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Social studies
Standard Four

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Pupil’s Book

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Tanzania Institute of Education

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© Tanzania Institute of Education, 2019

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Published 2019

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ISBN: 978-9987-09-113-3

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Tanzania Institute of Education
P.O.Box 35094
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Dar es Salaam
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Tel:+255 22 2773005
Fax: +255 22 2774420
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Email: [email protected]
Website: www.tie.go.tz
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All rights reserved. This book may not be reproduced, stored in

any retrieval system or transmitted in any form or by any means,
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electronic, mechanical, photocopying, recording or otherwise,

without prior written permission of the Tanzania Institute of
Education.

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Table of contents

Acknowledgments ............................................................... v

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Introduction ........................................................................... vi

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Chapter One
Our environment .......................................................................1

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Chapter Two
Historical events ........................................................................14
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Chapter Three
Weather .....................................................................................29
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Chapter Four
Our culture ................................................................................44
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Chapter Five
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Relationship in the society ........................................................57

Chapter Six
Our heroes ................................................................................76
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Chapter Seven
Use of maps in our environment ...............................................92

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Chapter Eight
Solar system ............................................................................102

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Chapter Nine

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Our resources ......................................................................113

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Chapter Ten
Production activities .................................................................124
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Chapter Eleven
Opportunities in our environment .............................................134
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Acknowledgments
The Tanzania Institute of Education (TIE) would like to
acknowledge the contribution of all organisations and individuals

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who participated in the design and development of this textbook.

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Writers: Prof. Yusufu Lawi, Dr Joyce J. Kahembe,
& Mr Buheri R. Thomas (History),

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Dr Thaudensia Ndeskoi & Ms Neema A.
Kashindye (Geography)

Editors: Dr Asubisye Mwamfupe (Geography),

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Dr Musa Sadock (History) & Mr Yesaya R.
Mweteni (Language) U
Designer: Mr Frank P. Maridadi

Illustrators: Alama Art and Media Production Limited &

Mr Fikiri Msimbe
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Coordinators: Ms Neema A. Kashindye & Mr Buheri R. Thomas
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TIE also extends its sincere gratitude to Primary school teachers

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and pupils who participated in the trial phase of the manuscript.

Likewise, the Institute would like to thank the Ministry of Education,
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Science and Technology for facilitating the writing of this textbook.

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Dr Aneth A. Komba
Director General
Tanzania Institute of Education

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Introduction

This is the second book in a series of five books for Social Studies
in primary schools. The book is prepared according to the 2016

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Social Studies Syllabus for Primary Schools issued by the Ministry

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of Education, Science and Technology. The book is divided into
eleven chapters which are: Our environment, Historical events,
Weather, Our culture, Relationships in the society, Our heroes,

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Use of maps in our environment, Solar system, Our resources,
Production activities, and Opportunities in our environment. Each
chapter contains activities and exercises. You are encouraged

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to do all activities and answer all questions. This will facilitate
acquisition of all the intended skills, knowledge, and attitudes.
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Chapter One

Our environment

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In Standard Three, you learnt the components of school
environment and how to clean your classroom. You also learnt
how to plant trees, flowers and grass in the school compound.

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In this chapter, you will learn the components of our rural and
urban environments. You will also learn practices that destroy
the environment in a village, street and town. In addition, you

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will learn different activities for conserving the environment.

The meaning of environment

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The term environment refers to all things that surround us. The
environment is made up of different natural and man-made
features. Natural features include forests, mountains, lakes,
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valleys, rivers and oceans. Man-made features include buildings,
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roads and factories. All these features, make the environment.

Some of the features are found in rural areas while others are
found in urban areas. In this case there are rural and urban
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environments.
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Rural and urban environments

Rural and urban environments are different. The difference is on
features, infrastructure, economic activities and social services.
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The rural environment is made up of villages composed of several

hamlets. Many houses are less modern like those roofed by
grass. Most of the roads in rural areas are unpaved and dusty. A
large part of the land is used mainly for settlement and farming.

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There are very few or no factories and industries in rural areas.

Social services such as healthcare, electricity, water supply and
education are less developed.
The urban environment is made up of cities and towns. The

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houses in urban areas are mostly modern and roofed with

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iron sheets. Many roads in urban areas are paved. The land is
also used for settlement and business activities like factories,
industries and trade activities. There are many economic activities

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in urban areas. Social services such as healthcare, electricity,
water supply and education are more developed.

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Study the following pictures and answer the questions that follow.

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Figure 1: A rural environment

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Figure 2: An urban environment
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Questions
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1. Mention three other things which are found in your

environment but not shown in Figure 1 and 2.
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2. What is the difference between features found in rural and

urban environments?
3. Mention three social services that are available in urban
areas.
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4. What are other two activities that take place in your

environment but are not mentioned in the text?
5. List other two social services that are available in your
environment.

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Activity 1
In collaboration with your fellow pupils and the Social Studies
teacher, do the following.

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1. If your school is located in a village, visit a nearby town,
but if it is located in an urban area, visit a nearby village.

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2. During the visit, identify the key parts of the environment.
Write them down and make a presentation in class.

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Exercise 1
Answer the following questions:

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1. Mention four features that make a rural environment or
an urban environment.
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2. Mention five features that are found in your environment.
3. Explain the importance of the five features found in your
environment.
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Read the text below, study the pictures and then answer
the questions that follow.
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Environmental degradation
Environmental degradation refers to a decrease in quality
of the components of the environment. In some places the
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environment has been degraded and in some other places the

environment has not been degraded.
Human beings conduct various activities that may lead to
environmental degradation in one way or another. Examples
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of such activities include charcoal making, lumbering and

mining. These activities if not properly managed may harm
the environment. Uncontrolled industrial waste may pollute
water in lakes, rivers and oceans. Smoke from cars, air craft,

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trains and industries cause air pollution. Bad practices such as

littering, tree cutting, cultivation in hilly areas, and the use of
unsuitable pesticides contribute to environmental degradation.
A degraded environment is not suitable for crop cultivation,

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grazing or human settlement. Figures 3, 4 and 5 below show
activities which cause environmental degradation.

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Figure 3: Tree cutting
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Figure 4: Poor waste disposal

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Figure 5: Sand quarrying
Questions
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1. What will be the impact of environmental degradation if
it continues?
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2. Mention four activities in your area that are destructive to
the environment.
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3. Why do you think the activities you have mentioned are

taking place?
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4. What action should you take if you find someone

destroying the environment in your area?
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Activity 2
In a group of five pupils, visit a nearby area within a village or
town, and do the following:
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1. Observe and identify different human activities found in

that area.
2. Observe and list any three activities that degrade the
environment in that area.

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3. List down the observable environmental problems found

in that area. Present and discuss them with your fellow

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pupils in class.

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Read the following passage and answer the questions that follow.
Zipora used to live with her aunt in Pwaga Village. She loved

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to participate in environmental conservation activities in her
village. After a while, livestock keepers arrived in their village
with large herds of livestock. The number of people and livestock

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increased. Suitable land for crop production decreased so much
that people started to cultivate in hilly areas and river banks.
The area became too small for the large number of livestock.
This led to overgrazing. Similarly, there was need for more
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houses, hence sand was quarried from rivers for construction
purposes. Likewise, a rise in fuel prices forced people to cut
down trees for firewood and charcoal. All these contributed
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to the reduction of the village forest and led to environmental
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degradation in Pwaga Village.

One day, Zipora went to visit her brother in the city. Once she
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arrived, she was surprised to see that even in cities there was
environmental degradation. She found that there was improper
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solid waste disposal. There were poor drainage systems where

open sewage systems were directed to residential areas and
along the roads. In addition, there was a lot of noise coming from
garages, workshops, bars and street hawkers. As time went on,
Zipora was not comfortable with the environmental degradation
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in her village and in the town she visited. This motivated her
to learn more about environmental conservation. She believed
that education on environmental conservation would help her
to educate the community on how to conserve the environment

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for a better life. When she completed secondary education, she

joined a college where she studied a course on environmental
management.

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Questions
1. Based on the passage you have read, what are the activities

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mentioned that contribute to environmental degradation in
the following areas?

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No Village Town
(a)
(b)

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(c)
(d)
(e)
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2. Mention three key aspects that you have learnt about the
environment.
3. Do you think the decision made by Zipora to join college
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to study environmental management was right?
4. Give two reasons to support Zipora’s decision.
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Effects of environmental degradation

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Figure 6: Drought caused by environmental degradation

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The environment is very important in supporting all living

organisms on the earth. If we do not take care of the environment,
our lives will be in danger. Environmental degradation leads to
several effects. The effects are as follows:

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(a) Loss of forests which are important in the formation of

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rainfall and provision of clean air;
(b) Loss of wild animals and other living organisms due to

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destruction of their habitats;
(c) Global warming;
(d) Frequent occurrence of hazards such as droughts and
floods;

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(e) Occurrence of epidemics such as cholera, malaria,
dengue and typhoid;
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(f) Soil erosion due to loss of vegetation, overgrazing, and
poor farming practices;
(g) Reduced water levels in dams, lakes and rivers; and
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(h) Water pollution which may cause death to marine
organisms including fish.
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Activity 3
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1. Study the environment in your area. Write down various

activities related to environmental degradation and present
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them in class.

Environmental conservation
Environmental conservation is the act of protecting, caring for
and preserving the environment. Environmental conservation
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is very important because a conserved environment ensures

the survival of living organisms. It also ensures careful use of
available resources in the environment for the benefit of the
present and future generations.

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Environmental conservation in a country takes place at different

levels. The government has set up institutions and offices to
manage the environment. There are environmental offices at
village, street, ward, district, regional, and national levels. In

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addition, at each level there are various health and environmental
conservation committees. The committees encourage people

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to participate in different environmental conservation activities.
These activities include tree planting, general cleaning of the

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environment and cleaning of the sewage canals. At various
levels, the committees have by-laws that are used to enforce
environmental conservation activities. Fines are charged from

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offenders who break the by-laws. For example, in Moshi town,
the fine for littering the ground is fifty thousand Tanzanian
shillings. Therefore, we should conserve our environment to
protect our lives and the lives of other organisms.
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Study the following picture and then answer the questions that follows
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Figure 7 : People being educated about environmental

conservation

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Questions
1. Name three environmental conservation activities you
have studied in the picture.

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2. What have you learnt from the picture in Figure 7?
3. Name two other conservation activities that are not listed

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in the picture.

Activity 4

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(a) Plant flowers at school by adhering to the following steps.
1. Make a terrace with suitable soil or find a good pot
and fill it with suitable soil.

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2. Find a flower seedling of your choice .
3. Plant the flower seedling.
4. Water the flower seedling frequently.
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(b) Write five sentences to explain how you and your colleagues
conserve your school environment.
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(c) Visit your local government office or authority. Collect
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information on environmental conservation or local

environmental conservation activities taking place. Present
the information in class.
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Importance of environmental conservation

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The following are the benefits of conserving the environment:

1. A well conserved environment provides living organisms
with a habitat, for example wild animals in national parks
and game reserves;
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2. A good environment provides people and other living

organisms with fresh air, and therefore, good health;
3. A conserved environment provides living organisms with
adequate water supply. Availability of water is important

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for human use, animals, irrigation, industrial use and

several other uses;
4. A conserved environment promotes other economic
activities such as tourism. Wild animals living in well-

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conserved parks attract tourists; and

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5. A well-conserved environment provides food for human
beings, animals and other living organisms.

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Excercise 2
Answer the following questions:

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1. Name other environmental conservation benefits not
mentioned in the text you have read above.
2. Write five sentences to explain the benefits of
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environmental conservation in your street or village.

Excercise 3
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Answer the following questions:
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1. Write a short passage on conserving the environment in

your village.
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2. Explain how you will apply the skills you have learnt in
this chapter in your daily life.
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3. Describe the actions we must take to conserve our

environment.

Write TRUE if the statement is correct and FALSE if the

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statement is not correct.

1. The environment is conserved by pupils only________
_______

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2. Buildings, animals and vehicles are some of the things

that make up the environment _______________

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3. Good agricultural practices conserve the environment
_____________

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4. A large number of livestock in one area prevents
environmental degradation _________________

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Vocabulary

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Course a plan of study on a specific subject

Environmental decline in the quality of environmental

degradation
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components such as land, water and air
due to inappropriate use

Erosion removal of the upper part of the land by

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agents such as water and wind
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Flood overflow of water on land

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Global warming Is the increase in the average Earth’s

surface temperature
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Irrigation application of water on land to sustain the

growth of crops
Street hawker someone who walks along the streets
carrying and selling various goods at a
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retail price

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Chapter Two

Historical events

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In this chapter, you will learn about historical events that

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occurred in your family, school and society. You will learn how
to collect information about those events. You will also learn

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how to keep historical records for future use. This chapter is
important to you because it will help you keep records of your
family, school and society for future use.

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Historical events in society
Think
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1. Important events in your life like your birthday, the day
you started school and any birthday of your family
members.
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2. Are these events easy to remember?
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3. Why?

Events which are important and have significant impact on

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life are easy to remember. Events which occurred in the past

and have significant impact to individual’s life and society in
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general are known as historical events. Historical events are

considered important because they attract attention of many
people in a society. Historical events to family members may
be a birth or death of a family member, religious celebrations
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like Baptism, Hakika, Maulid and Confirmation. The community

historical events may be a day when a minister visited your
school or any national event. Furthermore, national historical

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events may include the Independence Day of our nation, the

death of our father of the nation, the first President of the United
Republic of Tanzania, Mwalimu Julius Kambarage Nyerere,
and the Zanzibar Revolution Day. All these provide significant

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examples of historical events in our society. Therefore, historical

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events must have significant impact on a particular society.

Activity 1

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1. Think of any important event which occurred in your
school.

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2. Explain to your friend why you think that the event is
important.
3. Narrate two main enjoyable events that happened in your
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society and to your fellow pupils in your classroom.
4. Identify any sad event that happened in your village or
street and briefly describe it.
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5. Mention enjoyable events that happened recently in your
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family.
6. What ceremonies are held from time to time in your family?
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Read the following story then answer the questions that follow.
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Our Social Studies teacher invited a guest speaker to our

classroom. The name of the guest speaker was Mzee Kahonda.
He was invited to narrate to us the historical events that
occurred in his family. We were all anxious to hear his narration.
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Therefore, we prepared ourselves to ask him questions in order

to understand important events from his family. The following
was the conversation between Mzee Kahonda and the Standard
Four pupils.

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Mzee Kahonda: Good morning Standard Four pupils.

Pupils: Good morning, Mzee Kahonda.
Mzee Kahonda: How are you today?

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Pupils: We are fine sir. How are you?

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Mzee Kahonda: I am fine. How are you doing in your
studies?

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Pupils: We are doing well, sir.
Mzee Kahonda: Your Social Studies teacher invited me to
narrate to you the historical events which

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happened in my family. I have a lot to tell
you, but I will share with you some events
which I remember most in my life. If you
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have something to ask, feel free to ask. Ok!
Pupils: Yes Sir.
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Mzee Kahonda: Ten years ago, a huge fire broke out in
my family house. It was so sudden that I
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could not do anything apart from running

out with my grandchildren to escape from
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the fire. The fire burnt the house and

everything in it. I lost everything including
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foodstuff, clothes, my grandchildren’s school

uniforms, and books. I was shocked and
saddened by this terrible event. My family
as well as neighbours were all shocked by
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this unfortunate event.

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Figure 1: Standard Four pupils listening to a narration by Mzee
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Kahonda
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Shortly after finishing his narration about the fire outbreak,

Mzee Kahonda allowed the pupils to ask him questions as he
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had promised. Halima was the first pupil to ask a question.

