FTNA
Civics · Paper 1 · 2017
341 questions 🇹🇿 NECTA ✓ Official NECTA answers
FTNA
🇹🇿 NECTA
✓ Official NECTA answers
Civics · Paper 1 · 2017
341 questions
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Questions (341)
Section A
0.
0 marks
The teacher then... (ii) Guides each group to present its findings to the class for discussion of common problems faced by the informal sector. (i) Written texts. 36
(ii)
Guides each group to present its findings to the class for discussion of common problems faced by the informal sector.
0 mk
(iii)
The groups present their findings to the class for discussion and clarification.
0 mk
(i)
Written texts.
0 mk
(d)
Analyse.
0 mk
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Section B
1.
11 marks
The teacher should guide the students to write texts on globalization. Write a brief on the effects of globalization and its efforts in Tanzania. (i) Research the internet for a library or a virtual library. (ii) Form groups and present visually the materials and topics of the subject. (iii) Use their groups to discuss in groups and present individual findings. Discuss the effects of globalization in Tanzania. (11 marks)
(i)
Research the internet for a library or a virtual library.
1 mk
(i)
Explain the meaning of globalization and its aspects.
0 mk
(1)
Identify the meaning of life texts written on life.
5 mk
(1(i))
Using the newspaper text, the teacher should guide the student group to come up with the correct factors of economic development.
1 mk
(a)
Explain the meaning of 'Brahimstorn' and 'preventive care'.
4 mk
(a)
Explain the meaning of culture.
1 mk
(b)
Discuss the importance of preventive care and its importance and resources for a person.
4 mk
(2)
Identify the types of life skills. and meaning.
5 mk
(ii)
Form groups and present visually the materials and topics of the subject.
1 mk
(ii)
Identify aspects of globalization.
0 mk
(b)
Explain aspects of culture.
1 mk
(a(i))
Explain the meaning of citizenship.
0 mk
(1(ii))
The teacher should guide the students in their groups to present the findings to the class.
1 mk
(c)
Identify indicators of poverty.
1 mk
(3)
Discuss life skills in groups.
5 mk
(a(ii))
Summarise the meaning of citizen and citizenship and guide students to discuss the meaning of citizenship and citizen.
0 mk
(1(iii)
The teacher should guide the students to discuss and come up with the correct factors for economic development.
1 mk
(c)
What are the consequences of neglecting the maintenance of public and personal property?
2 mk
(iii)
Guide each group to present their solutions and discuss further.
0 mk
(iii)
Use their groups to discuss in groups and present individual findings. Discuss the effects of globalization in Tanzania.
11 mk
(iv)
Guide the class discussion and clarify the student’s notion.
0 mk
(iv)
Discuss and suggest the most appropriate solutions to the problem or situation.
1 mk
(none)
The student is the clarification.
1 mk
(d)
Identify indicators of poverty.
1 mk
(d)
Assess whether the principles of democracy operate in Tanzania.
2 mk
(v)
Discuss the problem or situation and appropriate most solutions.
0 mk
(v)
Assign students to play the role in the situations.
1 mk
(e)
List the steps involved in problem solving.
3 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(f)
How to combat human rights abuse in Tanzania in groups.
0 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(vi)
Identify the life skills that could be applied in those situations and show how.
1 mk
(vi)
The teacher, to guide students to
• Reasons for their have IMPROPERLY
• Consequences of their impropriety.
• behaviours
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
(vii)
Identify the indicators of poverty and discuss them.
1 mk
(g)
Students prepare a summary discussion and clarification.
0 mk
((viii)
Prepare findings and present them to the class for clarification and discussion.
1 mk
(h)
Students to summarize the topic.
0 mk
(ix)
The government can protect and promote human rights.
1 mk
(x)
List of limitations of human rights.
1 mk
(xi)
Explain the meaning of human rights and their limitations.
2 mk
(xii)
Illustrate the meaning of limitations of human rights using a list of limitations written in.
