Grade 8

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SOCIAL STUDIES
GRADE 8
TEACHER’S GUIDE

Authors:

Tilahun Atlabachew T/Giorgis (M.A.)

Melkamu Belay Tiruneh (B.A.)
Kassahun Demissie Worku (M.A.)
Mulugeta Dires Fetene (M.A.)

Editor s, Reviewers and Evaluators:

Belay Belete Birhanu (MA)
Solomon Wondimu Metaferia (MA)

Addis Ababa City Administration Education Bureau

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©Addis Ababa City Administration Education Bureau

First edition 2021

Addis Ababa

iii
Contents Pages
UNIT 1: PHYSICAL CHARACTERISTICS OF THE EARTH…….………..1

1.1 Forces Shaping the Earth's Surface……………………………………...….2

1.2 Composition and Structures of the Earth’s Atmosphere…………….…….6
1.3 Elements and Controls of Weather and Climate…………………………..9
Answer Key for Review Question………...…………………………….…14
References ………………………………………………………………...15

UNIT 2: PEOPLE AND SOCIOECONOMIC ACTIVITIES………………...16

2.1 Cultural Diversity and Change……………………………………………...17

2.2. Major Economic Activities………………………………………………...20
2.3 Trade and Market as the Current National and Local Concern……...…23
2.4Government Revenue and Tax…………………………………….………27
Answer Key for Review Questions………………..……………...……30
References ……………………………………………………………..31

UNIT 3: NATURAL RESOURCES AND SOCIOECONOMIC

DEVELOPMENT………………………………………………….…32

3.1 Conservation and Utilization of Natural Resources for Sustainable

Development…………………………………………………………..…33
3.2 Consequences of Unwise Utilization of Natural Resources……………...41
3.3 Resource Accessibility and Resource Based Conflicts…………..…….…41
Answer Key for Review Questions…………….……………….….….44
References ……………………………………………….……………45

UNIT 4: EARLY MODERN AND MODERN WORLD HISTORY……..…46

4.1The Great Geographical Discoveries………………………………………47
Social studies Teachers Guide Grade 8 4
4.2Renaissance, Reformation and Counter-reformation……………….…....50
4.3The Industrial Revolution………………………………………….………54
4.4 The Two World Wars……………………………………………………...57
4.5 The Cold War……………………………………………………………….61
Answer Key for Review Questions………..…………………...…...…65
References ……………………………………………………………66

UNT 5: AFRICA SINCE THE 1500S……………………………………........68

5.1 Slavery and the Slave Trade…………………………………………….....68
5.2 Colonialism in Africa…………………………………………………...…..72
5.3 Independent African States and Moves towards Economic and Political
Integration……………………………………………………………….....76

Answer Key for Review Questions………………………………...….79

References ……………………………………………………………80

UNIT 6: MODERN HISTORY OF ETHIOPIA………………………..…….81

6.1 Formation of Modern Empire State………………………………….…...81
6.2 Long Distance Trade and Medium of Exchange…………………..…..…84
6.3 Ethiopia and the Outside World…………………………………………..86
6.4 The Unity of Ethiopians in Defense of their Sovereignty and Territorial
Integrity…………………………………………………………….…….…89
Answer Key for Review Questions…………………………………....93
References ……………………………………………………………94

UNIT 7: CONTEMPORARY GLOBAL ISSUES……………………………95

7.1 Climate Change…………………………………………………………….96
Answer Key for Review Questions……….…………………..………107
References ……………………………………………………………108

Social studies Teachers Guide Grade 8 5

 UNIT 1

PHYSICAL CHARACTERISTICS OF THE EARTH

Number of Periods for this Unit: 14

Introduction
The physical environment of the earth is not in a static state. It is in continuous change. There
are very many forces and agents that create such change.
Thus, this unit gives priority to the introduction of the basic concepts of Forces shaping the
Earth's surface, Composition and structures of the Earth’s atmosphere and Elements and
controls of weather and climate. Each topic is presented by giving concise and clear
explanations; illustrative diagrams and tables. To deal with the contents, we suggest you use
group discussions, gaped lecture, explanations, demonstrations, field visits, practical activities,
observation, questioning, and report writing as major techniques of presentation.

The start-up questions and activities are given in each sub-unit to encourage students. Summaries,
glossaries, review questions and check lists are also designed to explore the key concepts in more
details.
Learning Outcomes
At the end of this unit, learners will able to:
 Differentiate between internal and external forces shaping the surface of the earth
 Identify the types of land forms formed by the earth’s internal and external forces
 Describe the different thermal and compositional layers of the Earth’s atmosphere
 Distinguish the difference between weather and climate
 Identify elements and controls of weather and climate.
Unit Organization

1.1 Forces shaping the Earth's surface

1.1.1 Internal or tectonic forces and resultant land forms
1.1.2 External or gradational forces and resultant land forms
1.2 Composition and structures of the Earth’s atmosphere

Social studies Teachers Guide Grade 8 1

 1.2.1 Composition of the Earth’s Atmosphere
1.2.2 Structure of the Earth’s Atmosphere
1.3 Elements and controls of weather and climate
1.3.1 Definition of weather and climate
1.3.2 Elements of weather and climate
1.3.3 Controls of weather and climate
1.3.4 Diurnal and seasonal variation of weather
1.1 Forces shaping the Earth's surface

Number of Periods this lesson: 5

Competencies
After studying this lesson, learners will be able to:
 Describe internal and external forces shaping the surface of the earth;
 Identify land forms created by external and internal forces;
 Explain how the earth's internal and external forces affect human life.
 Contents
1.1.1 Internal or tectonic forces and resultant land forms
- Folding - Volcanism
- Faulting - Earthquakes
1.1.2 External or gradational forces and resultant land forms
- Weathering - Erosion
 Overview
Internal forces are forces that come from the inside of the earth. These forces form the ups and
downs on the earth’s crust. These forces include folding, faulting, volcanism and earthquake.
Folding is the bending of rock layers due to earth movements from one or two sides. Faulting can
be caused by either tensional or compressional forces. Major features formed by faulting include
rift valleys and Block/Horst/ mountains.

Volcanism is the process by which molten rock (magma) is forced out to the surface of the earth.
Volcanic activities may result in different extrusive and intrusive landforms. Earthquakes are
sudden movements in the earth’s crust. Most of the earthquake occurs along the rim of the Pacific
Ocean, called ‘Ring of Fire’.
Social studies Teachers Guide Grade 8 2
External forces are the forces that act upon the earth’s surface from the outside. These forces level
the ups and downs of the earth’s surface. This process occurs in two ways: denudation and
deposition. Denudation is the lowering of the land by wearing away of the surface of the earth. It
consists of weathering and erosion. Weathering refers to the breaking down of rocks into smaller
particles. There are two types of weathering. They are physical (mechanical) and chemical
weathering. Erosion is the movement of broken rock and soil particles from one place to another.
Rivers are the most important of all natural agents which help in shaping the earth’s surface. Wind
is the strongest force of erosion in deserts.
 Teaching Learning Process
Suggested teaching aids
- YOUTUBE videos, and animated films that show the process of folding, faulting,
volcanism, earthquake and the formation of rift valley and block mountains
(https://www.youtube.com/watch?v=T0AEtX-uPLA)
- Pictures and photographs that show the formation of earthquakes
- Diagrams, colour pictures, photographs and animated films that show the formation of
landforms in association with external forces
Suggested teaching methods
- Brain storming sessions - Gaped lecture
- Discussion - Presentation
- Demonstration
Pre-lesson preparation
 Get ready the materials suggested above
 Display the photographs and videos that you have collected and the diagrams that you
have prepared on internal and external forces
 Presentation of the lesson
Introduction of the lesson
You can start the lesson by posing the following questions during the brainstorming session:
 What are the internal forces that shape the surface of the earth?
 What means by external forces?
Body of the lesson
Social studies Teachers Guide Grade 8 3
Based on the descriptive and elaborative information given in the text book related to this lesson:
 Explain the forces that change the surface of the earth, the resultant landforms and their
effects on human life.
 Using gaped lecture method guide students to describe types of earth shaping processes.
 Instruct the students to look at the figures in their textbooks.
 Demonstrate the YOUTUBE videos, photos, pictures, and diagrams that you prepared
or collected for the lesson and explain to your students.
 In your presentation, be precise and specific to some most important points.
 Create situations in which your students could be participant by inviting them to
explain, to give examples, to ask questions, or to discuss for few minutes.
Stabilization
Ask students to identify the key points of the lesson and then stabilize your lesson presentation
by reviewing essential points. You may mention the following.
 Forces that drive energy from the interior part of the earth are internal forces. Forces inside
the crust cause folding, faulting, volcanism and earthquake.
 External forces are the forces that act upon the earth’s surface from the outside. These forces
include denudation and deposition.
 Evaluation and follow-up
Evaluation
Ask students questions like the following:
 Describe the different internal or tectonic forces shaping the surface of the earth.
 Write at least five landforms which are the results of external and internal forces.
 Compare and contrast weathering and erosion.
 Do internal and external forces always have negative effect on human life? If your answer
is no, then put your justifications.
Follow-up
At the end of the lesson, give different tasks to students that enable them to consolidate and
broaden their understanding, share ideas, create awareness and do things. You can also:
1. give potential tasks such as modeling and drawing,
- Fold mountains - Rift valleys
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 - Block mountains - Volcanoes
2. guide students to draw sketch map showing features found in their nearby environment.

Possible Answers for Activity 1.1A

A. Questions based on facts

1. Define the following terms:
a. Folding is the bending of rock layers due to earth movements from one or two sides.
b. Volcanism is the process by which molten rock (magma) is forced out to the surface of the
earth.
c. Earthquake is a sudden movement in the earth’s crust.
d. Syncline is a type of fold in which layers of rock bend downward.
e. Epicenter is the point on the earth’s surface immediately above the focus of an
earthquake.
2. Internal forces are forces that come from the inside of the earth.
3. Anticline occurs if the layers of rock bend upward, but syncline occurs if the layers of rock
bend downward.
4. Rift valleys and block/Horst/ mountains
5. Active volcanoes, dormant volcanoes and extinct volcanoes. They are different in frequency
of their eruption.
6. Magma is molten rock beneath the surface of the earth but lava is molten rock which has
reached the surface.
7. Destruction of property and loss of life.
B. Group work
1. Please help and guide your students how to locate the Great East African Rift Valley on
the map of Africa.

Possible answers for Activity 1.1B

Social studies Teachers Guide Grade 8 5

A. Questions based on facts
1. Define the following terms:
a. Weathering it refers to the breaking down of rocks into smaller particles.
b. Erosion is the movement of broken rock and soil particles from one place to another.
c. Denudation is the lowering of the land by wearing away of the surface of the earth.
d. Loess deposit is a deposition of fertile soil in the desert by wind.
e. Screes are piles of loose fragments at the bottom of the main rocks.
f. Barchan is a sand hill that has a crescent-moon shape.
2. Running water, wind, moving ice or sea waves. Wind is the strongest force of erosion in
deserts.
3. Sand dune, barchans and loess deposit.
4. Physical weathering is the process by which rocks are broken into smaller pieces, whereas
chemical weathering is a process which causes complete change in the internal structure of
rocks.
5. Temperature change, frost action and plant and animal action.
B. Things to do:
1. Please help and guide your students when they prepare diagrams representing major
landforms of their nearby environment.
1.2 Composition and Structures of the Earth’s Atmosphere
Number of Periods for this lesson: 3
Competencies
After studying this lesson, learners will be able to:
 Describe the different layers of the earth's atmosphere and their characteristics.
 Contents
1.2.1 Composition of the earth’s atmosphere
1.2.2 Structure of the earth’s atmosphere
- Thermal structure
- Compositional structure
 Overview
Earth’s atmosphere is a mixture of gases, floating solids, and liquids that surrounds the planet.
Dry air is consisted of 78% nitrogen, 21% oxygen, 0.93% argon, 0.039% carbon dioxide, and

Social studies Teachers Guide Grade 8 6

small amounts of other gases. Air also contains variable amount of water vapour on average
around 1%.
The earth’s atmosphere is divided into four layers based on temperature variation. They are
troposphere, stratosphere, mesosphere and thermosphere.
Troposphere is the lower portion of the atmosphere. All kinds of weather changes take place
only in this layer. It has uniform temperature decrease with an increase of altitude. Its top
boundary is characterized by jet streams (high velocity winds). Stratosphere extends up next to
troposphere. It has high concentration of ozone gases. Mesosphere extends up from the top
boundary to about 80/85 km. It is the coldest part of the atmosphere. Thermosphere is the upper
most layer of the atmosphere. This layer is of extremely low density. It is characterized by a direct
relationship between temperature and altitude. It is the hottest layer of the atmosphere.
Thermosphere can be further subdivided into ionosphere and exosphere. Ionosphere is a layer of
electrically charged particles. Exosphere is the outermost fringe of the atmosphere. It is
characterized by increasing hydrogen and helium content.
 Teaching-learning process
Suggested teaching aids
- Pie-chart that shows the composition of the atmosphere
- Diagram showing the layers of the atmosphere
Suggested teaching methods
 Question and answer method
 Explanation
 Group discussion
Pre-lesson preparation
 Get the suggested teaching aids and materials ready
 Refer relevant materials about the earth’s atmosphere
 Find relevant photographs and films showing the structure of the earth’s
atmosphere (https://www.youtube.com/watch?v=Y0AOg_fPkog)
 Arrange your materials in order of their necessity and importance
 Presentation of the lesson
Introduction of the lesson
Social studies Teachers Guide Grade 8 7
You may begin your lesson by setting your students to discuss points, such as

- Earth’s atmosphere
- Composition of atmosphere and layers of atmosphere
Body of the lesson
When you pass to this part of your lesson, expose your students to the general definition of
atmosphere. You have to facilitate the teaching learning process by:
- Questioning and answering on the components of the atmosphere.
- Identifying the compositional and vertical structure of the atmosphere.
- Letting students discuss the major characteristics of the four layers of the atmosphere.
Stabilization
You may stabilize the lesson by reviewing the key ideas and concepts of the lesson such as:
- The atmosphere is a mixture of gases, suspended dust particles and condensed moisture
droplets. The four layers of the atmosphere are troposphere, stratosphere, mesosphere and
thermosphere.
 Evaluation and follow-up
Evaluation
At this stage you can ask your students questions like:
1. Explain what the following terms mean:
- Atmosphere - Troposphere - Aerosols - Meteorite
2. Describe the composition of the atmosphere.
3. Explain the characteristics of the layers of the atmosphere.
Follow-up
At this stage you can:
- Ask students to prepare a diagram showing the different layers of the atmosphere.
Possible Answers for Activity 1.2

A. Questions based on facts

1. Gases, suspended dust particles and condensed moisture droplets
2. Nitrogen and oxygen
3. Stratosphere. Ozone absorbs ultraviolet radiation.
Social studies Teachers Guide Grade 8 8
 4. Mesosphere
5. Troposphere→ Stratosphere→ Mesosphere→ Thermosphere
6. Troposphere is the lower portion of the atmosphere. All kinds of weather changes
take place only in this layer. It has uniform temperature decrease with an increase of
altitude.
Stratosphere extends up next to troposphere. It has high concentration of ozone gas.
Mesosphere is the coldest part of the atmosphere. It is the layer of strong winds.
Thermosphere is the upper most layer of the atmosphere. It is of extremely low density.
It is the hottest layer of the atmosphere.
1.3 Elements and controls of weather and climate
Number of Periods for this lesson: 4
Competencies
After studying this lesson, learners will be able to:
 Distinguish the difference between weather and climate.
 Outline climatic controls and climatic elements.
 Contents
1.3.1 Definition of weather and climate
1.3.2 Elements of weather and climate
1.3.3 Controls of weather and climate
 Overview
Weather is the condition of the atmosphere at any time, whereas climate is the average weather
condition of the atmosphere in a particular area or a country in a long period of time. The major
elements of weather and climate are temperature, precipitation, wind and air pressure. These are
simply components of the air out of which a given climate is compounded. The elements of
weather and climate vary from place to place and from time to time. The change is attributed to
the collective function of different factors known as controls of climate. The controls of climate
include altitude, latitude, ocean currents, distance from the sea, cloud cover, air pressure and
winds.
 Teaching-learning process
Suggested teaching aids

Social studies Teachers Guide Grade 8 9

 - A world map that shows the direction of cold and warm ocean currents
- A diagram that shows the hydrological cycle
- Wind vane and anemometer to show the direction and speed of winds
- Barometer
Suggested teaching methods
- Brainstorming - Demonstration - Explanation
Pre-lesson preparation
- Get the suggested teaching aids and materials ready
- Collect enough information on the elements of weather and climate from different
sources
 Presentation of the lesson
Introduction of the lesson
You may begin your lesson by setting your students to brainstorm the following points:
- Definition of weather and climate
- Elements of weather and climate and their characteristics
- Controls of weather and climate
Body of the lesson
When you pass to this part of your lesson, you are responsible to facilitate the teaching learning
process by:
- Defining weather and climate
- Listing elements of weather and climate
- Explaining the transfer of energy in the atmosphere
- Demonstrating the process of hydrological cycle using diagram
- Explaining effects of latitude, altitude, distance from the sea, cloud cover and ocean
current on weather and climate
 Stabilization
You may stabilize the lesson by reviewing the key ideas and concepts of the lesson such as:
 Weather is the condition of the atmosphere over a short period of time.
 Climate is the average of all weather conditions of an area over a long period of time.

Social studies Teachers Guide Grade 8 10

  The major elements of weather and climate are temperature, rainfall, winds, air pressure,
clouds, etc.
 Factors affecting weather and climate are latitude, altitude, and distance from the sea,
cloud cover, ocean current, winds and pressure.
 Evaluation and follow-up
Evaluation
At this stage you can ask your students questions like:
1. Explain what the following terms mean:
- Rainfall - Pressure - Water cycle - Ocean current
- Weather - Wind - Altitude - Climate - Latitude
2. Explain the difference between weather and climate.
3. What is temperature?
Follow-up
You can instruct students to:
- Make diagrams representing the hydrological cycle.
- Show major ocean currents on the world map.

1.3.4 Diurnal and Seasonal Variation of Weather

Number of Periods for this lesson: 2
Competencies
After studying this lesson, learners will be able to:
 Compare and contrast variations of rainfall and temperature between different locations
such as highlands and lowlands agro-climatic zones of their locality;
 Collect, summarize and present diurnal and seasonal variation of weather data in their
locality;
 Draw climatic graphs.
 Contents
 Variation of Temperature and Rainfall in Ethiopia
- Diurnal and Seasonal Variation of Temperature
- Seasonal Variation of Rainfall

Social studies Teachers Guide Grade 8 11

 - Ethiopia’s Agro-climatic Zones
 Overview
The variation of temperature is expressed by words like average and range. During the winter or
‘Bega’ season due to clear skies, days become hotter and nights colder. This, therefore, results in
high diurnal range of temperature in Ethiopia. Since, there is a regular receipt of solar radiation
throughout the year Ethiopia has low annual range of temperature.

Rainfall distribution varies from season to season in Ethiopia. During the summer or ‘Kiremt’
season, most highlands of Ethiopia receive rainfall. The western part of Ethiopia, experiences all
year rainfall.

