinduism.

Critically discuss challenges of religious pluralism in a society.

Discuss how religious practices of both Islam and Hinduism can contribute to the alleviation
of social ills in Botswana.

Human relationships are important in any developing society . Discuss.

Examine how Islam and Hinduism respond to issues of sexual abuse and teenage pregnancy.

Assess the effects of religion on marriage

Assess the effects of religion on family lifestyle

Evaluate the rights , roles and status of women in I slam and Hinduism.

Describe ways in which Islam and Hinduism handle the problem of sex outside marriage.

Examine how a champion of justice in Islam contributed towards justice in society.

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Evaluate the results of religious prejudice in today’s world.

“couples will have a better choice of a happy married life if they come from the same
religion” how far do you agree with this statement. Give reasons to support your answer.

Evaluate two reasons for the need of religious pluralism in Botswana.

Explain two ways in which religious intolerance can affect social harmony .

Assess one way in which Buddhism promotes the value of justice.

Evaluate the effects of religious prejudice in the world.

Examine the challenges which are often a result of religious tolerance in a pluralistic society.

Assess the rights of married women in Islam and Hinduism.

Describe two ways in which justice is promoted in Islam

Religious pluralism is a far- fetched idea. Discuss.

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MODULE 7. RELIGION AND GLOBAL ISSUES
TOPIC 1. RELIGION AND GLOBAL EPIDEMICS
OBJECTIVE 1. IDENTIFY GLOBAL EPIDEMICS

 Small pox
 Measles
 Cholera
 Chicken pox
 HIV / Aids
 Cancer
 Car theft
 Drought
 Covid-19 / corona virus

DEFINATION OF EPIDEMICS

 Affecting or tending to affect a large number of individuals within a population,

community or region at the same time.
 It is characterised by widespread growth or extent of relating to or constituting an
epidemic.
 An outbreak or product of sudden rapid spread, growth or development / an
outbreak of disease or natural disasters that affects the world at the same time and
affecting a large population.
 A situation in which a disease or natural disasters spreads very quickly and infects or
affects many people at the same time.
 A situation where there is a spreading or occurrence of something harmful or
unwanted e.g epidemic of car stealing or cholera.

GLOBAL MEANS:
 Covering or affecting the whole world.
 Involving the entire world.

WHAT ARE GLOBAL EPIDEMICS

 Large number of the same disease which has affected the whole world at the same
time.

OBJECTIVE 2.EXPLAIN THE VIEWS OF AFRICAN TRADITIONAL RELIGION ON GOLBAL

EPIDEMICS / HOW A.T.R EXPLAINS GLOBAL EPIDEMICS

 It is attributed to the breaking of the taboos, so the ancestors are displeased, angry
and unhappy. So the epidemics are like a punishment from God ( ancestors)
 Falling moral standards e.g prostitution, therefore epidemics are a punishment to
people. They try to bring them to a proper observance of their moral standards.
 Failure to observe certain rituals e.g Boswagadi, Botsetsi, failure to observe certain
cleansing rituals and taboos.

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EXPLAIN THE VIEWS OF CHRISTIANITY ON GLOBAL EPIDEMICS

 It is a challenge for individuals to find inner strength and faith in God. It is a way of
showing people that they cannot find happiness if they disobey God. It is also a
reminder that God is the only source of happiness.
 God deliberately sends epidemics so that people can develop faith and struggle to be
children of God .
 It is Go’s punishment for Adam and Eve’s disobedience and sin. ( Genesis :3 )

OBJECTIVE 3: ASSESS THE EFFECTS OF GOLBAL EPIDEMICS IN A SOCIETY.

POSITIVE NEGATIVE
Gives people time to spend with their Death rate will increase, as people would
families thereby strengthening relationships lose their lives
and unity. They will realise that they need
each other.
Helps people to be health conscious as Families can break e.g loss of bread winners,
people would be made aware of how to take this can lead to poverty, children being
care of themselves during epidemics orphans.
especially diseases.
Job opportunities , as health personnel Cripples the economy of the country as the
would be needed to assist in the outbreak of money will be diverted to buy medicines,
the disease. E.g covid 19 food, hire more personnel
Develop people’s faith in God. People would Increase of domestic abuse e.g gender based
realise that God is the only source of violence like we have seen in the case of
happiness and strength corona virus in Botswana . we ended up with
escalating cases of G.B.V
They would be some developments , eg Increase in criminal activities
building of more health facilities like
hospitals

OBJECTIVE 4. WHAT ARE NATURAL DISASTERS.