1 mk
((xiii)
The teacher uses the question and answer to guide students to play the role of limiting human rights.
1 mk
(xiv)
Explain the purpose of limiting human rights.
1 mk
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2.
10 marks
The teacher should guide the students to read and analyze globalization challenges. Write texts on the challenges of globalization in Tanzania. (a) Analyze the sources and individually analyze the globalization challenges in Tanzania. (i) (ii) Prepare a proposal for challenges of globalization. Write texts on the challenges of globalization and its effects in Tanzania. (10 marks)
(a)
Analyze the sources and individually analyze the globalization challenges in Tanzania.
1 mk
(i)
Examine the effects of globalization in Tanzania.
0 mk
(a)
Identify elements of culture.
1 mk
(2(i))
The student should be able to read the following factors of economic development and present them to the class.
1 mk
(i)
Prepare a proposal for challenges of globalization.
1 mk
(ii)
Form groups and present their findings for further discussion.
0 mk
(b)
Choose new situations that demonstrate how to use different life skills.
2 mk
(b)
Discuss various cultures.
1 mk
(e)
Discuss the sources of local government revenue.
3 mk
(2(ii))
Students present their findings on each factor and discuss.
1 mk
(2(iii)
The teacher should guide the class to clearly clarify the importance of each factor for economic development.
1 mk
((ii) )
Use role play to demonstrate the provision of social services.
1 mk
(c)
Present findings for the class.
1 mk
((c)(i)
Identify practices, customs, gender/VIH AIDS, and culture that lead to ITS. AIDS/VIH AIDS of ITS.
1 mk
(iii)
Use their groups’ findings to individually write brief notes on the effects of globalization in Tanzania.
0 mk
(iii)
The teacher should guide each group to explain the meaning of globalization, its aspects, and its effects on the internet, radio, journals, and TV.
1 mk
(c)
Identify the need to use different life skills.
2 mk
(ii)
Write texts on the challenges of globalization and its effects in Tanzania.
10 mk
(iv)
The teacher should guide each group to present their findings to the class for further discussion.
1 mk
(d)
Summarize and clarify the causes of poverty in Tanzania.
1 mk
(iv)
What is the importance of the private sector in economic development?
2 mk
(d)
Discuss and play the role where life skills are demonstrated.
3 mk
(v)
Identify the importance of written texts in illustrating the private sector.
3 mk
((d)(i)
Analyse the impact of negative aspects.
1 mk
(e)
Assign students to groups, each group with a problem or different life skills, and identify the role to play in those situations.
2 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(f)
Identify the life skills that could be applied in those situations and play the role.
2 mk
(a))
Identify national symbols of Tanzania, arms of the nation, flag, etc.
1 mk
(none)
Hold a group on one negative aspect of our culture.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(f)
Determine the importance of naturalization.
0 mk
(v)
Analyze the situations and choose appropriate newspapers.
1 mk
(g)
Identify and discuss in groups the responsibilities of a citizen.
0 mk
(vi)
Use relevant documents to present the provision of social services in Tanzania.
1 mk
(vii)
The teacher shall provide and arrive at a decision at
• Students to follow the steps of decision making.
• Students in groups to each one decision for issue.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
(h)
Prepare a list of citizen's responsibilities.
0 mk
((viii)
Students learned to make a decision.
• Students in groups to overcome the issue.
• Discuss and clarification on the decisions made by them.
1 mk
(j)
Students present their work in class.
0 mk
(b))
Explain the meaning of national symbols.
1 mk
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3.
8 marks
The teacher should guide the students on possible solutions. Discuss the challenges and possible solutions for globalization. (i) Discuss challenges and propose solutions for each challenge of globalization. (ii) Present its proposed solution for the challenge assigned to the group, and a summary and clarification for the discussion. (8 marks)
(vi)
The teacher to guide the students to guide themselves and others.