Agro-climatic zone refers to a land unit represented in terms of major climate and growing period,
which is climatically suitable for certain range of crops. In Ethiopia there are five traditional agro-
climatic zones. These include Bereha, Kola, woina Dega, Dega and Wurch.
 Teaching-learning process
Suggested teaching aids
- Climate map of Ethiopia showing seasonal variation of rainfall
- Graphs that show temperature and rainfall variations
- Climate map of Ethiopia showing the agro-climatic zones
Suggested teaching methods
- Group discussion - Explanation - Demonstration - Field visit
Pre-lesson preparation
 Arrange a field visit to a nearby meteorological station
 Get the suggested teaching aids and materials ready
 Presentation of the lesson
Introduction of the lesson
As usual, help your students to discuss for sometime on the topic guided by the following
questions.
1. What is diurnal temperature variation?
2. Explain the seasonal distribution of rainfall in Ethiopia.
3. What means by agro-climatic zone?

Social studies Teachers Guide Grade 8 12

 4. What are the traditional agro-climatic zones in Ethiopia?
Body of the lesson
In this part of your lesson, you are expected to:
- demonstrate ways of calculating mean and range of temperature and then let students
practice how to calculate mean and range of temperature.
- ask the students to discuss why places in their locality reflect variable weather condition.
- expose your students to the general definition of agro-climatic zone.
- explain the main characteristics of Ethiopia’s agro-climatic zones.
Stabilization
You may stabilize the lesson by reviewing the key ideas and concepts of the lesson such as:
• During the winter or ‘Bega’ season, there is high diurnal range of temperature in Ethiopia.
But, there is low annual range of temperature.
• Most highlands of Ethiopia receive the summer or ‘Kiremt’ rains.
• Agro-climatic zones of Ethiopia are Bereha, Kola, Woina Dega, Dega and Wurch.
 Evaluation and follow-up

Evaluation

Ask questions like the following:

- What is daily range of temperature?
- What is mean annual temperature?
- What are the agro-climatic zones of Ethiopia?
Follow-up
1. Organize students into small groups to discuss the seasonal variation of temperature and
rainfall in Ethiopia.
2. By sending students to nearby metrological station let them collect, summarize and
develop climatic graphs, and then let them produce field repot.

Possible Answers for Activity 1.3

A. Questions based on facts:

1. Define the following terms:
a. Weather is the condition of the atmosphere over a short period of time.

Social studies Teachers Guide Grade 8 13

 b. Climate is the average of all weather conditions of an area over a long period of time.
c. Sublimation is the process in which ice changes directly into water vapour.
d. Radiation is the transfer of energy from one body to another by means of
electromagnetic waves.
e. Air pressure is the weight exerted by air on a unit of area of the Earth’s surface.
2. Temperature, rainfall, winds, air pressure, clouds, sunshine, humidity, etc.
3. Latitude, cloud cover, wind, altitude, ocean current and air pressure
B. Individual work:
1. Annual Range of temperature ¿ 27 ℃−13 ℃=14 ℃
2. Mean annual temperature=21.4 ℃
3. Total annual amount of rainfall=1200 mm
4.

Line graph of the temperature

30
25
20
Temperature(℃ )
15
10
5
0
J F M A M J J A S O N D

Bar graph for the rainfall

300
250
200
Rainfall (mm)
150
100
50
0
J F M A M J J A S O N D

C. Things to do:

Social studies Teachers Guide Grade 8 14

 1. Guide students when they draw the sketch map that shows the five agro-climatic zones
of Ethiopia.

Answer Key for Unit 1 Review Questions

True or false
1. True 2. False 3. True 4. True 5. False
Matching
1. B 2. C 3. D 4. A 5. E
Multiple Choice
1. A 2. D 3. B 4. B 5. D 6. A 7. B 8. D 9. B 10. A
Fill in the blank
1. anticline, syncline 2. diurnal (daily) range
References

John Widdowson (2014). Geography for Common entrance, Hodder Education, London.
H.Robinson and C.G.Bamford(1978) Geography of transport. MACDONALD AND
EVANS LIMITED 1978.
Ministry of Education, Geography student text book grade 10, Berhanena Selam Printing
Enterprise, Addis Ababa, Revised edition 2005

Ministry of Education, Geography Students Text for Grade 10, Mega Publishing Enterprise
Addis Ababa, 2005
Ministry of Education, Geography Students Text for Grade 9, EMPDA, 1980
Ministry of Education, Geography Students Text for Grade 9, Mega Publishing Enterprise
Addis Ababa, 2005
Ministry of Education, Geography Teacher’s Guide for Grade 10, Mega Publishing
Enterprise Addis Ababa, 2005
Ministry of Education, Geography Teacher’s Guide for Grade 9, Mega Publishing
Enterprise Addis Ababa, 2005

Social studies Teachers Guide Grade 8 15

 Ministry of Education, Geography Teacher Guide for grade 9, Star educational books
distributors Pvt. Ltd, New Delhi and Aster Nega Publishing Enterprises, Addis Ababa,
2011

Ministry of Education, Geography student text book grade 10, Star educational books
distributors Pvt. Ltd, New Delhi. and Aster Nega Publishing Enterprises, Addis Ababa,
2011

Pidwirny, M. (2006). "Crustal Deformation Processes: Folding and Faulting" Fundamentals of

Physical Geography, 2nd Edition.

Press, Frank; Siever, Raymond (1985). Earth (4th ed.). W.H. Freeman. p. 413. ISBN 978-0-7167-
1743-0.

R.B. Bunnett, Physical Geography in Diagrams for Africa, Longman Asia Limited, Hong
Kong, 1997
Ralph C. Scott, physical Geography second edition, 1992
Redfern, D and Skinner, M. (2005). Advanced Geography. Philip Allan Updates.
UNIT 2
PEOPLE AND SOCIO-ECONOMIC ACTIVITIES
Number of Periods for this Unit: 15
Introduction
In this unit you are going to deal with concepts and facts about Cultural diversity and changes,
Major economic activities, Trade and market as the current national and local concern and
Government revenue and tax. Each topic is well structured and simplified.

The first sub-unit (Cultural diversity and changes) deals with the development of human culture,
major cultural elements and globalization and dynamics of social and cultural values. The second
sub-unit (Major Economic Activities) deals with the classification of economic activities. Similarly
the third sub-unit (Trade and market as the current national and local concern) deals with concepts
of trade and market. The fourth sub-unit (Government revenue and tax) deals with the meaning
and basic concept, historical development and benefits of revenue and tax

The methodologies to be employed in teaching the contents in this unit are group
discussion, explanation, gallery walk, lecture, question and answer, field observation, etc.

Social studies Teachers Guide Grade 8 16

The startup questions and activities are given in each sub unit to encourage students. Finally,
review exercises are given at the end of the unit. The questions are simply provided as examples
and could be supplemented by other exercises which the teacher presumes to be appropriate.

Learning Outcomes
At the end of this unit, learners will able to:
 Explain how peoples’ culture develop and change through time.
 Discuss the impacts of population movement on human settlement and economic
activities.
 Explain the concept of trade and increasing global interdependence.
 Analyze the condition of consumers’ right and supply problem using their local
examples.
 Describe the benefits of government revenue and tax.
Unit organization
2.1 Cultural Diversity and Changes
2.1.1 The Development of Human Culture
2.1.2 Major Cultural Elements; Language, Religion and the Human Race
2.1.3 Globalization and Dynamics of Social and Cultural Values
2.2. Major Economic Activities
2.2.1 Primary Economic Activities
2.2.2 Secondary Economic Activities
2.2.3 Tertiary Economic Activities
2.2.4 The Effect of Different Economic Activities on Countries Economic Development
2.3 Trade and Market as the Current National and Local Concern
2.3.1 The Concept and Historical Development of Trade and Market
2.4 Government Revenue And Tax

2.1. Cultural Diversity and Changes

Number of periods for this lesson: 4

Competencies
After studying this lesson, learners will be able to:
Social studies Teachers Guide Grade 8 17
  Explain the processes that lead to the development of culture
 Discusses language, religion and human race as a cultural elements
 Elaborate the cultural diversity of people in terms of language ,religion and human races
 Debate in the classroom on the effect of globalization as an agent cultural change.
 Respect humanity and indigenous knowledge.
Contents
 The development of human culture
 Major cultural elements language, religion and human race
 Globalization and dynamics of social and cultural values
Overview
Culture is defined as the symbols, language, religion, beliefs, norms, values, and artifacts that are
part of any society. Cultural components can be classified as material and non-material culture.
Cultural diversity refers to a group of diverse individuals from different cultures or societies.
Usually, cultural diversity can be expressed in terms of nationality, language, religion, race, health
difference, sexual orientation, gender, age, disability and ethnicity. Ethiopia is the home of peoples
that have cultural diversities who are living together in the same community. Language is defined
as a system of communication which consists of a set of sounds and written symbols which are
used by the people of a particular country or regions for the purpose of talking or writing. Religion
is defined as a set of organized beliefs, practices, and systems that relates to the belief and worship
of a controlling force to a personal God or another super-natural being. Human race is defined as a
category of people that is socially constructed, shares certain distinctive physical characteristics
such as skin color, facial features, and stature.
Teaching learning process
 Suggested teaching aids
- Videos like https://www.youtube.com/watch?v=iH4e3Zb7Elo
-Photographs that show the cultural diversity of people in Ethiopia.
 Suggested teaching methods
-Group discussion -Explanation -Question and answer
Pre-lesson preparation
 Ready the video and photographs forthis lesson.
Social studies Teachers Guide Grade 8 18
  Prepare your daily lesson plan.

Presentation of the lesson

 Introducing the lesson
 Start the lesson by asking the following questions.
 What is culture?
 What are the processes that lead to the development of culture?

 What is cultural diversity?

 What are the effects of globalization on culture?
 Body of the lesson
-Define culture.
-Explain the processes that lead to the development of culture.
-explain the concept of cultural diversity
-Describe the cultural diversity of people in terms of language, religion and human race.- -
Discuss on the effects of globalization on culture.
Stabilization
You may stabilize the lesson by reviewing the following key ideas and concepts of the lesson.
Culture is developed from changes in socially transmitted beliefs, knowledge, customs, skills,
attitudes and languages. Cultural components can be classified as material and non-material
culture. Language, religion and human race are the main elements of culture.
Evaluation and follow up
 Evaluation
In order to evaluate the understanding of students ask the following questions.
 What are the similarities and differences of culture among the Ethiopian people?
 What are the factors that cause cultural change in the contemporary world?
 Follow up

Social studies Teachers Guide Grade 8 19

  Observe the group work, record the strength and limitations and provide constructive
feedback, then check whether the students can explain and discuss the process of cultural
development and basic elements of culture.
Possible Answers for Activity 2.1
1. A.Culture is defined as the symbols, language, religion, beliefs, norms, values, and artifacts
that are part of any society.
B.Language is defined as a system of communication which consists of a set of sounds and
written symbols.
C. The society’s physical objects, such as its tools and technology, houses, factories, raw
materials, clothing, eating utensils, and means of transportation. Examples Rock hewn
churches of Lalibela, Obelisks of Axum.
D. Religion is defined as a set of organized beliefs, practices, and systems that relates to the
belief and worship of a controlling force to a personal God or another super-natural being.
E.Non material culture includes the values, beliefs, symbols, and language that define a
society. Example: - traditional dances, songs, rituals, folks, etc.
F.Race refers to physical differences that groups and cultures consider socially significant.
2. Cultural diversity refers to a group of diverse individuals from different cultures or societies.
3. Culture is developed from changes in socially transmitted beliefs, knowledge, customs, skills,
attitudes and languages. Culture is affecting people’s behavior that they acquire from other
members of the society through teaching, imitation and other forms of social transmission.
B. For this activity, you are expected to guide the students while they discuss about how the youth
mitigate the effect of globalization on culture and provide the necessary feedback for students.
2.2 Major Economic Activities
Number of Periods for this lesson: 5
Competencies
After studying this lesson, learners will be able to:
 Explain the different types of economic activities;
 Relate different economic activities with countries levels of development;
 Compare and contrast agriculture of the developed and developing countries;
 Contents

Social studies Teachers Guide Grade 8 20

 2.1.1 Primary economic Activities
- Agriculture - Fishing
- Forestry - Mining

2.1.2 Secondary economic Activities

2.1.3 Tertiary economic activities
- Transportation - Communication - Tourism
2.1.4 The effect of different economic activities on countries economic development
- Economic basis of developed and developing countries
 Overview
Primary economic activities focus directly on the extraction of resources from the environment.
The main types of primary activities include agriculture, forestry, fishing and mining.

Agriculture is the science and art of cultivation of the soil and the rearing of livestock for either
local consumption or commercial purposes.

Secondary economic activities include manufacturing, construction and power production. The
mechanical or chemical process of turning raw materials into finished products is known as
manufacturing, whereas the places where manufacturing activities are done known as industry.
Tertiary activities these activities, by themselves, do not produce goods, but they are an aid or a
support for the production process. So they are also known as support services. They include
transport, communication, trade, tourism, health, education, etc.

The developed countries have a large share of the manufacturing industries. In the industrialized
countries, a large number of people are employed in secondary activities. On the other hand, in
developing countries, the great majority of people still work in the agriculture sector. Developing
economies are basically agrarian in their character.

Teaching-learning process

Suggested teaching aids

- Photographs of different sectors of economic activities
- A diagram that show the relationship among the three economic activities
Suggested teaching methods

Social studies Teachers Guide Grade 8 21

 - Question-answer - Gallery walk - Field observation - Group discussion
Pre-lesson preparation
- Collect photographs of different economic activities
- Prepare a diagram and show the relationship among the three economic activities
- Refer relevant materials about the major economic activities
 Presentation of the lesson
Introduction of the lesson
You may start the lesson by asking the following questions.
1. What is primary economic activity?
2. Can you give examples of secondary economic activities?
3. What is tertiary economic activity?
Body of the lesson
- Explain the major characteristics of primary, secondary and tertiary economic
activities.
- Arrange a gallery walk and help students to distinguish the three major types of economic
activities.
- Let students compare and contrast primary and secondary economic activities.
- Ask students to discuss, compare and contrast tertiary economic activities with primary
and secondary economic activities.
- Guide students to discuss and explain the countries’ economic development in relation to
the different types of economic activities
Stabilization
Ask students to identify the key points of the lesson as you stabilize your lesson presentation by
reviewing all essential points. You may mention the following:
- Primary and secondary economic activities produce tangible goods, but tertiary activities
provide services.
- The developed countries are highly industrialized, but developing economies are basically
agrarian.
 Evaluation and follow-up
Evaluation

Social studies Teachers Guide Grade 8 22

Ask the following questions:

- Mention the different types of economic activities.

- What is primary economic activity?
- What is the meaning of manufacturing industry?
- What are the major characteristics of secondary economic activities?
- What are the major components of tertiary economic activities?
- Explain the economic basis of developed and developing countries.
Follow-up
Arrange a field observation and guide students classify the different activities of their surroundings
into primary, secondary and tertiary.

Possible Answers for Activity 2.2

A. Questions based on facts
1. Define the following terms:
a. Agriculture is the science and art of cultivation of the soil and the rearing of livestock
b. Forestry is one of the primary economic activities, which involves the extraction of forest
products for different purposes by people.
c. Manufacturing is the activity which turns raw materials into products by using labor,
energy and equipment.
d. Transportation is the movement of goods or people from one location to another.
e. Communication is the sharing of information between different individuals.
f. Tourism is the movement of the people from their normal place of residence to another
place for leisure, business and other purposes.
2. Agriculture, fishing, forestry, mining and fishery
3. Manufacturing is the mechanical or chemical process of turning raw materials into
finished products, whereas industry is the place where manufacturing activities are done.
4. Developing countries are basically agrarian in their character. In developing countries, the
number of people engaged in agricultural sector is many but the production is little. Since
developed countries are practicing modern methods, they can produce large amount using
few number of manpower. That means people engaged in agricultural sector are very few
but production is in surplus.

Social studies Teachers Guide Grade 8 23

 5. Primary economic activities focus directly on the extraction of resources from the
environment, whereas secondary economic activities focus on making articles.
Tertiary economic activities are service giving activities.
B. Group work
For this activity, you are expected to guide the students to visit their locality and present
their findings.
2.3 Trade and Market as the Current National and Local Concern
Number of Periods: 5
Competencies
After studying this lesson, learners will be able to:
 Describe the various flow patterns of goods, services and information;
 Analyze the contribution of trade to the Ethiopia economy;
 Explain the major types of trade;
 Evaluate the contribution of different economic sectors to Ethiopian export trade;
 Explain that the interaction of supply and demand determines price;
 Use graphs to show the market equilibrium point;
 Explain what conditions must exist for “perfect competition” to occur;
 Discuss the trade-off between consumer right and market supply;
 Contents
2.3.1 The Concept and Historical Development of Trade and Market
- The key benefits of trade
- Types of trade
- Market forces: supply and demand
- Major actors of the market
- The idea of competitive market
- Consumer right and supply problem
 Overview
Trade is the process of buying, selling, or exchanging of commodities. The earliest form of trade
was bartering, which is the exchange of one article for another of equal value. Modern traders
generally negotiate through a medium of exchange, such as money. Market is a place where buyers
and sellers can gather to facilitate the exchange of goods and services.
Social studies Teachers Guide Grade 8 24
Trade is critical to a nation’s prosperity in providing bigger variety of cheaper products for the
local population, high level of technological progress and efficiency, specialization and division of
labor, etc.

Trade is broadly classified as Internal and External Trade. Internal trade is done within the same
country. It is further classified into wholesale and retail trade. External trade occurs between two
different countries. External trade is further classified into Import trade, Export trade and
Entrepot trade. Ethiopia’s export trade is dominated by agricultural products such as coffee.

A competitive market is a market in which there are so many buyers and so many sellers that each
has a negligible impact on the market price. The major actors of the market are buyers (consumers)
and sellers (producers). Price is dependent on the interaction between market demand and supply.

In Ethiopia, there are supply problems which are caused by deliberate malpractices by suppliers:
like black marketing, hoarding, profiteering, unethical advertising, etc which create shortages in
the market. In order to protect consumers from such exploitation, the Ethiopian Trade Practice and
Consumers’ Protection Authority enacted a proclamation which specifies the rights of consumers.

 Teaching-learning process
Suggested teaching aids
- Diagram showing the flow of goods and services between market actors
- Thematic map showing the pattern of world trade flow
- Graph showing market equilibrium
Suggested teaching methods
- Lecture - Demonstration - Group discussion
- Question-answer - Assignment method
Pre-lesson preparation
- Get ready those teaching aids suggested above.
- Refer relevant materials about trade and market.
 Presentation of the lesson
Introduction of the lesson
To start the lesson you can ask the following questions:
- What is trade?

Social studies Teachers Guide Grade 8 25

 - What is market?
- Explain the historical development of trade and market.
- What are the contributions of trade?
- Who are the major actors of the market?
Body of the lesson
- Using the lecture method guide the students to describe the meaning and historical
development of trade, and differentiate the flow patterns of goods and services
- Let students show the pattern of world trade flow on thematic map.
- Let students discuss and explain the interaction of market supply and demand, and using the
supply and demand graph show the market equilibrium condition.
- Let students explain the market supply and consumer behaviors using the assignment
method.
Stabilization
You may mention the following essential points as you stabilize your lesson presentation.
• Trade is the process of buying, selling, or exchanging of commodities. Market is a place
where buyers and sellers of a commodity meet together. Trade is critical to a nation’s
prosperity. Trade is classified as internal and external trade. Ethiopia’s export trade is
dominated by agricultural products.
• A competitive market is a market in which there are so many buyers and sellers.
 Evaluation and follow-up
Evaluation
You can ask students questions of the following type:
1. Explain contribution of trade to the Ethiopian economy.
2. What are the major types of trade?
3. What are the major export products of Ethiopia?
4. What is market equilibrium?
5. What conditions must exist for “perfect competition” to occur?
Follow-up
You can give assignment for the students to:
- Write report on the trade-off between consumer right and market supply and present their

Social studies Teachers Guide Grade 8 26

 findings to the class.