Halima: What was the source of the fire
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outbreak?
Mzee Kahonda: The source of the fire was a defect in
the electrical system in the house.
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Katembu: Oh!! It is very sad to hear about that,

Mzee Kahonda. What happened after
that event?
Mzee Kahonda: My family suffered greatly. It was such

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a tragic event. We lost everything we

had. However, shortly after the fire
accident, our relatives, friends and
neighbours supported us. We got some

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of the basic needs like food, clothes,
building materials, and money from

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them. Through their support, we were
able to build a new house and buy

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other household items. We managed
to control the situation and got back
to normal life. We are very thankful for

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their support.
Machupa: I am happy to learn that you got support
from friends, neighbours and relatives
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which helped your family to go back to
normal life after that disaster.
Mzee Kahonda: Thank you very much for your sympathy.
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But I have also witnessed some good
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events in my life.
Runia: What were they about?
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Mzee Kahonda: One was about our village annual

harvest festival.
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Runia: Oh! Good news. Could you tell us about

it, please?
Mzee Kahonda: Certainly, yes. About two years ago,
my clan held a big festival to celebrate
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new annual harvest. We celebrated the

produce harvested from our farms. In
the past two years, we harvested about

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one hundred bags of rice. As usual,

my clan organised the annual harvest
festival which is conducted every year at
the end of the harvest season. Harvest

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festivals constitute one of the popular
parties held in our village. Usually,

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these festivals are organised alongside
a series of traditional dances, plays,

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and music. There is also plenty of food,
soft drinks and local brew. People from
different places meet to celebrate the

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event.
I remember this event because we ate
plenty of food, performed traditional
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dances and enjoyed different drinks.
People also sang traditional songs
and danced happily. It is one of the big
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parties, which are held yearly in our
village.
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Kagoma: That sounds interesting; but how did

the family members benefit from these
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ceremonies?
Mzee Kahonda: That is a very good question. My dear
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grandsons, and daughters, these

ceremonies brought family members
together, strengthened unity, and
promoted cooperation among village
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men and women. During these

festivals, people not only enjoyed
being together after the harvest, but
also maintained their culture and
prepared for the next season. Thank

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you for inviting me and thank you for

listening.
Pupils: Thank you Mzee Kahonda (All clapped
for Mzee Kahonda).

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Teacher: Thank you so much Mzee Kahonda,

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our guest speaker, for coming. Pupils, I
hope you have enjoyed listening to this

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narration.
Pupils: Yes, Madam! We have enjoyed and
benefited a lot from him.

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Halima: Please Madam! Will you invite Mzee
Kahonda once again in the near
future?
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Teacher: That’s a good idea, Halima. You are
welcome back Mzee Kahonda.
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Mzee Kahonda: Thank you very much indeed. It was my
pleasure to talk to you today. I wish you
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all the best in your studies.

Pupils: Thank you Mzee Kahonda. Goodbye!
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Mzee Kahonda: Goodbye!

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From Mzee Kahonda’s narration, we see that events happen

in every family and in our society. While some may have
happened recently, others happened many years ago. Some
of those events are enjoyable while others are sad. Wedding
Fo

ceremonies, birthday parties, dancing competitions and harvest

festivals are good examples of enjoyable events in a society.
Events such as sickness, deaths, funerals, accidents and thefts

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are examples of sad events in our society.

Historical events at Kibeho Primary School
Up to 2008, Kifute Village had no schools. The villagers

y
recognised that the absence of schools in their village forced
their children to walk long distances to study in other villages.

nl
Hence, the children got tired by the time they arrived at school.
Parents wanted their children to attend school and study more

O
comfortably and successfully. In order to achieve this goal, the
villagers started to contribute money and their labour to build a
school. Finally, they built a school in Kitufe Village. The school
was named Kibeho Primary School.

se
In 2008, the school was registered and enrolled its first pupils.
The villagers continued to support the teachers and the school
U
administration in order to improve the performance of their
pupils. The school committee in collaboration with teachers,
the headteacher, parents and pupils have made various efforts
e
to improve the pupils’ performance and discipline since its
foundation. Many important historical events have happened
in

at this school. Some of those events are shown in Table 1.

Table 1: Events which happened at Kibeho Primary School
nl

between 2012 and 2016

Year Events
rO

1. Kibeho Primary School hosted the Uhuru Torch festival

in the village.
2012
2. The best pupil in Standard Four examinations at the
regional level came from Kibeho Primary School.
Fo

1. The Ward Interschool Sports Competitions were held at

Kibeho Primary School. The school became the winner
2013 in football and basketball competitions.
2. Three new classrooms were officially opened at Kibeho
Primary School.

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1. The first Standard Seven graduation ceremony was held

2014 at the school.

2. The school held a party to welcome new teachers.

y
nl
1. The Regional Commissioner visited Kibeho Primary
School.
2015

O
2. The school organised a ceremony to congratulate the
best pupil in the Standard Seven National Examinations.

se
1. Development partners donated new computers to the
school.
2016
2. Standard Four classroom roof was destroyed by wind.
U
3. The school mourned the death of a Standard Four pupil.
e
Activity 2

1. Visit your headteacher’s office.

in

2. Ask for events that have happened at your school.

nl

3. List all important events that have happened at your school.

4. Arrange them in the order in which they happened.
rO
Fo

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Carefully, study Figure 2 and then answer the questions in

exercise one.

y
nl
O
se
U
e
in
nl

Figure 2: Pupils recording information on athletics competition

Exercise 1
rO

Answer the following questions:

Imagine you were selected to record the sports events
shown in Figure 2.
Fo

1. What tools would you use to record this event?

2. Which tools do you normally use to record lessons at
school?

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Activity 3
1. Ask your parents or other relatives
about events that happened in your

y
family in the past.

nl
2. Write down the events in your notebook
by indicating the time they occurred.
3. Imagine that a textile factory around

O
your area was being destroyed by a
fire outbreak. Discuss the following

se
questions with fellow pupils:
(i) What tools would you use to record
this event?
U
(ii) How would you inform other people
about this event?
(iii) How would you keep information on
e
this event?
in
nl

Methods used to collect historical information

Information about historical events can be obtained from various
rO

sources in our society. We can obtain historical information

by listening to narratives given by people who witnessed the
events. We may also interview people to get information on
a particular historical event. In addition, we can visit the area
where the event occurred to collect information. Furthermore,
Fo

we can get historical information through listening to the radio

and watching television. Sometimes, we get information on
historical events by reading newspapers and books. Nowadays,
people may use their mobile phones and computers to get

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information on various historical events. Finally, information on

past events can be obtained by visiting libraries, archives and
museums.

y
Recording information on historical events
It is important to record historical events that have happened

nl
in our families, schools and society. We may record such
information using tools such as notebooks, cameras, voice

O
and video recorders or mobile phones. Such tools help us to
record information in the form of written documents, pictures,
video, and audio records. Written documents, pictures, video

se
and audio records may be useful in the future in order to inform
other people about the events that happened in the past. We
may also use the information to review past events. It is very
important to record all important events that happened around
U
us. This is because it helps us to share that information with
other people, and to remind ourselves about past events that
happened a long time ago in our community.
e
Keeping records of historical events
in

It is very important to keep information of recorded historical

events properly. If you keep records of historical events
nl

properly, the information can be used in the future for various

purposes. They can be used to write the history of your family,
rO

school community or nation. They can also be shared with other

generations. You can also use them for reviewing past events.
Keeping academic records at school
There are academic activities and events which need to be
Fo

recorded and kept. You need to keep school academic records

for future reference. Figure 3 shows the tools used for keeping
school academic records. Study the figure and then answer the
questions that follow.

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My name is Library. I keep

your books, wall maps,
models, fliers, posters and
journals

y
My name is
school bag.

nl
My name is I keep your
subject logbook. exercise
I keep your books, pens,
classroom pencils and

O
assignment books
Tools for keeping
academic records
at school

se
My name is shelf.
I keep your exercise
books, books, files,
documents, and My name is desk
chalk
U drawer. I keep
your school bag
while you are in
My name is the classroom and
computer. during break time
I keep your
e
records in digital
form.
in

Figure 3: Tools used for keeping academic records in school

nl

Exercise 2
Answer the following questions:
rO

1. Mention two methods you can use to obtain information

on various historical events.
2. What tools will you use to record historical information
when visiting a particular place such as a national park?
Fo

3. List three reasons for keeping historical records.

4. Write down tools used for keeping school academic
records.

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Importance of keeping records of historical events

It is very important to keep records of historical events and
activities occurring in our society. These can be records of your
school, family, or society. Why is it important to keep records

y
of these events and activities? Record keeping is important

nl
because it helps us to have a good memory of the events that
occurred in the past. If we do not keep records of events, they
will easily be forgotten. For example, if parents do not record

O
the birthdates of their children, it will be very difficult for others
to know the birthdates when the parents are absent.
We also need to keep records of events that happen in our

se
families and communities. In this way, we shall remember those
events for a long time. Record keeping helps us to review the
events that occurred in the past. Records give evidence of past
U
activities and cultural practices such as how people lived and
behaved in the past. You can also have evidence of sad events
that occurred in the past and how people managed them. In
e
addition, keeping records of the past helps the new generation
to learn from the past and correct their mistakes.
in

Exercise 3
nl

Answer the following questions:

1. Mention two things you have learnt from the passage
on methods of keeping records of historical events and
rO

activities in school.
2. List four benefits which a community gets by keeping
records of their historical events.
3. What may happen to a family which does not keep
Fo

records of their past events?

4. Write down three things you have learnt in this chapter.
5. Explain the importance of recording information on
various historical events.

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6. Mention three tools you can use to record information

during a school football match.
8: Write TRUE for the correct statements and FALSE for

y
the incorrect statements.

nl
1. You collect information on a sports and games event
by using a notebook and a pen. ________

O
2. Recording past events that happened in your school is
wastage of time. ____
3. Information on historical events can be shared with

se
other people through stories. ____
4. Museums are places where various historical records
are kept.______
5. You can learn a lot about your parents’ wedding day by
U
looking at photographs taken on that day. ________

Vocabulary
e
Community a group of people who live together sharing
in

the same ways of life

Event an incidence or happening
nl

Historical event an event which occurred in the past and has

significance
rO

Narrative a story or a process of telling or giving

information
Record information kept in the written/digital/tape
record
Fo

Wisdom good understanding of issues, or fair judgment

of happenings

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Chapter Three
Weather

y
In Standard Three, you learnt about weather conditions in

nl
your environment. You learnt about one element of weather,
temperature, and how to measure it. You also learnt how to

O
protect yourself from hot and cold conditions. In this chapter,
you will learn more on the concept of weather, its elements and
changes. You will also learn about rainfall, the effects of heavy

se
rainfall and how to avoid its effects.

The concept of weather

Weather refers to the day-to-day atmospheric conditions of a
U
given area recorded over a short period of time usually, hours or
days. In a given day, the atmosphere can be cloudy, sunny, hot
or cold. It can be rainy or humid. Weather consists of conditions
e
like wind, rain and temperature. It also consists of clouds,
humidity, air pressure and sunshine. Weather conditions affect
in

how we dress and the type of clothes we wear. For example,

we wear light clothes on hot and sunny days. On cold days, we
nl

wear jackets and sweaters, or rain coats in rainy conditions. We

can play outdoor sports and games under sunny conditions.
There are specific areas for recording weather and specific
rO

people dealing with weather. A place used to record weather

information is called a weather station. The study of weather is
called meteorology. A person studying weather is known as a
meteorologist. Each weather condition is recorded by a specific
Fo

instrument.
Elements of weather
The elements of weather include temperature, rainfall, sunshine,
cloud cover, wind, humidity and air pressure.

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Temperature
This refers to the degree of hotness or coldness of a body, a
thing or a place. Temperature is measured using an instrument
called thermometer. The measurements of temperature are

y
expressed in Degrees on a Centigrade (°C) or Fahrenheit (°F)

nl
scale.
A thermometer consists of a scaled tube that contains a liquid
called mercury. On the top of the mercury there is a metal

O
index. When the temperature is high the mercury inside the
tube rises thus pushing the metal index to a certain reading.
When the temperature is low, the mercury goes down, pulling

se
down the metal index to a certain reading. Figure 1 below shows
a thermometer. Note the mercury and the two scales used to
measure the temperature.
U
e
Scale
in

Glass
nl

Metal index
rO

Mercury
Fo

Bulb

Figure 1: A thermometer

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Rainfall
Rain refers to the water droplets that fall from the clouds to
the earth’s surface. Rainfall is the amount of rain that falls in
a particular place for a particular period. The instrument for

y
measuring rainfall is called a rain gauge. A measurement of
rainfall is expressed in millimetres (mm).

nl
A rain gauge has a container with a funnel and collecting bottle.
The container is sunk into the ground. When it rains the funnel

O
channels the rain water into the collecting bottle. Thereafter, the
bottle is removed and the collected water is measured using a
measuring cylinder. Figure 2 shows the structure of a rain gauge.

se
U
Funnel
e
Container
in

Scaled bottle
nl
rO

Figure 2: A rain gauge

Activity 1
Fo

1. Observe the weather condition at your school and discuss

it in class.
2. In groups of five pupils, identify and present in class the
importance of rainfall in your area.

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Exercise 1
Answer the following questions:
1. Define the term weather.

y
2. List seven elements of weather.

nl
3. What do you understand by the term temperature?
4. What instrument is used for measuring temperature?
5. What is the standard unit for measuring temperature?

O
6. What instrument is used for measuring rainfall?
7. What is the unit of measure for rainfall?

se
8. Draw a rain gauge and label its parts.

Humidity
U
Humidity refers to the amount of water vapour or moisture
present in the air. The instrument for measuring humidity is
called a hygrometer. This instrument measures the percentage of
moisture present in the air. Figure 3 below shows a hygrometer.
e
in
nl

Pointer
rO

Glass
Fo

Figure 3: A hygrometer

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Wind
Wind is defined as moving air or air in motion. It is characterised
by speed and direction. The instrument for measuring wind
speed is called an anemometer. The anemometer has three

y
to four cup shaped bowls which rotate by the power of wind.
This rotation shows the speed of wind. The speed of wind is

nl
measured in kilometres per hour (km/h). Figure 4 shows an
anemometer.

O
Cups

Pole

se
U
Figure 4: An anemometer
e
Wind direction is measured by an instrument known as wind
in

vane.The instrument has a loose arrow on top which helps to

show the direction of blowing wind.Below the arrow,it has an
indicator of four cardinal directions.Figure 5 shows a wind vane.
nl

Vane
rO

Fixed compass point

Fo

Pole

Figure 5: A wind vane

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Sunshine
Sunshine is the light and heat that comes from the sun. It can
also be expressed as the direct rays from the sun. The instrument
used to measure sunshine is called a sunshine recorder. This tool

y
is made up of clear glass that allows sun rays to pass through.

nl
Figure 6 shows a sunshine recorder.

O
Glass sphere

se
Metal frame
U
e
in

Figure 6: A sunshine recorder

nl

Air pressure
rO

Air pressure is the weight of air pressing down on the earth.

Sometimes it is known as atmospheric pressure. Air pressure
is measured by an instrument known as a barometer. This
instrument consists of a sealed tube and a container of mercury.
Fo

Reading occurs when air exerts pressure which pushes the

mercury into the sealed tube. The standard unit of measure for
pressure is millibars (mb). A barometer should be placed in a
special building in order to protect it from rain. Figure 7 shows
a barometer.

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y
Pointer

nl
O
Figure 7: A barometer

Cloud cover
Cloud cover is the fraction of the sky covered by visible clouds.

se
Cloudiness is measured by observing and estimating the fraction
of the sky covered by clouds, in units called oktas. If you look up
at the sky and mentally divide it into eight fractions, each fraction
U
is called an eighth or an okta. If the sky is completely clear, that is
measured as zero oktas and if the sky is totally covered by clouds
e
it means all eighths are used to accomodate the clouds 8 oktas.
Four oktas would represent a sky that is half covered by clouds.
in

Exercise 2
nl

Answer the following questions:

1. Describe the weather conditions in your environment.
rO

2. Mention the instruments used for measuring the following

elements of weather.
(a) Temperature (b) Rainfall (c) Humidity (d) Air pressure
3. Draw the following instruments: (a) a thermometer (b) an
Fo

anemometer (c) a rain gauge

4. Mention the instrument used for measuring the temperature
of a human body.
5. What is the name of a place where weather is recorded?

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Activity 2
In groups of five pupils:
1. Observe and identify the weather

y
conditions experienced during the
morning, afternoon and evening hours

nl
for a period of one week.
2. Record the observed weather conditions

O
in your exercise book and present them
in class.

se
Change in weather conditions
We have learnt that the condition of the atmosphere in a given
place changes frequently. These changes can be observed
U
within hours, days or weeks and even months. Sometimes
the atmosphere may be cloudy with high humidity and high
temperature. After some few hours, it may rain. The rainfall
e
may stop after a few hours and the atmosphere may be sunny
again. Therefore, the elements of weather constantly change.
in

We can observe fewer elements of weather in a particular day

and sometimes much more elements on another day. Changes
nl

in weather conditions affect our daily activities.