2 mk
(i)
Discuss challenges and propose solutions for each challenge of globalization.
1 mk
(3(i))
Using the newspaper text, the teacher should guide the student group to come up with the correct factors of economic development.
1 mk
(a)
Identify and discuss the challenges facing the provision of social services in Tanzania.
5 mk
((i)(a)
Identify and discuss strategies in place for poverty alleviation in Tanzania.
3 mk
(a)
Illustrate the importance of each element of culture.
1 mk
(i)
Analyze the challenges of globalization in Tanzania.
0 mk
(ii)
Identify the challenges of globalization in Tanzania.
0 mk
(v)
Students should prepare a discussion on the behaviour.
1 mk
(a(i))
Using a Civic chart, identify and discuss a list of rights of a citizen.
0 mk
(ii)
Present its proposed solution for the challenge assigned to the group, and a summary and clarification for the discussion.
8 mk
(3(ii))
The teacher should guide the students in their groups to present the findings to the class.
1 mk
(b)
Recommend possible solutions for the identified challenges.
5 mk
(b)
Prepare a VIP card for each group containing one element of culture.
1 mk
(a(ii))
Using a Civic chart, identify and discuss a list of responsibilities of a citizen.
0 mk
(vi)
The teacher should guide a class.
1 mk
(3(iii)
The teacher should guide the students to discuss and come up with the correct factors for economic development.
1 mk
(iii)
The students present their findings from their last station visually for the class discussion and contribution.
1 mk
(c)
The student is able to guide the teacher by proposing ways to solve the problems found in the community.
5 mk
((i)(b)
Assess the effectiveness of strategies for poverty alleviation in Tanzania.
3 mk
(iii)
Use the available resources to analyze the challenges individually.
0 mk
(iv)
Explain the principles of democracy.
3 mk
(d)
Discuss the importance of local government.
0 mk
(none)
Discuss the importance of each factor of economic development.
1 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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Section D
4.
10 marks
Study the texts written on the board regarding ITS and HIV/AIDS. Study the text written on the board. Guide students to analyze the negative impacts of ITS/HIV/AIDS on our cultural values. Study the text written on the board. Present to each group their findings and discuss. Study the text written on the board. Discuss and present their findings to the class for clarification. Study the text written on the board. Discuss and present their findings to the class for clarification.
(iv)
The teacher should guide the student to: Use role plays and consequences.
2 mk
(1)
Competence 1 matched with Objective
1 mk
(i)
write down the revenue of the local government and its expenditure.
5 mk
(a)
Explain the meaning of democracy.
2 mk
(4(i))
The student should be able to read the following factors of economic development and present them to the class.
1 mk
(4(a))
Analyze the role of the entrepreneur in economic development or the different interests of different financial institutions in Tanzania.
1 mk
(none)
Explain the role of the teacher in guiding students to:
- Read, discuss, write and submit copies of the institution's information.
- Ask questions to the guest speaker and take notes.
- Clarify the points made by the speaker.
5 mk
(a)
Identify the areas where the government has been effective in economic development.
2 mk
(i)
Guide students to analyze the negative impacts of ITS/HIV/AIDS on our cultural values.
4 mk
(2)
Competence 2 matched with Objective
1 mk
(ii)
Students in their groups will discuss and present their work and further discuss for clarification.
• Elaborate on the sources of revenue for the local government.
Explain how the local government guides its students.
Explain how the local government spends its revenue.
10 mk
(b)
Discuss democracy.
3 mk
(4(ii))
Students present their findings on each factor and discuss.
1 mk
(b)
Identify the areas where the government has been ineffective in economic development.
2 mk
(ii)
Present to each group their findings and discuss.
3 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(3)
Competence 3 matched with Objective
1 mk
(c)
Identify and differentiate types of democracy.
2 mk
(4(iii)
The teacher should guide the class to clearly clarify the importance of each factor for economic development.
1 mk
(iii)
Discuss and present their findings to the class for clarification.