Possible Answers for Activity 2.3

A. Questions based on facts
1. Define the following terms
a. Consumers are people who buy products for their personal or family use.
b. Demand is the amount of a good t1hat buyers are willing and able to purchase.
c. Export trade: refers to the selling of domestic manufactured goods to another country.
d. External trade- is trade that occurs between two different countries.
e. Market is a place where buyers and sellers can gather to facilitate the exchange of goods
and services.
f. Producers are suppliers of products that are demanded by consumers.
g. Trade is the process of buying, selling, or exchanging of commodities.
h. Shortage is a situation in which quantity demanded is greater than quantity supplied.
i. Supply is the amount of a good that sellers are willing and able to sell.
2. - Bigger variety of cheaper products for the local population
- Higher level of competition with decreasing prices
- High level of technological progress and efficiency
- Specialization and division of labor, etc.
3. Internal trade is done within the same country, whereas external trade is done between two
different countries.
4. Agricultural products such as coffee
5. - The goods being offered for sale are exactly the same
- Buyers and sellers have knowledge of the market
- Very large number of buyers and sellers, etc.
6. Consumers and producers
7. The right to:
- get accurate information on the quality of goods they purchase.
- selectively buy goods and services
- be received humbly and respectfully by any business person, etc.

2.4 Government Revenue and Tax

Social studies Teachers Guide Grade 8 27

 Number of periods for this lesson: 1
Competencies
After studying this lesson, learners will be able to:
 Explain the meaning of government revenue and tax
 Discuss the historical development of revenue and tax in Ethiopia.
 List the main benefits of trade
Contents
 The meaning and basic concept of revenue and tax
 historical development of revenue and tax in Ethiopia
 the benefits of government revenue and tax
Overview
Government revenue refers to all the income of the government from taxes and non-tax sources.
Tax is defined as a mandatory fee or financial charge levied by any government on an individual or
an organization to collect revenue for public works providing the best facilities and infrastructure.
Taxation is a system of raising money to finance government expenditure. In order to render
various economic and social activities, government requires large amount of revenue. Government
revenues have the following benefits, removal of inequalities in income and wealth, ensuring
economic stability, reduction in regional imbalances, capital accumulation, creation of
employment opportunities, beneficial diversion of resources and encouragement of export.The
traditional taxation provides for taxes on crops, livestock and livestock products such as wool,
butter and milk. The tax on wool was particularly levied on mountainous areas of the country.
Hunting taxes were imposed on elephant hunters in the form of ivory taxes. In the Axumite
kingdom there was a practice of traditional taxation.
Teaching learning process
 Suggested teaching aids
-Posters that promote revenue and tax
-statistical documents that present information on revenue and tax
 Suggested teaching methods
-Group discussion - Explanation

Social studies Teachers Guide Grade 8 28

Pre-lesson preparation
 Ready the appropriate posters for the lesson.

 Prepare your daily lesson plan.

Presentation of the lesson
 Introduction of the lesson
 Define government revenue and tax
 What are the benefits of government revenue and tax?
 Elaborate the history of government revenue and tax.
 Body of the lesson
 Define the government revenue and tax.
 Discuss on the benefits of government revenue and tax. Explain the historical development
of government revenue and tax in Ethiopia.
 In your discussion, bring the attention of students to the following points.

 Government revenues have the following benefits, removal of inequalities in income and
wealth, ensuring economic stability, reduction in regional imbalances, capital accumulation,
creation of employment opportunities, beneficial diversion of resources and encouragement
of export.

Stabilization
You may stabilize the lesson by reviewing the following key ideas and concepts of the lesson
 Government revenues and spending are an important part of fiscal policy of the government.
 Tax is defined as a mandatory fee or financial charge levied by government on an individual
or organization.
 Taxation is a system of raising money to finance government expenditure.
Evaluation and Follow up
 Evaluation
In order to evaluate the understanding of the students and the expected competencies are achieved,
ask students the following questions.
 What is government revenue?
Social studies Teachers Guide Grade 8 29
  List the benefits of government revenue and tax.
Give the students appropriate feedback for their responses.
 Follow up
-Observe the discussion, check student’s participation and provide feedback.
Possible Answers for Activity 2.4

1. a. Government revenue refers to all the income of the government from taxes and non-tax
sources.
b. Tax is a mandatory fee or financial charge levied by a governmenton an individual or
organization.
2. Benefits of the government revenue and tax
a. Removal of inequalities in income and wealth
b. Ensuring economic stability
c. Reduction in regional imbalances
d. Capital accumulation
e. Creation of employment opportunities
f. Beneficial diversion of resources
g. Encouragement of export
3. The traditional taxation provides for taxes on crops, livestock and livestock products such as
wool, butter and milk. The tax on wool was particularly levied on mountainous areas of the
country. Hunting taxes were imposed on elephant hunters in the form of ivory taxes. In the
Axumite kingdom there was a practice of traditional taxation. In the reign of King Zerayacob
(1434 -1468) the first tax system was introduced. The first important reform carried out by
Emperor MenelikII towards the end of the 19 th century resulted in the establishment of a fixed tithe
rather than the undefined and essentially arbitrary system of agriculture taxes.

Answer Key for Unit 2 Review Questions

True or false
1. False 2. True 3. True 4. False 5. False
Matching

Social studies Teachers Guide Grade 8 30

1. D 2. C 3. B 4. A 5. E
Multiple Choice
1. C 2. B 3. B 4. A 5. C 6.D 7. B 8. B
Short Answer
1. Material culture is a component of culture which includes all the society’s physical objects.
2. a. Agriculture, fishing, forestry, mining and fishery
b. Manufacturing, construction and power production
c. Education, health, trade, transportation, tourism, communication, etc.
3. Hoarding, profiteering, inferior quality, wrong weight and measures, adulteration, etc.
4. Retail and wholesale trade
5. Semetic, Cushitic, Omotic and Nilo-Saharan

References

Federal Negarit Gazeta of the Federal Democratic Republic of Ethiopia, 16 th year No. 49,
A.A 16th August, 2010.

https://pressbooks.howardcc.edu/soci101/chapter/3-2-(the elements of culture on July 24, 2021)

Ministry of Education, Economics Student Text Book Grade 11 Star educational books
distributors pvt. Ltd, New Delhi. and Aster Nega Publishing Enterprises, Addis Ababa,
2011

Ministry of Education, General Business Student Text Book Grade 11 Star educational books
distributors Pvt. Ltd, New Delhi. and Aster Nega Publishing Enterprises, Addis Ababa,
2011

N.D. Kapoor & Bharat Bhushan, R. P. Maheshwari (1997). ISC Commerce. India: Pitambar
Publishing. pp. 199–278. ISBN 81-209-0447-8.

National Atlas of Ethiopia, 3rd edition, 2013(Cultural diversity in Ethiopia, August17, 2021)

Zewde Getahun,Journal of Cultural and Social Anthropology, negative impact of globalization

on indigenous Cultures, Volume 1

Social studies Teachers Guide Grade 8 31

 UNIT 3
NATURAL RESOURCES AND SOCIO- ECONOMIC DEVELOPMENT
Number of periods for this Unit: 12

Unit Introduction
In this unit the students are going to learn about the natural resources and socio-economic
development. The teachers are expected to guide the students to understand how the conservation
and natural resources are important for sustainable development. Further, in this unit students are
going to learn about the consequences of unwise utilization of natural resources .Finally the unit
deals on the resource accessibility and resource based conflict.
Unit Outcomes
At the end of this unit, you will be able to:
 Describe the role of natural resources for socio- economic development;
 Explain the concept of sustainable resource utilization and development;
 Describe the way natural resources are utilized in your locality;
 Value indigenous resource based conflict resolution efforts in your locality;

Social studies Teachers Guide Grade 8 32

Main contents
3.1Conservation and utilization of natural resources for sustainable development
3.1.1. Resource utilization and economic benefits
3.1.2. Factors of natural resource utilization
3.1.3. The changing importance of resources over time
3.1.4. Resource conservation and sustainable utilization
a. Meaning of conservation
b. Meaning of sustainable use
c. Soil conservation and sustainable utilization
d. Water conservation and sustainable utilization
e. Forest conservation and sustainable utilization
f. Wildlife conservation and sustainable utilization
3.2. Consequences of unwise utilization of natural resources
3.3. Resource accessibility and resource based conflict:(Example: hydro politics of Abayriver)
3.1 Conservation and utilization of natural resources for sustainable
development
Number of periods for this lesson: 2
Competency
At the end of this lesson, learners will be able to:
 Analyze the use of natural resources for socio economic development.
Contents
 Resource utilization and economic benefits
 Classification of natural resources
 Natural resources and their conservation
Overviews
Natural resources are the resources which exist without any actions of human being. Natural
resources are mainly classified into two categories. These are Renewable and Non-renewable
natural resources. Natural resources are the resources that are naturally available on the Earth.
However, many natural resources are destructing fast because of several reasons. The measures on

Social studies Teachers Guide Grade 8 33

conservation of natural resources include, use an alternative source of energy like solar and wind
energy, plant more trees, treat and recycle the industrial sewage and waste, reduce emissions and
practice the method of crop rotation. Human beings depend on natural resources in their daily
lives. Natural resources contribute towards fiscal revenue, income; provide job opportunities and
poverty reduction.
Teaching Learning Processes
 Suggested Teaching Aids
In order to make your lesson attractive and appropriate, use the following teaching aids:
- Videos like https://www.youtube.com/watch?v=we9Q165wo08
 Suggested teaching methods
 Brainstorming: let the students guess and forward their ideas and facts and share experiences in
class on conservation and utilization of natural resources for sustainable development.
-Group discussion -explanation - assignment

Pre lesson preparation

 Download the videos for the lesson.
 Prepare daily lesson plan.
Presentation of the lesson
 Introducing the lesson
Start the lesson by asking questions like the following:
 Define natural resource.
 What do you mean by conservation of natural resource?
 What are the economic benefits of natural resources?
 Body of the Lesson
 Define natural resource.
Natural resources are the resources which exist without any actions of human being
 Explain the conservation of natural resources.
 Discuss on the economic benefits of natural resources. In the discussion, bring to the
attention of students on the following points.

Social studies Teachers Guide Grade 8 34

Conservation of natural resources is very important for sustainable development. The benefits of
natural resources are fiscal revenue and income; provide job opportunities and finally it is
important for poverty reduction.
 Give assignment and let students explain the importance of wise and sustainable utilization
of natural resources including land, water and forest.

Stabilization
You may stabilize the lesson by reviewing the following key ideas and concepts of the lesson.
- Natural resources are the resources that are naturally available on the Earth.
- There are two groups of natural resources.
- Conservation of natural resources is important for the survival of human beings.
- Sustainable utilization of natural resources is the proper management of natural resources
for the benefit of the people.
Evaluation and follow up
 Evaluation
In order to evaluate the level of understanding of the students, ask studentsthe following
questions about the conservation of natural resources.
 List the two groups of natural resources and give examples for each.
 How natural resource conservation is important for sustainable development?
 Explain the importance of wise and sustainable utilization of natural resources.
Give the students appropriate feedback for their responses and activities.
 Follow up
 Observe the group discussion and record the performance and provide feedback.
 Check whether the students can explain the importance of natural resources.
Possible answers for Activity 3.1
1. The conservation and utilization of natural resources helps to develop the behavior of
conservation of the available natural resources.
Natural resources improve, maintain and protect the natural environment and its resources for
the benefit of the people. This is important for sustainable development.

Social studies Teachers Guide Grade 8 35

2. To make food, fuel, revenue and income, raw materials for the production of goods and to
generate electricity and it is important for poverty reduction
3. Renewable and non-renewable
Renewable resources are resources which can be renewed or replaced. Examples: soil, water, air,
plants and wild animals. Non-renewable resources are resources that cannot be renewed or
replaced. Examples: coal, petroleum, natural gas.
B. People need to conserve natural resources to stay alive. Natural resources make their lives
better. We have to conserve our natural resources like soil, water and forest. The wise use of
natural resources is very important because over exploitation of natural resources leads to
destruction.
3.1.2 Factors of natural resource utilization
Number of periods for this lesson: 2
Competencies
After studying this lesson, learners will be able to:
 Describe factors influencing the utilization of natural resource.
 Explain how the consumption patterns of resources are changing through time.
Contents
 Factors of natural resource utilization
 Changing importance of resources over time.
Overview
Sustainable utilization of natural resources involves proper use of land, water, air, minerals,
forests, fisheries, and wild flora and fauna resources. The rapid population growth and overuse of
natural resources led to several socio-economic and environmental problems. This creates
unbalanced demand between population and resource. The main factors that affect the utilization
of natural resources are overpopulation, poor farming practices, overconsumption of natural
resources, pollution, industrial and technological development.
Humans demand for consumption of natural resources is dramatically increasing. Humans need to
interact with the environment to obtain food, water, fuel, medicine, soil, building materials and
many other things. The impact of humans on the environment depends on the consumption level of
resources such as land, food, water, air, fossil fuels and minerals. The consumption patterns of
Social studies Teachers Guide Grade 8 36
resources cause air and water pollution, waste, and global warming. Changing consumption
patterns combined with population increase and food insecurity concerns could lead to challenges
in terms of sustainability for the environment.
Teaching leaning processes
 Suggested teaching aids
-Forest map of Ethiopia -Soil map of Ethiopia
-videos like https://www.youtube.com/watch?v=jmUYH_v7sNQ or
-https://www.youtube.com/watch?v=9e7wgqRdOig&t=993s
 Suggested teaching methods
-Group -
Discussion Explanation
Pre lesson preparation
 Download video and prepare maps in the classroom.
 Prepare daily lesson plan.
Presentation of the lesson
 Introduction of the lesson
Start the lesson by asking the following questions.
 What are the major factors influencing the utilization of natural resources?
 How the consumption pattern of resources are changing through time.
 What are the major environmental effects of high level of consumption?
 Body of the lesson
 Explain the major factors influencing the utilization of natural resources.
 Discuss on the changing importance of resources over time.
 Mention the environmental effects of high level of consumption.
Stabilization
 You may stabilize the lesson by reviewing the following key ideas and concepts of the lesson.
There are several factors that affect the utilization of natural resources. The main factors that
affect the utilization of natural resources include over population, poor farming practices, over
consumption of natural resources, pollution, industrial and technological development etc.

Social studies Teachers Guide Grade 8 37

 Changing consumption patterns combined with population increase and food insecurity
concerns could lead to challenges in terms of sustainability for the environment.
Evaluation and follow up
 Evaluation
In order to evaluate the understanding of the students and whether the expected competencies are
achieved, ask the students the following questions.
-List the factors influencing the utilization of natural resources.
-Explain the changing importance of resources over time.
 Follow- up
- Observe the group discussion and check whether the students can explain the factors
influencing the utilization of natural resources.
Possible answers for Activity 3.2
1. Overpopulation, poor farming practices, over consumption of natural resources, pollution and
industrial and technological development.
2. Humans demand for consumption of natural resources is dramatically increasing. Humans need
to interact with the environment to obtain food, water, fuel, medicine, soil, building materials and
many other things. Changing consumption patterns combined with population increase and food
insecurity concerns could lead to challenges in terms of sustainability for the environment.
3. Soil degradation, water shortages, biodiversity loss, damage to ecosystem functions and global
warming.
3.1.4. Resource Conservation and Sustainable Utilization
Number of periods for this lesson: 4
Competency
After studying this lesson, learners will be able to:
 Explain the ideas of Resource Conservation and sustainable utilization.
Contents
1. Meanings of conservation
2. Meanings of sustainable use
3. Soil conservation and sustainable utilization

Social studies Teachers Guide Grade 8 38

 4. Water conservation and sustainable utilization
5. Forest conservation and sustainable utilization
6. wildlife conservation and sustainable utilization
Overview
Conservation is a careful, efficient, wise use and sustainable use of natural resources. Sustainable
use of resource means the use of the environment and its resources at a rate that does not exceed its
capacity for replacement of the resource. Soil conservation is the set of techniques and practices
which involves the protection of soil from erosion, soil degradation, so as to maintain soil fertility
and productivity. The soil conservation measures include terracing, afforestation, crop rotation,
reforestation, shelter belt, check dams and strip cropping.
Water conservation refers to the wise use, control and development of water bodies and prevention
of pollution. Forest conservation is the practice of planting and maintaining forest areas for the
benefit and sustainability of forest resources for the people. Wildlife conservation is the practice of
protecting plant and animal species and their habitats. Wildlife is important to balance in
ecosystem, provides food, source of medicine, recreational purposes and for the development of
the economy.
Teaching and learning processes
 Suggested teaching materials/aids
 posters that show terracing, posters of afforestation
 Photographs of shelter belt and check dams.
 Videos of terracing like https://www.youtube.com/watch?v=TFE8pEI5QiE or
https://www.youtube.com/watch?v=Iatpqn_pV1k
 Suggested teaching methods
-Group Discussion -Explanation-Demonstration
Pre lesson preparation
 Download the videos and prepare posters and photographs.
Presentation of the lesson
 Introducing the lesson
Start the lesson by asking the following questions.

Social studies Teachers Guide Grade 8 39

  Define conservation?
 What are the methods of soil conservation?
 Define water conservation.
 What is forest conservation?
 Explain wildlife conservation and sustainable utilization.
 Body of the lesson
 Define conservation and sustainable use.
 Identify the methods of soil conservation like terracing, afforestation, crop rotation, reforestation,
shelter belt and check dam. Discuss on water conservation and the benefits of water
conservation. Then forest conservation and importance of forests .finally explain on meaning of
wildlife conservation and importance of wildlife.
 Give assignment for students to sketch the physical map of Ethiopia.
 Considering the experience of the Konso people, let the students write a case study report on
the relevance of indigenous knowledge in resource conservation.
Stabilization
 You may stabilize the lesson by reviewing the key ideas and concepts of the lesson.
Soil, water, forest and wildlife are important natural resources. So we have to conserve these
natural resources.
Evaluation and follow up
 Evaluation
 To know the level of understanding of the students and whether the expected competencies are
achieved, ask the students questions about the topic you taught.
 Explain the meaning of conservation and sustainable use of resource.
 Describe the methods of soil conservation.
 Explain forest conservation and the importance of forests.
 Explain wild life and the measures taken to conserve wildlife resources
 Give the students appropriate feedback for their responses and activities.
 Follow up
-Observe the group discussion and check whether the students can explain soil conservation,
water conservation, forest conservation and wildlife conservation.
Social studies Teachers Guide Grade 8 40
Possible answers for Activity 3.3
1. A. Conservation is a careful, efficient, wise use and sustainable use of natural resources.
B. Sustainable use of resource means the use of the environment and its resources at a rate that
does not exceed its capacity for replacement of the resource.
2. Terracing, afforestation, crop rotation, reforestation, shelter belt, check dams and strip
cropping
3. Forest conservation is important for increasing productivity of soil, controlling erosion, food
and shelter for wildlife, climate control, wildlife conservation, oxygen production, CO 2 sink
and water recycling.
4. The proper use of water is important to minimize drought and water shortage, reduce political
conflict, preservation of environment, recreation purpose and creating safe and beautiful
environment.
 Soil conservation helps to increase productivity of soil, mitigate erosion, give food and
shelter for wildlife and promote purification of water.
5. The factors that affect wild life resources include deforestation, illegal hunting, overgrazing,
burning of forest, pollution and climate change.
6. Wild life resources are important for wild life tourism, job opportunities, source of income
and maintain balance of nature.
B. let students to investigate water and soil conservation of their locality and give time to present
the measures taken to conserve water and soil to the class.
C. 1.Let students to investigate the natural resources of their locality, give time to present
sustainable utilization of natural resources to the class.