Read the following passage then answer the questions that

rO

follow.
Adrean and Fadhili are pupils of Palingo Primary School located
in Kulungu Village. The village receives regular rainfall. Kulungu
Village is surrounded by Lake Poma, rivers and a thick forest.
Fo

In the evening, Fadhili and Adrean prefer to do exercises in the

playground close to their home.
One day, Fadhili and Adrean went to the ground with their sports
gear. Suddenly, Fadhili noticed that there was a sudden weather

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change. There was an indication that it was going to rain. It was

chilly, and dark as the sky was covered with heavy clouds. Fadhili
raised his head to look up and the whole sky was covered with
thick clouds. In some parts, the clouds were thick and black.

y
Thunderstorms could be heard from the East. The strength
and speed of the wind increased and it was blowing from the

nl
direction of the rain. Indeed, this was a sign that it was going
to rain. Fadhili said, “My friend, it is going to rain very soon, we

O
have to go home!”

Both agreed to go back home. When Fadhili arrived at home,

he collected cereal crops that were left to dry under the sun. He

se
also led the livestock inside the house to protect them from the
rain. Adrean collected his clothes and took out a bucket to collect
rain water. Thunder, lightning and wind increased. Suddenly, it
U
started raining heavily.

Changes in weather can have positive impact on the environment.

e
For example, when it rains, we get enough water. Water is
important for plants and animal growth. We use water for domestic
in

and industrial purposes. In addition, when it rains, it helps to lower

the temperature of a place. Rainfall is important for organisms
nl

that live in water and on land. It is the source of water for rivers,
dams, lakes and oceans. When it rains, the soil gets enough
water to support plant growth.
rO

On the other hand, too much rainfall may have several

disadvantages. Heavy rainfall may cause floods which affect
residential areas, crops, livestock, roads, railways, power lines
and bridges. In addition, floods may lead to outbreaks of disease
Fo

such as cholera and typhoid. It may cause death to human beings

and domestic animals. Too much rainfall also causes soil erosion
where the top soil is washed away.

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Questions
1. What have you learnt from this passage?
2. From the passage, mention four signs of rainfall.

y
3. What did Adrean do before it started raining?

nl
4. Why do you think the village of Kulungu receives regular
rainfall?
5. Mention three benefits of rain that were not mentioned in

O
the passage you have read.
6. Explain how you can identify clouds which show that it is

se
going to rain.
7. Mention five uses of rain water at your home.
U
Activity 3
1. Go outside the classroom and check if
it is windy, humid or raining. Tell others
e
what you have observed.
in

2. Tell your fellow pupils about the weather

condition in your region taking into
nl

account:
a. Rain months
rO

b. Dry months
c. Signs of rain
3. What are the activities carried out during
the rainy season in your region?
Fo

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Study the following picture and then answer the questions that follow.

y
nl
O
se
U
Figure 8: The effects of heavy rains
Questions
Answer the following questions:
e
1. What are the effects of heavy rains as seen in Figure 8?
in

2. Mention other effects of heavy rainfall in your residential

area.
nl

Activity 4
rO

Imagine your friend lives in an area with frequent

heavy rains. He or she has invited you to visit him
at his home.
1. Briefly describe the precautions you will take
Fo

before you pay him a visit.

2. What issues on weather conditions would you

ask before you go?

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Protection against heavy rains

It is well known that rainfall is important for both animals and
plants. However, sometimes rainfall is accompanied by cold,
thunder, and wind. Heavy rain is also accompanied by lightning

y
and thunderstorms. This condition affects human and animal

nl
health. We are advised to wear heavy clothes such as jackets,
sweaters, and trousers to protect ourselves from cold. In order
to avoid the impact of thunder, we are advised to avoid sitting or

O
standing under tall trees when it is raining. Tall trees are good
conductors of electricity carried by thunderstorms. Playing in
the rain is dangerous for our health. We should also protect

se
ourselves from the rain by staying in safe and secure places. If
the rain is accompanied by thunderstorms, move immediately to
the nearest building, avoid standing under trees and electricity
poles.
U
Sometimes you may be required to continue with your activities
e
when it is raining. To do so, you must wear a rain jacket. The
rain jacket does not allow water to penetrate. In addition, we
in

use umbrellas when it is raining. You are also advised to wear

water proof shoes or gumboots. In areas with heavy rain, it is
advisable not to live in areas likely to be affected by floods. It is
nl

advised to build brick houses in elevated areas. It is important

to watch or listen weather forecast through local news and
rO

social media. This will provide you with more information about
weather changes.

Exercise 4
Fo

Answer the following questions:

1. Briefly explain the importance of rainfall in your daily life.
2. List any four negative effects of weather changes.

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3. Mention any four advantages of weather changes in our

daily activities.

y
4. Explain how you can protect yourself from the impacts of

nl
heavy rains.

5. What is the name of the liquid that is found in a

O
thermometer?

6. What is the instrument used for measuring rainfall?

se
7. What is the name of a person specialising in studying
weather? U
Exercise 5
Answer the following questions:
1. What is the meaning of weather?
e
2. Explain the meaning of weather changes.
in

3. What are the effects of heavy rain that you have

witnessed or heard about?
nl

4. Mention five signs of rainfall.

5. If you were living in areas with frequent heavy rains,
rO

what precautions would you take?

6. Write TRUE if the sentence is correct and FALSE if the

sentence is incorrect.
Fo

a) Loss of property and death to organisms are the

impacts of heavy rainfall ________________
b) The instrument used to measure rainfall is called a
barometer ____________________

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c) The four elements of weather are sun, rain, wind

and clouds ____________________

y
d) When working in the rain you should wear a rain
jacket __________________

nl
e) One of the means of reducing the impacts of rainfall
is cutting down all trees _________________

O
f) We wear heavy clothes when it is sunny _________

7. Match the items in list A against those in list B by

se
writing the letter of the correct sentence beside the
item number.
LIST A LIST B
U
(i) Signs of rainfall (a) barometer
_____________
(b) dark clouds, thunder
e
(ii) Clouds which bring and lightning.
rainfall __________
in

(iii) Advantages of (c) frequent rainfall

rainfall to plants
and human beings
nl

(d) rainfall
__________
(e) get water for growth of
(iv) Farming throughout
rO

the year _________ crops and domestic use

(v) Atmospheric (f) thunderstorms and red
pressure _________
clouds
Fo

(vi) The main source

of water to rivers, (g) anemometer
lakes and oceans
____________ (h) dark or grey clouds

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Vocabulary
Atmosphere the air or gases surrounding the Earth
Forecast to predict or estimate future events

y
Infrastructure physical structures such as roads, buildings

nl
and power
Okta Is a unit used to express the estimated

O
degree of cloudness in a sky of a particular
place at a particular point of time
Reflect throw back light, heat or sound

se
Thunder a loud crashing noise heard after a lightning
U
e
in
nl
rO
Fo

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Chapter Four
Our culture

y
In Standard Three, you learnt how different ethnic groups in

nl
Tanzania greet each other. You also learnt traditional dances and
songs in our country. In this chapter, you will learn the importance

O
of cooperation in promoting our culture. You will also learn the
meaning and importance of cooperation. Specifically, you will
learn about cultural practices which strengthen cooperation in
our society. This chapter will help you to understand how people

se
cooperate and the importance of working together in promoting
our culture, patriotism, and national unity in Tanzania.
U
Cooperation among people in the society
If you think about your life as a pupil, you will realise that while
at school, you cooperate with your fellow pupils in many ways.
e
You also help and support others in achieving a certain goal.
Similarly, other pupils support you to accomplish a certain goal
in

or activities. Such kinds of support are either in studies, sports or

in cleaning the school compound. These activities carried out at
nl

school and in the society in general are important in promoting

our culture. These united actions and support are known as
cooperation. Cooperation is a process or act of working and
rO

interacting with someone else to achieve certain goals in and

outside the society. Cooperation also simplifies interactions in
the society. For example, people in a society cooperate in happy
and sad occasions such as weddings and funerals. People
Fo

may also cooperate in other activities including farming, fishing

and trade in the process of promoting economic development
in the society. See Figure 1 (a), (b), and (c) for illustration on
cooperation activities in the society.

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Study the following pictures and then answer the questions that
follow.

y
nl
O
se
U
Figure 1 (a)
e
in
nl
rO
Fo

Figure 1 (b)

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y
nl
O
se
U
e
in

Figure 1 (c)
nl

Figures 1 (a), (b) and (c): Activities showing cooperation

rO

among people in a society

Exercise 1
Answer the following questions:
Fo

1. List the main activities shown in Figure1 (a), (b) and (c).
2. Mention all the activities in which you cooperate with
your fellow pupils at school.

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3. List the activities which people in your village or street do

together.

y
4. Mention two enjoyable activities in which people cooperate
in your area.

nl
Strengthening cooperation among people in the society

O
Several cultural practices, activities, and events promote
cooperation among the people in our society.

se
Read the following conversation between Omari and Anna for
more information about the things that strengthen cooperation
in the society; then answer the questions that follow.
U
Omari: How are you Anna?
Anna: I am fine, thank you.
Anna: How are you doing?
e
Omari: I am quite well, Anna.
in

Omari: May I ask you a question?

Certainly, yes! Go ahead.
nl

Anna:
Omari: Do you know any activity that people do together in
rO

our society?
Anna: Of course yes. There are many activities, Omari.
However, which activities would you like to know
about?
Fo

Omari: I understand, there are many activities in the society

which people do together. I would like to know
the specific activities that people in your society
cooperate with one another.

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Anna: All right. May be, we should look at your own society
first.
Omari: Fine, in our society, people cooperate in both
happy and sad moments. In happy moments,

y
they cooperate in activities such as farming,

nl
fishing, business and various ceremonies. But in
sad moments, they cooperate in occasions like
funerals, accidents and in natural hazards like

O
famine, earthquakes and floods.
Anna: That’s great Omari. Our societies are similar in

se
many ways. In my society, people work together
to build schools, construct roads and clean up
the environment. However, during sad moments,
people cooperate in taking care of the sick,
U
supporting funeral activities and handling disasters
such as floods and fire outbreaks.
e
Omari: It is good to note that Anna! This is a good way of
living in the society. We need to teach our children
in

this useful cultural practice. This will help them to

cooperate, promote our good cultural ties, patriotism
nl

and national unity in the country as they grow up.

Anna: That’s right! Parents should cooperate at the
rO

household level so that their children can develop

good behaviour and cultural practices right from
the beginning.
Omari: I agree with you. Cooperation needs to begin at
Fo

the family level. Thereafter, it should expand to the

village, schools, and the society in general.
Anna: I understand your concern, Omari. Let us do all we
can to strengthen cooperation among the people in

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our society. This is important because cooperation

will help us not only to promote our cultural values
but also to strengthen our national unity and
patriotism.

y
Omari: Thank you very much for your time, Anna.

nl
Anna: Thank you too. I wish you a good day. Goodbye!
Omari: Goodbye!

O
Exercise 2

se
Answer the following questions:
1. From the conversation between Omari and Anna,
name three cultural activities which are important in
U
strengthening cooperation in the society.

2. Apart from the cultural activities mentioned in the above

e
conversation, what other activities can strengthen
cooperation in a society?
in

3. Mention three activities which you often do to cooperate

nl

with your fellow pupils at school.

4. What activities do people in your area do to maintain
rO

cooperation during sad moments?

5. Mention cultural activities which are done by Tanzanian
communities in order to maintain cooperation during
happy moments.
Fo

6. Write three advantages of working together with your

fellow pupils or neighbours in the society.

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Cooperation among community members

Read the following passage and answer the questions that

follow.

y
The people in Changarawe Village cooperate in many ways.

nl
They cooperate in happy events and activities such as
farming, wedding ceremonies, traditional dances and initiation

O
ceremonies. They also help one another in the course of
disasters caused by fire, floods and storms. Adults, both men
and women, participate in funeral activities when a villager

se
passes away. The village is known for these good relationships.
For example, one day, an old man called Mzee Makopo passed
U
away. This was shocking news in Changarawe Village. Mzee
Makopo was very famous in this village. He was well known
by all villagers. He owned large farms in the village. The village
e
Chairperson announced this sad news to all parts of the village.
in

He requested the villagers to attend the funeral ceremony.

Many villagers attended the burial ceremony. They brought
nl

firewood, maize flour, rice and money to support the family of the
deceased. From this example, it is clear that the villagers have
rO

a culture of supporting funeral services by bringing necessary

items like food and money. This is done to show support and
good will to the family of the deceased.
Fo

During Mzee Makopo’s funeral, women and girls prepared

food for the people who attended the funeral. Young men
prepared the tomb for burying the body of the deceased. Older
men supervised these activities to ensure everything was

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done properly. Before the villagers paid their last respect to

Mzee Mkopo, food was served and people ate together. Then
the corpse was carried to the tomb for burial. All the people

y
participated in these burial activities.

nl
Thereafter, a representative from Mzee Makopo’s family thanked
the villagers for their cooperation during the ceremony. After

O
that villagers returned to their homes. However, a few of them
stayed a little longer to console members of the deceased’s
family. In the course of time, all the villagers departed to their

se
households to continue with their normal life and nation building
duties. U
Apart from funeral ceremonies, people in this village cooperate
in many other activities. Every year the villagers hold a big
e
party to celebrate the harvest season. This ceremony is usually
held after crops have been harvested. Many people attend the
in

festival. They eat different types of food and drink different

beverages. They also sing traditional songs and dance happily
nl

during the occasion.

rO

The people in Changarawe Village communicate in their local

language while doing these activities. They greet and speak
in their own language. In this way, they maintain their culture
and unity. The villagers are also hardworking. They work hard
Fo

in their farms and other daily activities. They cooperate during

the farming season by inviting other villagers to support them.
Visitors travelling to this village interact and cooperate with their

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hosts in various occasions. Good cooperation, hard work and

love for the local language help the villagers to maintain their
culture over generations. Generally, children learn cooperation
and cultural practices. This helps the people of Changarawe

y
to maintain trust and unity among themselves. Cooperation in

nl
Changarawe Village promotes not only good cultural practices
and values, but also strengthens the sense of patriotism among

O
the people in our nation.

We have learnt that people in the society cooperate in various

se
activities such as in weddings, harvesting and funerals. When
people cooperate in such activities, they preserve cultural
values, they become united, patriotic, and may improve their
living conditions.
U
Exercise 3
e
Answer the following questions:
in

1. Write a suitable heading for the passage above.

2. What have you learnt from this passage?
nl

3. Mention activities which were conducted by the people

in Changarawe Village to maintain cooperation during
rO

sad moments.
4. List all activities which were done by the people of
Changarawe Village to maintain cooperation during
Fo

happy moments.
5. Write a list of activities which your family does to maintain
cooperation with your neighbours.

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Activity 1
1. Organise an event.
2. List activities you are planning to do during that event.

y
3. Explain how your friends will be engaged in that event.

nl
4. Explain why you plan to engage your friends in that event.

O
Behaviour which weaken cooperation in the society

We have seen how you cooperate with your fellow pupils in

carrying out many activities. In some cases, you may be

se
cooperating more with your friends than other pupils. However,
some of your friends may behave differently.
U
Think of the following behaviour of one of your friends.

He/she is selfish.
e
(a)
(b) He/she begins to share your personal information with
in

other pupils.
(c) He/she tells other pupils lies about you.
nl

(d) He/she feels disappointed when you pass examinations.

(e) He/she is jealous of the new things you buy.
rO

(f) He/she steals other students’ belongings.

(g) He/she is regularly absent from school.
(h) He/she does not perform his or her responsibilities.
Fo

It is obvious that these behaviours will weaken your relationship.

You will even lose trust in him or her and break the relationship.
Therefore, soon afterwards, you completely stop cooperating
with him/her.

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Similarly, in a society, cooperation among people may end

for various reasons. It may end when people become selfish,
jealous, lazy and disrespectful. We need to avoid such behaviour

y
in order to maintain unity and cooperation in our societies.

nl
Exercise 4
Answer the following questions:

O
1. Mention three types of behaviour that may weaken
cooperation between you and your fellow pupils.

se
2. What should we do when our friends show the kinds of
behaviour mentioned above?
3. What will happen to a community if people do not
U
cooperate in their activities?
e
Activity 2
in

1. Find out if any pupil has stopped cooperating with his or

her friends.
nl

2. Ask him or her the reasons why he or she stopped to

cooperate with his or her friends.
rO

3. Write those reasons in your exercise book.

4. Narrate them to your classmates.
5. Advise your friend on things to do in order to build good
Fo

relationship with other people.