NATURAL means coming from nature not man made.

DISASTERS means something that happens suddenly and causes much suffering and loss to
many people.

EXAMPLES OF NATURAL DISASTERS

 Floods
 Drought
 Storms
 Fire
 Tornado
 Hurricane

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 OBJECTIVE 5. ASSESS THE EFFECTS OF NATURAL DISASTERS

POSITIVE NEGATIVE
Tourist attraction , which would boost the Can lead to financial lossess,
economy of the country. environmental and human losses e.g in
Haiti , Japan where a lot of lives were lost
Helps people to learn how to respond Lots of money needed to repair
better to future problems infrastructure
Can bring communities together Damage/ destroys infrastructure
Remember that we are not in charge of Loss of lives
nature
Mining opportunities e.g minerals , Family breakdown, family displacement
diamonds
Job creation or opportunities High crime rate
Developments e.g infrastructure,buildings
Reduces population which means
resources would not be limited for all .

OBJECTIVE 6. EXPLAIN HOW A.T.R RESPONDS TO NATURAL DISASTERS

 They use religion to find the cause of natural disasters e.g from traditional
doctors and diviners.
 They also use religion to find out the right cure e.g from traditional healers
 Health can be restored through performing health rituals e.g in case of epidemics
communal health rituals are performed e.g ancestor veneration, Go phekola
 The use of the talisman and amulets

EXPLAIN HOW CHRISTIANITY RESPONDS TO NATURAL DISASTERS.

 Some Christians see medical doctors as the instrument through whom God heals the
sick , as they believe that these medical doctors have been sent by God.
 Different Christian denominations responds differently towards natural disasters e.g
mainline churches they built hospitals ( offered medical intervention) Pentecostal
churches they emphasise faith through healing, A.I.C’s they have healing objects e.g
sewacho, holy water e.t.c
 Some Christians accept the use of modern medicine while others do not e.g some
are against use of contraceptives like condoms.

LIST SOME OF THE THINGS RELIGIONS CAN PROVIDE DURING NATURAL DISASTERS

 Shelter , food, clothing

 Financial assistance
 Provides medicines
 Manpower / volunteer to help those affected
 Offering counselling to those affected

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TOPIC 2 RELIGION AND JUSTICE

DEFINATION OF THE TERM JUSTICE

 Means fairness , just, fair treatment of all people .

 Administration of law according to prescribed and accepted principle.

OBJECTIVE 1. EXPLAIN HOW VALUES OF JUSTICE ARE EXPRESSED AND PROMOTED IN

ISLAM

 QUARAN, which says all are equal before Allah, so they should be treated fairly and
equally. Muslims are against all forms of injustice.
 They also emphasise all people to be kind and considerate of others regardless of
their social status.
 SHARIA LAW , in here there are some punishments intended to stop all forms of
injustice, e,g punishment for theft is the amputation of the hand, punishment for
adultery is stoning to death.
 They also have practices like ZAKAT which is Alms giving.
 JIHAD ( to struggle in the name of Allah) , to fight oppression to their faith. This is the
holy war in Islam fought by Muslims to defend their faith or religion. According to
the Quaran, it says fight in the way of Allah against those who fight against you, but
begin not hostilities. To those against whom war is made, permission is given (to
fight) because they are wronged , and verily, Allah is the most powerful for their aid.

EXPLAIN HOW VALUES OF JUSTICE ARE PROMOTED AND EXPRESSED IN BUDDHISM

 Through preserving the 5 PRECEPTS , which are as follows : not to take life, not to
steal, not to be involved in sexual misconducts, not to tell lies, not to take alcohol.
 Through following the EIGHT FOLD PATH e.g right effort, right understanding, right
action, right mindfulness, right behaviour , right views, right intentions, right speech.
 Concept of AHIMSA (non -violence) not to kill any living thing.
 TEN VIRTUES/PERFECTIONS e.g charity, morality, universal love, patience, truth,
renunciation, determination, effort, equality.
 SIX PARAMETERS/VIRTUES e.g wisdom, compassion, generosity, morality,
meditation, perseverance .

OBJECTIVE 2. EXPLAIN CHARACTERISTICS WHICH QUALIFY ONE TO BE A CHAMPION OF

JUSTICE IN ISLAM AND BUDDHISM.