2. Let students to sketch the physical map of Ethiopia and show the location of river basin and
forest distribution and share their findings to the class.
3.3. Resource Accessibility and Resource based conflicts
Number of periods for this lesson: 4
Competencies
After studying this lesson, learners will be able to:
 Describe the consequences of unwise utilization of natural resource
 Evaluate how your society uses resources and how dispute over resources.

Social studies Teachers Guide Grade 8 41

  Take part in events that promote resource conservation practices in your community.
 Discuss on indigenous know ledges related to resource conservation.
Contents
 Consequences of unwise utilization of natural resource
 Resource accessibility and resource based conflict(example hydro politics of Abay river)
Overview

Throughout the world, more and more forest is cut, soils are ploughed, waters put in to use. This
happens because of a continuous improvement in the life style of people. Sometimes, resources
are also misused and as a result they become smaller and smaller. Natural resource exploitation,
exploration, mining and processing have caused different types of environmental damages. The
consequences include water shortages, loss of forest cover, and depletion of minerals and
extinction of Species.
Water conflict arises from various kinds of claims over water access or rights. The Nile River is
one of the most politically significant rivers in Africa. The Nile basin countries have significant
interest over its water. The countries that are found in the Nile basin are Ethiopia, Egypt, Kenya,
Sudan, Uganda, Rwanda, Burundi, democratic republic of Congo, Eritrea, Tanzania, and south
Sudan. The hydro-politics of the Nile is therefore related with the degree to which the Nile River is
utilized in its upper and lower courses. This unbalanced and unfair utilization of the river between
the upper and lower course countries has been a great area of interest. The countries of the basin
are now coming in a situation where they have about equitable utilization of the river.
Teaching –Learning Processes
 Suggested teaching aids
Photographs of water shortage areas in Ethiopia
 Map of Africa that show river basin
 Photographs of deforestation areas in Ethiopia.
 Videos like https://www.youtube.com/watch?v=ioQoI76f804/https://www.youtube.com/
watch?v=7_yN-45b7zg
 Suggested teaching methods
-Group Discussion -Explanation -Assignment

Social studies Teachers Guide Grade 8 42

Presentation of the lesson
 Introducing the lesson
You may begin this lesson with the following questions.
 What are the consequences of unwise utilization of natural resources?
 Elaborate the resource accessibility and resource based conflict.
 Define hydro-politics.
 Mention the countries located in the Nile basin.
 Body of the lesson
-Explain the consequences of unwise utilization of natural resources
-Define water conflict and hydro politics.
-Discuss on the resource accessibility and resource based conflict.
Ask the students to list the countries that are located in the Nile basin.
Discuss on resource utilization of Abay river.
 In your discussion, focus on the interest of Nile basin countries.
The Nile river is one of the most politically significant rivers in Africa .In its basin
countries have significant interest over its water. The countries that are found in the Nile
basin are Ethiopia, Egypt, Kenya, Sudan, Uganda, Rwanda, Burundi, democratic republic
of Congo, Eritrea, Tanzania, and south Sudan.
-give time for students to write a short essay on the hydro politics of Abay river.
Stabilization
You may stabilize the lesson by reviewing the key ideas and concepts of the lesson.
Hydro politics is the study of inter-state politics regarding the management of shared water
resources. The hydro-politics of the Nile is therefore related with the degree to which the Nile
River is utilized in its upper and lower courses.
Evaluation and follow up
 Evaluation
In order to evaluate the level of understanding of the students and whether the expected
competencies are achieved, ask the students the following questions.
 What is water conflict?

Social studies Teachers Guide Grade 8 43

  What is hydro politics?
 Elaborate resource accessibility and resource based conflict example hydro politics of
Abay River.
 Follow up
-Observe the group discussion and check the students can explain the impact of unwise resource
utilization in their locality
Possible answers for Activity 3.4
1. Pollution of water and air, desertification, global warming, extinction of animal species,
ozone depletion, drought and climate change.
2. Water conflict means a conflict between countries, states, or groups over the rights to
access water resources.
3. Hydro politics is the study of inter-state politics regarding the management of shared water
resources.

B.1. Regarding the resource accessibility and resource based conflict, let students to write a short
essay on the hydro politics of Abay river and present to the class.

Answer Key for Unit 3 Review Questions

I.True/false item
1. True 2. False 3. True 4. True 5.False
II. Matching item
1. C 2.D 3. E 4.A 5.B
III. Multiple Choice item
1. C 2. A 3.B4. D 5.A 6.A 7.C
IV. Fill in the blank
1. Conservation
2. Deforestation
V. Short answer item

Social studies Teachers Guide Grade 8 44

1. Sustainable use of resource means the use of resources that does not lead to the long term
degradation of the resource.
2. Forest conservation is very important because; forests provide oxygen, prevents soil erosion,
provide medicine, serve as raw material for industries, reduce climate change and support
biodiversity.
3. The consequences of unwise utilization of natural resources include water shortage, loss of
forest cover, depletion of minerals, extinction of species, pollution, degradation of ecosystem,
desertification and global warming.
4. The countries that are located in the Nile basin are Ethiopia, Egypt, Kenya, Sudan, Uganda,
Rwanda, Burundi, democratic republic of Congo, Eritrea, Tanzania, and south Sudan.

References

1. Ministry of Education, Geography student text book grade 11, Star educational books
distributors Pvt. Ltd, New Delhi. and Aster Nega Publishing Enterprises, Addis Ababa, 2011

2. GashawGobaw(BA),Solomon Bekele(MSc) ,Hari Shankar Sharma(Phd Professor),

TesfayeShiferaw (Phd), Grade 11Geography text book student textbook ,2003)
3. Dr. Y. K. Singh, Environmental science, New Delhi ,2006,new age international publishers
4. https://whc.unesco.org/en/list/1333/(casestudy of Konso Cultural landscape, on July 26,
2021)
5. https://www.researchgate.net/figure/River-basin-map-of-Ethiopia)( River basin map of
Ethiopia, July 28,2021)
6.https://www.researchgate.net/figure/Major-soil-types-of Ethiopia_fig1_324506965 (Soil map of
Ethiopia, August 1,2021)

Social studies Teachers Guide Grade 8 45

7.https://www.researchgate.net/figure/Forest-cover-of-Ethiopia_fig1_322897569) (Forest cover
map of Ethiopia August 3, 2021)
8.https://www.conserve-energy-future.com/causes-effects-solutions-depletion-natural-resources.php
(factors affecting utilization of natural resources, August 3, 2021)

9.http://www.fao.org/policy-support/policy-themes/sustainable-forest-management/
en/(forestconservation, July 27, 2021

10.https://www.biologydiscussion.com/articles/13-outstanding-water-conservation-methods/2435
(water conservation and sustainable utilization, July 30, 2021)

11.https://www.vedantu.com/chemistry/natural-resources (Natural resources conservation, July

28, 2021)

UNIT 4
EARLY MODERN AND MODERN WORLD HISTORY
Number of periods for this unit: 15
Introduction

Introduction
You are going to teach your students the early modern and modern world history which are
period included form 15 th century to 20 th century.
Thus, this unit gives priority the following sub topics such as the basic concepts of the Great
Geographical Discoveries, Renaissance, Reformation and Counterreformation, the Industrial
Revolution, the Two World Wars and the Cold War. Each sub-topic is presented by giving concise

Social studies Teachers Guide Grade 8 46

and clear explanations with World map. To deal with the contents, we suggest you to use
discussions, explanations, questioning and answer, and presentation teaching methods.
The start-up questions and activities are given in each sub-unit to encourage students. Summaries,
glossaries, review questions and check lists are also designed to explore the key concepts in more
details.
Learning Outcomes
At the end of this unit, students will be able to:
 Discuss the process of The Great Geographical Discoveries;
 Analyze basic issues of Renaissance, Reformation, And Counterreformation;
 Elaborate the essence of the Industrial Revolution;
 Describe the nature of The Two World Wars;
 Discuss main characteristics of the Cold War Era.
Unit Organization
4.1. The Great Geographical Discoveries
4.2. Renaissance, Reformation and Counterreformation
4.3. The Industrial Revolution
4.4. The Two World Wars
4.5. The Cold War
Lesson 4.1. The Great Geographical Discoveries
Number of periods for this lesson: 3
Competencies
At the end of this lesson, students will be able to:
Locate the routes of the great geographical discoveries;
Contents
 Motives for discoveries
 Major Discoverers and their routes
 Results of Great Geographical Discoveries

Overview
Motives for discoveries

Social studies Teachers Guide Grade 8 47

In the 15th century first Portugal and Spain, then Holland, Britain and France sent explorers to
discover the new areas. The main reasons for these discoveries were trade with the East, European
interest to the Far East and scientific Progress.

Major discoverers were

Bartholomew Diaz, in 1488 he sailed through the way of West Africa as far as the Southern tip of
Africa or “Cape of Good Hope”.

Vasco Da Gama, in 1497, sailed round the continent through West Africa as far as East Africa and
across the Indian Ocean then landed in India.

Christopher Columbus. In 1492, He left Spain reached the coast of North America. Columbus did
not know that but he called the people “Indians”.

Amerigo Vespucci, in 1501, sailed to the New World on the way of Columbus. He found what
Columbus had discovered .The New World was thus called America after Amerigo.

Ferdinand Magellan, in 1519-1522, circumnavigated the word.

Results of Great Geographical Discoveries were Progress was stimulated in Europe and other parts
of the world. Different peoples, different religion and different cultures came in contact with each
other. Plants and animals spread to other parts of the world where they were not known before.
The wealth of Europe increased.

Teaching-Learning Process
Suggested Teaching Aids
 World Map
 Images of the great geographical discoverers
Suggested Teaching Methods
Brainstorming questions-Explanation-Discussion-Student presentation-
Question and answer
Pre-Lesson Preparation
 Prepare the daily lesson plan

Social studies Teachers Guide Grade 8 48

  Organize the images of great explorers
 Prepare World Map
 Inform students to bring the images of great explorers from Google.
 Choose topics for class discussion
Presentation of the Lesson
Introduction
You may start the lesson by asking the students brainstorming questions like

 What were the factors that inspire for great geographical discoveries? Do you hear major
discoverer before? Please state some of them?
 Which countries were the pioneers for the great discovery?
 What were the results of the great geographical discoveries?
 What new for European unknown before the great geographical discoveries?
 Discuss with the students things they learned through exploration. Like the motives of
explorer, the discoverers, their route to discover and consequences.
Body of the Lesson
 Begin the lesson by presenting world map. Let students to discuss about the seven world
continents
 Tell the students they will study the great explorers of the world. Each student will pick one
explorer and read from the text book, and present about him, route and his discoveries on a
map presentation to the class.
 Explain the motives of European for the great geographical discoveries
 Ask students the name of discoverers and to indicate their routes on the map
 Discuss the result of the great geographical discoveries
 Using a physical map of the world, let students show the route of the great geographical
discoveries
Stabilization
 Summarize the main points and the key ideas of the lesson such as the routes of the Great
Geographical Discoveries.
Evaluation and Follow Up
Evaluation

Social studies Teachers Guide Grade 8 49

  Set homework assignments from the text, evaluate and provide feedback.
 Assess the performance of each students on the basis of the review questions and class
room discussions
 Assessing the performance of learners continuously over the whole unit through various
formative assessment methods
 Give a test at the end of the lesson

Follow Up
 Supervise students’ discussion and guide them to arrive in the expected conclusions.
Activity 4.1
Expected Answer
1. Short Answer
A. Trade with the East, European interest about the Far East and Scientific progress were
the main factors that encouraged these discoveries.
B. Portugal
C. Hennery the Navigator
2. Things to do:
 Bartholomew Diaz, sailed to Cape of Good Hope.
 Vasco Da Gama, in 1497, sailed to India.
 Christopher Columbus. reached the coast of North America
 Amerigo Vespucci sailed to the New World
 Ferdinand Magellan circumnavigated the word.
3. Yes,
4. Progress was stimulated, peoples, religions and cultures came in contact, Plants and
animals spread to other parts of the world.

Lesson 4.2 Renaissance, Reformation and Counter-reformation

Number of periods for this lesson: 3
Competency
At the end of this lesson, students will be able to:
Pinpoint the main features of the Renaissance, Reformation and Counter-Reformation
Contents
 The Renaissance
Social studies Teachers Guide Grade 8 50
  Causes of Renaissance
 Renaissance Achievements
 The Reformation
 Causes of the Reformation
 Counter-Reformation
 Results of the Reformation

Overview

Renaissance is rebirth or revival. It was the transition from medieval to modern period in Western
Europe. It was begin with the rediscovery of the Greco-Roman civilization. In the 15 th century
Renaissance ideas began to spread from Italy to other European countries.
During this period, moveable printing Machine was invented by Johann Gutenberg.
In literature, Nicola Machiavelli wrote about ethics and government in his book, The
Prince.William Shakespeare was the greatest poet and playwright and his best-known plays
include Romeo and Juliet, A Mid-summer Night’s Dream, Hamlet, Julius Caesar, and Macbeth.

In Arts Leonardo da Vinci (1452-1519) painted such masterpieces as the Last Supper and the
Mona Lisa and Michelangelo (1475-1564) painted beautiful Biblical scenes and figures on the
ceiling of the Sistine Chapel in the Vatican; showing the dead Christ and His mother Marry;
carved massive statues of Old Testament figures, David and Moses; and designed the dome of St.
Peter’s Cathedral in Rome.

In Science, Nicolas Copernicus concluded that the sun is the center of our solar system and several
planets revolving around it and Galileo Galilei propounded the law of falling bodies and greatly
improved the telescope.

The Reformation was a religious revolt, started in 1517, against the Roman Catholic Church.
Causes of the Reformation were worldliness, Nepotism, Simony, and Sale of indulgences.so
Luther condemned the sale of indulgences and denounced Papal agents and nailed his religious
beliefs, the Ninety-Five Theses to the door of the church at Wittenberg. To defend itself against the
Protestant Movement, the Catholic Church took a number of actions, known as the Counter-
Reformation. But at the Council of Trent the church council reaffirmed their basic Catholic

Social studies Teachers Guide Grade 8 51

doctrines and her monastic order known as the Society of Jesus which was founded by Ignatius
Loyolain 1534. End of religious unity and religious wars were the result of reformation.
Teaching-Learning Process
Suggested Teaching Aids
 Images of Johann Gutenberg, Nicola Machiavelli,William Shakespeare, Leonardo da Vinci,
Michelangelo, Nicolas Copernicus, Galileo Galilei, Martin Luther and Ignatius Loyola
with their works

Suggested Teaching Methods

 Brain storming questions-Explanation-Discussion-Questions and answers

Pre-Lesson Preparation

 Prepare daily lesson plan

 Instruct students to bring the images of Renaissance and Reformation elites with their
works from Google.
 Give reading assignment from the text book and others available materials that are related
to the topic.
 Collect images of prominent Renaissance and Reformation elites with their works

Presentation of the Lesson

Introduction

You may start the lesson by asking the students brainstorming questions like the following:

 What is Renaissance? Where it began? Why? How it expanded to other countries?

 What were the achievements of Renaissance?
 When and where was printing invented? What was its importance?
 What is Reformation?
 What were the causes of Reformation?
 Who was Martin Luther and how did he break away from the Catholic Church?
 What is Counter-Reformation?
 Who was Ignatius Loyola why do Catholics regard him as a hero?

Social studies Teachers Guide Grade 8 52

  What were the immediate effects of the rise of Protestantism?

Body of the Lesson

Begin the lesson by presenting the images and works of Renaissance and Reformation elites. Then

 define the Renaissance

 explain causes of Renaissance
 discuss the Renaissance achievements in printing, arts, science and literatures and
individuals who produces them
 ask students to define the Reformation
 ask students to list the causes of the Reformation
 explain the counter-Reformation
 Expound Results of the Reformation
 Using the pyramid instructional method, let students discuss on the Renaissance period
 Organize the class into two groups and let students to debate on Reformation and
Counterreformation

Stabilization

 Summarize the main points and the key ideas of the lesson such as the main features of the
Renaissance, Reformation and Counter-reformation

Evaluation and Follow Up

Evaluation

 Give home take assignment like- write only 2 pages about the main feature of
Renaissance and Reformation.
 Assess the performance of each students on the basis of the review questions and class
room discussions
 Provide the necessary feedback for students‟ learning
 Give a test at the end of the lesson

Social studies Teachers Guide Grade 8 53

Follow Up

 Supervise students’ discussion and guide them to arrive in the expected conclusions.
Activity 4.2.
Expected Answers
 Renaissance is the rebirth or revival of the Greco-Roman civilization.
 The Reformation was a religious revolt against the Roman Catholic Church.
 The Reformation of Catholic Church against the Protestant Movement
 Johann Gutenberg moveable printing Machine
 Leonardo da Vinci painted The Last Supper and The Mona Lisa
 William Shakespeare wrote Romeo and Juliet, A Mid-Summer Night’s Dream, Hamlet,
Julius Caesar, and Macbeth.
 Michelangelo painted beautiful biblical scenes and figures like the Dead Christ and His
mother marry; carved massive statues of Old Testament figures, David and Moses; and
designed the dome of St. Peter’s Cathedral in Rome.
 Galileo Galilei propounded the law of falling bodies and greatly improved the telescope.
 Nicolas Copernicus concluded that the sun is the center of our solar system
 Nicola Machiavelli wrote about ethics and government in his book, The Prince
 The pioneer of protestant Reformation and a founder of a new religion known as
Lutheranism.
 Ignatius Loyola. Founded an organization known as the Society of Jesus in 1534.

4.3. The Industrial Revolution

Number of periods for this lesson: 2
Competency
After studying this lesson, students will be able to:
 Point out basic issues of the Industrial Revolution
Contents
 The beginning of Industrial Revolution
 Stages of Industrial Revolution
 Consequences of Industrial Revolutions

Social studies Teachers Guide Grade 8 54

Overview

The Industrial Revolution was a fundamental change in the way goods were produced, from
human labor in home to with machines in factory. It was started around 1750s in England because
England had domestic and overseas markets, good harbors to facilitate trade, valuable raw
materials, government levied relatively fair and light taxes, and maintained a stable administration
in a unified country.