3 mk
(4)
Competence 4 matched with Objective
1 mk
(d)
A teacher should guide students to:
1 mk
(d)
Assess whether the principles of democracy operate in Tanzania.
3 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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5.
10 marks
Study the texts written on the board regarding ITS and HIV/AIDS. Study the text written on the board. Discuss and propose ways and actions to be taken to deal against negative socio-cultural aspects. Study the text written on the board. Present to each group their findings and discuss. Study the text written on the board. Discuss and present their findings to the class for clarification. Study the text written on the board. Discuss and present their findings to the class for clarification.
(i)
write down the functions of the central government.
5 mk
(none)
Prepare a chart showing proper behaviour.
2 mk
(a)
Explain the meaning of democracy.
2 mk
(a)
Discuss the strengths and weaknesses of a financial institution.
2 mk
(i)
Discuss and propose ways and actions to be taken to deal against negative socio-cultural aspects.
4 mk
(ii)
Students in their groups will present their work in the class and then prepare a summary of the functions of the central government.
• Prepare a summary of the functions of the central government.
5 mk
(b)
Discuss democracy.
3 mk
(b)
Identify the weaknesses of a financial institution.
2 mk
(ii)
Present to each group their findings and discuss.
3 mk
(iii)
Discuss and present their findings to the class for clarification.
3 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(iii)
Using a blank chart in the organisation. The teacher will guide the students to prepare a summary of the functions of the central government.
5 mk
(c)
Identify and differentiate types of democracy.
2 mk
(d)
Assess whether the principles of democracy operate in Tanzania.
3 mk
(d)
A teacher should guide students to:
1 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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6.
10 marks
Study the texts written on the board. Read the text and explain the importance of (a) preserving and promoting our cultural values. Present to each group their findings and discuss. Study the text written on the board. Discuss and present their findings to the class for clarification.
(i)
Explain the meaning of democracy.
2 mk
(none)
Explain the teacher's guidance in helping students to read, write and discuss financial institutions.
5 mk
(ii)
Writes texts for students to discuss in groups.
0 mk
(a)
Explain the importance of preserving and promoting our cultural values.
4 mk
(ii)
Discuss democracy.
3 mk
(iii)
Guides the students to discuss and present their findings to the class for further clarification.
0 mk
(b)
Present to each group their findings and discuss.
3 mk
(iii)
Explain the types of democracy.
2 mk
(iv)
Highlights the importance of summarizing the class findings and the role of the teacher in the formal sector for economic development.
0 mk
(c)
Discuss and present their findings to the class for clarification.
3 mk
(i)
Guides the students to illustrate the importance of the formal sector in economic development.
0 mk
(d)
A teacher should guide students to:
1 mk
(iv)
Explain the principles of democracy.
3 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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7.
10 marks
Study the texts written on the board. Present to each group their findings and discuss. Study the text written on the board. Discuss and present their findings to the class for clarification.
(i)
Present to each group their findings and discuss.
5 mk
(a)
Explain the role of a guest speaker in enhancing student learning.
2 mk
(i)
Explain the meaning of democracy.
2 mk
(ii)
Discuss and present their findings to the class for clarification.
5 mk
(b)
Describe the process of preparing for and conducting a class debate.
2 mk
(ii)
Explain the meaning of democracy.
2 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(iii)
Explain the meaning of democracy.
2 mk
(iii)
Discuss and come up with solutions to curb negative socio-cultural practices.
5 mk
(iv)
Explain the meaning of democracy.
2 mk
(d)
A teacher should guide students to:
1 mk
(iv)
Identify sources of central government.
2 mk
(v)
What is the difference between local and central government?
2 mk
(v)
Explain the meaning of democracy.
1 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(vi)
Explain the meaning of democracy.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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8.
15 marks
Discuss the effects of VT programmes in groups. • Pictures, drawing / practices. • Discuss and come up with solutions to curb negative socio-cultural practices. • Discuss and come up with solutions to curb negative socio-cultural practices.