 Honesty
 Compassionate
 Love
 Assertive

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CHAMPIONS OF JUSTICE IN ISLAM

 Prophet Muhammad
 The Caliphates
 Muhammad Ali
 Malcom X

CHAMPIONS OF JUSTICE IN BUDDHISM

 Dalai Lama
 The Buddha

OBJECTIVE 3. EXPLAIN HOW CHAMPIONS OF JUSTICE IN ISLAM AND BUDDHISM

CONTRIBUTED TOWARDS JUSTICE IN SOCIETY.

ISLAM

a) PROPHET MUHAMMAD
 He defended the poor and the underprivileged as they were oppressed.
 He was against the class system of the poor (lower) class and the higher class.
 He fought wars of justice in Mecca with the help of the Medians and turned
the Kaaba into a holy place.
 He united the different tribes in Medina and they no longer had so much
conflict and their town became peaceful.

BUDDHISM

a) BUDDHA
 He came up with teachings which can promote justice e.g four noble truths,
eight fold path, five precepts.
 He fought for equality and dignity of all people.
 Claimed that everyone has the right to have fair share of the resources on
earth.
b) DALAI LAMA
 He is the spiritual leader of the Tibetan. Buddhist and the most widely
accepted Buddhist leader, whose teachings are influenced by the teachings of
Buddha.
 Dalai Lama teaches against social ills such as war, racism, political inequality
e.g he is fighting for Tibet to be independent from China.

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TOPIC 3. RELIGIOUS PREJUDICE

OBJECTIVE 1. EXPLAIN RELIGIOUS PREJUDICE

 Having preconceived ideas (without proper knowledge or wrong ideas)

 Hatred or dislike of religion for their beliefs and teachings without proper
knowledge.
 Judgement or opinion formed without knowledge or examinations or facts.
 Unreasonable / irrational hatred towards another religion
 Usually these ideas are negative
 This usually leads to religious intolerance e.g the way people perceive Islam
 Having wrong ideas about a particular religion.

OBJECTIVE 2. EXPLAIN PREJUDICE IN RELATION TO ISLAM

 Islam questions following about Jesus Christ , his divinity, birth, crucifixion,
resurrection of Jesus Christ
 Muslims say and believe that the Quaran are the actual words of Allah that can guide
a person’s life as opposed to the Bible.
 Islam says the true messenger of God is Prophet Muhammad not Jesus Christ.
 All this shows a negative attitude towards Christianity thus leading to conflict or
prejudice.

EXPLAIN PREJUDICE IN RELATION TO CHRISTIANITY

 Christianity view Islam as a religion of fundamentalist who kill in the name of religion
(Jihad ,the holy war) fought in defence of a religion
 Christianity has a problem with the practice of polygamy in Islam.
 Christians say that the true messenger of God is Jesus not Muhammad.

OBJECTIVE 3. ASSESS THE EFFECTS OF RELIGIOUS PREJUDICE

POSITIVE NEGATIVE
Deepens or strengthens ones faith Religious intolerance
Preservation of one’s religious ideas and Loss of life’s due to religious wars and
believes so that it is not dilluted conflicts
Negative attitude towards other people due
to hatred towards their believes
No dialoque between religions

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OBJECTIVE 4. EXPLAIN RELIGIOUS FUNDAMENTALISM

 Is the demand for a strict adherence to a specific theological doctrine usually understood as
a reaction against Modernist theology, combined with a vigorous attack on outside threats
to their religious culture.
 The term usually has a religious connotation indicating unwavering attachment to a set of
irreducible beliefs.
 Following very strictly the rules and teachings of a religion.
 They are against modern theology as they feel that it corrupts and destroys their religious
culture.
 They are against religious pluralism.
 They do not tolerate other religious ideas.
 They are against changes made in their religious beliefs .They want the rules and teachings
of their religions to be followed as they are , without any changes regardless of a changing
society.