The first stage of the Industrial Revolution consisted of the invention of the first complex machines
and the building of the first factories and in The second stage of Industrial Revolution(1870-still
Continuing)., inventions came in greater number and brought even more extensive changes to
industry and society.
Consequences of Industrial Revolutions in economic: - expansion of world trade, factory system
expanded, mass production of goods manufactured and increased standards of living, in Political: -
decline of landed aristocracy, growth and expansion of democracy, increased power of
industrialized nations, and nationalism and imperialism stimulated and Social: - development and
growth of cities, population increases, and science and research stimulated however it had
problems such as economic insecurity, unemployment and urban slums.

Teaching-Learning process
Suggested Teaching Aids
 Pictures of industrial revolution factory workers and home workers

Suggested Teaching Methods

Brainstorming Questions-Explanation-Question and answers -Discussion -Student Presentation

Pre-Lesson Preparation

 Prepare daily lesson plan

 Prepare pictures of human labor in home and machines in factory
 Pictures of the progress of invasions developments from the first to the second industrial
revolution
 Giving reading assignment to students from the text book

Social studies Teachers Guide Grade 8 55

Presentation of the Lesson

Introduction

Ask the students Brainstorming questions like the following to begin the lesson

 How would you define what is meant by the “Industrial Revolution”? Why is it called a
“Revolution”?
 What are the differences between the first and the second industrial revolution?
 What were the consequences of industrial revolution in social, economic & political
aspects?

Body of the Lesson

 Explain when, where and for what the industrial revolution began.
 Explain the differences between the first and the second stage of industrial revolution.
 Describe the progress of technology from the first to the second stage of industrial
revolution.
 Discuss about the social, economic and political effects of the industrial revolution.
 Request students to compare and contrast how was life before and after the industrial
revolution?
 Ask students some of the Drawbacks of industrialization
 Let students write and present essays on the industrial revolution.
Stabilization

 Summarize the main points and the key ideas of the lesson such as basic issues of the
industrial revolution

Evaluation and Follow Up

Evaluation

 Give review exercise as a home work from the text book

 Assess the performance of each students on the basis of the review questions and class
room discussions
 Give a test at the end of the lesson
Social studies Teachers Guide Grade 8 56
Follow Up

 Supervise students’ discussion and guide them to arrive in the expected conclusions.

Activity 4.3

Expected Answers

Short Answers

 The first: - Steam as a source of power and its application to manufacturing and
transportation, basic materials-coal, iron, and steel, and the introduction of new methods of
transportation and communication. The Second:- new sources of power electricity,
petroleum, and atomic energy-which in turn makes possible new industries, the invention
of newer and faster means of transportation and communication
 Britain, 1750, it had domestic and overseas markets, good harbors to facilitate trade,
valuable raw materials, government levied relatively fair and light taxes, and maintained a
stable administration in a unified country.

 Domestic:-need large number of workers, work in hand and in home, small amount of
production. Factory:-need small number of workers, work in machine and in factory,
highest amount of production.
 No

4.4. The Two World Wars

Number of periods for this lesson: 5
Competency:
After studying this lesson, you will be able to
 Write essay on major events of the two world wars;
Contents
The First World War (1914-1918)
 Fundamental causes
 Immediate cause
 Courses of the war

Social studies Teachers Guide Grade 8 57

  Results of the war

The Second World War (1939-1945)

 Basic Causes of the War

 Immediate Cause of the War
 The courses of War
 Consequences of the War

Overview

The First World War, 1914-1918

The fundamental Causes of the First World War were nationalism, imperialism, alliance formation
and militarism. The immediate cause of the war was the assassination of Archduke Francis
Ferdinand by Serbian nationalist. As a result, on July 28, 1914, Austria-Hungary declared war on
Serbia. Germany declared war on Russia on August 1, 1914. Germany also declared war on
France on August 3. England declared war on Germany on August 4.
Courses of the War
Western Front. In 1914 German armies overran Belgium and Northern France.
Eastern Front. From 1914-1917 Russia forces suffered crushing defeats by German armies.
Southern Front. By 1917 the Central Powers had overrun most of the Balkans but had won no
decisive battle in Italy. In 1918 an Allied force won back much of the Balkans, and an Italian
offensive compelled Austria-Hungary to surrender.

German Surrender. By late 1918 the German had lost the war. Germany take legal action for peace
and on November 11, 1918, ended hostilities by accepting an armistice.
By the Treaty of Versailles German lost, Alsace and Lorraine, Danzig, Schleswig-Holstein and her
all colonies. Drastic limitation of the army, prohibition of having tanks, aircraft and heavy artillery,
demilitarization of the Rhineland region. They were forced to pay war reparations to the victors.
Results of World War I were almost 10 million soldiers were killed and over 20 million wounded.
Millions of people died. International trade suffered because nations raised tariffs and sought
economic self-sufficiency. The United States emerged as a leading world power. Four major
European dynasties were dethroned.
The Second World War (1939-1945)

Social studies Teachers Guide Grade 8 58

The countries that joined the war were on one of two sides: The Axis Powers at the start of the war
were Germany, Italy and Japan. Later they became central powers, German, Austria-Hungary and
Ottoman Turks. The Allied Powers were Britain, France, and the Soviet Union. On 11 December
1941, four days after Japan attacked at Pearl Harbor, the United States joined the Allies.
Basic Causes of the War were totalitarianism, militarism, nationalism and imperialism. The
immediate Cause of the War was the invasion of Poland by German On September 1, 1939.
From 1939-1940 German caught Poland, Denmark, Norway, France, the Balkans and placing an
army in North Africa to support the Italians but Hitler unable to control Britain and Russia.
War in Europe (1942-1945)-in the western front an Anglo-American army under General Dwight
D. Eisenhower liberate French North Africa, Sicily and Italy and finally drove the Germans from
France. On the eastern front the Russian forces reached Eastern Germany and stormed into Berlin.
Finally Hitler committed suicide, Germany surrendered unconditionally.
War in the Pacific (1942-1945) - on December 7, 1941, Japan attack upon the American naval base
at Pearl Harbor forcing the United States actively entered into the war. In August, 1942, General
Douglas Mac Arthur moved the Allied forces northward in offensives on the road to Japan. By
dropping two atomic bombs over Hiroshima (6 August 1945) and Nagasaki (9 August 1945). On
15 August 1945, Japan surrendered to the Allies.
Consequences of the War - The war was the most costly in history-extended military expenditures
of over and caused property damage, the most destructive in history-huge number of servicemen
and civilians were died and wounded. Several million refugees and uprooted by the war. Germany,
Italy and Japan totalitarian systems were overthrown. The United States and Russia emerged as the
major world powers.

Teaching Learning Processes

Suggested Teaching Aids

 World map
 https://www.google.com/search?q=Photograph+of+Pearl+Harbor&biw
 Timeline of World War 1 Movie from https://www.youtube.com/watch?v
 World War 2 Movies from https://www.youtube.com/watch?v=0Ewt23dFQ_U

Suggested Teaching Methods

Social studies Teachers Guide Grade 8 59

 Brainstorming questions-Explanation-Discussion-Question and answer

Pre-Lesson Preparation

 Prepare daily lesson plan

 Prepare world map
 Give reading assignment to students from the text book
 Display the suggested teaching aids in the class room

Presentation of the Lesson

Introduction

The lesson will be introduced by asking the following brainstorming questions, based on their
previous knowledge

 What were the fundamental and immediate causes of the Two World Wars?
 Which country did Germany invade in August 1914, causing Britain to declare war?
 On which side did Italy fight?
 Write one or two sentences to explain the importance of the Eastern Front.
 What were the decision which made by Versailles Treaty? Who suffered much? Why?
 What were the consequences of the First World War?
 What were the Axis & Allied powers?
 What were fundamental and immediate causes of the WWII?
 What were the reasons for the defeat of Germany in Europe?
 What were the reasons for Japanese defeated by the Allied forces?
 What were the consequences of the war?

Body of the Lesson

 Explain how, when and by who the two World Wars began
 With the help of a map, ask students to identify and locate areas where the courses of the
war took place
 Explain the factors how the two world wars were ended
 Is war a good or bad thing? Discuss with your students

Social studies Teachers Guide Grade 8 60

  When and why did Russia exit the war? Was fair?” Discuss with your students
 Ask students to discuss the consequences of the two wars in political, social and economic
aspects
 Let students write and present essays on the two world wars.
Stabilization

 Summarize the main points and the key ideas of the lesson such as major events
of the two world wars.

Evaluation and Follow Up

Evaluation

 Give homework the review exercise which is found in the text book and evaluate then give
feedback.
 Assess the performance of each students on the basis of the review questions and class
room discussions
 Give a test at the end of the unit

Follow-Up

 Observe the pair work

 Supervise students’ discussion and guide them to arrive in the expected conclusions.
Activity 4.4

Expected Answers

A. Question based on facts:

 WWI the assassination of Arch duck Frances Ferdinand and WWII: - the invasion of Poland by
Germany.
 Britain & France
 The destruction of America military base at Pearl Harbor.
 Triple Alliance:- Britain, France and Russia and Triple Entente:- German, Austro-Hungary and
Ottoman Turkish
 Romanov in Russia, Habsburg in Austria and Hohenzollern in Germany.

Social studies Teachers Guide Grade 8 61

 B. Individual work
 If no, look the destruction of Hiroshima and Nagasaki
C. Things to do.
D. Group discussion
 Yes, if there are unresolved fundamental causes
 Yes, if problems can not solved by discussion, the war is the best solutions.
 Imperialism, nationalism and militarism.

4.5. The Cold War

Number of periods for this lesson: 2

Competency
After studying this lesson, you will be able to
 Discern the main features of the Cold War Era.
Contents

 Two Blocs of Contending Nations

 The Main Features of the Cold War Era
 Foreign Aid
 Military Alliances
 Nuclear Energy Developments
 Missiles Developments
 Space Computations
 The End of the Cold War
Overview

The Cold War was the competition between the capitalist bloc, led by the United States, and the
communist bloc, led by the Soviet Union from1945-1991 by propaganda, diplomacy, scientific and
economic competition, and espionage.

Countries in the Capitalist bloc were USA, Britain, France, West

Germany, South Korea and Japan and also countries in the Communist bloc were Soviet Union,

Social studies Teachers Guide Grade 8 62

Poland, East Germany, Czechoslovakia, Hungary, Romania, Bulgaria, Albania, Cuba, North
Korea, North Vietnam and China.
The Main Features of the Cold War Era were

Foreign Aid - the Truman Doctrine was economic and military aid of USA for Greece and Turkey
to stop Communist expansion on the other side the Marshall plan was American economic aid to
all European nations (including Russia and her satellites) to enable them to recover from the
destruction of World War II. However, in Communist bloc Russia initiated an economic aid
program of her own by name of Council for Mutual Economic Assistance (CMEA). It bringing
closer economic relations between Russia and her satellites.

Military Alliances - in 1949 twelve capitalist bloc nations strengthened themselves against
Communist aggression by authorizing a North Atlantic Treaty Organization (NATO) army. On the
other side in 1955 Russia and her European satellites formed an alliance providing for a unified
Communist military command by Warsaw Pact.

Nuclear Energy Developments - Nations Possessing Nuclear Power. The United States exploding
the first atomic bomb in 1945. Other nations followed: Russia in 1949, Great Britain in 1952,
France in 1960, and Communist China in 1964.
Missiles Developments - Since World War II the United States and Russia have developed rocket
propelled missiles capable of delivering conventional or nuclear missiles.
Space Computations - in 1957 Russian scientists placed into orbit around the earth the first man-
made satellite. In 1958the United States orbited its first satellite.
The End of the Cold War - in 1991 the cold war ended as a result of the two successful meetings
between President Ronald Reagan of the USA and president Mikhail Gorbachev of the USSR.
Teaching Learning Processes
Suggested Teaching Aids
 World Map-which show the two blocs
 Picture and photographs of missiles, Atomic bombs and space exploration

Suggested Teaching Methods

Brainstorming questions-Explanation-Discussion-Question and answer

Pre-Lesson Preparation
Social studies Teachers Guide Grade 8 63
  Prepare the daily lesson plan
 Display the suggested teaching aids in the class room
 Give assignments to students from the text book

Presentation of the Lesson

Introduction

Ask students Brainstorming questions like the following;

 What is meant by ‘Cold War’?

 What were the purpose of the Truman Doctrine and Marshal plan? Why Russia oppose
them?
 What were the NATO and the Warsaw Pact? Why were they formed?
 What is Nuclear Weapon? Why Nations developed it?
 What is Missile? Why nation develop it?
 What were the significant of Space computation? Why they compute?
 Who became the leader of the Soviet Union in 1985, and why did he attempt to end the
Cold War?

Body of the Lesson

 Explain about the cold war

 List the two Blocs of Contending Nations
 Explain how their different ideologies helped cause the cold war.
 Explain the Main Features of the Cold War Era
 Discuss about the function of foreign aid for two super powers
 Explain the significance of nuclear energy, missiles developments and space computations
for both sides
 In your opinion, who was the primary aggressor in the Cold War situation-the USA, the
USSR, or are they equally to blame? Why? Discuss with your students.
 Let students write and present essays on the cold war
Stabilization

 Summarize the main points and the key ideas of the lesson such as the main features of the
Cold War Era
Social studies Teachers Guide Grade 8 64
Evaluation and Follow Up

Evaluation

 Give homework the review exercise which is found in the text book and evaluate then
give feedback.
 Assess the performance of each students on the basis of the review questions and class
room discussions
 Give a test at the end of the lesson

Follow Up

 Supervise students’ discussion and guide them to arrive in the expected conclusions.
 Record strength and limitations

Activity 4.5

Expected Answers

Activity 4.5

Short Answers

 The division of the world countries in the case of ideology, computation in foreign aids, military
alliances, arms race, and space computations.
 NATO:- USA, Britain, France, West Germany, South Korea and Japan , and also Warsaw:-
Soviet Union, Poland, East Germany, Czechoslovakia, Hungary, Romania, Bulgaria, Albania,
Cuba, North Korea, North Vietnam and China
 America
 The smallest are tactical missiles-short-range, the intermediate range ballistic missile (IRBM),
the intercontinental ballistic missile (ICBM), and the antiballistic missile (ABM).
 Russia

Social studies Teachers Guide Grade 8 65

Review Questions

Answer Key

I. True/False

1 False 2 False 3 False 4 True 5 False

II. Matching Item

1 D 2 E 3 A 4 B 5 C

III. Multiple Choice Item

1 C 2 D 3 D 4 A 5 B

IV. Fill in the blanks Spaces

1 Trade with the east, European interests to far east and scientific progress
2 Johannes Gutenberg
3 Brest-Litovsk
4 Hiroshima and Nagasaki
5 Michael Gorbachev

V. Short Answers
1. Italy was the center of Greco-Roman Culture and located on the Mediterranean trade route
2. Predominantly Catholic were Italy, Spain, France, Belgium, Ireland, southern Germany,
Austria, Poland, and Hungary. Predominantly Protestant were England, Scotland, Holland,
Northern Germany, Switzerland, Denmark, Norway, and Sweden.
3. Germany, Italy and Japan totalitarian systems were overthrown. The United States and
Russia emerged as the major world powers. Great Britain and France declined as world
powers. To preserve peace, the Allies formed a new international organization, the United
Nations.

Social studies Teachers Guide Grade 8 66

 4. Germany sank many American merchant ships around the British Isles which prompted the
American entry into the war.
5. Adolf Hitler of Germany, Benito Mussolini of Italy and Emperor Hirohito of Japan.

References

Moon,Thomasand J.H Hayes.ModernHistory,The Macmillan Academy, USA, 1941.

Peacock, Herbert. A History of Modern Europe 1789-1970, Heinemann Educational Books,

London, 1972.

J. Duiker, William and Jackson J. Spiel Vogel, World History, Wadsworth, Cengage Learning
1976, USA.

Mamatey, Bruun.The World in the 20th century, heath and Company USA, 1965.

L.Gordon, Irring.Review text in World History,Amoco School Publication, Inc.,New York, 1973.

Image Reference

https://www.google.com/imgres?imgurl=https%3A%2F%2Fslideplayer.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.quora.com%

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.joh.cam

https://www.google.com/url?sa=i&url=http%3A%2F%2Fitalophiles.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmagellan-world.weebly.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.biography.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.history.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.thefamouspeople.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.nationalgeographic.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fen.wikipedia.org

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.famousscientists.org

https://www.google.com/url?sa=i&url=https%3A%2F%2Fgohighbrow.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fignatiansolidarity.net
Social studies Teachers Guide Grade 8 67
https://www.google.com/url?sa=i&url=https%3A%2F%2Flearnodo-newtonic.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.alamy.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.crimemuseum.org

UNIT 5

AFRICA SINCE THE 1500S

Number of periods for this unit: 12

Introduction
In this unit the students are going to learn about the slavery and the slave trade, colonialism in
Africa and independent African states and moves towards economic and political integration. The
teachers are expected to guide the students to understand what is slavery and slave trade, the
Trans-Atlantic slave trade and colonization and independence of African nations. Your teaching
methods are brainstorming questions, explanation, discussion, question and answer.

Social studies Teachers Guide Grade 8 68

Learning Outcomes:
At the end of this unit, students will be able to:
 Describe the essence of slavery and slave trade;
 Explain basic issues of the colonial experience in Africa;
 Discuss the struggle of the African peoples for independence, economic and political
integration.
Unit Organization
5.1. Slavery and the slave trade
5.2.Colonialism in Africa
5.3.Independent African states and moves towards economic and political integration

5.1.
Slavery and The Slave Trade
Number of periods for this lesson: 4
Competency
After studying this lesson, you will be able to:
 Show readiness to fight against slavery and slave trade

Contents

 Definition of Slavery & Slave Trade

 Actors of Slave Trade
 The Origins of Slaves
 The Nature of Slave Trade
 The Triangular Trade
 The Abolish of the Slave Trade
 Impacts of Slave Trade

Overview

Social studies Teachers Guide Grade 8 69

Slave is a human being who is the property of another person. Slave trade is the capturing, selling,
and buying of enslaved persons. The actors in the slave trade were Portugal, Spain, Britain, France
and Dutch. All of whom had colonies in the New World.
The plantation owners first used the local indigenous Amerindian population but they quickly died
by the harsh treatment of the colonizer and unfamiliar European diseases. The second alternatives
were criminals and outcasts from Europe who transported to the Americas but they did not long
survive attacks of tropical disease. Faced with these problems the European colonizers turned to
Africa for their slave labor force. Because Africans had developed a certain level of immunity to
some tropical diseases and also they had experience and skills in metal-working, mining and
tropical agriculture.
In Africa, when a person was captured in the interior and dispatched to the coast for sale, it marked
the beginning of a short remaining life of terrible, humiliation and suffering. On the Middle
Passage, they were chained together in rows on board ship and forced to lie on specially
constructed ‘ducks’ which were arranged like shelves barely half a meter one above the other. In
America life on the plantations of the New World was hard and short. Some never survived the
trauma and depression of leaving Africa and the transatlantic voyage.
Triangular Trade was a trade routes between Africa, Europe and the Americas during the Atlantic
Slave Trade. The first stage carried manufactured goods from Europe to Africa. Slaves from Africa
to the New World. From the New World to Europe were sugar cane, coffee, tobacco and cotton.

The American War of independence, the French Revolution and European intellectuals played a
great role. The manufacturers, bankers and their governments began to regard Africa as a source of
raw materials and a market for manufactured goods rather than simply as a source of slave labor.
From the very beginning of the slave trade, captive Africans resisted their enslavement.