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Exercise 5
Answer the following questions:
1. List the main lessons you have learnt in this chapter.

y
2. Mention three main benefits of maintaining good cultural

nl
practices in our societies.
3. List four examples of bad types of behaviour which may

O
weaken cooperation.
4. Give three reasons for building good relationship in our
communities.

se
Write TRUE for the correct statement and FALSE for the
incorrect statement.

5. It is not normal for people in Tanzania to cooperate in

U
activities such as weddings, harvesting and funerals.
_______
e
6. Speaking our traditional languages promotes our culture.
_______
in

7. You must cooperate with everybody in the society.

_______
nl

8. It is important for people to participate in every event in

their community_______
rO

Vocabulary
Cooperate assist each other; work together
Fo

Deceased a person who recently died

Disappoint depress, make unhappy

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Floods flowing water that submerges land that

is usually dry
Honest be truthful; sincere

y
Initiation ceremony a ritual to mark a passage of or
transformation to a new role

nl
Jealous not pleased by another person’s gains;
envious

O
Selfish not considering other people and their
needs

se
Tomb a place (usually underground) for
burying a dead person
U
e
in
nl
rO
Fo

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Chapter Five

Relationship in the society

y
In Standard Three, you learnt about the origin of a family. In

nl
addition, you learnt about the relationships in your family as
well as ways of building and maintaining good relationships

O
with your friends at home and at school. In this chapter, you will
learn the meaning of social relationships. You will also learn the
origin of your clan. Furthermore, you will learn about the ancient
communal relations. Finally, you will learn about ancient feudal

se
social relations.
Meaning of relationship
U
Relationship is the way in which two or more people associate
and link together. Relationships may exist between one person
and another or between one group of people and another or
between two societies. It may also exist between one nation
e
and another. When people, societies or nations maintain strong
in

connections among themselves, it is a sign of good relationship.

Activity 1
nl

1. Do you have any relationship with someone in your

classroom?
rO

2. Why do you relate with him/her and not with others in

the classroom?
3. Share the responses with your fellow pupils.
Fo

In order to live well and happily, you have to develop good

relationship with people around you. This must begin at the
family level. You should live in good relationship with your

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parents, siblings and other relatives in your family. You ought to

maintain good relationship with your fellow pupils at school and
other people in your community.
It is important to note that good relationship is built and

y
maintained. You should treat people equally in order to build good

nl
relationship. Avoid discriminating against anybody because of
his/her gender, ethnic group, religion, race or social position
in the society. We have to work and connect with all people

O
who are willing to cooperate with us in various activities. Good
relationship improves teamwork and performance. People who
relate well with each other are likely to work together better and

se
achieve their goals.
Our clan
Think
U
e
in

1. The meaning of the word clan

2. The name of your clan
3. The clan in which your father and mother belong
nl

Everybody belongs to a family. Besides, we have close relatives

rO

such as paternal uncles and aunts who share the same name.
Therefore, a clan is a combination of families who share common
ancestors and are organised around a founding ancestor. In
the past, members of a clan lived in the same area. However,
Fo

currently, it is difficult for members of the same clan to live in

the same area due to movement. Many people move away
from their clan areas for work and establish their settlements in
other places.

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Read the following conversation and answer the questions that

follow.
Our Social Studies teacher, Mr Furaha, invited a guest speaker
to our class. The name of the guest was Mzee Kingu. He was

y
invited to talk to us about clans and how they expand. We were

nl
all anxious to hear his talk. This was the conversation.
Mr Furaha: Good morning Mzee Kingu.

O
Mzee Kingu: Good morning Mr Furaha.
Mr Furaha: We are lucky to have you in our class today.

se
Mzee Kingu is going to talk to us about his
clan and how it has expanded over time. You
are welcome Mzee Kingu.
U
Mzee Kingu: Thank you Mr Furaha. I am also happy to be
here with my grandchildren. How are you my
grandchildren?
e
Pupils: We are fine. How are you too, Mzee Kingu?
in

Mzee Kingu: I am fine my grandchildren. Today, I am going

to talk about my clan. I am the first child of
Rushashele’s family. My mother is Hedaya.
nl

I have two brothers and three sisters. My

brothers are Kamleti and Kipala. I am married
rO

to Zena. My brothers are married too.

Kamleti is married to Dengura, and Kipale
is married to Dumeka. My sisters are Lucy,
Halima and Bhoke. All of them are married
Fo

to different families. Therefore, my father, my

two brothers, my three sisters, the daughters,
the sons and I belong to the same clan. This
applies to societies whose descendants
follow the father’s side. However, there are

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societies in Tanzania that follow the mother’s

side.
First pupil: What is the name of your clan?

y
Mzee Kingu: Our clan is known as the Rushashele clan.

nl
Another pupil: Do you have children?
Mzee Kingu: Yes I have. My wife and I have three children.

O
Their names are Zebedayo, Hamisa, and
Karomo. Hamisa is already married. She is
married to Hatibu and they have two children.

se
These children are my grandchildren. They
are also the great grandchildren of my
parents. U
Another pupil: Do your brothers and sisters have children as
well?
Mzee Kingu: Yes, my brothers and sisters have children
e
and grandchildren too. These children are
also the great grandchildren of our father,
in

Rushashele.
Mr Furaha: Thank you very much Mzee Kingu for sharing
nl

with us your clan tree. I hope my pupils have

enjoyed and learned a lot from your talk. I
rO

think from now on they can also talk about

their family trees and later their clan trees.
Mzee Kingu: Thank you very much. Feel free to call me
again. Good luck in your study on relationships.
Fo

Pupils: Thank you grandfather. Goodbye.

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Figure 1 is an illustration of a clan tree and how family members

relate in a clan
Rushashele (father)
Clan head
Hidaya’s Husband

y
nl
Children

Kipala Halima Lucy Bhoke

O
Kingu Kamleti
The first son The second The third son The daughter The second The third
married to son married to married to and sister to daughter daughter
Zena Dengura Dumeka Rushashele

Grand Children

se
1st child 2nd child 3rd child Hadija 1st Odula 2nd Zebena 3rd Slane
Zebedayo Hamisa Koromo married to married to
married to Otamu Hadimu
Hatibu
U
Great Grand Children

Swedi Zuhura Eboni Atugonza Edomi Etausi

e
in

Figure 1: Rushashele’s clan tree

nl

Questions
Answer the following questions:
rO

1. Who are the members of Rushashele’s clan?

2. How many grandchildren do Kipala and Dumeka have?
3. What are the names of the great grandchildren of
Rushashele?
Fo

4. How many families are there in Rushashele’s clan?

5. How would Zuhura and Swedi address Zena?
6. How would Zuhura and Eboni address Rushashele?

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Activity 2

1. Find out from your parents or relatives the names of your

grandparents.

y
2. Write them in your exercise book.

nl
Communal societies

O
Read the following dialogue between Masoko and Ujima and
answer the questions that follow.

se
Masoko: Hello Ujima.
Ujima: Hello Masoko. How are you?
Masoko: I am fine, thank you. Your name sounds interesting.
U
Would you mind telling me a bit about your name,
please?
e
Ujima: What exactly do you want to know about my name?
Masoko: I would like to know exactly what the name Ujima
in

means.
Ujima: Okay, my name is Ujima but it exactly means
nl

communalism in English.
Masoko: Great! Your name is very interesting. It must have a
rO

special origin.
Ujima: Oh yes! My name owes its origin to the first system of
human life in history. The name represents the way
Fo

people worked and shared products of their labour

together in the society. Therefore, I am representing
the first social and economic mode of production
in the history of human beings. During the period

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of communalism, societies which lived under the

communal mode of production were called communal
societies. This is because the societies collectively
owned the major means of production. Again, the

y
societies had a number of common characteristics.

nl
Firstly, the major means of production including
land, forests and all natural resources were owned

O
communally. Secondly, people lived together in small
communities and worked collectively to produce
their basic needs such as food, shelter and clothing.

se
Thirdly, they shared the products of their work.
Fourthly, they had crude technology, hence they
produced mainly for subsistence and not for sale.
U
Masoko: That is interesting! But did families own properties
during the communal mode of production? If yes,
how did they own them?
e
Ujima: All properties like working tools, food, livestock,
in

farm products and others belonged to the whole

community. All means of production such as land,
nl

water sources, forests and others belonged to

the whole community. However, the major means
of production and properties were distributed
rO

equally among the clan members according to their

needs.
Masoko: How did people live during the communal mode of
Fo

production?
Ujima: People lived and worked together and shared
everything they produced. Every person who was
old enough to work had to work in order to get basic

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needs such as food, shelter, and clothing. There

was no exploitation of one person by another. There
were no classes in communal societies. There
was also no oppression of one person by another.

y
Lastly, there was no gender or age discrimination.
Every person was respected and treated fairly.

nl
These were the most important characteristics of
communalism.

O
Masoko: What tools did people use during the communal
mode of production?

se
Ujima: They used crude and simple tools such as hand
hoes.
Masoko: What do you mean?
U
Ujima: They used stone and wooden tools at the beginning.
For example, they used to cut meat with sharpened
pieces of stone. They sowed seeds using wooden
e
sticks. The level of technology was very low
in

therefore the production in communal societies was

very low. With time, iron was discovered in some
nl

societies. People started to make simple iron tools.

Iron making societies exchanged iron tools with
rO

food, clothes or livestock from other societies. The

discovery and use of iron tools led to a significant
increase in production in the societies.
Masoko: How were these communities governed?
Fo

Ujima: There was no formal leadership. Organisation was

based on age and sex. Activities and duties were
distributed based on age and sex. Youths, women

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and men all had specific work. Each group had its
leader. For example, youth leaders coordinated and
monitored youth responsibilities, good relations
and respect among them. Women also had their

y
leaders who united them in reducing challenges

nl
which affected both women and children. Elders
were respected by all people in these communities.
They made final decisions in the communities.

O
They held meetings to decide on important matters
concerning their community in general. They also
made decisions to solve community problems such

se
as encroachment by wild animals, famine or major
diseases. Male elders also settled family and clan
conflicts.
U
Masoko: Do we still have communal societies in Tanzania?

Ujima: Currently, we do not have societies which live on

e
typical communal life. However, there are few
in

societies, which still practise some of the elements

of communal life. Examples of such societies are the
Hadzabe who are found in some parts of Manyara,
nl

and Singida regions. Others include the Sandawe

people of Dodoma Region in Central Tanzania.
rO

Masoko: Thank you very much my friend for your brief

explanation about the origin of your name and its
relationship with the communal mode of production.
Fo

Ujima: It has been my pleasure to talk to you today. Stay

well my friend and goodbye.
Masoko: Goodbye.

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Exercise 1
Answer the following questions:
1. Define the term communalism.

y
2. Why was production low in communal societies?
3. List three characteristics of communal mode of production.

nl
4. Outline the major means of production during communalism.
5. Name the owners of the major means of production in

O
the communal societies.

Activity 3

se
1. Observe the way people live today in your own community.
2. Are there elements of communalism in it?
U
3. Write down some elements of communalism you have
observed.
e
4. Explain those elements to your fellow pupils in class.
in

Feudal societies
nl

Societies which lived under the feudal mode of production were

called feudal societies.
rO

Read the following conversation and then answer the questions

that follow.
Granddaughter: Good evening grandfather.
Fo

Grandfather: Good evening my granddaughter. How

are you?
Granddaughter I am fine. It is good that you are enjoying
time alone. Can I talk you?

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Grandfather: Yes, you can.

Granddaughter: I would like to know how people lived in the
past.

y
Grandfather: What precisely, would you like to hear about?
Granddaughter: I would like to hear how people lived, related

nl
to each other and produced in the feudal
societies.

O
Grandfather: Oh! That’s ok. Feudal societies existed during
feudalism. Feudalism was a system of life
in which land was owed by few rich people

se
in the society. The rich people were called
landlords or feudal lords. All other people
were landless. People who had no land were
U
obliged to rent it from the landlords. People
who rented land were known as tenants or
serfs. Tenants/serfs were poor. Therefore,
e
they had to work on the land of the lords in
order to produce their food and other basic
in

needs. In some places, the landlords gave

the serfs land, but they were required to pay
nl

rent.
Granddaughter: Who were the serfs/tenants?
rO

Grandfather: Serfs/tenants were landless people who

worked for the landlords. They owned
their labour power; thus, they had to work
on the land of landlords to maintain their
Fo

subsistence. Serfs were more or less

like slaves. They were controlled by their
landlords.
Granddaughter: Why didn’t these serfs engage in other
activities?

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Grandfather: There were no other means of production

during this time. Land was the major means
of production in feudal societies. But it was
owned by landlords. So in order to survive,

y
they had to work for the landlords.

nl
Granddaughter: Oh! So how did the serfs/tenants pay for the
land they were given by landlords?

O
Grandfather: That is a good question. There were three
forms of rents, which serfs had to pay to the
landlords. Firstly, tenants/serfs paid rent in

se
the form of labour. Tenants worked in the
plots they rented for their own subsistence.
Then they worked in the landlords’ plots.
Secondly, they paid rent in kind. In this type
U
of rent, serfs or tenants offered the landlord
a portion of what they produced as payment.
In later times, they paid rent in the form of
e
money.
in

Granddaughter: Grandfather, were tenants happy with that

life?
nl

Grandfather: No! Not at all! They had no other means to

survive in that system. The tenants led a
rO

poor and dependent life.

Granddaughter: What about the relationship between the
landlords and the tenants?
Grandfather: The relationship between the landlord and
Fo

the tenants was based on the ownership

and control of land, on the one hand, and
the tenants’ labour on the other. That’s all!
Landlords were very powerful. In some

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cases, they used force to evict tenants from

their land, when they failed to comply with
their rules.
Granddaughter: Awful! How could these tenants/serfs

y
survive? It seems this was a very unfair

nl
social relationship.
Grandfather: That’s true my granddaughter. Landlords

O
overexploited tenants. Tenants became the
main producers during the feudal system.
They worked in their small rented farms

se
as well as in the landlords’ farms. Some
of them worked in the landlords’ homes as
domestic servants. The landlords did not
work. They lived luxurious lives through the
U
renting system. Feudalism was indeed an
exploitative mode of production. It allowed
exploitation of serfs by the landlords.
e
Granddaughter: Did people in feudal societies conduct trade
in

of any kind?
Grandfather: In feudal societies people generally
nl

produced for their own needs. However,

later when their surplus increased, they
rO

started to trade to get other commodities

which they did not produce. For example,
tenants could exchange some of the crops
from their rented farms with other products
Fo

such as clothes, working tools, and salt.

There was no money at that time, so they
used the barter system. Barter was a system
whereby people exchanged goods for goods
or services instead of money.

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Granddaughter: How were feudal societies governed?

Grandfather: Well, feudal societies were governed by kings
or chiefs. The kings and their subordinates
were given power to own and control land in

y
the feudal state.

nl
Granddaughter: Which societies in Tanzania experienced
feudalism?

O
Grandfather: There were few societies which experienced
a feudal mode of production in Tanzania.
Examples of such societies were the Haya,

se
Waha, Hangaza, Chagga, Pare and Nyambo,
the coastal people of Tanzania Mainland and
the Island of Zanzibar. In Buhaya societies,
U
the feudal mode of production was known
as the “Nyarubanja” system. The mode of
relationship in the Nyarubanja system was
e
between “batwazi” (landlord) and “batwana”
(serfs/tenants). In coastal areas, this form
in

of feudalism was known as “Umwinyi”.

This system was also practised in Zanzibar
nl

where the landlord (Mwinyi) controlled land

which was the means of production. Serfs
who were called “watwana” rented land
rO

from them. “Mwinyi mkuu” was the greatest

landlord in this area.
This mode of production was also practised
in other neighbouring countries. For example,
Fo

societies in Buganda called this mode “Nvunjo”

and “Busulu”. The landlords who were also
chiefs in these areas were called Bataka. In
addition, the “Bakopi”, were peasants, also

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called tenants or serfs. In this society, the

serfs paid rent in the form of “akasamvu”.
This was a kind of rent in form of labour. They
also paid rent in the form of “obusulu”. This

y
was a kind of rent in the form of products.

nl
Granddaughter: Do we have societies which are still practising
this mode of production in Tanzania?