EXPLAIN VIEWS OF RELIGIOUS FUNDAMENTALISTS ON EMERGING ISSUES

 Abortion- They are against it

 Homosexuality- they discourage it
 Feminism (or women’s rights)- women’s rights are violated, women are considered inferior
because fundamentalists are from patriarchal societies.
 Sex before marriage- not allowed
 Contraception- are against it e.g use of condoms

EXPLAIN CHARACTERISTICS OF RELIGIOUS FUNDAMENTALISTS

 They are counter modernist: it manifests itself as an attempt to find their refuge in arming
themselves with an identity that is rooted in a past golden age. And this identity is acted out
in an attempt to restore that golden past. They are against modernity e.g western
education.
 Intolerance: They view themselves as only one true religion and one correct way of life and
this must be defended against inroads from other religions and secularism. Religious
pluralism is a problem for the fundamentalists. The fundamentalist, whether Christian , Jew
or Moslem, will accept all but only into one exclusive ‘truth’.
 Public marks of distinction: are needed to maintain their superiority and distinctive
identity. E.g. Hijab in Islam, turbans in Sikhism, rituals, food.
 Against religious pluralism: they do not accept the fact that people of different religious
ideas and beliefs can learn to accept each other and live together despite their different
religious beliefs.

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OBJECTIVE 5: EXPLAIN WAYS OF RESOLVING RELIGIOUS FUNDAMENTALISM

 Religious dialogue: conversing with other religious faith.

 Religious Tolerance
 Ecumenism: example, Botswana Council of Churches, Minister Fraternal, Bible Society of
Botswana.
 Honour internal religious pluralism: within congregations people should understand that
the identity of faith is rooted in the free expression of varied religious beliefs and deepest
yearning.
 Celebrate Diversity: Go beyond tolerance to mutual understanding, respect, appreciation
for religious traditions, symbols and beliefs which are different from own.

Topic 4: RELIGIOUS TOLERANCE

OBJECTIVE1: What is Religious Tolerance?

-Toleration is ‘the practice of deliberately allowing or permitting a thing of which one

disapproves. One can meaningfully speak of tolerating, i.e. of allowing or permitting, only if
one is in a position to disallow.’

-It has also been defined as ‘to bear or endure ‘or nourish, sustain or preserve.’

-It may signify, ‘no more than forbearance and the permission given by the adherents of a
dominant religion for other religions to exist, even though the later are looked on with
disapproval as inferior, mistaken or harmful.

Religious Tolerance involves the following:

 Accepting, respecting and appreciating other religious beliefs which are different from
our own.
 Viewing other people’s religion as equally true.
 Not imposing your religious beliefs on other people.
 Not denying anyone the right to exercise their religious beliefs.
 Valuing religious pluralism.

Note: Where there is religious tolerance there should be an appreciation that different
religions are like a tree, one tree many branches. On each branch there is a light and the
lights are of different colours.

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 OBJECTIVE 2. EXPLAIN THE CONTRIBUTIONS OF THE WORLD RELIGIONS TOWARDS
RELIGIOUS TOLERANCE

 Ethic of Reciprocity: which means a situation in which two people or countries

provide the same help or advantages to each other.
all world religions teach the ethic of reprocity which is often referred to as the
Golden Rule in Christianity e.g Christianity: The parable of the Good Samaritan
who helped a victim who was not of his religion. Jews hated and denigrated
Samaritans. This can be seen in providing help or advantages to each other e.g
helping your neighbour, helping each other, different religions helping each other.

 Equality of Human Beings: World religions teach that although human being may
appear different ,they should be treated with equal consideration and respect e.g

Christianity: All made in the image of God.

- And Love your neighbor as you love yourself.

Bahai Faith teaches about the principle of unity and oneness:

- Oneness of mankind; religion of God is one that has been taught by many
manifestations.
- Oneness of mankind; all are members of the human family and created by the
same creator.
- Appreciate sacred literatures from other religions.
- Promotes inter-religious marriages.

Islam teaches that all people are of equal worth in the sight of Allah.

Sikhism: Even non Sikhs are welcome in the Gurdwara which is their place of worship and they all
share the Langa meal.

OBJECTIVE 3: THE ADVANTAGES OF INTERACTION BETWEEN PEOPLE OF DIFFERENT RELIGIONS.

 Developing religious tolerance: As people interact they exchange knowledge about each
other’s religion, this can lead to a better understanding of the religions. They seek to respect
the others point of view as well as to share their own. They tolerate and defend the others
right to exist as well as welcoming the benefits to the world rendered by other religions.
 Attitude of inclusivity: They will not see themselves as the only true religion, but will see the
worthiness of other religions.
 -Edification (to improve someone’s mind and character by teaching them something): they
can be edified by what they learn from other religions.
 Wider choice of religions: one can choose religion of choice, based on the teaching /
doctrines.