(i)
Discuss the effects of VT programmes in groups.
5 mk
(i)
Explain the meaning of democracy.
2 mk
(a)
Explain the importance and meaning of marriage.
1 mk
(b)
Using a video showing incest, explain the importance and meaning of incest and incestuous relationships and explain how a teacher should guide students to explain the importance and meaning of incest and incestuous relationships.
1 mk
(ii)
Pictures, drawing / practices.
5 mk
(ii)
Discuss democracy.
3 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(iii)
Identify and differentiate types of democracy.
2 mk
(iii)
Discuss and come up with solutions to curb negative socio-cultural practices.
5 mk
(d)
A teacher should guide students to:
1 mk
(iv)
Assess whether the principles of democracy operate in Tanzania.
3 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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9.
5 marks
Present their findings and discussion for class discussion and clarification.
(none)
Students are expected to share the outcomes of their group work, including findings and discussions, with the entire class. This allows for peer learning, constructive feedback, and a deeper understanding of the topics covered.
5 mk
(i)
Explain the meaning of democracy.
2 mk
(i)
Central government expenditure
2 mk
(a)
Explain the importance and meaning of marriage.
1 mk
(ii)
Central government expenditure
2 mk
(b)
Using a video showing incest, explain the importance and meaning of incest and incestuous relationships and explain how a teacher should guide students to explain the importance and meaning of incest and incestuous relationships.
1 mk
(ii)
Discuss democracy.
3 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(iii)
Central government expenditure
1 mk
(iii)
Identify and differentiate types of democracy.
2 mk
(iv)
Assess whether the principles of democracy operate in Tanzania.
3 mk
(d)
A teacher should guide students to:
1 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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10.
15 marks
Discuss negative socio-cultural practices with regard to; early widowhood, polygamy and regarding sex objectification of women and discrimination against women. • Pictures, drawing / practices. • Discuss and come up with solutions to curb negative socio-cultural practices. • Discuss and come up with solutions to curb negative socio-cultural practices.
(i)
Discuss negative socio-cultural practices with regard to early widowhood, polygamy and regarding sex objectification of women and discrimination against women.
5 mk
(i)
Explain the meaning of democracy.
2 mk
(a)
Explain the importance and meaning of marriage.
1 mk
(ii)
Pictures, drawing / practices.
5 mk
(ii)
Explain the meaning of democracy.
2 mk
(b)
Using a video showing incest, explain the importance and meaning of incest and incestuous relationships and explain how a teacher should guide students to explain the importance and meaning of incest and incestuous relationships.
1 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(iii)
Explain the meaning of democracy.
2 mk
(iii)
Discuss and come up with solutions to curb negative socio-cultural practices.
5 mk
(iv)
Explain the meaning of democracy.
2 mk
(iv)
Guide students in groups to discuss and present their findings.
5 mk
(d)
A teacher should guide students to:
1 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(v)
What is the importance of the Union of Tanganyika and Zanzibar?
5 mk
(v)
Explain the meaning of democracy.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(vi)
Explain the meaning of democracy.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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11.
15 marks
Discuss the effects of VT programmes in groups. • Pictures, drawing / practices. • Discuss and come up with solutions to curb negative socio-cultural practices. • Discuss and come up with solutions to curb negative socio-cultural practices.
(i)
Discuss the effects of VT programmes in groups.
5 mk
(i)
Explain the meaning of democracy.
2 mk
(a)
Explain the importance and meaning of marriage.
1 mk
(b)
Using a video showing incest, explain the importance and meaning of incest and incestuous relationships and explain how a teacher should guide students to explain the importance and meaning of incest and incestuous relationships.
1 mk
(ii)
Pictures, drawing / practices.
5 mk
(ii)
Discuss democracy.
3 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(iii)
Explain the types of democracy.