O
Grandfather: No! Nowadays there are no such societies
in Tanzania. However, some elements of
the feudal mode of production exist in our

se
society but in different forms.
Granddaughter: Thank you so much grandfather. May you
live long and enjoy your life!
U
Grandfather: Thank you my granddaughter. Good luck!
Hope we can talk next time about other
modes of production which existed in our
e
societies.
in

Granddaughter: Sure! Goodbye!

Grandfather: Goodbye!
nl

Exercise 2
rO

Answer the following questions:

1. Define the term feudalism.
2. Briefly explain the relationship between landlords and
peasants in the feudal mode of production.
Fo

3. Mention two common features in the feudal societies.

4. List societies which practised the feudal mode of production
in Tanzania.
5. Mention the main types of rent in the feudal societies.

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Activity 4
1. Carefully observe the current human life system in your
community.

y
2. Do you notice any features of feudalism in it?

nl
3. Write down some elements of feudalism that you have
noted.
4. Explain them to your fellow pupils in the class.

O
Exercise 3

se
Answer the following questions:
1. Define the following terms:
(a) Clan
U
(b) Communalism
(c) Feudalism
(d) Feudal lords
e
(e) Serfs
in

2. List three activities which people in communal societies

carried out together.
nl

3. List features of communal societies.

4. Mention four societies in Tanzania which experienced
rO

the feudal mode of production.

5. Write TRUE if the statement is correct and FALSE if the
statement is incorrect
Fo

(a) A clan is made up of grandparents, parents and

children only.________
(b) There was no exploitation in communal societies.
___________

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(c) Feudalism was the first mode of production

experienced by human beings. ______

y
(d) In feudal societies most people did not own
land._________

nl
In the following table, match items in Column A with the
corresponding items in Column B. For each item, write the

O
letter of the correct answer.
Column A Column B
1. The owners of land in i. the Hadzabe

se
feudal societies_______ ii. cooperation in various
2. The system of life in activities
which property was
iii. families which share
owned collectively by all
U
the same origin
people ____________
iv. there was no surplus
3. The mode of production produced
e
in which land was
v. the existence of a
in

the major means of

exploitation of one
production___________ person by another
nl

4. One of the characteristics

vi. feudalism
of feudalism _________
vii. the court of law
5. Clans are___________
rO

6. ___________ build good viii. elders in the clan

relationships ix. the Haya
7. _________ experienced x. the Nyamwezi
Fo

feudalism
xi. the feudal lords
8. ________ still experience
xii. communalism
communalism
9. Serfs/tenants_________ xiii. poor peasant farmers

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For each of the following questions select the most correct

answer and write its letter in the space provided

y
1. We build good relationships with our neighbours by:-

nl
(a) giving them gifts
(b) living with them in the same house ( )

O
(c) visiting them every day
(d) doing various activities together.

2. Communities in Tanzania which still practice some

se
elements of communal life are:-
(a) the Pare and Hadzabe
(b) the Hadzabe and Sandawe
U ( )
(c) the Haya and Nyambo
(d) the Hadzabe and Nyamwezi.
e
3. Serfs paid land rent in the form of:-
in

(a) farm products, money and labourers

(b) farm products, rent and money ( )
nl

(c) farm products, rent and labour

(d) farm products, money and domestic servants.
rO

Vocabulary
Characteristics important qualities of a person or a
thing
Fo

Collectively doing some activity together in

cooperation
Evict expel someone from a farm or house

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Family parents and their children; and

sometimes their grandchildren
Livestock domestic animals such as cattle,
goats, sheep and donkeys

y
Mode of production the way people produce in order

nl
to survive or the kind of economic
system in a society

O
Portion part of something
Race a group of people with similar physical

se
characteristics especially skin colour
Relationship the way people act towards each
other
U
e
in
nl
rO
Fo

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Chapter Six
Our heroes

y
In Standard Three, you learnt about the leaders who have led

nl
the United Republic of Tanzania since her independence. You
also learnt about their contributions in achieving social, political
and economic development in the country. In this chapter,

O
you will learn about heroes and how they are honoured in our
society. You will also learn about the heroes who fought against
foreign invasion and the reasons for resisting foreign invasion

se
in our country. Lastly, you will learn how to honour both heroes
and heroines in our societies.
Qualities of heroes/heroines
U
Every person can be a hero in his or her society. A hero may
be a young or an old person. Heroes in a society can either be
males or females. Heroes and heroines are people guided by
e
the spirit of love and patriotism to their society and to the nation
in

in general.
Read the following story and answer the questions that follow.
nl

One day, a gang of thieves invaded Makele Village at mid-

night. All people were fast asleep. The thieves stole herds of
cattle, sheep and goats and ran away. The next day, early
rO

in the morning, the villagers noted that their herds had been
stolen. The villagers were all shocked by the incident. People
started screaming, crying and shouting everywhere. They did
not know how to find their stolen herds. It was such a shocking
Fo

incident in Makele Village.

Some of the courageous young men and women including
Marina, Jonas and Abdul calmed down the villagers. They
promised that they would chase the thieves and bring back

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the stolen animals. The villagers were very doubtful about

the promise made by the youths. This was mainly because
the village was surrounded by a dense forest which had many
wild animals. The villagers thought that the thieves might have

y
gone very far from the village because the herds were stolen
at midnight. They were worried about the security of the youths

nl
who were going to find the thieves.
Shortly, Marina, Jonas, Abdul and their friends left the village

O
in search of the thieves and the stolen herds. They carried
traditional weapons including machetes, spears and knives.
They walked and covered a long distance day and night in

se
pursuit of the thieves. On the way, they came across a lion.
They did not step back; they fought the lion and killed it. They
tirelessly continued with their mission to search for the thieves
and bring back the stolen herds.
U
In the course of the search in the forest, they managed to spot the
herds of cattle and sheep at a distance. They walked cautiously
e
to make sure they reached the place unnoticed. When they
came close, they were seen by the thieves. Thereafter, serious
in

fighting started between the young villagers and the thieves.

They did not retreat from the battle. The battle was stiff indeed.
After a long fight, the young villagers defeated the thieves. The
nl

thieves ran away and left the stolen herds of cattle and sheep
behind.
rO

The young villagers took back the herds to the village. They had
to walk the long distance again for three days before arriving at
their village. But they did not despair.
Finally, they arrived at the village. When the villagers saw them
Fo

coming back with the herds of cattle, sheep and goats, they
shouted in praise of the young warriors.
The villagers sang and danced to welcome the heroes. People
were heard singing “come and see the heroes and heroes of

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our time! They deserve to be praised and honoured! Let us

sing and dance, our heroes have come back.” The villagers
congratulated Merina, Jonas and Abdul on defeating the thieves
and bringing back their herds.

y
After a series of songs and dances, the head of the village

nl
and elders declared the three young villagers as heroes and
heroines of the village. All villagers appreciated their work and
decided to honour them as the village heroes and heroines.

O
There are many heroes or heroines in our societies today.
Female heroes are called heroines while males are called

se
heroes. Heroes and heroines have several qualities in common.
Heroes and heroines are courageous men and women who are
recognised, admired, and respected in the society.
U
Heroes or heroines help a society in time of trouble and
difficulty. Sometimes they sacrifice their lives to protect the lives
and wealth of their people. They love and protect the society.
e
They never give up easily. They struggle not only for their own
interests but also for the society. These are the most important
in

characteristics of heroes and heroines.

Exercise 1
nl

Answer the following questions:

1. Define the word hero or heroine?
rO

2. What are the characteristics of a hero or heroine?

3. Are there any heroes or heroines in your school? Mention
their names and state why you think they are heroes or
Fo

heroines.
4. Mention five things you can do in order to be a hero or
heroine in your family.

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Activity 1
1. Ask your parents or guardians about the heroes and
heroines they know in your village/street.

y
2. Request them to explain why they consider them as
heroes or heroines.

nl
3. Write a summary of every hero or heroine explained in
the story and share it with your fellow pupils in class.

O
Heroes who fought against colonial invasion
So far, you have learnt about heroes and heroines and their

se
struggles to protect the lives of people and wealth in their
societies. Heroes and heroines have existed for many years.
Some of the earliest heroes fought against exploitation,
U
oppression and foreign control of our country from the beginning
of colonial invasion between the 1880s and the 1910s.
Read the following passage and answer the questions that
e
follow
in

Colonial rule in Tanganyika took place during the last quarter

of the 19th century. However, the process of colonial invasion
of our country began earlier in the mid-19th century with the
nl

coming of colonial agents. These agents included explorers,

missionaries, and traders. They came to explore our country’s
rO

wealth, spread Christianity and make false treaties with our

ancestors. The explorers included John Rebmann, Richard
Burton, John Speke and David Livingstone. David Livingstone
was both an explorer and a missionary. Some of these explorers
Fo

penetrated to the farthest interior of our country, up to Ujiji.

For example, David Livingstone made a trip to Ujiji and Lake
Tanganyika. On his way, he campaigned for the abolition of
slave trade and opened up missionary centres in various parts
of our country.

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Missionaries were preceded by traders. One of the prominent

traders was Carl Peters, who was sent by the German East
African Company. Carl Peters established trade contracts with
the people of the coast and the interior of East Africa. Although,

y
these foreigners came to explore our country’s wealth and
resources, they also spread Christianity and made several

nl
treaties with Africans in our country. For example, David
Livingstone was not merely an explorer and a missionary as he

O
claimed. In reality, he was a colonial agent advocating British
commercial and colonial expansionism in our nation.
Similarly, Carl Peters did not just sign trade contracts with

se
indigenous people, but he also made treaties on behalf of the
German government’s interests. He signed several false treaties
with local chiefs. One of his false treaties was made with Chief
U
Mangungo of Msovero in Usagara area in Kilosa, Morogoro
Region. The same kind of treaty was made with Mangi Meli
Rindi in Kilimanjaro. The treaties forced African chiefs to submit
e
their loyalty and land to Germans unknowingly. These treaties
are considered false because they were written in a foreign
in

language that African chiefs did not understand. In addition,

the translators gave false translation which misled the chiefs to
nl

sign the contracts that led to the loss of their land, power and
freedom. Carl Peters under the German East African Company
made the same false treaties in our country.
rO

The false treaties made way for the Germans to come in our
country between 1884 and 1885. The Germans invaded and
declared full control of our country and named it German East
Africa. Because of the invasion, the indigenous people lost their
Fo

land and freedom in the country. The Germans established big

coffee, rubber, sisal and oil seed plantations where indigenous
people were forced to work for long hours with little or no payment.
The labourers taken from one region to another were forced

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to work in their plantations with little payment. The Germans

punished indigenous people severely, including hanging them
to death for minor mistakes. They forced people to pay taxes
such as head and hut taxes. Moreover, the Germans forced

y
people to produce some cash crops and sell them at cheap
prices. Furthermore, they wanted to produce raw materials

nl
for industries in their home country at low cost. Generally, the
Germans exploited the wealth of our country especially mineral

O
and animal products. At the same time, the Germans wanted
to make our country their market where they could sell goods
produced in their home industries.

se
However, African chiefs and the indigenous people did not
tolerate the German colonial occupation and their brutality. In
addition, people were not ready to lose their freedom and land.
U
They started to fight against colonial invasion to regain their
lost land and freedom. The chiefs organised resistance and
wars against the foreigners in different parts of our country.
e
The tension was everywhere. Table 1 shows some of the early
in

heroes who resisted against the German colonial invasion in

our country.
nl

Table 1: Early heroes of Tanzania

Name of
rO

No Area
the Hero

He led African resistance against the

Hassan Germans in Kilwa Kivinje in 1890.
Fo

1 bin Omari He fought against them until he was

Makunganya captured and hanged to death in public
under a mango tree in Kilwa Kivinje.

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He led the Zigua people to resist German

2 Bwana Heri
colonial invasion in Tanga in 1890.

He organised the people of coastal areas

y
to fight against the German colonial

nl
invasion around 1888-1889. This war
was fought along the coastal areas from
Tanga (Pangani) to Lindi and Mikindani.

O
The coastal people fought to reclaim
Abushiri bin their land they had lost to the Germans.
3
Sultani Abushiri continued to fight for a long

se
time. This situation forced the Germans
to seek for assistance. Many German
officers and African mercenary soldiers
were hired to fight him. Eventually,
U
Abushiri was betrayed, captured and
hanged to death in Pangani in 1889.
e
He led the Chagga to fight against the
colonial invasion around the slopes of
in

Mount Kilimanjaro. He organised a very

4 Mangi Meli
strong battle over his area until he was
nl

captured and hanged to death in public

in 1890.
He was a ruler of the Hehe in Iringa. He
rO

organised the war against the Germans

between 1891 and 1898 to prevent them
from occupying his territory. The war
Chief
5 lasted longer due to good war tactics
Fo

Mkwawa
and organisation of Chief Mkwawa.
Eventually, Mkwawa was defeated, thus
he killed himself in 1898. He was not
ready to be captured by the Germans.

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He organised the Majimaji war between

1905 and 1907. This war spread in large
areas of the southern part of our country

y
especially in Umatumbi and Kilwa.
Kinjekitile
6 Many societies joined this war. This war
Ngwale

nl
was among the fiercest in our country.
People revolted against German land

O
grabbing, forced labour, and German
oppression.
Isike organised the Nyamwezi to resist

se
German invasion in Unyanyembe in
Tabora in 1891. This was his hereditary
area. He was a strong leader equipped
7 Isike
with a strong army. He was ready to fight
U
to death to resist the German conquest.
Germans could not fight Isike until they
allied with Arabs.
e
He led the Yao in Masasi and Tunduru
in

to fight against the Germans in 1890.

8 Machemba
He organised a strong battle against the
nl

Germans over his area.

rO

All the leaders described in Table 1 represent examples of

our earliest national heroes. They loved our nation and they
were patriotic to our nation. These leaders organised wars and
revolts in their areas in order to fight against German colonial
invasion, exploitation and oppression without fear. They were in
Fo

the front line fighting against European intrusion in our country.

The leaders were ready to sacrifice their lives in the course of
fighting for the freedom of African societies and the country.
They organised armies to fight the foreigners.

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In fighting against the colonial invasion, they provided their

fighters with weapons such as spears, arrows, bows and
machetes. Some of the leaders obtained locally made guns
called muskets. The leaders trained their soldiers on war

y
tactics to defeat the invaders in the early attacks. Having been
defeated by Africans in some initial attacks, the Germans allied

nl
with some African societies to fight and defeat militarily African
societies in our country which were relatively strong militarily.

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Apart from men, women participated in the struggle against
colonial invaders. Some of the women administered protective
medicines to African fighters. Women took care of children and

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livestock while men were in the front line fighting. Thus, women
loved their societies and sacrificed their lives in defending their
country. That is why they came to be known as heroines. We
U
should therefore, honour all our national heroes and heroines.

Exercise 2
e
Answer the following questions:
1. Briefly explain why the Germans invaded and colonised
in

our country.
2. Outline the reasons why African societies fought against
nl

colonial invasion in our country.

3. Choose two heroes described in Table 1 and explain why
rO

they are considered as heroes.

Activity 2
1. Discuss with your friend what we should do in order to
Fo

honour our national heroes.

2. Present your suggestions in class before your fellow pupils.

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Challenges and lessons from our heroes

Our heroes experienced many difficulties fighting against the
colonial invasion. They experienced strong military attacks
from colonial invaders. The Germans, for example, were very

y
cruel during the colonial conquest and in administering their

nl
colonies. They were not willing to leave our country peacefully
because they wanted to utilise our country’s resources for their
own economic development.

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Additionally, African societies did not have strong armies to
challenge and defeat the colonial invaders. Most African soldiers
mainly used traditional weapons such as spears, arrows and

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machetes to fight against the colonial invasion in our country.
Hence, many of the indigenous fighters died during the wars.
But they did not fear the foreigners nor did they retreat; they
U
continued to resist the foreign invasion. However, many African
societies were defeated due to the superior military weapons
the Germans used.
Some of the African heroes used magic tactics in fighting the
e
enemies. Yet, the belief in magic powers was false. As a result
in

many Africans were defeated in many battles. The Majimaji

war was an example of the use of magic beliefs during the
nl

resistance against the Germans.