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 DISAVDVANTAGES OF INTERACTION OF BETWEEN PEOPLE OF DIFFERENT RELIGIONS
 Erosion (destruction /reduction) of belief systems e.g by copying what others are doing
 Conflicts between religions which may lead to war.
 Competition of adherents.

OBJECTIVE 4. EXPLAIN CHALLENGES OF RELIGIOUS TOLERANCE

 Unquestioningly embracing interfaith cooperation: Sometimes people may find themselves
just accepting the intolerable.
 It sets a high standard of thinking, feeling and action for an individual or society. i.e. it calls
for confrontation of fear, ignorance and hatred and calls one to have an introspection to
check for any form of prejudice.
 It calls religious communities to be educated and know who they are in a world of many
different beliefs.
 It calls for participation in interfaith service projects.

OBJECTIVE 5: DISCUSS THE IMPACT OF RELIGIOUS INTOLERANCE ON SOCIAL HARMONY

 Division of religions in societies- discrimination against Muslims is on the rise in the United
States and Western Europe, there is an increasing physical violence against religious
minorities in Iraq and Pakistan, and they are abducted, murdered, tortured and raped.
 Conflicts, wars- religious intolerance has become one of the main causes of persecution of
minorities around the world e.g. fights between Christians and Muslims in Nigeria.
 Fundamentalism (refer to the definition provided). Fundamentalism is often seen as violent,
intolerant, stubbornly backwards, sometime inhuman, godly and sectarian. These traits arise
because of ‘fundamentals’ of religion are held to be those morals, behaviours and beliefs
held by the earliest followers, hence, fundamentalist ideas tend to clash with modern
society and modern morality.
 No religious pluralism (religious pluralism is an attitude or policy regarding the diversity of
religious belief systems co-existing in society. A condition of a harmonious co- existence
between adherents of different religions or religious denominations. It resolves around the
central idea of different belief systems working together. It also means the effort between
different denominations and faiths to form an overall spiritual community).
 No religious growth- Islam, Christianity and Judaism are the only three recognized religions
in Egypt, leaving the Baha’i Faith with limited access to employment, education, medical and
financial services.

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TOPIC 5. RELIGION AND THE ENVIRONMENT

Objective 1: Explain the Relationship between humanity and the environment

a) From African Traditional Religion

 They believe that Modimo(in case of Botswana) is the creator of everything on earth, this
belief encourages humanity to respect and care for the environment.
 Some natural resources are used as symbols for the tribe or family (totem) as such those
resources are respected and cared for.
 Some natural resources are associated with the ancestors and royalty; as such certain
taboos are observed .i.e. animals such as tlhware, eland (phofu), gemsbok (kukama), leopard
(nkwe) can only be killed during special occasions.
 Certain trees are used when rituals performed. For example during healing rituals, death
rituals, agricultural rites. These trees are not used.
 Some natural environments are viewed as sacred places; they are the meeting places for the
invisible and visible world.

b) From Christianity

 -Christians are taught that they are God’s stewards on earth. They have a duty to make sure
that natural resources are shared equally and are preserved. They have certain responsibility
towards all living things because they believe God placed them in a position of stewards for
his creation. The Bible says, ‘the Lord God took man and put him in the Garden of Eden to
work in it and take care of it. ‘Genesis 2:15.
 Christians are taught that although they have been given authority to rule over the
environment, the earth was made by God and still belongs to God not to humans. The Bible
says, ‘The earth is the Lord’s, and everything in it, the world, and all who live in it. Leviticus
25; 23 says, ‘The land must not be sold permanently because the land is mine and you are
but allens and my tenants.’
 Christianity has no liberty to do what they like with their natural environment, it is not theirs
to treat as they like, and ‘dominion ‘is not synonymous with ‘Domination’ or ‘Destruction’.
 As a result of the doctrine of stewardship Christian environmentalists oppose policies and
practices that threaten the health or survival of the planet.

c) From Bahai Faith

 Bahai followers are taught to respect and protect the environment they live in.
 Baha’u’llah taught that all of God’s creation is inter- related. He said because other forms of
life cannot think or reason it is upon man to protect them.
 Followers of the Baha’i Faith are taught that kindness to the environment is good for
spiritual development. Spiritual development requires that people should love and respect
all forms of living and non-living things.
 Followers are also encouraged to teach or train their children at a young age on how to
protect the environment.