Slavery was finally abolished by law in 1834 in British colonies, 1848 in French, 1860 in Cuba,
1865 in the Southern United States and 1888 in Brazil. The foundation and growth of Sierra Leone
and Liberia were direct results of the abolition of slavery and the slave trade. However, Africa was
affected socially, politically and economically.
Teaching Learning Processes
Suggested Teaching Aids
 World Map which shows the Atlantic Slave Trade and Triangular Trade

Social studies Teachers Guide Grade 8 70

  Picture and photographsof slave works
 Slave movie https://www.youtube.com/watch?v=DPti29slP_A

Suggested Teaching Methods

 Brainstorming questions-Explanation-Discussion-Question and answer

Pre-Lesson Preparation

 Prepare the daily lesson plan

 Prepare the images of slaves from Google
 Display the suggested teaching aids in the class room
 Give assignments to students from the text book

Presentation of the Lesson

Introduction

Ask students Brainstorming questions like the following;

 What is slavery and slave trade?

 Which countries were the main actors in the African slave trade?
 Why did Europeans choose Africans for slavery? What were the nature of slave trade in
Africa, the Middle Passage and in the New World?
 What was triangular slave trade?
 What were the factors that led to the abolition of slave trade?
 What were the impacts of slave trade in Africa?

Body of the Lesson

 Describe the area from which part of Africa slaves originated.

 Expound the Nature of Slave Trade
 Ask students the direction of triangular trade and their items they exported and imported
 Discuss about the main actors and the factors for the abolishing of the slavery and slave
trade
 Explain the impacts of slave trade in social, economic and political aspects
 Let students answer the following questions in pairs and present their answers for whole
class discussion: What is slavery? Who were the main actors of the African slave trade?

Social studies Teachers Guide Grade 8 71

Stabilization
 Summarize the main points and the key ideas of the lesson such as the cause, the course
and the consequences of slave trade
Evaluation and Follow Up

Evaluation

 Assess students’ performance on the basis of the review questions and class room
participations
 Inform the students to do the review exercise which is found on their text book and
evaluate their work
 Give test at the end of the lesson

Follow Up
 Supervise students’ discussion and guide them to arrive in the expected conclusions.
 Provide constructive feedback

Activity 5.1
Expected answer

Short answer questions

1. In 1532.
2. European slave traders, European governments and political and commercial elites of
Africa,
3. Manufactured goods
4. cheap wage labor in European factories was less expensive than plantation slavery, the
manufacturers and their bankers were soon seeking new markets and regard Africa as a
source of raw materials and a market

5.2.
Colonialism in Africa
Number of periods for this lesson: 6

Social studies Teachers Guide Grade 8 72

Competency
After studying this lesson, you will be able to:
 Develop strong sense of anti-colonialism

Contents

 Colonialism
 Partition of Africa
 The Nature of Colonial Administration
 Consequences of Colonialism upon Africans
 African Independence
 Resistance to Colonial Rule after WWII
 Factors that helped African Independence

Overview

Colonialism means a back ward or weaker nation control by a powerful nation. The causes of
colonialism were the desired of European nation to provide raw materials, Markets and cheap labor
force for their industry.
The Berlin Conference (1884-1885) was an international European agreement about the partition
of Africa that was already under way. As a result of this agreement the following European
countries colonized the following African countries.

British: - South Africa, Rhodesia, Kenya, Uganda, Sudan and Egypt.

French: - Algeria, Tunisia, Morocco, West Africa, Equatorial Africa, and Madagascar

Germany: - Tanganyika, Togoland, Cameroons and South-West African

Spain: - Spanish Morocco, opposite of Gibraltar, and Spanish Sahara

Portugal: - Portuguese Guinea, Angola, and Mozambique.

Belgian: - Congo.

Ethiopia and Liberia were the only remaining independent states in Africa

The above European countries ruled their colonies directly and indirectly.

Social studies Teachers Guide Grade 8 73

Colonialist nations drained wealth from the colonies, discouraging colonial craft manufacture,
exploited the native workers by requiring long hours for little pay, expected an attitude of racial
and cultural superiority of colonialist, discriminated against the colonial peoples, and degraded
their native cultures were consequences of colonialism upon Africans.

During this period the struggle for national liberation had two different forms. These were
religious forms and Traditional (Native) Association.

National liberation movement took mainly through two courses; the first one was Non-violent, the
main reason for this was that these African states had no white settlers. On the second, some
African countries used violent actions to liberate them from colonizers because of the existence of
white settlers’ French colonies, like Algeria. Portuguese colonies, like Mozambique and Angola.
Britain colonies like Kenya were achieved their independence after violent and long armed
struggle.
Africans got lesson from World War I, USA Influences and Communist propaganda, effects of
WWII, lesson got from newly Independent Asian nations, and important decision of United
Nations and Changing World attitude about colonialism were factors that helped African
independency.

Teaching Learning Processes

Suggested Teaching Aids
 Map of Africa, both during colonial time and after their freedom
 Picture and photographs of prominent African national liberation leaders

Suggested Teaching Methods

 Brainstorming questions-Explanation-Discussion-Question and answer

Pre-Lesson Preparation

 Prepare the daily lesson plan

 Prepare Picture and photographs of prominent African national liberation leaders
 Display the suggested teaching aids in the class room
 Give assignments to students from the text book
Social studies Teachers Guide Grade 8 74
Presentation of the Lesson

Introduction

Ask students Brainstorming questions like the following;

 What is colonialism?
 What was the main purpose of the Berlin Conference of 1884 85?
 Which countries of Africa were colonized by European countries?
 What were the system of administration used by colonialist states?
 What are the consequences of colonialism?
 What were the forms of colonial struggle of Africans before and after the WWII?
 Which African countries got their independence through bloodiest struggle?
 What factors helped African nations win independence?

Body of the Lesson

 Explain the definition of colonialism

 With the help of African map, expound how Africa divided for colonialist
 Describe the nature of colonialist administration and why they used?
 Discuss about the consequences of colonialism upon Africans
 By using the map of Africa, locate some African countries and explain African freedom
struggle after WWII
 Ask students about factors that helped African independence
 Let students write a short essay on the essence and main features of colonialism in Africa
Stabilization
 Summarize the main points and the key ideas of the lesson such as the causes, the course
and the consequences of colonialism.

Evaluation and Follow Up

Evaluation

 Inform the students to do the review exercise which is found at the end of the unit on the
text book and evaluate their work.
Social studies Teachers Guide Grade 8 75
  Assess students’ performance on the basis of the review questions and class room
participations
 Give test at the end of the lesson

Follow Up
 Supervise students’ discussion and guide them to arrive in the expected conclusions.
 Observe the participation of each student in the group discussions

Activity 5.2
Expected Answer
A. Question based on facts
1. Identify the following important personalities
 Ahmed Ben Bella-the first president of Algeria.
 AugustinoNeto was the first president of Angola.
 NnamdiAzikwe was the first president of Nigeria
 Kuwame Nkrumah was the first president of Ghana.
 SamoraMachel was the first president of Mozambique.
 Jomo Kenyatta was the first president of Kenya.
2. Answer the following questions
 It settled two important principles the first it recognized the Congo basin as the legitimate
authority of Belgian king, Leopold. In return the king agreed to allow European traders and
missionaries’ free access to the area. Second they agreed that European claim in Africa
would be recognized by other European governments if it was ‘effectively occupied’ by
that particular European power.
 Ethiopia & Liberia
3. Direct rule. This means that the colonizers wanted to ‘assimilate’ their colonial subjects
into cultural colonized countries, without their skin color. Indirect rule used Africans’ law
to judge local civil disputes and minor criminal cases
4. Britain, France, Portugal, Belgium, Italy, Spain and German,

Discussion

Social studies Teachers Guide Grade 8 76

  When African leaders became democratic and visionary, they began to think about their
people and countries.
 No, Africa is still backward as a result of colonialism.

5.3. Independent African States and Moves towards Economic and Political Integration
Number of periods for this lesson: 2
Competency:
After studying this lesson, you will be able to:
 Show respect for the independence, integration, and interaction of African peoples.

Contents

 Definition of Economic and Political Integration

 The Organization of Africa Union
 The OAU’s main objectives
 Establishment of Africa Union.
 Africa Moves towards Economic and Political integration
 Objectives of African Union

Overview

Political integration is a process whereby the political actors in the various states were "persuaded
to shift their loyalties, expectations, and political activities towards a new center", on the other side
economic integration is a process whereby countries cooperate with one another to reduce or
eliminate barriers to the international flow of products, people and capital.

The OAU was formed in 1963 in Addis Ababa, Ethiopia, by the 32 African states that had
achieved independence at the time. The main objectives OAU were to promote the unity and
solidarity of African states; coordinate and intensify their cooperation and efforts to achieve a
better life for the peoples of Africa; promote international cooperation within the United Nations
framework

Establishment of Africa Union.

The African Union was officially established in the Durban Summit, South Africa. The vision of
AU is: to establish an integrated, prosperous and peaceful Africa. The following objectives of

Social studies Teachers Guide Grade 8 77

African Union are focus on African integration. These are achieve greater unity and solidarity
between African countries and the peoples of Africa, Accelerate the political and socio-economic
integration of the continent…
Teaching Learning Processes
Suggested Teaching Aids
 Map of new independent Africa
 Picture and photographs of prominent African leaders

Suggested Teaching Methods

 Brainstorming questions-Explanation-Discussion-Question and answer

Pre-Lesson Preparation

 Prepare the daily lesson plan

 Prepare Picture and photographs of prominent African leaders
 Display the suggested teaching aids in the class room
 Give assignments to students from the text book

Presentation of the Lesson

Introduction

Ask students brainstorming questions like the following;

 What is economic and political integration?
 What is the main purpose of the African Union?
 Why was Organization of African Unity changed to African Union?
 What are the core vision of African Union?
 What are the objectives of Africa Union supporting integration and cooperation in political
and economic aspects?

Body of the Lesson

 Define the word economic and political integration
 Explain the question that why the Organization of Africa Unity established
 Discuss the OAU’s main objectives
 Explain the reason why the whole African countries agreed to establish African Union.

Social studies Teachers Guide Grade 8 78

  Ask students about Africa moves towards economic and political integration
 Explain objectives of African Union connected with integration and cooperation
 Divide students into groups and let them discuss and make presentation on the struggle of
Africans for independence and economic and political integration
Stabilization
 Summarize the main points and the key ideas of the lesson such as the establishment of
Organization of Africa Unity and Africa Union.
Evaluation and Follow Up

Evaluation

 Inform the students to do the review exercise which is found at the end of the lesson section
and evaluate their work.
 Assess students’ performance on the basis of the review questions and class room
participations
 Formulate your own questions for class tests like Short answer question.
 Employ various formative assessment methods
Follow Up
 Supervise students’ discussion and guide them to arrive in the expected conclusions.
Activity 5.3.

Expected Answers

Short Answer

 2002
 Promote the unity and solidarity of African states; coordinate and intensify their cooperation
and efforts to achieve a better life for the peoples of Africa…
 To create an integrated, prosperous and peaceful Africa, driven by its own citizens and
representing a dynamic force in the global arena.
 President Nkrumah of Ghana urged a strong union similar to that of the United States but
Emperor Haile Selassie recommended a loose organization.

Blank space answers

Social studies Teachers Guide Grade 8 79

 1. Addis Ababa 2. Lomé Summit 3. Accra

Review Questions

Answer Key

I. True/False

1 True 2 False 3 False 4 True

II. Matching Item

1 E 2 B 3 G 4 D 5 A 6 F 7 H

III. Multiple Choice Item

1 B 2 C 3 B 4 A 5 B

IV. Fill in the blanks Spaces

1 Ghana
2 Kwame Nkrumah
3 Lusaka
V. Short Answers
1. Africans’ most important resources were robbed, humans were exploited, creating
insecurity and instability in the economy of Africa, affected agriculture and mining sectors,
Strained most productive man power (ages 15-35), increased dependency on European
goods.
2. Africans got lesson from World War I, USA Influences and Communist Propaganda,
effects of WWII, lesson got from newly independent Asian nations, and important decision
of United Nations and changing world attitude about colonialism were factors that helped
African independence.

References

Social studies Teachers Guide Grade 8 80

Oliver. Roland and J. D. Fage, A Short History of Africa, Penguin books, Baltimore Maryland,
1962.

Hazelwood, Arthur.African Integration and Disintegration cases studies in economic and political
Union, Oxford University press, London, 1967.

Rivkin, Arnold. The African presence in World Affairs, Cambridge, Massachusetts, 1963.

A. Mazrui, Ali and Michael Tidy, Nationalism and New States in Africa, Heinemann Educational
Books Inc, Britain, 1984.

Padmore, George.Pan Africanism or Communism, Doubleday & Company, Inc., New York, 1971.

Image Reference

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.independent.co.uk

https://www.google.com/url?sa=i&url=https%3A%2F%2Fblog.richmond.edu

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.wsj.com

https://www.google.com/url?sa=i&url=http%3A%2F%2Fferrellworldhistory.weebly.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fnewrepublic.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.bbc.co.uk

https://www.google.com/url?sa=i&url=https%3A%2F%2Fface2faceafrica.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fslideplayer.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fmedium.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fnewafricanmagazine.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.loc.govJ

UNIT 6
MODERN HISTORY OF ETHIOPIA

Number of periods for this unit: - 14

Social studies Teachers Guide Grade 8 81

Introduction
In this unit you are going to deal with concepts and facts about the formation of modern empire
state, long distance trade and Ethiopia and the outside world, and the Unity of Ethiopians in
defense of their sovereignty and territorial integrity. Each topic is well structured and simplified.
The methodologies to be employed in teaching the contents in this unit are brainstorming
questions, explanation, discussion. Question and answer etc.
The startup questions and activities are given in each sub unit to encourage students. Finally,
review exercises are given at the end of the unit. The questions are simply provided as examples
and could be supplemented by other exercises which the teacher presumes to be appropriate.

Learning Outcomes:
At the end of this unit, students will be able to:
 Discuss the process of modern state formation in Ethiopia;
 Sketch the location of the long distance trade route;
 Analyze the relationship between Ethiopia and the outside world;
 Appreciate the efforts that Ethiopians made to defend their country from external
aggression.
Unit Organization
6.1. Formation of modern empire state
6.2. Long distance trade and medium of exchange
6.3. Ethiopia and the outside world
6.4. The Unity of Ethiopians in defense of their sovereignty and territorial integrity
6.1. Formation of Modern Empire State
Number of periods for this lesson: 3
Competencies:
At the end of this lesson, you will be able to:
Summarize the process of the modern Ethiopian state formation

Contents

 The reign of Tewodros II

 The reign of Yohannes IV
 The reign of Menilek II

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Overview
Emperor Tewodros II (1855-1868) in order to realize his vision of unified Ethiopia under one king
he defeated Dajjach Goshu Zewude of Gojjam, four of Ras Ali’s and Dajjach Wube of Semen’s
high ranking vassals, Ali and Wube. He turned his attention southward to Wollo and Shawa. He
appointed Dajjach Kassa Subagadis in Tegre, Dajjach Liban Amade and Amade Ali in Wallo, and
Hayla-Mikael Sahla-Sellassie in Shawa.
Tewodros spent the major part of his period moving from place to place to suppress rebellions.
InGojjam, Tadla Gwalu; in Walqayt, TessoGobeze ; in Lasta, Wag Shum Gobeze; in Shawa, Sayfu
Sahla-Sellasie; in Wallo, Dajjach LibanAmade and Amade Bashir.

After the death of Emperor Tewodros II Wag Shum Gobeze crowned himself as Emperior Takla-
Giorgis and got the submission of Ras Adal Tasama and Menilek. but he was defeated at the battle
of Assam, near Adwa on 11 July 1871.

Emperor Yohannes IV was ready to tolerate the existence of strong regional governors with a high
degree of autonomy when they recognized his superiority. During this period Menilek II and Adal
Tessema had priority in his administrative policy.

Emperor Menelek II used two methods for modern state formation. These were peaceful
submission and armed resistance. Northern Gurage, Leqa Naqamite, Leqa Qellam, Jimma, the
rulers of the surrounding Gibe River and Illuababora were submitted peacefully. On the other side
the western Gurage, Arsi, Harar,Walayta, Kaffa and Belashangul were submitted with armed
resistance.

Teaching Learning Process

Suggested Teaching Aids
 Map of Ethiopia
 Images of Ethiopian kings.
Suggested Teaching Methods
 Brainstorming questions-Explanation-Discussion-Question and Answer
Pre-Lesson Preparation
 Prepare the daily lesson plan

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  Organize the images of Ethiopian kings
 Prepare map of Ethiopia
Presentation of the Lesson
Introduction
You may start the lesson by asking the students brainstorming questions like
 Why did Ethiopia disintegrated in to many parts during The Era of Princes?
 What were the methods of Emperor Yohannes IV to reunify Ethiopia?
 Which states submitted to Emperor Menilek II peacefully in the process of reunification?
Which states were resist?

Body of the Lesson

 Began the lesson by presenting map of Ethiopia. Let students to discuss about the
formation of modern Ethiopia
 Explain the process of state formation from 1855-1900.
 Ask students about the state which were submitted peacefully and with armed resistance.
 Discuss about the reasons why regional lords refused to submit.
 Describe the challenges in the modern state formation
 Ask students the reason that why Emperor Yohannes IV recognized regionalism
 Using the pyramiding instructional method, let students make a discussion on the process
of state formation in modern Ethiopia
Stabilization
 Summarize the main points of the lesson such as the main efforts of Ethiopian kings for the
modern Ethiopia state formation;

Evaluation and Follow Up

Evaluation
 Give homework the review exercise which is found in the text book and evaluate then give
feedback.
 Assess students’ performance in classroom discussions and in the teaching learning
process.
 Give a test at the end of the lesson
Follow Up

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  Supervise students’ discussion and guide them to arrive in the expected conclusions.
Activity 6.1

Expected Answers

Short answers

 Wag Shum Gobeze of Lasta

 In this agreement, Menelek II accepted the over lordship of Yohannes IV, agreed to pay
annual tribute to the emperor and to provide supplies for the imperial army when it passed
through Shawa, renounce the title of king of kings but he was allowed to maintain the title
of king.
 Because of their geographical proximity, their religious affinity and fear of the threat of the
Oromo.
 Three of them believed that the reunification of Ethiopia would come through both,
peaceful submission and armed resistance.

6.2. Long Distance Trade and Medium Of Exchange

Number of periods: 1
Competency:
After studying this lesson, you will be able to
 Locate the route of the long distance trade;
Contents
 Long distance trade
 The route of the long distance trade
 Change of trade items
 Medium of exchange.

Overview

In the late 19th and early 20th c. the direction of long distance trade was changed from the northern
to the south and eastward. The route of the long distance trade were from South-western to Sudan

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via Gambella, from Southern Ethiopia to their colonies of British East Africa, and from Harar
region to British Somaliland.

Commodities such as ivory and civet musk, which had dominated the trade in the early 19 th century
were progressively declined and coffee became the principal export item and cotton sheeting
became importing item. The traders who controlled Ethiopia’s long distance trade were mostly
emigrants such as Indian, Greeks, Armenians, Jewish, Benin, and Syrian.