In addition, African societies were disunited. Most of them
fought alone in the struggle against foreign invaders. They
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did not cooperate with their neighbouring societies in fighting

the invaders. Lastly, there were local puppets who betrayed
their fellow Africans and supported the Germans. The puppets
fought on the side of the Germans against their neighbouring
Fo

societies. This made it easy for the Germans to win the battles.
Despite these difficulties and failure of African resistance against
the colonial invasion, resistance provided significant lessons to
Africans and the colonisers. First, it left a mark that Africans

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were not ready to be colonised in their own country. Secondly,

the battles forced the Germans to change their administrative
system. They became less oppressive than before. But this did
not make Africans stop their struggles against the colonisers.

y
They continued struggling for a long time against the colonial
dominance. Thirdly, Africans learnt the danger of disunity in

nl
fighting against the colonial invasion. Therefore, the resistance
laid the foundation for future mass nationalism.

O
African leaders and early African heroes used war as a means
of fighting against colonial invasion because it was difficult to
stop the invaders peacefully. However, war was not the only

se
way of settling conflicts among people.

Under normal situations, it is much better to use peaceful

U
means such as negotiations. Through negotiations we may
agree on the best way of solving a problem that might lead to
a conflict. We may also ask somebody to assist in reaching
an agreement to end conflict. This method is called mediation.
e
Through negotiation and mediation we can restore peace and
in

cooperation between us and our neighbours.

Exercise 3
nl

Answer the following questions:

1. Mention the method used by our early country heroes in
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their struggle against colonial invasion.

2. What kind of weapons did our early country heroes use in
their struggle against colonial invasion?
3. Mention the main challenges which our leaders experienced
Fo

during the struggle against colonial invasion.

4. Apart from military confrontation, name other methods
which can be used to settle disagreements with our
neighbours.

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Activity 3

1. Ask your parents or guardians about German oppression

in our country during their colonial dominance.

y
2. Write the given explanation in your exercise book.

nl
3. Share the story with your fellow pupils.

O
Honouring our heroes and heroines

Our heroes and heroines sacrificed their lives for our society.
They played important roles in the history of our nation.

se
Therefore, we must always remember and honour them. There
are several ways of remembering and honouring the heroes
and heroines of our nation.
U
Read the following passage and answer the questions that
follow.
e
The people of Tanzania remember and honour the heroes of
in

our nation. Heroes and heroines are honoured in various ways

such as singing praise songs for them and celebrating their
nl

bravery each year. Some of our musicians have composed

songs which remind us of the lives and achievements of our
rO

heroes. We also celebrate nationally every year, on 25th July, to

commemorate the sacrifice made by our heroes and heroines.
Apart from these initiatives, people have written books and short
stories on the lives of the heroes of our country. By reading
Fo

these books and short stories, we learn about their lives and
how they sacrificed their lives for our country. Additionally, there
are buildings named after our national heroes and heroines.

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We have many streets, roads, buildings, stadiums, airports,

schools, hostels, dormitories and army battalions which are
named after our national heroes.

y
Some towers and statutes have been erected to honour our
national heroes. All these are some of the ways our country

nl
uses to honour our national heroes. These initiatives help
our new generations to learn about our national heroes and

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appreciate their contribution to the development of our country.

Activity 4

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1. Find a song which praises our national heroes.
2. Name the composer of the song and write down the words
that make up the song.
U
Exercise 4
e
Answer the following questions:
1. Mention five ways in which our national heroes are
in

remembered and honoured.

2. List names of streets, roads, schools, hospitals and
nl

villages in your district which have been named after

national heroes.
rO

3. Mention two Tanzanian musicians who have composed

songs about our national heroes.
4. Why did the Germans invade and colonise Tanganyika?
Fo

5. What can you do in school to become a hero or heroine?

6. How can people remember and honour both heroes and
heroines in their own village or town?

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Write TRUE for correct statements and FALSE for incorrect

statements.

y
1. The Germans wanted to develop our country. _______
2. During the struggle against German oppression and

nl
domination our heroes were sometimes defeated
because they were fewer compared to the German

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forces. ____________________
3. One way of remembering and honouring our heroes is
by writing praise poems for them. _______________

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4. War can always be avoided. ___________________
5. Negotiation and mediation are the best ways of settling
conflicts if people agree to use them. _____________
U
6. Heroes and heroines are people who love their society
so much that they can sacrifice their lives for its safety
and growth. _________________
e

Chose the correct answer and write down its letter.

in

7. We can get information about heroes in our society by:-

(a) reading books and other writings
nl

(b) examining their behaviour ( )

(c) looking at their school records
rO

(d) studying their speeches and photographs.

8. The following are the reasons for German invasion in
Tanganyika except to: ( )
(a) get cheap labourers for their plantations
Fo

(b) conduct trade with local chiefs

(c) get raw materials for their industries in Germany
(d) get people to work in their industries in Germany.

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9. Mtemi Isike was the leader of ( )

(a) The Hehe

y
(b) The Nyamwezi
(c) The Zaramo

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(d) The Sukuma
10. When the Germans left German East Africa after the

O
First World War, Tanganyika ( )
(a) became independent
(b) fell under British control

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(c) became rich and powerful
(d) began to honour her heroes and heroines.
U
Match the items in column column A with the corresponding
items in column B
e
Column A Column B
in

11. He was the leader of the (a) The Maji Maji War
Hehe tribe.__________
(b) Chief Mkwawa
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12. He organised the

Majimaji war.________ (c) Chief Isike
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13. ____________ resisted

(d) Kinjekitile Ngwale
against the Germans in
Unyanyembe areas. (e) Abushiri Bin Sultan
14. ____________ resisted
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(f) Bwana Heri

Germans in coastal
areas from Pangani. (g) Machemba

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Vocabulary

Battle fighting between armies during a war

Commercial crops crops produced for sale

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Composer a person who writes a song, poem or

nl
story

Corporal punishment which causes physical pain

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punishment to a person

Domination control over people or society

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Encounter come face-to-face with somebody or
something
Evil bad or damaging or enjoy harming others
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Hero a person who shows great courage and
succeeds in struggle
e
Honour respect or recognise somebody for his/
her good actions or courage
in

Indigenous people early inhabitants of an area or belonging

to a particular place rather than coming
nl

from somewhere else

Oppress suppress or prevent somebody from living
rO

freely
Praise song a song sang in recognition of a person’s
contribution to society
Fo

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Chapter Seven

Use of maps in our environment

y
nl
In Standard Three, you learnt to draw pictures of different objects
found in the classroom. You also learnt to draw maps of different
objects found at your school compound. In this chapter you will

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learn about map symbols and how to draw a map of your school.
In addition, you will learn how to draw and use cardinal points.
Map symbols

se
A map is defined as a representation of the earth or part of
the earth’s surface on a flat sheet of paper, chalkboard, wall
or ground. The field of study and practice of making maps is
U
called cartography. A person specialized in making or drawing
maps is called a cartographer.
When drawing a map, features are represented by symbols. We
e
use symbols to represent real objects because normally the size of
real objects is too big to be presented on a piece of paper.
in

Study the following map and answer the questions that follow.
nl
rO
Fo

Figure 1: Kidare Primary School

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Questions
1. What is a symbol in a map reading?
2. Draw the symbols of the following features as they appear

y
on the map in Figure 1.

nl
(a) River
(b) Bridge

O
(c) Main road
(d) Fruit garden
(e) Residential houses

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You can see from the map that real objects can be represented
by drawings. The drawings representing real objects on the
U
map are known as symbols. There are specific symbols that are
normally used on map drawings. They represent real features
e
found in a particular environment. The symbols represent
features such as churches, mosques, water tanks, rivers and
in

mountains. They also represent houses, bridges, railways

and footpaths. Moreover, symbols represent village borders,
nl

gardens, farms and water wells.

rO

Our school map

Maps are very important in our day-to-day activities. They
are important because they provide us with information of a
given area. In addition, they enable us recognise boundaries
Fo

resources, rivers and roads of a particular area. The map of our

school shows classrooms, toilets, school offices, boundaries,
physical features, vegetation cover and roads or path ways.

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It is possible to draw a map of a real object by using an aerial

photograph of that object.

Activity 1

y
Draw a map of Kidare Primary School in your exercise book

nl
as shown in Figure1.

O
Materials needed when drawing a map
Before you draw any map, make sure that you have the following
items:
1. A piece of plain paper: This is used as a flat sheet where

se
the map is sketched or drawn;
2. A ruler: This is used to draw straight lines on a map. It
U
is also used to measure the distance between points on
a map sheet. Also a ruler is used to draw a linear scale,
frame and compass direction;
e
3. A pencil: This is used to draw symbols and lines when
sketching a map;
in

4. An ink pen: This is used for writing the map title and
labelling its features;
nl

5. Eraser or a rubber: This is used to erase unrequired

material; and
rO

6. A divider: This is used to hold the pencil when drawing

circles.
Fo

Essentials of a map
A map should have all important elements or essentials of a map.
Therefore, a good map should have the following elements, the
title, the compass direction, a frame, the key and a scale.

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Drawing our school map

Walk around the school while taking note of the position of
different features. Then do the following:
1. Decide a map scale to be used. A map scale is the ratio

y
that shows the relationship between the distance on the

nl
map and the actual distance on the ground. We use a
scale in drawing a map because it is not possible to draw
the real image or the whole surface on a sheet of paper.

O
Therefore, we use a scale to reduce the size of a real
picture so that it fits on a flat sheet of paper;
2. Draw a frame in your exercise book. A frame is also

se
referred to as a margin. It is drawn to mark the area
covered by the map;
3. Draw the symbols of objects found in your school
U
environment. The objects can be flower gardens, trees, a
flag post and others;
4. Draw the key. A map key is the interpretation of symbols
e
used on a map. The key is used in order to enable the map-
reader to understand the objects or features presented
in

on a map, for example buildings, a school, houses and

play grounds. The key always appears at the bottom of
nl

the map;
5. Draw a North direction at the top of the map. This is a
rO

cross sign with an arrow pointing to the North. It is also

called compass direction. The arrow shows the North
of the map, hence enables the reader to know all the
directions of places on the map; and
Fo

6. Write a map title. The title of a map is a name or a

heading of a map. It gives information about what the map
is about because maps are drawn for various purposes.
For example, a map can be drawn to show administrative
regions, physical features and mining areas.

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Exercise 1
Answer the following questions:
1. List the materials needed when drawing a map.

y
2. Describe the steps to follow when drawing a map.

nl
Activity 2
Draw a map of your home compound taking into consideration

O
all essentials of a map, and submit it to your Social Studies
teacher when it is ready.

se
Cardinal points
In any movement you make, you are always walking towards
U
a certain direction. Each direction has a name. A compass
assists us to know the directions. It also enables us to tell the
direction of different features for example a church, a mosque
e
and a bridge, and how to reach them. A compass has four main
directions or cardinal points called North, South, East and West.
in

The cardinal points are represented by initials, ‘N’ for North, ‘S’
for South, ‘E’ for East and ‘W’ for West.
nl

Do the following activities to identify the cardinal points.

1. Go out of your classroom in the morning. Draw a circle
rO

on the ground;
2. Stand up at the centre of the circle facing the direction of
sun rise. Then walk about three foot steps towards that
Fo

direction. Mark this point as East;

3. Go back to the centre of the circle and turn back to face
where the sun sets. Move about three steps towards that
direction. Mark this point as West;

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4. Go back again to the circle and turn to the direction where

the sun rises. Turn to your right-hand side and move
about three footsteps and mark this point as South;
5. Go back to the circle and turn to the direction of the sun

y
rise. This time turn to your left-hand side. Move about

nl
three footsteps and mark this point North;
6. By using a wooden stick, draw a straight line from each

O
direction you have marked towards the centre of the
circle; and
7. Study your drawing and draw it in your exercise book.

se
Your drawing should be similar to Figure 2. These are the
four main cardinal points, namely, North, East, South and
West.
U
North
e
in
nl

West East
rO
Fo

South
Figure 2: The cardinal points

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Exercise 2
Answer the following questions:
1. What are the benefits of using cardinal points?

y
2. From which direction does the sun rise?

nl
3. Go out of your classroom and write the direction of the
following objects from your classroom.

O
(a) Your home
(b) Headteacher’s office

se
(c) School bell
(d) Boy’s toilet
(e) School post sign-post.
U
4. Explain what would happen in the absence of cardinal
points.
e
Activity 3
in

In a group of five pupils prepare a model of cardinal points.

Use flat wooden bars and other necessary materials. Present
nl

the cardinal points in class.

Locating features using cardinal points

rO

We use cardinal points to identify the location of objects in the

environment or on a map. A map must have the North direction
indicator. Using this symbol, it is very simple to know the other
three directions, that is South, East and West.
Fo

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Study the following map and answer the questions that follow.

y
nl
O
se
Key
Fence
Bridge
Tree
U
River
Main road

Figure 3: A map of Kidare Primary School

e
in

Questions
1. Which features are located on the northern side of the
main road?
nl

2. What is the location of the teachers’ office from the

football ground?
rO

3. What is the location of the school toilet from Standard

Four classroom?

Activity 4
Fo

Go outside your classroom, and then tell the direction of your

home from the following:
(a) The staff room (b) school toilets (c) football ground

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Exercise 3
Answer the following questions:
Match the items in list A with the correct items in list B.

y
LIST A LIST B

nl
1. Map symbol _______ a) list of symbols and their
meanings
2. Frame _________
b) square or rectangular

O
3. Key _________ margin
4. Boundary ________ c) cardinal points
d) an instrument used to
5. Compass ________

se
indicate the location of a
place
e) lines showing the
U demarcation of an area on
a map
f) drawings used to represent
e
features on a map
in

Write TRUE for the correct sentence and FALSE for the
incorrect sentence.
nl

6. Pencil, exercise, rubber, and ruler are tools for drawing

a map._________________
rO

7. The sun sets towards the western side. __________

8. In maps, the compass is located on the left side of a
map._________
9. A circle is the symbol of a mosque on a map._________
Fo

10. When drawing a map, it is necessary to consider the

essentials._______________________

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Complete the following table by drawing a picture of a

real object and its corresponding symbol.

y
Name of a real object Picture Symbol

nl
11. A rail way line

O
12. A tree

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13. A well U
14. A river
e
in

15. A bridge
nl

Vocabulary
rO

Cardinal points the four main points of the compass

(North, West, East and South)

Cartography a science of drawing maps

Fo

Compass an instrument which shows the direction

of the magnetic North

Vegetation plants found in a particular area

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Chapter Eight

Solar system

y
In Standard Three, you learnt about components of the Solar

nl
system. In this chapter you will learn about the Solar system,
and acquire knowledge on identifying natural light in our

O
environment. Finally, in this chapter, you will learn about the
differences between light from the Sun and that of the moon.

The concept of Solar system

se
The Solar system is the arrangement of planets and other
heavenly bodies in relation to their position from the Sun.
U
The Solar system is made up of the sun, planets, asteroids,
meteoroids, comets and the moons. The sun is the biggest
body of the Solar system. It is the only body in the Solar system
e
which generates its own light and heat. The Sun is at the centre
of the Solar system surrounded by eight planets. The planets
in

are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus

and Neptune. Mercury is the closest planet to the sun while
nl

Neptune is the farthest planet from the Sun. Each planet

revolves around the Sun following its path which is called an
rO

orbit. Every planet has its own orbit.

Fo

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Figure 1 below shows the arrangement of the planets in the

Solar system.

y
nl
O
se
U
Figure 1: The Solar system

The following poem will help you to understand the arrangement

e
of planets in the Solar system.
in

Eight planets around the Sun

Listen as I describe each one.
nl

Mercury? Here! number one,

Closest planet to the Sun.
rO

Venus? Here number two,

Shinning bright just like new.
Earth? Here! number three,
Fo

Earth is the home to you and I.

Mars? Here number four,
Red and ready to explore.

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Jupiter? Here number five,

Leading planet that is massive.
Saturn? Here number six,
With rings of dust and ice that mix.

y
Uranus? Here number seven,

nl
A planet rolled high in heaven.
Neptune? Here number eight,

O
With one dark spot whose size is big.

Exercise 1

se
Answer the following questions:
1. List the planets in the solar system.
2. Which planet is farthest from the sun?
U
3. Which planet is the largest in the solar system?
4. Which planet is the closest to the sun?
5. What is the position of the Earth in the solar system?
e

Activity 1
in

Prepare a solar system model, the sun should be at the centre.