The Baha’is view on environmental conservation and sustainable development holds;

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 a) Because the natural universe is a reflection of the majestic qualities and attributes of the
Supreme Being, it inspires and should be accorded the outmost respect.
b) All the creation is interconnected.

OBJECTIVE 2: Explain how religious practices and beliefs affect the environment.

Negative

 Pollution of the environment e.g during pilgrimage – (healing, acts of worship)

 Soil erosion- (during pilgrimage, worship).
 Depletion of the natural environment (extinction of trees and animals species: ATR)
 Some practices affects land usage, i.e burying of the dead (ATR and Islam).

Positive

 Taboos(ATR) e.g they have taboos associated with animals and plants.
 Stewards of the environment- subdue the earth (Genesis 1:28). As stewards of the
environment they are supposed to take care of it and not destroy it.
 Totemic animals and plants-ATR and they are not supposed to kill their totems.

EXPLAIN WAYS IN WHICH A.T.R HELPS IN CONSERVING THE ENVIRONMENT

 TABOOS—they are observed e.g there are those associated with plants and animals and
sacred places. Some animals are not killed and this helps in conserving and protecting them
from being extinct as some are associated with royalty and ancestors.
 TOTEMISM—animals regarded as totems are respected and cared for. So they will be able to
multiply and increase in number. E.g python, eland, gemsbok, lion, leaopard. They are only
killed for special occasions.
 SOME SACRED PLACES—are respected as they are the meeting place for the inviable and
visible world e.g caves, hills . so they are highly respected and people would not damage or
destroy them.

Objective 3: Explain the contribution of religious communities in protecting the environment

 To have campaign of action to prevent issues of global warming, ozone depletion,

deforestation, desertification.
 Religious communities should emphasize environment issues within their teachings.
 To promote environmental education within their religious communities.

e.g There was a world religions meeting in Ohio Japan on environmental protection where all
religions agreed on the following:

 All religious leaders to emphasize environmental issues with religious teachings.

 All religious communities to commit themselves to sustainable practices and encourage
community use of their land.
 Religious leaders to recognize the need for ongoing environmental education and training
for themselves and all those engaged in religious instruction.
 To promote environmental education within their community especially among their youth
and children.

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 To implement individual, community and institutional action plans at local, national and
global levels on conserving the environment.
 Religious leaders to pursue peacemaking as an essential component of conservation action.
 To be actively involved in caring for the environment to sponsor sustainable food production
and consumption.
 To take up the challenge of instituting fair trading practices devoid of financial, economic
and political exploitation.
 To establish and maintain a networking system that will encourage sustainable agriculture
and environmental life system.
 To act immediately, to check and review the policies on conservation issues on a regular
basis.

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 REVISION QUESTIONS FOR MODULE 7
 Discuss religious fundamentalism and how it is viewed in society.
 Assess the views of A.T.R on Global epidemics.
 Discuss the views of Christianity on Global Epidemics.
 Assess the effects of natural disasters in a society.
 Discuss how A.T.R responds to human suffering during epidemics
 Discuss how Christianity responds to human suffering during epidemics.
 Analyse how the values of justice are promoted and expressed in Islam and
Buddhism.
 Choose any champion of Justice in Islam and one in Buddhism and discuss how they
qualified to champions of justice. Or discuss their contributions in promoting justice.
 Discuss how religious prejudice is viewed in society.
 Discuss how world religions contributed towards religious tolerance.
 Religious fundamentalism is a major concern in a changing society. Discuss.
 Discuss the impact of the interaction between people of different religions.
 Discuss the challenges of religious intolerance.
 Assess the impact of religious intolerance on social harmony.
 Examine how religious practices and beliefs affect the environment.
 Religious believers should make concern for the environment a priority. Do you
agree? Give reasons for your opinion, showing you have considered other points of
view.
 Explain what any two teachings of Bahai Faith say about the responsibility of human
beings towards the environment.
 Discuss the effects of global epidemics in a society.
 Discuss the impact of natural disasters/hazards.
 Discuss the impact of religious prejudice.
 Discuss how a champion of justice in Islam contributed towards justice in society.
 Discuss how Christians in Botswana help people who are affected by natural
disasters.
 Discuss the response of followers of A.T.R to human suffering during epidemics.
 Discuss two ways in which justice is promoted in Islam.
 Explain two ways in which religious intolerance can affect social harmony.
 Assess two ways in which Buddhism promotes the value of justice.
 Evaluate two reasons for the need of religious pluralism in Botswana.
 Explain the following:
Religious pluralism
Religious fundamentalism
Religious tolerance
Religious intolerance
Religious fanaticism