The completion of the railway gave the centrality of Addis Ababa and birth of the new towns: Dire
Dawa, Nazareth (Adama) and Mojo. The establishing of bank played great role in the minting of
coins and the issuance of notes for using as a medium of exchange in the long distance trade.
Teaching-Learning Process
Suggested Teaching Aids
 Map of Ethiopia
Suggested Teaching Methods
 Brainstorming questions -Explanation - Discussion - Questions and answers
Pre-Lesson Preparation
 Prepare daily lesson plan
 Prepare Map of Ethiopia to display the trade rout
Presentation of the Lesson
Introduction
Before you start the teaching learning process, please, ask students the following brainstorming
questions
 Why the long distance trade of 19 th century changed its direction from north to south and
eastward?
 Draw the route of long distance trade of Ethiopia?
 Which Items were the principal exporting and importing items?

Body of the Lesson

 Explain the definition of long distance trade

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  Ask students about the route of the long distance trade on the map of Ethiopia
 Ask students the trade items of 19th and 20th century
 Discuss about the medium of exchange in the 19th and 20th centuries
 Using map of Ethiopia, lets students show the route of the long distance trade
Stabilization
 Summarize the main points of the lesson such as the routes of long distance trade.
Evaluation and Follow Up
Evaluation
 Give homework the review exercise which is found in the text book and evaluate then
give feedback.
 Assess students’ performance in classroom discussions and in the teaching learning
process.
 Give a test at the end of the lesson
Follow Up
 Supervise students’ discussion and guide them to arrive in the expected conclusions.
 Record the strength and limitations of each group

Activity 6.2
Expected Answers
1. Short answers questions
 Gambella
 Indian, Greeks, Armenians, Jewish, Benin, and Syrian
 Dire Dawa, Nazareth (Adama) and Mojo.
6.3 Ethiopia and the outside world
Number of periods for this lesson: 2
Competency:
After studying this lesson, students will be able to
 Describe the relationship between Ethiopia and the outside world

Contents
 During the reign of Tewodros II

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  During the reign of Yohannes IV
 During the reign of Menilek II
 During the reign of LejIyyasu
 During the reign of Zewditu
 Emperor Haile Selassie I
 During the reign of Derg
Overview
Among the European countries Tewodros II tried to establish friendly relations with Britain. But
he was not successful. Yohannes IV after two weeks of Egyptian invasion in 1975 he sent letters to
Britain, France, Austria, Germany, and Russia. But he was not fruitful. Menilek II made relation
with Italy, French, Russia, British and USA. Lej Iyyasu made relation with Somali patriotic leader,
German and Turkey. Emperor Haileselassie I established friendly relations with USA. Derg
established friendly relations with the Soviet Union and Cuba.
Teaching-Learning Process
Suggested Teaching Aids
 World Map
 Map of Ethiopia
Suggested Teaching Methods
 Brainstorming questions-Discussion-Explanation-Question and answers
Pre-Lesson Preparation
 Prepare daily lesson plan
 Prepare the map of the world and map of Ethiopia
 Giving reading assignment to students from the text book
Presentation of the Lesson
Introduction
Ask the students brainstorming questions like the following to begin the lesson
 Why Emperor Tewodros tried to establish relation with British?
 Why Kirkham addressed Yoannes’s letters to European countries?
 Why Italy signed different treaties with Ethiopia?
 What were the main purposes of Lej Iyyasu to make relation with Europeans?
 Why Italy support Ethiopia’s entry to the League of Nations?

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  What was the prime motive of USA to make relation with Ethiopia?
 Why did Ethiopia establish friendly relation with the Soviet Union?
Body of the Lesson
 Explain the relation between Ethiopia and the outside world in the modern period of
Ethiopia from 1855-1991.
 Discuss the advantages and disadvantages of Ethiopian relations with foreign countries.
 Ask students to locate USA, Britain, France, Russia, Italy and Austria on the world map.
 Let students write essay on the relationship between Ethiopia and the external world.
Evaluation and Follow Up
Evaluation
 Assess students’ performance in classroom discussions and in the teaching learning process.
 Assess the performance of each students on the basis of the review questions and class room
discussions
 Give a test at the end of the lesson
Follow Up
 Supervise students’ discussion and guide them to arrive in the expected conclusions.
 Provide constructive feedback
Activity 6.3
Expected Answers
Short answers questions
 Alfred Ileg
 Article XVII
 In order to avoid the British domination from Ethiopia
 Political ideology relations
Explain briefly the following Ethiopian relation with foreign countries
 During Emperor Tewodros II – with British.
 Yoannes IV – Britain, France, Austria, Germany, and Russia.
 Minilik II - Italy, French, Russia, British and USA.
 Lej Iyyasu-Somalia patriotic leaders, Germany and Ottoman Turkey.
 Haile Selassie I-USA
 Derg - USSR

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6.4. The Unity of Ethiopians in Defense of their Sovereignty and Territorial Integrity
Number of periods for this lesson: 8
Competencies:
After studying this lesson, students will be able to:
Value the sacrifices made by Ethiopians to protect the sovereignty of their country.
Contents
 The Ottoman Turks፡
 The Egyptian expansion
 The Hewett (Adwa) Peace Treaty
 Aftermath of the Treaty
 Italian Aggression
 Somalia Aggression

Overview
In the late 16th century, territories like Massawa, Suakin and Zeila were captured by Turkey but
king Sarsa Dingil did not remove them from the surrounding Red Sea coastal areas.
During the Era of Princes, Egyptians tried to invade Ethiopia in the western frontiers. Dejazmach
Wube, Dejazmach Kinfu and Dejazmach Maru of Quara defeated and chased them. But the rebel
Kassa Hailu was defeated at the battle of Debarqi in 1848. Emperor Yoannes defeated them at the
battles of Gundat and Gura. Emperor Yohannes IV defeated Italy at the battle of Saati and Wia. At
the battle of Dogali the forces of Italy were crushed by Ras Alula.

The Ethio-Mahdist confrontation was conducted at different times. But they were defeated at the
battle of Kufit & Gute Dili. However, at the battle of Sar Wuha King Takla Haymanot of Gojjam
was defeated. Emperor Yohannes IV was died at the Battle of Matamma. Here after Menilek
became emperor of Ethiopia.

The immediate cause of the Battle of Adwa was article XVII of the treaty of Wuchale. Diplomacy
did not bring the desired results. By the mid-day of 1 March, at the Battle of Adwa Italians were
defeated.

After forty years Italy came for revenge for the humiliating defeat at the battle of Adwa and for
economic benefit. The war broke out by the cause of WalWal incident, in Ogaden.

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The Ethiopian forces were defeated in the north front by Emilio De Bono later who replaced by
Marshal PietroBadoligo. Finally On May 5 th, 1936, the armies of Fascist Italy occupied Addis
Ababa. In the southern front which was commanded by Rodolfo Graziani defeated Ethiopian
patriots.

Lack of coordination and communication, rivalry among the leaders, Italian heavy artillery and air
bombardment, Italians well entrenched fortification, the Italians numerical and technical
superiority were the factors for Ethiopian defeat.

Ethiopian patriots who led by RasEmeru Haile Sellassie, RasDestaDamtew, DejjazmachGebre

Mariam Gari tried to liberate Ethiopia. In order to liberate Addis Ababa the sons of RasKassa,
Abera and Asfa-Wossen, Dejjazmach Balcha Safo, Abebe Aragay, Dejjazmach Fiqre-
MariyamYinadu, Abuna Petros fight against Fascists. But it was unsuccessful because the attack
was poorly planned and lacked coordination.
Abraha Deboch and Moges Asgdom attempted to kill Marshal Graziani. In case of this about
30,000 peoples and 499 monks at Debra Libanos monastery were massacred within three days.
The Graziani massacre resulted in the outbreak of a country-wide anti-fascist patriotic resistance.
Finally Ethiopia was liberated by Ethiopia patriots and British forces. The liberation of Ethiopia
led by British military leaders such as General William Platt, Colonel Dan Sanford, Orde Charles
Wingate and General Cunningham.

During the reign of Derg, Somalia invaded Ethiopia but by the help of Russia and Cuba Somalia
was defeated by Ethiopia forces.

Teaching Learning Processes

Suggested Teaching Aids
 Map of Ethiopia to show different battle fields
 Images of Ethiopian patriots
 Italo-Ethiopian War https://www.youtube.com/watch?v=9ILueKshJEQ
 https://www.youtube.com/watch?v=3XAO06EToUo
 treaties

Suggested Teaching Methods

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  Brainstorming questions-Explanation-Discussion-Question and answer

Pre-Lesson Preparation

 Prepare the daily lesson plan

 Prepare map of Ethiopia
 Collect treaties and letters
 Give assignments to students from the text book
 Invite guests to give lecture, eyewitness accounts, etc.

Presentation of the Lesson

Introduction
Ask the students brainstorming questions like the following to begin the lesson

 Why did Portugal and Turk occupy Massawa and the coastal areas of Red Sea?
 Why did Egypt invade Ethiopia?
 Why did Emperor Yohannes IV sign the Hewett treaty?
 What was the outcome of the Hewett treaty?
 Why did Italy try to invade Ethiopia?
 What was the decision of the League of Nations for Emperor Haile Selassie appeal?
 What were the consequences of Ethiopian defeat by fascist Italy?
 Why did British want to help Ethiopia in the liberation struggle against fascist Italy?
 What were the basic and immediate causes of Somalia Aggression?

Body of the Lesson

 Explain when and why Ottoman Turkey controls the Red coastal areas.
 Expound the reason why Egyptian aggression against Ethiopia
 Ask students the questions that where, when and why the Hewett Peace Treaty was signed.
 Discuss with students the question that what happened in the aftermath of the Adwa
Treaty?
 Request students about the relation between Ethiopia and Italy before the battle of Adwa.
 Ask students how the victory of Adwa is the victory of the whole world black peoples.
 Discuss with the students about the course, course & consequences of the Italo-Ethiopian
War of 1935-1936
Social studies Teachers Guide Grade 8 92
  Ask students the question why Somalia invaded Ethiopia? What was the Somalia
nationalist dream which was the cause for invasion of Ethiopia?
 After watching videos/films on the struggle/fight of Ethiopians against foreign aggressors,
let students exchange ideas focusing on the role their fathers/forefathers played in
safeguarding the sovereignty and territorial independence of their nation
Stabilization
 Summarize the key ideas of the lesson such as the cause, course and the consequences of
the whole war between Ethiopian patriots and foreign aggressors from Turkey occupation
up to Somalia aggression.
Evaluation and Follow Up
Evaluation
 Give homework from the exercises in the text book.
 Asses the performance of each student on the basis of the review questions and class room
discussions
 Give a test at the end of the lesson
Follow Up
 Supervise students’ discussion and guide them to arrive in the expected conclusions.
Lesson Review
Activity 6.4
Expected Answers
Short answers questions
 Emperor Yohannes IV
 From Massawa colonel Arendrup
 From Tajura Warner Munzinger.
 From Zeila in the south, led by Muhammad Ra’uf pasha
 the provisions of Addis Ababa treaty were
 The abrogation of the Treaty of Wuchale
 Italian recognition of the absolute independence of Ethiopia
 The repatriation of the Italian prisoners and
 The Italian colony of Eritrea was left future negotiation.

Social studies Teachers Guide Grade 8 93

  Russia and Cuba helped Ethiopia during Somalia aggression because of ideological
relations.
 Importance of Patriotism: Patriotism is the feeling of attachment and love to one's country. It
includes devotion and healthy support for the nation. ... Love and dedication towards a
country is an integral part of our growth of the nation. Patriotism embodies sacrifice for the
country to protect its honor
 The top best qualities of a patriot are caring about your friends, neighbors and community and
also being proud of where you come from.
Review Questions
I. True/ False

1 False 2 False 3 True 4 Fals 5 True

e

II. Matching

1 E 2 D 3 B 4 F 5 C 6 A

III. Multiple choice item

1 A 2 D 3 A 4 C 5 C
IV. the blank Spaces

1 General Baratieri
2 1923
3 Gorie
4 Mogas Asgedom & Abraha Deboche
5 Wal Wal incident
V. Short Answers
To appeal to the League of Nations
Russia and Cuba
Italy – to exploit Ethiopian resources
Egypt – to control the source of Abay

Social studies Teachers Guide Grade 8 94

 Sudan – to revenge Emperor Yohannes IV.
References

BahruZewde, A History of Ethiopia, 1855-1991, 2nd ed. Addis Ababa University Press, 2005.
Addis Ababa.
Marcus, Harold. Haile Selassie I:The Formative Years, 1892 -1936,Berkely and Los Angeles,
1987.
Marcus, Harold. The life and Times of Menilek II, 1884-1913.oxford, 1973.
____________. Ethiopia. Anatomy of a Traditional Polity. Oxford, 1974.
Rubenson, Seven. The Survival of Ethiopian Independence, London, 1976.
______________.. King of Kings Tewodros of Ethiopia, Addis Ababa, 1966.
Sha.AtnafuMakonnen, Ethiopia Today, Radio press, Inc.1960, Tokyo.
Image Reference
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.lekve.net

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.youtube.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Frastafari.tv

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.africanews.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.tesfatours.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Flithub.com

https://www.google.com/url?sa=i&url=https%3A%2F%2Fcommons.wikimedia.org

https://www.google.com/url?sa=i&url=https%3A%2F%2Fm.facebook.com

Social studies Teachers Guide Grade 8 95

 UNIT 7
CONTEMPORARY GLOBAL ISSUES
Total periods for this unit: 8

1. Unit Introduction
• In this s unit the students are supposed to learn about the contemporary global issues. The
teachers are expected to guide the students to understand the environment, explain the impacts of
peoples’ activities on their surrounding and identify major global and local environmental
problems. Furthermore, in this unit students are going to learn about the importance of community
participation in solving environmental problems. In the process, the unit also deals with the impact
of uncontrolled population on the natural environment, the impacts of terrorism and the causes and
consequences of illegal human trafficking.

2. Unit learning outcomes

After completing this unit, students will be able to:

 Evaluate the implications of climate change on peoples‟ life and physical environment;
 Produce reports on locally available indigenous knowledge helping to protect the
environment;
 Value the work of those who provide care and support to people who in environmental
protection / green legacy.
3. Unit Organization
7. Contemporary Global Issues

7.1. Climate change

7.1.1. The idea of Climate change

7.1.2. Causes and effects of climate change

7.1.3. The development of climate actions

7.1.4. Case studies on issues in their locality

Social studies Teachers Guide Grade 8 96

7.1.5. Air pollution

7.1.6. Water shortage /Scarcity

7.1.7. Deforestation

7.1 Climate Change

Number of Periods for this lesson: 2

1. Competency:
At the end of this lesson, learners will be able to:

 Evaluate the causes and implications of climate change on human life.

2. Content
 Climate change
 Causes and effects of climate change

3. Overview
 Climate is the average weather conditions that persist over multiple decades or longer.
While the weather can change in minutes or hours, identifying a change in climate has
required observations over a time period of decades to centuries or longer.
 Climate is dynamic. Some changes in climate are minor and unnoticed others such as,
droughts or storms affect the lives of millions of people in many ways. Therefore, the effect
of such climatic changes is easily observed. Generally, there are different factors
responsible for climate changes. They include both human and natural factors.
 Climate change is a particular apparent from the mid to late 20th century onwards and
attributed largely to the increased levels of atmospheric carbon dioxide produced by the use
of fossil fuels. It encompasses both increases and decreases in temperature as well as shifts
in precipitation, changing risks of certain types of severe weather events, and changes to
other features of the climate system.
4. Teaching- Learning Process

4.1Suggested Teaching-Aids
- Videos that show causes and effects of climate change.
- https://www.youtube.com/watch?v=G4H1N_yXBiA
Social studies Teachers Guide Grade 8 97
 4.2Pre-lesson Preparation
- Prepare daily lesson plan
- Collect and display pictures suggested above
4.3Suggested Teaching-Method

 Using question and answer method, the teacher is expected to highlight the idea of
climate change.
 Organize the classroom in to a group of five and let students discuss the causes and
impacts of climate change

4.4Presentation of the Lesson

A. Introduction of the Lesson
You can pose the following questions to your students:
 What is climate?
 Discuss the causes and impacts of climate change?
B. Body of the Lesson
 Begin the lesson by defining climate and climate change
 Help students to explain the causes and effects of climate.
C. Stabilization

You may stabilize the lesson by reviewing the key ideas and concepts of the lesson such as:

 Climate is the average weather conditions that persist over multiple decades or longer.
 Climate is dynamic. Some changes in climate are minor and unnoticed others such as,
droughts
 Climate change refers to the long-term changes in global temperatures and other
characteristics of the atmosphere
4.5 Evaluation and Follow up

A. Evaluation
To know the level of understanding of the students and whether the expected
competencies are achieved, ask the students questions about the topic you taught.
You can ask the students’ questions like the following:
 What is climate change?
 What are the causes and effects of climate change?

Social studies Teachers Guide Grade 8 98

 -Give the students appropriate feedback for their responses and activities.
B. Follow up
-To help your students get more knowledge on the lesson you have taught, you can give them the
activity. Let the students work on activity 7.1.2 with your supervision and assistance
Answer for Activity 7.1.2
A. Define the following terms
1. Climate change refers to the long-term changes in global temperatures and other
characteristics of the atmosphere
2. Global warming is a gradual increase in the earth's temperature generally due to the
greenhouse effect caused by increased levels of carbon dioxide, CFCs, and other
pollutants.
3. Drought is a prolonged dry period in the natural climate cycle that can occur anywhere
in the world.
4. Greenhouse effect is a natural process that warms the Earth's surface
5. Urbanization refers to the population shift from rural to urban.
6. Desertification refers to the persistent degradation of dryland ecosystems by climatic
variations and human activities.
B. Short answer
1. Because cities generate a lot of heat and produce much carbon dioxide through
activities that heat and pollute the space are: urbanization, global warming, nuclear war,
acid rain, oceans, clouds etc.

7.1.3 The Development of climate Action

Periods allotted for this lesson2

1.Competency
At the end of this lesson, you will be able to:

 Discuss the role of climate actions in confronting the climate change problems

2. Content
 The development of climate Action

Social studies Teachers Guide Grade 8 99

3.Overview
 Global climate change is a growing threat to human well-being in developing and
industrialized nations alike. It is largely caused by the combustion of fossil fuels and by
deforestation. The challenge now is to keep climate change from becoming a catastrophe.
 Utilizing the most advanced building designs, which can provide emissions-free space
conditioning (cooling and heating) in ways that greatly reduce energy and water demands
 Replacing traditional uses of biomass fuels for cooking and heating with modern energy
supplies that can improve the health of women and children otherwise exposed to high
indoor air pollution from traditional uses of biomass.
 Improve efficiency in the transportation sector through measures such as vehicle efficiency
standards.
 Expand the use of biofuels, especially in the transportation sector with careful attention to
environmental impacts.

4. Teaching-Learning Process

4.1 Suggested Teaching-Aids

- Videos which show the development of climate actionhttps://www.youtube.com/watch?
v=xznlCuhqfOI

4.2 Pre- lesson Preparation

- Prepare daily lesson plan

- Read relevant materials related to the topics

- Arrange pictures suggested above

4.3 Suggested Teaching-Methods

 Explanation: briefly explain the main topics
 Question and answer: ask questions and answer students questions
 Case study: let students to ready the case study

4.4 Presentation of the Lesson

A. Introduction

Social studies Teachers Guide Grade 8 100

-You can pose the following question to your students:

 What are the actions that helps to confront climate change?