Use pieces of paper to make different shapes of planets. You
nl

can place an orbit using a thread. Remember the Sun should

be large and with yellow and red colours. You can then present
rO

your work in class.

Objects found on Earth

The planet Earth consists of different things on it such as rocks,
Fo

rivers, mountains animals and plants. All together they form the
environment. You should note that the environment consists of
both living and non-living things.

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Study the following picture then answer the questions that follow.

y
nl
O
se
U
Figure 2: Some of the things found on the Earth

Questions
1. Name five things found on the Earth as seen in Figure 2.
e
2. What other things are found on the Earth?
in

3. Name other five things found in the area you live.

nl

The Earth is the only planet in the Solar system that is currently
known to support living organisms. It has an atmosphere filled
with different gases that enable living organisms to survive.
rO

The atmosphere consists of different gases such as hydrogen,

oxygen, carbon dioxide and nitrogen. More than one third of the
Earth is covered with water. Water is an important component
of the earth that supports all forms of life.
Fo

In the past, it was believed that the Earth was flat. However,
scientific findings have proved that the shape of the Earth is
spherical.

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Two main movements of the Earth

The Earth has two movements: rotation and revolution.
(a) Rotation is the movement of the Earth on its own axis. It
takes 24 hours or one day to make a complete rotation.

y
(b) Revolution is the movement of the Earth around the sun

nl
along its orbit. It takes about 365 days or a year for the
earth to revolve around the sun.

O
The Earth consists of both living and non-living things. Examples
of non-living things include oceans, buildings, rocks, mountains

se
and plains. Other non-living things found on earth are rivers,
the atmosphere, lakes, soil and air. Examples of living things
include animals, plants, insects, birds, fish and human beings.
U
Exercise 2
Answer the following questions:
e
1. Why is the Earth the only planet containing living things?
2. What is the shape of the Earth?
in

3. Mention the movements of the Earth.

4. What is the importance of water to living organisms?
nl

Sources of natural light in the environment

rO

Moon Sun Meteor

Fo

Figure 3: Sources of natural light in our environment

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Read the following conversation between the Sun, Moon and

Meteor then answer the questions that follow.
MOON: I am the moon, a natural satellite, I am proud of my
size, there is no one like me.

y
SUN: Look at you! You are not even as large as the Earth!

nl
Don’t be so proud of yourself! Now, look at me; you
and your friends surround me. I am the biggest.

O
MOON: Look here! your size does not matter! You can be
big but lazy! You see! You just shine during the day
and sleep during the night. While you are asleep, I

se
give the Earth natural light and the Earth loves me
for that. Now, do not envy me because I give the
Earth my natural light which is not harmful.
SUN :
U
Ha ha ha haa! You make me laugh! Let me ask
you, where do you get the light that you give to
the Earth? For your information, I am the source
e
of that light to you and the Earth as well. I know
your secrets! You reflect the light I generate to the
in

Earth during the night.

METEOR: Okaay! I have heard you guys! You have your
nl

merits but no one is better than me. I am the meteor

and you cannot play around with me. None of you
rO

has been to the Earth. You and the Sun are very
far away from human beings. Whenever I go to the
Earth, human beings make me a tourist attraction.
Just ask people from Mbozi in Songwe; they will
Fo

tell you about me.

SUN: Ha ha haa!! oh, you do not know me! I am the Sun,
the closest star to the Earth! I am your father and
your mother. I don’t have to go anywhere. I can

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make my own light energy and heat. You do not

have that ability. That is why you go around me
singing and praising me.
MOON: No way! I revolve around the Earth from West to

y
East. Through this revolution, human beings can

nl
count the days within a month.
METEOR: Oooh! Who doesn’t know me? Sometimes I pass

O
through the atmosphere at a very high speed and
produce an amazing light! Human beings enjoy
watching me.

se
SUN: It is okay if you underrate me! But I help plants to
make their own food. In addition, I give vitamin D
to human beings. Why don’t you agree that I am
the most important?
U
METEOR: Dear Moon! Let us agree that the Sun is the best
star. Look! It is the only star next to us; other stars
e
are far away from us.
MOON: Okay! Let us accept that the sun is important not
in

only to us but also to the Earth. However, the

sun should also accept that we are important!
nl

Therefore, all of us are important.

SUN: Yes, I agree that all of us are important to the life of
rO

human beings.

Questions
1. Mention the objects which give out natural light?
Fo

2. What is the main source of light energy?

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Study the following picture, and answer the questions that follow.

y
nl
O
se
U
Figure 4: Use of Solar energy
e
Questions
in

1. What do you see in the picture?

2. Mention the use of solar energy in your daily life.
nl

3. At what time of the day can people perform their activities

and why?
4. Why is moonlight not as bright as sunlight?
rO

5. Why is moonlight not as hot as sunlight?

Read the following passage and answer the questions that follow.
Fo

The difference between sun-light and moon-light

The Sun and the Moon provide light to the Earth. During the
day, sun-light is very bright and this prevents the Moon from
being seen. Sunlight is used for different activities. Moonlight

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is not as bright as sunlight and it shines during the night. The

Moon reflects the light from the Sun to the Earth.
The Sun has stronger light energy than the Moon. Heat energy
from the Sun helps in the formation of rain, but the moonlight

y
does not. Moreover, Solar energy is used by plants to make

nl
their own food. Indeed, the Sun is very important to all living
things on Earth.

O
Questions
1. Which objects reflect light to the Earth during the night?
2. Mention any three differences between the Sun and the Moon.

se
3. Why doesn’t moonlight generate heat energy?
4. Mention the objects that produce natural light.
U
5. What is the main source of natural light?
6. Mention five uses of sun-light.
e
Activity 2
in

In a group of four, discuss what would happen in the absence

of the Sun. Write the answer in your exercise book.
nl

Exercise 3
Answer the following questions:
rO

1. Draw the solar system and write down the names of its
planets.
2. Mention the benefits of the sun, moon and the meteor to
Fo

human beings.
3. Mention something new you have learned after studying
the solar system.

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Match the items in LIST A with the correct items in LIST B

LIST A LIST B

y
4. Sun (a) largest planet
(b) the farthest planet to

nl
5. Earth the Sun
(c) source of light
6. Jupiter

O
(d) a living planet
7. Neptune (e) components of the
solar system
8. Mercury (f) the fourth planet from

se
the Sun
9. Orbit (g) the Earth’s path
around the Sun
10.Mars
U (h) the closest planet to
11.Asteroid,Comet and Meteor the Sun
(i) total number of
e
12.Saturn planets
(j) dwarf planet
in

(k) a planet with a ring

Write TRUE for the correct statement and FALSE for the
nl

incorrect statement
13. Meteor is the source of light on Earth. ____________
rO

14. The Solar system has ten planets. ______________

15. The path of the planets around the Sun is called an
orbit._____________
Fo

16. The planet with a ring is known as Mars. ______________

17. The Sun revolves around the Earth during the
night.__________________

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Vocabulary
Axis an imaginary line along which a body moves
Revolution movement of an object in a circular way

y
around another

nl
Revolve move in a circle on a vertical axis
Rotation an act of turning at the centre of something

O
se
U
e
in
nl
rO
Fo

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Chapter Nine
Our resources

y
In Standard Three you learnt about the importance of natural

nl
resources and ways to conserve them. In this chapter, you will
learn how to identify resources found in your village, street,
or ward. You will also analyse various ways to preserve and

O
protect the resources in your village, street or ward. In addition,
you will learn about resources found in your district.

se
Resources found in villages and towns
A resource is anything that has value and needed by people.
Natural materials become resources when humans give value
U
to them. Resources may include energy, services, knowledge,
or other assets that can be used to produce a benefit to human
beings. The value of a resource increases as its availability
e
decreases.
There are several resources found in our villages or towns.
in

These resources are used in the villages and towns. If they are
used wisely, they contribute to the development of our villages
nl

or towns.
Follow the conversation between Lulu and Bahati. Thereafter,
rO

identify the resources which are available in your village or

town.
Bahati: Hello Lulu! How are you?
Lulu: I am quite fine, how are you too?
Fo

Bahati: I am doing well as well, though a bit tired.

Lulu: Why are you tired?

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Bahati: I was engaged in the repair of buildings in our

village. It was a tough job that took us about a day.
Lulu: Ooh! Good job! Congratulation for taking care of
your resources! We also take care of our resources

y
that is why we have plenty of them.

nl
Bahati: Lulu, you said that there are many resources in
your village. What are they?

O
Lulu: We have resources like shops, houses and
vehicles. We also have forests, livestock, rivers,
minerals and land in our village.
Ooh! Congratulations Lulu! These are great

se
Bahati:
achievements for the people in your village. But,
how do you use those resources? I mean, how do
your people benefit from the resources?
U
Lulu: That is a very good question, Bahati. Normally
the resources are used for several purposes.
e
For example, the presence of shops and land
contributes to both employment creation and
in

income generation for families. Forests provide

us with traditional medicines that cure people’s
nl

diseases. Furthermore, forests contribute to rainfall

formation which is very important to us. Our crops
rO

need rain to grow well. Besides, forests provide

us with timber for the construction of our houses.
In addition, forests, provide us with charcoal and
firewood for cooking. Land with good vegetation,
Fo

on the other hand, provides us with pastures for

our livestock to feed on. Livestock provides us with
beef, milk and manure all of which contribute to
family income.

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Bahati: We have land, water resources, electricity and

forests. On top of that, we have playgrounds,
buildings and infrastructure for communication
networks. Honestly, if we use these resources

y
properly, they will speed up development. Therefore,

nl
it is our responsibility to take good care of the
resources. Unfortunately, some of us misuse them.
For example, some people burn forests and do not

O
dispose of waste properly. In addition, they engage
in illegal harvest of the forests. It is also illegal for
livestock to graze in forests and catchment areas.

se
Our water sources and forests are degraded when
such illegal practices continue.
U
Lulu: Yes, indeed such practices must be dealt with
accordingly. We have the responsibility to educate
each other on the importance of preserving and
e
protecting our resources. For example, in our
village, we preserve our resources by educating
in

the villagers and establishing by-laws. Therefore,

we must preserve and use our resources carefully
nl

so that they are not degraded or depleted.

Exercise 1
rO

Answer the following questions:

1. What lessons have you learnt from the conversation that
can be used in managing the resources available in your
village or street?
Fo

2. List down any three resources available in Lulu’s village.

3. Mention three resources found in Bahati’s village.

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4. What are the resources found in your village, street or

ward?

y
5. What are the uses of the resources found in your village

nl
or town?
6. What are the practices that destroy the resources in your

O
village or town?
7. What measures would you take if you find someone
destroying the resources in your village or town?

se
Study the following pictures and answer the questions that
follow.
U
e
in
nl
rO
Fo

Figure 1: Resource degradation

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y
nl
O
se
U
e

Figure 2: Practices that conserve resources

in

Questions
nl

1. What have you observed in both pictures?

2. What would you advise on the activities carried out in
rO

Figure 1?
3. What is the effect of the activities carried out in Figure 2
on conserving our natural resources?
Fo

4. Have you seen the same practices in your village or town

as in Figure 1? What measures have been taken to stop
those practices?

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Resources in our ward

A ward is a local administrative division of a city, town or district.
Typically, a ward is represented by a councillor. A councillor is
elected by residents of a particular ward. In rural areas wards

y
are composed of more than one village. In urban areas wards

nl
are made up of more than one street.
There are different resources which are available in all villages

O
and streets that form wards. The resources can be owned
by individuals, families, villages or wards. Wards have more
resources than individual villages.

se
Follow the conversation between Martha and Beka about the
resources available in wards. U
e
in
nl
rO
Fo

Figure 3: Conversation on ward resources

Sometimes the resources in wards are similar to those available

in villages. Examples of resources available in wards include
dams, forests, land, rivers, national parks and game reserves,

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and mining. Others include buildings that provide services to

people like schools, courts and health centres. Also, there are
parking areas and different types of vehicles.
Similar to villages, there are practices which are harmful

y
to resources in the ward. The practices include unplanned

nl
construction of houses and cultivation near catchment areas.
Others include poor farming, overgrazing and pollution. Also

O
practices like burning and the cutting down of forests destroy the
resources. In addition, poor mining activities and poor farming
methods like shifting cultivation contribute to the degradation of

se
the resources. Everyone is responsible for taking good care of
the available resources for the development of the people and
the nation.
U
People in the ward need to be aware of the resources available
in their wards. They need to protect and conserve the resources
for their own benefit. The resources in wards can be conserved
e
in several ways. Examples of ways of conserving resources
include proper construction of houses and awareness raising
in

on the importance of the available resources. Others include

establishing by-laws, and proper farming practices.
nl

Exercise 2
Answer the following questions:
rO

1. Mention the natural resources available in your ward.

2. Mention harmful practices to resources in your ward.
3. In your opinion who is responsible for conserving the
Fo

resources in your ward?

4. What should be done to conserve the available resources
in your ward?

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Activity 1
With the guidance of your teacher, visit a nearby ward, observe
and identify the available resources. List them down.

y
Resources in our district

nl
Read the following text, then answer the questions that follow.
There are several resources in our district. The resources are

O
important for our day-to-day activities. The resources include
mining, forests, national parks and game reserves, rivers and
dams. Others include land, factories, roads, public buildings,

se
wells, communication infrastructure and electricity.
Land is an important resource that contributes to the development
of people. This is because all other resources depend on
U
land. This is to say, land is the mother of all other resources.
Land is important as it supports agriculture, construction of
infrastructure like buildings, roads, railways and airports. All
e
these are used for trade, transportation and communication.
Also, land is important for mining activities, water sources,
in

forests, national parks and others.

There are challenges in conserving the resources. These
nl

include pollution, poor farming methods, degradation of water

sources, deforestation and improper waste disposal. These
rO

challenges threaten the health of the people and animals since

they may cause diseases and other health problems.
In our district, we conserve and protect our resources in different
ways. We protect water sources and infrastructure such as
Fo

railways, roads and electricity from damage by bad people.

We also prohibit deforestation activities and plant trees to
prevent soil erosion. In addition, we have a general cleanliness
programme at the end of each month.

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Questions
1. What is the name of your district?
2. Mention any five resources found in your district.

y
3. Mention four advantages of resources available in your

nl
district.
4. What practices are harmful to the resources available in

O
your district?

se
Activity 2
Identify and discuss resources available in your district and
their importance.
U
Exercise 3
Answer the following questions:
e
1. Name three ways that can be used to conserve resources.
2. What might happen if the resources in your district or
in

ward are not well conserved?

3. Write TRUE if the statement is correct and FALSE if the
nl

statement is incorrect.
rO

a) Burning trees, dumping waste and destroying water

sources are actions that conserve resources._____

b) Crops from a farm are a resource that does not

increase the income of farmers._________
Fo

c) Building, livestock, furniture and telephone poles are

some of the resources._________

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d) A road is used for fishing, agriculture, trade and

livestock activities._________

y
e) Human beings are resources._________

nl
f) It is not good to repair resources as soon as they are
damaged._________

O
g) If we do not properly manage resources, we will have
development._________

se
h) Wood, charcoal, and medicinal plants are forest
products._________ U
i) Land is the mother of all resources._________

4. Match the items in list A with those in list B by writing

e
the letter of the correct answer beside the item number.
in

LIST A LIST B
1. Land, rivers and (a) water sources.
minerals ________
nl

(b) activity that destroys

2. Repair ________ resources.
rO

3. Employment, Business (c) community resources.

________
(d) opportunities arising
4. Cutting trees ________ from the use of
resources.
Fo

5. Roads, buildings,
electricity poles ______ (e) resources
(f) one way to conserve
resources.

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Vocabulary

By-law a rule made by society at a village, street or

ward to control behaviour of people

y
Construction action of building something

nl
Pasture land covered with grass suitable for grazing
Pollution presence of something in the environment that

O
is harmful or with poisonous effects
Recreation activity done for enjoyment when someone is

se
not working
Recycle convert waste into reusable objects
Repair restore to a good condition
U
Resource anything that has value and needed by people
e
in
nl
rO
Fo

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Chapter Ten
Production activities

y
In Standard Three, you learnt about different production activities

nl
carried out at the family level and responsibilities carried out
by everyone in the family. In this chapter you will learn about
economic activities carried out at village, ward or division levels.