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 Examine the relevance of any Islamic guidelines on substance abuse.
 Assess the contribution of Buddhist teachings on behavioural change amongst the
youth.
 Morality in one religion may not be morality in another. Discuss.
 Describe two factors that convince Christians to believe in the resurrection of Jesus
Christ.
 To what extent is the Christian doctrine of trinity realistic.
 Discuss any two major domestic challenges faced by the leaders of the Republic of
Botswana.
 Discuss whether or not religious ethics are still relevant in the contemporary society.
 Assess meditation as it is practiced in Buddhism.
 Discuss how mission churches transformed the economic and social lifestyle of
Batswana.
 Religion and science are parallel but complement each other. Discuss.
 Religion can impoverish its members. Discuss
 Assess the contribution that religion have on a followers life.
 “ The practice of meditation is essential in following the Buddhist path” do you
agree? Give reasons for your answer.
 Sikhism is a peace loving religion. Do you agree? Give reasons for your answer.
 “couples will have a better chance of a happy married life if they come from the
same religion. How far do you agree. Give reasons to support your answer.
 “If religious people were really generous , there would be no poverty” do you agree
? give reasons to support your answers.

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HOW TO ANSWER R.E QUESTIONS

RELIGIOUS EDUCATION PAPER 1

TYPE A
EXPLANATION OR DEFINATION OF TERMS
 These questions carry 2 marks.
 In here you give a point or a way .
 Explain the point.
 Give an example. E.g
i) Explain, Define, Describe, Compare, Differentiate
ii) List , state, give, identify, outline, name ( in here no need to explain the
point)
TYPE B
 These questions carry 4 marks or 6 marks.
 In here you give a point or a way
 Explain the point.
 Give an example. E.g
i) Explain, Discuss, Compare, Differentiate, Describe.

TYPE C

 These questions carry 4marks or 6 marks.

 In here you discuss both positive and negative points (you give a
balanced assessment)
 You give a point or a way (either positive or negative).
 Explain the point.
 Give an example. E.g
i) Analyse, assess, critically, examine, to what extent, how far,
justify, account for ( this terms should guide you on how to
answer the question)

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RELIGIOUS EDUCATION PAPER 2 –ESSAY FORMAT
25 MARKS –2 ISSUES TO BE DISCUSSED

 PARAGRAPH 1—Introduction

 PARAGRAPH 2— DISCUSS ISSUE / POINT 1

1. KNOWLEDGE AND UNDERSTANDING

--Defination of concepts.

--Identify points and explain them.

--Description of points.

--Explanation and elaborations.

--Depth discussion of points.

2. APPLICATION

--Give examples i.e live examples, past examples (from A.T.R)

--Apply knowledge to past experiences

--link the knowledge to the present and past situations.

--taking religious concepts into modern society.

--For religious based questions give examples from different religions not just one religion.

--do not give one example , give different examples to support your points.

3. ANALYSIS--this skill requires thorough analysis of the relevance of religious values to

human experiences. This requires a detailed examination of the elements and facts, often
contrasted and scrutinised, looking at positives and negatives, pros and cons of the issue
discussed

-- a reasoned balanced assessment

--discuss positive and negative points (explain it thoroughly and give examples)
--discuss advantages and disadvantages (explain it thoroughly and give examples)
-- Point of view and supporting statements. This requires students to make own or
personal point of view regarding the issue, idea or concept being discussed. Students
should pick a side and show why they agree or disagree with it. And this should come
at the end of every paragraph or issue discussed. This demonstrates critical thinking
and assessment of views which is the highest skill expected from students.
e.g In my point of view I personally….
-- Recommendation e.g I strongly recommend ….

103
PARAGRAPH 3—DISCUSS ISSUE /POINT 2

1. KNOWLEDGE AND UNDERSTANDING

--Defination of concepts.

--Identify points and explain them.

--Description of points.

--Explanation and elaborations.

--Depth discussion of points.

2. APPLICATION

--Give examples i.e live examples, past examples (from A.T.R)

--Apply knowledge to past experiences

--link the knowledge to the present and past situations.

--taking religious concepts into modern society.

--For religious based questions give examples from different religions not just one religion.