2 mk
(iii)
Discuss and come up with solutions to curb negative socio-cultural practices.
5 mk
(iv)
Explain the principles of democracy.
3 mk
(d)
A teacher should guide students to:
1 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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12.
15 marks
Discuss negative socio-cultural practices with regard to; early widowhood, polygamy and regarding sex objectification of women and discrimination against women. • Pictures, drawing / practices. • Discuss and come up with solutions to curb negative socio-cultural practices. • Discuss and come up with solutions to curb negative socio-cultural practices.
(i)
Discuss negative socio-cultural practices with regard to early widowhood, polygamy and regarding sex objectification of women and discrimination against women.
5 mk
(i)
Explain the meaning of democracy.
2 mk
(a)
Explain the importance and meaning of marriage.
1 mk
(ii)
Discuss democracy.
3 mk
(b)
Using a video showing incest, explain the importance and meaning of incest and incestuous relationships and explain how a teacher should guide students to explain the importance and meaning of incest and incestuous relationships.
1 mk
(ii)
Pictures, drawing / practices.
5 mk
(c)
Identify the guest speaker who is a member of the community and talks about the beliefs and practices that are associated with predetermined marriages and problems that are associated with predetermined marriages.
1 mk
(iii)
Identify and differentiate types of democracy.
2 mk
(iii)
Discuss and come up with solutions to curb negative socio-cultural practices.
5 mk
(iv)
Assess whether the principles of democracy operate in Tanzania.
3 mk
(d)
A teacher should guide students to:
1 mk
(d i)
Identify factors that constitute a stable and unstable marriage.
1 mk
(d ii)
Identify the foundations of a stable marriage and discuss the factors that constitute a stable marriage.
1 mk
(d iii)
Prepare a summary of the talk about the foundations of marriage.
1 mk
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13.
15 marks
Discuss the effects of VT programmes in groups. • Pictures, drawing / practices. • Discuss and come up with solutions to curb negative socio-cultural practices. • Discuss and come up with solutions to curb negative socio-cultural practices.
(i)
Discuss the effects of VT programmes in groups.
5 mk
(i)
explain the meaning of central government.
5 mk
(ii)
Pictures, drawing / practices.
5 mk
(ii)
describe the three arms of the central government and their functions.
5 mk
(iii)
Invite a scholar to talk about the central government from the knowledgeable person.
• Talk about the central government from the knowledgeable person.
5 mk
(iii)
Discuss and come up with solutions to curb negative socio-cultural practices.
5 mk
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14.
15 marks
Discuss negative socio-cultural practices with regard to; early widowhood, polygamy and regarding sex objectification of women and discrimination against women. • Pictures, drawing / practices. • Discuss and come up with solutions to curb negative socio-cultural practices. • Discuss and come up with solutions to curb negative socio-cultural practices.
(i)
Discuss negative socio-cultural practices with regard to early widowhood, polygamy and regarding sex objectification of women and discrimination against women.
5 mk
(i)
write down the functions of the central government.
5 mk
(ii)
Pictures, drawing / practices.
5 mk
(ii)
Students in their groups will present their work in the class and then prepare a summary of the functions of the central government.
• Prepare a summary of the functions of the central government.
5 mk
(iii)
Using a blank chart in the organisation. The teacher will guide the students to prepare a summary of the functions of the central government.
5 mk
(iii)
Discuss and come up with solutions to curb negative socio-cultural practices.
5 mk
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15.
5 marks
Present their findings and discussion for class discussion and clarification.
(none)
Students should present their group's findings and discussion points to the class. This promotes sharing of knowledge, encourages peer learning, and allows for clarification of any complex issues.
5 mk
(i)
explain the meaning of central government.
5 mk
(ii)
describe the three arms of the central government and their functions.
5 mk
(iii)
Invite a scholar to talk about the central government from the knowledgeable person.
• Talk about the central government from the knowledgeable person.
5 mk
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