O
In addition, you will be able to learn about problems faced by
production activities.

se
Production activities in rural and urban areas
Production refers to activities that human beings do to
make products for own use or sale. In rural and urban areas
production activities are carried out at village, ward or division
U
levels. People in our village, ward, division, district, region
and country are engaged in different production activities.
The purpose of doing these activities is to sustain livelihoods.
e
Among the major production activities in urban areas, include
in

trade, transportation and industries. In urban areas production

activities take place within streets or wards.
Study the following pictures and answer the questions that follow.
nl

(a)
rO
Fo

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(b)

y
nl
O
se
U
e
(c)
in
nl
rO
Fo

Figure 1: Development activities

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Questions
1. Which production activities have you observed in the
pictures labelled a, b and c in Figure 1?
2. What is the purpose of doing production activities?

y
3. List four production activities which are taking place in

nl
your village or street.

O
Read the following story then answer the questions.
Faidika is a village located in Kigoma region. People in this
village mostly engage themselves in crop farming. The crops

se
include vegetables, cassava, beans and fruits. Villagers use
these crops for food at home and sell some in order to earn
money for other needs. Apart from crop farming they also
practice livestock keeping. Many people sell meat, milk, eggs
U
and chicken. The practice of raising livestock as a livelihood
activity is known as pastoralism. Neighbouring villages benefit
a lot from Faidika Village. They come to buy meat, rice, eggs,
e
chicken and other products.
in

Furthermore, Faidika people conduct fishing activities. Fishing

involves trapping or catching fish from water bodies. They do
fish in the village ponds. They use fish for their own food and
nl

sell some in the village market. Motorcycles are a major means

of transport used in Faidika Village to transport fish, crops and
rO

livestock products for selling in neighbouring villages.

The presence of Kantwa Forest creates opportunities for other
development activities like tourism and timber production. The
tourism industry deals with the provision of goods or services to
Fo

facilitate business and entertainment to tourists away from their

home environment. The forest is rich in attractive animals, birds
and trees. People from different places visit Faidika Village to
watch monkeys, birds and chimpanzees. These people are

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called tourists. When tourists come, they sleep in special rest

houses which belong to the villagers. The village earns a lot
of money from provision of goods and services such as food,
accommodation, traditional dances and clothes.

y
Lumbering is yet another development activity in Faidika

nl
Village. Wood and logs are transported from the village forest to
the village centre and finally to the city by hired trucks. Faidika
Village owns a small furniture workshop for making things like

O
chairs, tables, beds, cupboards and others.

Questions

se
1. Name two production activities related to forests that take
place in Faidika Village.
2. Mention three things produced by pastoralist activities at
Faidika Village.
U
3. What is the major means of transport used in Faidika
Village?
e
4. What production activities do you like and why?
5. What are the development activities practiced by local
in

residents in your area?

nl

Activity 1
In groups of five pupils, visit a nearby school environment, and
rO

observe and list production activities taking place in the area.

Needs of the people in a village or street

My name is James. I am from Maingu Village.In our village,
Fo

we do not have good and reliable roads to transport our farm

and livestock products. Similarly, we need a school since our
children walk long distances to school.

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My name is Neema, I am from Kibugu Village. In our village,

we need tap water to save the villagers from the difficulty of
walking long distances in search of water. Also, we need a
health centre to provide us with health care services. We need

y
a place to sell our products as well.

nl
My name is Haruna, I come from Maisha Street. Currently, our
street has no electricity. If we get electricity, I can study better
during the night. Also, when I grow up, I will start a small business

O
for selling cold drinks and offer communication services such
as selling airtime vouchers to users of mobile phones.

se
Exercise 1
Answer the following questions:
Fill the needs in the space provided in the table by putting
U
a (√). Use the information you have read. One space has
been filled in as an example.
Needs Maingu Kibugu Maisha Needs of
e
Village Village Street your village
in

/street
Road
School
nl

Water
Water (√)
rO

Electricity
Health centre
Fo

In order to earn a living and daily needs, human beings are

involved in different production activities. Such activities include
farming, fishing, mining, and livestock keeping and selling
various things.

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In farming, crops that are cultivated are either food crops or

commercial crops. Food crops include maize, beans, potatoes
and rice. Commercial crops include coffee, tea, cotton and
sisal. Commercial crops are sent directly to factories to produce

y
goods or products. Moreover, other people are involved in

nl
keeping poultry, donkeys, cows, sheep and goats. The people
involved in these activities are called pastoralists.

O
Furthermore, mining is one of the major production activities.
This is done through digging up the land in order to reach
underground minerals such as diamond, gold, tanzanite,

se
copper, silver, salt and iron.

Production activities are important in meeting different people’s

needs in wards.The needs include health care, education,
U
safe and clean water, electricity and dispensaries. Production
activities create employment opportunities and generate
income among the people.Trully, production activities are
e
helpful in people’s lives. Figure 2 shows Standard Four pupils
together with their teacher visiting a market place to find out
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what activities are carried out in the area.

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Activity 2
Visit the local government office in your ward:
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(a) Ask for resources availlable in your ward.

(b) Ask for people’s needs in your ward.
(c) With your Social Studies teacher and other pupils visit
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various production activities in your street or village. Record

how those activities are carried out.

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nl
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se
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e
in

Figure 2: Pupils with their teacher visiting a market place

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Exercise 2
Answer the following questions:
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1. List all the activities that are taking place in the picture
in Figure 2.
2. Have you ever visited any development activity?
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3. If you happen to be visiting a village or street market in

your area, what questions will you ask people doing the
activities?
4. What do you think the pupils achieved in their visit?

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Activity 3
Prepare questions about production activities. Ask your Social
Studies teacher, then, present the answers in the class.

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Challenges in production activities

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So far you have learned that large numbers of people are
involved in various production activities. These activities take

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place in regions, cities, villages and wards. People who carry
out these activities face many challenges. It is important to learn
how to overcome challenges that affect production activities

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both at individual and national levels.
Read the following challenges faced by the people of Malengo
Village.
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Villagers at Malengo Village engage in various production
activities. Some of them graze cattle, cultivate crops and
others catch fish. In the course of doing their activities, they
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encounter a number of challenges. First, the village members
have conflicts among themselves. This occurs mainly between
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farmers and pastoralists. Due to fear, they fail to engage in

their day-to-day activities effectively. Land should, therefore,
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be well allocated to fulfil the needs of both crop farmers and

pastoralists. Moreover, the villagers need to be educated on
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the importance of living together peacefully.

Another challenge is the use of poor working tools in production,
especially in agriculture and fishing. This leads to poor harvest.
As a result, ordinary farmers cannot compete favourably with
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better equipped farmers. In addition, markets for their products

are scarce and not motivating. The government should put more
emphasis on more modern tools and technology in production
activities. Furthermore, it should also help farmers to search for
suitable markets for their products.

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Roads and railway lines are common means of transport in

Malengo Village. However, these means of transport are poor.
Most of them are not in good condition to support the movement
of people from one place to another. This becomes worse

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during the rainy season. Urgent initiatives should be taken to

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improve the current infrastructure including roads and railways
before building new ones. This will make the transportation of
products from one place to another more efficient.

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Moreover, another challenge is inadequate capital to introduce
more production activities. This challenge is faced by many

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people in Malengo Village. This is because the little they earn
or produce cannot be ploughed back for further production
activities. They need first, education on how to plan and run
a business. Second, the government and financial institutions
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such as banks should find a way of helping them to get soft
loans. This can be done in groups or managed individually but
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with friendly conditions attached to repayment of the loans.
The villagers believe that they can do better if the challenges
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are addressed accordingly. This will in turn boost production

and people’s standard of living.
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Exercise 3
Answer the following questions:
rO

1. From the story you have read, list four challenges faced
by development activities in Malengo Village.
2. Identify the challenges related to development activities
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faced in your village or ward.

3. Explain what you can do to resolve the challenges
occurring in development activities.

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4. Fill the blanks in the following text with suitable words

chosen from the list below.

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infertile land, sisal, coffee, agricultural activities,
drought, cutting down trees, maize, beans, bananas.

nl
A farm is a piece of land where people carry out____
Farmers produce crops such as___________________,

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when there is insufficient rainfall,________occurs. Poor
methods of farming may lead to poor___________if in
our environment ____________happens, it will lead to

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insufficiency of rainfall and a rise in temperature.

Vocabulary
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Development activities all operations and activities
related to development including
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agriculture, drilling of wells
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construction of roads and

railways
financial resources that
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Capital
businesses use to fund their
operations like buying machines
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Financial institutions organisations such as banks or

insurance that provide financial
services and security.
Fo

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Chapter Eleven

Opportunities in our environment

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In Standard Three you learnt about different economic activities

nl
found in productive land with sufficient rainfall. In this chapter
you will learn about different opportunities available in different

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parts of Tanzania. You will learn about opportunities available
in forests, national parks, and mining. Finally, you will learn
how best you can benefit from the available opportunities.

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Opportunities available in mining areas
Mining is the extraction of valuable materials or minerals from
the earth. There are different mining activities in different parts
U
of Tanzania. Places where mining activities take place are
called mining areas. Mining areas offer several opportunities to
the people. For example, some people are employed in mining
e
activities as miners or operators of mining machines. Other
people engage in selling different goods and services to people
in

who work in mines. Yet others engage in the transportation of

goods, people and services.
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Figure 1 shows example of minerals found in Tanzania.

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Fo

Figure 1: Examples of minerals found in Tanzania

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The following table presents some of the minerals found in

Tanzania and their location.
S/n Mineral Location
i. Tanzanite Mererani in Manyara

y
ii Copper Mpanda in Katavi and some parts of Morogoro

nl
Songwe and Kiwira in Mbeya, Rukwa, Ruvuma
iii Coal
and Mchuchuma in Njombe
iv Iron Morogoro, Njombe and Mbeya

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Amboni-Tanga, Same-Kilimanjaro and Kinondoni -
v Limestone
Dar-es-Salaam
Uvinza – Kigoma, Dar-es-salaam, Singida,
vi Salt Bagamoyo

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vii Gold Geita, Kahama-Shinyanga, Kiabakari –Mara

viii Diamond Mwadui-Shinyanga

ix Tin Karagwe-Kagera
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Namtumbo-Ruvuma, Manyoni-Singida, Bahi-
x Uranium Dodoma
e
ix Phosphate Minjingu near Lake Manyara, Panda Hill in Mbeya
in

Study the following pictures and answer the questions that

follow.
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(a)
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Fo

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(b)

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nl
O
se
U
e
Figure 2: Some types of activities carried out in mining areas
in

Questions
1. List opportunities offered by mining areas.
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2. What would you prefer to do if you were living near mining

areas?
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3. What is the importance of mining?

4. List five minerals obtained from mining activities and their
uses.
Fo

Opportunities available in forest areas

A forest is a large area of land covered by large trees. There
are two types of forests namely natural and planted. Natural
forests grow naturally in an area. Planted forests are those

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planted by human beings. There are several natural and

planted forests in our country. Examples of natural forests in
Tanzania are Mitarure in Kilwa, Mgori in Singida, Muhewesi in
Tunduru, Igombe in Tabora, Buyungu in Kibondo, Luhekei in

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Mbinga and Shengena in Same. Examples of planted forests in

nl
Tanzania include Sao Hill in Mufindi, North Kilimanjaro forest in
Kilimanjaro and Kawetere in Mbeya. All these types of forests
provide several opportunities to people.

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The forests are very important as they provide people with both
charcoal and firewood. Many people use charcoal and firewood

se
as sources of heat and energy for cooking and drying. In cities
and towns there is a very high demand for charcoal. This is
because cities and towns have a large number of people. Many
U
people in cities and towns use charcoal for cooking. Forests
also provide timber for building, construction and furniture
making. Currently, there is a high demand for hard wood timber
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in towns and cities due to a rapid increase in buildings, furniture
in

making, and construction activities. Forests are sources of food

like honey, fruits, tree leaves for medicine, seeds and stems.
Furthermore, some roots have medicinal values, hence they
nl

are used as traditional medicines. Fortunately, many people

prefer honey and fruits consumption for health reasons. This
rO

has increased demand on forests as sources of food as well

as medicines. As a result, forest products are very expensive
and not easily accessible. Some trees are special for the
production of paper, hard board, plywood and chip board, but
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the production of these items is not enough to satisfy the needs

of a fast growing population.

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Study the following and then answer the questions that follow.

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nl
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se
U
Figure 3: Activities available in forest areas
e
Questions
in

1. Define the term forest.

2. Mention three opportunities available in areas with
nl

forests.
3. What activities can be carried out in areas with forests?
4. Mention five products obtained from a forest.
rO

5. What is the importance of a forest in your village or

district?

Opportunities available in areas with national parks

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Wild animals are found in special areas called national parks

and game reserves. There are many national parks and game
reserves in Tanzania. Examples of national parks found in
Tanzania are Serengeti, Tarangire, Mikumi, Katavi, Lake

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Manyara, Ruaha, Ngorongoro, Udzungwa, Burigi, Mahale

mountains, Mount Kilimanjaro, Kitulo, Gombe and Saadani.
Examples of game reserves include Kigori, Selous, Kizigo,
Ugala and Biharamulo. The national parks and game reserves

y
have animals such as lions, zebras, hyenas, rhinos, antelopes,
monkeys and different types of birds.

nl
People are neither allowed to hunt animals in game reserves

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nor in national parks. They must have a special permit. The
meat of wild animals is called game meat. Many people wish
to eat game meat but it is rarely available. People are also
allowed to visit the national parks and see wildlife. These

se
people are called tourists. Some national parks are visited by
a large number of tourists while other national parks are visited
by a few tourists. This happens because in such national parks
U
there are insufficient tour operators and the parks are not well
marketed.
Study the following picture then answer the questions that follow.
e
in
nl
rO
Fo

Figure 4: Activities in areas with national parks

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Questions
1. List the type of activities observed in Figure 4.
2. Name five national parks found in Tanzania.

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3. List the names of animals shown in Figure 4.

nl
4. Which animal attracts you the most and why?
5. Suggest at least five business opportunities which can be

O
found in the area.

Activity

se
(i) Organise a study tour with your Social Studies teacher to
one of the following places.
(a) A mining area
U
(b) A national park

(ii) List four opportunities available in that area.

e
Read the following text and answer the questions that
in

follow.
The presence of wild animals in national parks and game
nl

reserves is very important. It is beneficial to both the people

and the nation. It develops tourism which is an economic activity.
rO

Tourism generates foreign currency from tourists who come

from outside the country. Foreign tourists pay taxes and fees
in foreign currency. Tourism offers employment opportunities to
many people like drivers, hotel attendants, tour guides, porters,
cooks and many others. Small scale industries can develop
Fo

because of tourism. These include carving, basketry, weaving,

pottery, hair plaiting and shoe making. This is because tourists
prefer locally made goods. Therefore, national parks contribute
much to the financial well-being of people.

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Questions
1. What are the benefits of national parks to people and the
nation?
2. Mention any four small industries that may develop due

y
to tourism.

nl
3. Mention five groups of people who get employed through
tourism activities.

O
4. Mention five animals found in the national parks in Tanzania.
5. What is the main production activity carried out in areas
with wild animals?

se
6. List four advantages of having wildlife in our national parks
7. Suppose you were living close to a national park, what
U
activity would you do to earn income?
e
Activity 2
1. With the guidance of the teacher, visit a nearby village to
in

observe and identify available opportunities.

List them in your exercise book and present your work in class.
nl

Exercise 1
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Answer the following questions:

1. List five things that come from minerals.

2. Identify four things found in forests.
Fo

3. List any three opportunities that national parks provide.

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Write TRUE for a correct statement and FALSE for an incorrect

statement

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4. Dogs, buffaloes, rabbits and lions are wild animals_____

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5. Forest products are used to make doors ___________
6. Mererani is an area that produces iron ore___________

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7. People get medicines from forests to treat different
diseases_______________

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Vocabulary
Accommodation building, room or rooms in which
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someone may live or stay
Consent permission to do something
Currency money that a country uses
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Goods things that are produced to be sold
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Opportunities chances that make it possible to do

something
nl

Park an area where people go to walk, play

or relax
rO

Product material which is the outcome of a

process
Tourism a business of providing services and
entertainment for people who are
visiting a place for pleasure
Fo

Wild life animals and other living organisms

that grow and live in the bush or forest
without being kept by human beings

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