--do not give one example , give different examples to support your points.

3. ANALYSIS--this skill requires thorough analysis of the relevance of religious values to

human experiences. This requires a detailed examination of the elements and facts, often
contrasted and scrutinised, looking at positives and negatives, pros and cons of the issue
discussed

-- a reasoned balanced assessment

--discuss positive and negative points (explain it thoroughly and give examples)
--discuss advantages and disadvantages (explain it thoroughly and give examples)
-- Point of view and supporting statements. This requires students to make own or
personal point of view regarding the issue, idea or concept being discussed. Students
should pick a side and show why they agree or disagree with it. And this should come
at the end of every paragraph or issue discussed. This demonstrates critical thinking
and assessment of views which is the highest skill expected from students.
e.g In my point of view I personally….
-- Recommendation e.g I strongly recommend ….

PARAGRAPH 4 : GENERAL CONCLUSION

In here you can use terms like , all in all, considering all the above, in conclusion, to sum up,
in a nutshell.

104
18 MARKS—2 ISSUES / POINTS TO BE DISCUSSED

 PARAGRAPH 1—INTRODUCTION
 PARAGRAPH 2—DISCUSS ISSUE /POINT 1
1. KNOWLEDGE AND UNDERSTANDING
--Definition of concepts.
--Identify points and explain them
--Description of points
--Explanation and elaborations.
--Depth discussion of points.
2. APPLICATION
--Give examples i.e live examples, past examples (from A.T.R)
--Apply knowledge to past experiences
--link the knowledge to the present and past situations.
--taking religious concepts into modern society.
--For religious based questions give examples from different religions not just one
religion
--Do not give only one example, give different examples to support your points.
 PARAGRAPH 3—DISCUSS ISSUE / POINT 2

1. KNOWLEDGE AND UNDERSTANDING

--Definition of concepts.
--Identify points and explain them
--Description of points
--Explanation and elaborations.
--Depth discussion of points.
2. APPLICATION
--Give examples i.e live examples, past examples (from A.T.R)
--Apply knowledge to past experiences
--link the knowledge to the present and past situations.
--taking religious concepts into modern society.
--For religious based questions give examples from different religions not just one
religion
--Do not give only one example, give different examples to support your points.

 PARAGRAPH 4. GENERAL CONCLUSION

In here you can use terms like, all in all, considering all the above, in conclusion, to
sum up, in a nutshell, in summary.

105
 7MARKS—2 ISSUES TO BE DISCUSSED
 PARAGRAPH 1—INTRODUCTION
 PARAGRAPH 2. DISCUSS ISSUE/POINT 1
ANALYSIS
--this skill requires thorough analysis of the relevance of religious values to human
experiences. This requires a detailed examination of the elements and facts, often
contrasted and scrutinised, looking at positives and negatives, pros and cons of the
issue discussed
-- a reasoned balanced assessment
--discuss positive and negative points (explain it thoroughly and give examples)
--discuss advantages and disadvantages (explain it thoroughly and give examples)
-- Point of view and supporting statements. This requires students to make own or
personal point of view regarding the issue, idea or concept being discussed. Students
should pick a side and show why they agree or disagree with it. And this should come
at the end of every paragraph or issue discussed. This demonstrates critical thinking
and assessment of views which is the highest skill expected from students.
e.g In my point of view I personally….
-- Recommendation e.g I strongly recommend ….

 PARAGRAPH 3. DISCUSS ISSUE/ POINT 2

ANALYSIS
--this skill requires thorough analysis of the relevance of religious values to human
experiences. This requires a detailed examination of the elements and facts, often
contrasted and scrutinised, looking at positives and negatives, pros and cons of the
issue discussed
-- a reasoned balanced assessment
--discuss positive and negative points (explain it thoroughly and give examples)
--discuss advantages and disadvantages (explain it thoroughly and give examples)
-- Point of view and supporting statements. This requires students to make own or
personal point of view regarding the issue, idea or concept being discussed. Students
should pick a side and show why they agree or disagree with it. And this should come
at the end of every paragraph or issue discussed. This demonstrates critical thinking
and assessment of views which is the highest skill expected from students.
e.g In my point of view I personally….
-- Recommendation e.g I strongly recommend ….

 PARAGRAPH 4. GENERAL CONCLUSION

In here you can use terms like, all in all, considering all the above, in conclusion, to
sum up, in a nutshell, in summary.

106
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