B. Body of the Lesson

 Begin the lesson by defining climate action

 Help students to explain the action which helps to confront climate change
 Explain the mitigation and adaptation measures of climate actions

C. Stabilization

 Global climate change is a growing threat to human well-being in developing and

industrialized nations alike.
 Some of the mitigation measures which help to confront climate change are: improve
efficiency in the transportation sector through measures such as vehicle efficiency
standards, expand the use of biofuels, especially in the transportation sector with careful
attention to environmental impacts promote reforestation, afforestation and etc.

4.5 Evaluation and Follow up

A. Evaluation

To know the level of understanding of the students and whether the expected competencies are
achieved, ask the students questions about the topic you taught.

You can ask the students’ questions like the following:

• What is climate action?

• What are the roles of climate change actions?

-Give the students appropriate feedback for their responses and activities.

B. Follow up

-To help your students get more knowledge on the lesson you have taught, you can give them the
activity. Let the students work on the activity 7.1.3 with your supervision and assistance.

Answer for Activity 7.1.3

A. Define the following terms

Social studies Teachers Guide Grade 8 101

 1. Climate action means stepped-up efforts to reduce greenhouse gas emissions and
strengthen resilience and adaptive capacity to climate-induced impacts, including:
climate-related hazards
2. Green economy is an economy that aims at reducing environmental risks and ecological
scarcities.
3. Bio-fuel is any fuel that is derived from biomass—that is, plant or algae material or
animal waste
B. Short Answer
1. Expand the use of bio-fuels, promote afforestation and reforestation, and improve
efficiency in transportation

Suggested Answer for Activity 7.1.4 (Case Study)

A. Short answer
1. Keep greenhouse gas emissions low and build climate resilience.
2. Reducing agricultural emissions, protecting and expanding forests, expanding renewable
electricity generation, and adopting energy efficient technologies in transport, industry
and the built environment.

7.1.5 Air Pollution

Number of Period for this lesson: 1

1.Competency
At the end of this lesson, you will be able to:
 Describe the effects of air pollution

2. Content
 Pollution, air pollution

3.Overview
 Air Pollution: -is defined as the presence of materials in the air in such concentration
which are harmful to man and his environment. A number of ingredients find their way in
the air and these are mostly gases, which rapidly spread over wide areas.
 Fossil fuels, industries, agricultural activities, wars, natural causes arid emissions from
vehicles are various sources of air pollution. Some sources of air pollution are: burning
Fossil Fuels: - Burning of wood, charcoal and other fossil fuels causes air pollution by the

Social studies Teachers Guide Grade 8 102

 release of carbon dioxide, emissions from automobiles, agricultural activities like spraying
of insecticides and weedicides also cause air pollution.

4. Teaching-Learning Process

4.1 Suggested Teaching-Aids

-Video which shows causes and effects of air pollution https://www.youtube.com/watch?
v=H8NqvkXyvkY

4.2 Pre-Lesson Preparation

- Prepare lesson plan

- collect and display pictures suggested above link…

4.3 Suggested Teaching-Methods

 Explanation
 Invite the students to write a short report on causes and effects of air pollution

4.4 Presentation of the Lesson

A. Introduction

-You can pose the following question to your students:

 Explain the causes and effects of air pollution.

B. Body of the Lesson
 Begin the lesson by defining pollution in general and air pollution in particular
 Help students to explain the effects of air pollution

C. Stabilization

 Air pollution is presence of materials in the air in such concentration which are harmful to
man and his environment
 Fossil fuels, industries, agricultural activities, wars, natural causes arid emissions from
vehicles are various sources of air pollution
 Air pollution is the main causes for respiratory disease

4.4 Evaluation and Follow up

A. Evaluation
-To know the level of understanding of the students and whether the expected competencies are
achieved, ask the students questions about the topic you taught.

Social studies Teachers Guide Grade 8 103

You can ask the students’ questions like the following:
- What are the effects of air pollution?
- Ask the students to report their work on the causes and effects of air pollution and give them
feedback.
B. Follow up
-To help your students get more knowledge on the lesson you have taught, you can give them
the activity. Let the students work on the activity 7.1.5 with your supervision and assistance

Answer for Activity 7.1.5

A. Define the following terms
1. Air pollution is presence of materials in the air in such concentration which are harmful to
man and his environment

2. Carbon dioxide is a heavy colorless gas that is formed by burning fuels, by the breakdown
or burning of animal and plant matter.
B. Short answer
1. Pollutant is substance that pollutes something, especially water or the atmosphere. Air
pollutant is any physical, chemical, biological, radioactive substance or matter which is
causes air pollution

7.1.6 Water Scarcity/Shortage

Number of Periods for this lesson 2

1. competency
At the end of this lesson, you will be able to:
 List problems related to water shortage and scarcity
2.content
 Water scarcity/shortage
3.Overview
 Water shortage/ scarcity is a lack of sufficient water, or not having access to safe water
supplies. Water scarcity is caused by natural and human activities.
 Water shortages have a great impact on human health, socio-economic development, and
the environment.

Social studies Teachers Guide Grade 8 104

  Water shortages have a direct impact on crops and livestock, which can lead to food
shortages and eventually starvation. It also generates sanitation problems by forcing people
to drink unsafe water. Lack of water cause other diseases such as trachoma (an eye
infection that can cause blindness), plague and typhus
 In addition, Water scarcity has different negative impacts on rivers, lakes, and other
freshwater resources

4. Teaching-Learning Process

4.1 Suggested Teaching-Aids

- Video which shows problems related to water shortage https://www.youtube.com/watch?
v=vB68xvRb2T4

4.2 Pre lesson Preparation

- Prepare lesson plan

- collect and display pictures and videos suggested above

4.3 Suggested Teaching-Methods

 Explanation
 Field trip: arrange a field trip and invite students to write a report on household
water consumption problem in their community.

4.4 Presentation of the Lesson

A. Introduction
You can pose the following question to your students:
- What are the problems of water shortage?

B. Body of the Lesson

• Begin the lesson by explaining the problems related to water scarcity.

• Let students to students to write a report on household water consumption
problem in their locality.
C. Stabilization
 Water shortage/ scarcity is a lack of sufficient water.

Social studies Teachers Guide Grade 8 105

  Water shortages have a great impact on human health, socio-economic
development, and the environment.

 Water shortages have a direct impact on crops and livestock.

4.5 Evaluation and Follow up

A. Evaluation
-To know the level of understanding of the students and whether the expected
competencies are achieved, ask the students questions about the topic you taught.
You can ask the students’ questions like the following:
• Explain the problems related to water scarcity
• Let students submit individual field report regarding their field observation and give
value and relevant feedback.
B. Follow up
-To help your students get more knowledge on the lesson you have taught, you can give
them the activity. Let the students work on the activity 7.1.6with your supervision and
assistance.
Answer for Activity 7.1.6
A. Define the following terms
1. Water scarcity is a lack of sufficient water, or not having access to safe water
supplies.
2. Water conservation is the practice of using water efficiently to reduce
unnecessary water usage.
B. Short answer
1.-Impacts on crop, livestock and led to food shortage.
- causes disease such as trachoma
- generates sanitation problem
- causes environmental pollution and impact on fresh water and lakes
2. -Take shorter showers, avoid taking baths unless you keep the water level low.

- Install a low-flow shower head in your shower.

- Do not let the water run while you are brushing your teeth.
Social studies Teachers Guide Grade 8 106
7.1.7 Deforestation
Number of Period for this lesson: 1

1. competencies
At the end of this lesson you will be able to:

 Explain the effects of deforestation;

 Value individuals and communities’ commitment to protect the environment.

2.content
 Deforestation

3.Overview
 Deforestation: refers the decrease in forest areas. Forest areas are cleared for having
additional agricultural croplands, urbanization, or mining activities such as agricultural
croplands, urbanization, or mining activities
 The effects of deforestation are: loss of habitats, increase of greenhouse gases, depletion of
water in the atmosphere, flooding and erosion.
 To alleviate this problem individuals and communities have to be willing to sacrifice
personal enjoyment, reducing waste of resources, using environmentally friendly new
products and supporting government's adaptation strategies

4. Teaching-Learning Process

4.1 Suggested Teaching-Aids

-Video that shows the effects of deforestation

https://www.youtube.com/watch?v=aS_lRabpgqw

4.2 Suggested Teaching-Methods

Social studies Teachers Guide Grade 8 107

 - Explanation - Discussion

4.3 Presentation of the Lesson

A. Introduction

You can pose the following questions to your students:

- Explain the causes and effects of deforestation.

- Discuss individuals and community’s commitment to protect the environment.

B. Body of the Lesson

• Begin the lesson by explaining the meaning of deforestation and describing its effects

• Help students to explain individuals and community’s commitment in protecting the

environment.

C. Stabilization

 The effects of deforestation are: loss of habitats, increase of greenhouse gases, depletion of
water in the atmosphere, flooding and erosion.
 Individuals and communities have to be responsible for the protection of environment.

4.4 Evaluation and Follow up

A. Evaluation

-To know the level of understanding of the students and whether the expected competencies are
achieved, ask the students questions about the topic you taught.

You can ask the students’ questions like the following:

• What are the effects of deforestation?
• Describe individuals and community’s commitment to protect the environment.
-Give the students appropriate feedback for their responses and activities.
Follow up
-To help your students get more knowledge on the lesson you have taught, you can give them the
activity. Let the students work on the activity 7.1.7with your supervision and assistance

Answer for Activity 7.1.7

A. Define the following terms
Social studies Teachers Guide Grade 8 108
1. Deforestation refers the decrease in forest areas.

2. Desertification refers the persistent degradation of dry land ecosystems

B. Short answer
1 Some of causes of deforestation are: expansion of agricultural activities, construction and
infrastructure and rapid urbanization. And the effects are: loss of habitats, increase of greenhouse
gases, depletion of water in the atmosphere, flooding and erosion.

Answer Key for Unit 7 Review Questions

I. True/False Item
1. False 2. True 3. True 4. True 5. False
II. Matching Item

1. B 2. D 3. E 4. C 5. A

III. Multiple Choice Item

1. A 2. D 3. C 4. B 5. A

IV. Fill in the blank Item

1. Climate

2. Ultraviolet rays

V. Short answer Item

1. Some of causes are urbanization, global warming, nuclear war, ozone layer depletion, acid rain,
oceans and clouds.And the effects are desertification, drought, a rise in sea-level and loss of
biodiversity of climate change

2. Effects of water scarcity are: generates sanitation problems, causes disease like trachoma,
minimizes crop production and leads to shortage of food are some.

Reference
Ministry of Education Geography grade 10 students text book 2000 edition

Social studies Teachers Guide Grade 8 109

Ministry of Education Social Studies grade 8 students text book 2005 edition
John Widdowson (2014) Geography for Common Entrance Third Edition. Hodder Education
https://solarimpulse.com/global-warming-solution Solution to global warming ( visited on
30,July,2021)
https://ec.europa.eu/clima/change/causes_en Causes and consequences of climate change ( visited
on July 31, 2021)
https://www.researchgate.net Climate change causes and effects on African Agriculture. 2012
Sodangi AI. (visited on July 31, 2021)
Pozarny, P. (2016). Climate change and social development: Topic guide. Birmingham, UK:
GSDRC, University of Birmingham.
https://www.fluencecorp.com.net/what-is-water-.scarcity ( Visited on August 3, 2021)
https://www.frontiersin.org/articles/10.3389/fpubh.2020.00014/full Environmental and health
impacts of air pollution ( visited on August 4, 2021)
https://www.wri.org/insights/5-strategies-achieve-climate-mitigation-and-adaptation-
simultaneously Climate mitigations and adaptation strategies. (Visited on August 7, 2021)
https://www.google.com/search?q=causes+and+effects+of+deforestation.net Causes and effects of
deforestation ( visited on August 9, 2021)

Minimum Learning Competencies

Social Studies for Grade 8

Unit one: Physical Characteristics of the Earth

 Describe internal and external forces shaping the surface of the earth;
 Identify land forms created by external and internal forces;
 Explain how the earth's internal and external force affect human life;
 Describe the different layers of the earth's atmosphere and their characteristics;
 Distinguish the difference between weather and climate;
 Outline climatic controls and climatic elements;
 Compare and contrast variations of rainfall and temperature between different

Social studies Teachers Guide Grade 8 110

 locations such as highlands and lowlands agro-climatic zones of their locality;
 Collect, summarize and present diurnal and seasonal variation of weather data in their
locality;
 Draw climatic graphs.

Unit Two: People and Socioeconomic Activities

 Explain the processes that lead to the development of culture;

 Discusses language, religion and human race as a cultural elements;
 Elaborate the cultural diversity of people in terms of language, religion, and human
races;
 Debate on the effect of globalization on the pattern of cultural change in the
classroom;
 Respect humanity and indigenous knowledge;

 Explain the different types of economic activities;

 Relate the types of economic activities with countries levels of development;

 Compare and contrast agriculture of the developed and developing countries;
 Differentiate and describe the various flow patterns of goods, services and
information;
 Outline the contribution of trade to the Ethiopian economy;
 Explain the major types of trade
 Evaluate the contribution of different economic sectors to Ethiopian export;

 Explain the interaction of supply and demand;

 Use graph to show the market equilibrium pint;

 Identify and explain what conditions must exist for “perfect competition”;

 Discuss the trade-off between consumer right and market supply;

 Explain the meaning of government revenue and tax;
 Discuss the historical development of revenue and tax in Ethiopia;

 List the main benefit of revenue and tax for socioeconomic development.

Social studies Teachers Guide Grade 8 111

 Unit three: Natural Resources and Socioeconomic Development

 Analyze the use of natural resource for socioeconomic development;

 Describe factors influencing the utilization of resource;
 Explain how the consumption patterns of resources are changing through time in their
locality;
 Explain the ideas of resource conservation and sustainable utilization;
 Evaluate how their society use resources and how dispute over resources is resolved in
their communities;
 Take part in events that promote resource conservation practices in their
community;
 Discuss on indigenous knowledge related to resource conservation.

Unit Four: Early Modern and Modern World History

 Locate the routes of the great geographical discoveries;

 Describe the main features of the renaissance, reformation and counterreformation;
 Point out basic issues of the Industrial Revolution
 Examine the major events of the two world wars;

 Explain the main features of the Cold War era.

Unit Five: History of Africa Since 1500s

 Describe forms of opposition to slavery and slave trade since 1500;

 Value the sacrifices that Africans made for their independence.

Social studies Teachers Guide Grade 8 112

 Unit Six: Modern History of Ethiopia

 Summarize the process of the Ethiopian modern state formation;

 Locate the route of the long distance trade;
 Describe the relationship between Ethiopia and the outside world;
 Value t h e sacrifices made by Ethiopians to protect the sovereignty of their country.
Unit Seven: Contemporary global issues

 Evaluate the causes and implications of climate change;

 Discuss the role of climate actions to confront the climate change problems;
 Describe air pollution and its effects;
 List problems related to water shortage and scarcity;
 Explain the effect of deforestation;
 Value individuals and communities comment to the protection of the environment.

Social studies Teachers Guide Grade 8 113

 GRADE 8
SOCIAL STUDIES SYLLABUS
GRADE -8
Unit One: Physical Characteristics of the Earth

Learning Outcomes: At the end of this unit, learners will able to:
 Differentiate between internal and external forces shaping the surface of the earth;
 Identify the types of land forms formed by the earth‟s internal and external forces;
 Describe the different thermal and compositional layers of the Earth‟s atmosphere;
 Distinguish between weather and climate;
 Identify elements and controls of weather and climate.

Competencies Contents Learning Strategies Assessment

 Using gaped lecture method,  walkin the class
 Describe internal and 1. Physical characteristics of guidesstudents to describe types of toobserve, record and
external forces shaping the the earth earth shaping processes (internal provide feedback,
surface of the earth; 1.1. Forces shaping the Earth's and external).Then, show the earth  ask oral questions to
surface. shaping processes (internal and checkwhether the
 Identify land forms external) using YOUTUBE video. students can:
1.1.1.Internal or tectonic
created by external and  Usingthe group discussion method, o mention earth shaping
forces and resultant land
internal forces; the teacher guides students to do processes
forms,
theirown-library research to explain o explain the effect of
 Explain how the earth's 1.1.2.External or gradational the effects of earth‟sinternal and earth movements
internal and external force forces and resultant land external processesthat create the  Motivatefor
affect human life; forms, land forms and rock types they can participation in a group
1.2. Composition and structures observe in their locality. discussion and in
 Describe the different of the Earth’s atmosphere  Teacher also guide students to draw answering questioning.
layers of the earth's 1.2.1.Composition of the sketch map showing features found
atmosphere and their Earth’s atmosphere in their nearby environment.  Ask questions in the
characteristics; 1.2.2.Structure of the earth’s  Using the question and answer middle of the discussion
atmosphere method,handle the topic of the to check:
 Distinguishbetween  Thermal structure composition and structure of earth‟s o Can the student
 weather and climate;  Compositional structure atmosphere. Then, the differentiate the
1.3. Elements and controls of teachergrouped students into five to weather and climate/
 Outline climatic controls weather and climate discuss the characteristics of the climatic controls and
and climatic elements; different layers of the atmosphere. climatic elements
1.3.1.Definition of weather and
To make group discussion more  Observe and help in the
 Compare and contrast climate
effective, teachers may bring to the group discussion and
variations of rainfall and 1.3.2. Elements of weather and class print outs showing the vertical check the weather the
temperature between climate layers of the atmosphere students can compare the
different locations such as 1.3.3.Controls of weather and  Usingthe brainstorming method,the spatial variation of
highlands and lowlands climate teacherconnect previous grades rainfall and temperature.
agro-climatic zones of 1.3.4. Diurnal and seasonal level lesson with the current and  Collect, Checkand
variation of weather guide students to describe the provide feedback for
their locality;
meaning of weather and climate/ students‟ field report.
 Collect, summarize and climatic elements and controls.
 Using group discussion method,
present diurnal and
guide the students to discuss
seasonal variation of aboutdaily and seasonal variation of
weather data in their rainfall and temperature in their
locality; locality.
 By sending students to nearby
 Draw climatic graphs. metrological station let them
collect, summarize and develop
climatic graphs, and then let them
produce field repot.

31
Unit Two: People and Socioeconomic Activities

Learning Outcomes: At the end of this unit, learners will able to:
 Explain how peoples‟ culture develop and change through time;
 Discuss the impacts of population movement on human settlement and economic activities;
 Explain the concept of trade and increasing global interdependence;
 Analyze the condition of consumers right and supply problem using their local examples;
 Describe the befits of government revenue and tax.

Competencies Contents Learning Strategies Assessment

2. People and Socioeconomic  Employ pyramiding method of  Observe the pair work,
 Explain the processes that teaching to handle the lesson topic Record strength and
Activities
lead to the development of cultural diversity and cultural limitations and Provide
2.1.Cultural diversity and changes dynamics. To do so students answer constructive feedback the
culture;
2.1.1. the development of human the following question first check whether the students
 Discusses language, individually, next in pair and in a Can
culture
religion and human race as group of four,then in a group of o Explain and discuss the
2.1.2. Major cultural elements;
a cultural elements; eight, finally at the whole class process of cultural
Language, Religion and the level. the questions are: development and basic
 Elaborate the cultural Human Race  What are the similarities and elements of culture
diversity of people in 2.1.3. Globalization and dynamics differences of culture among the  Provide questions to check
terms of language, of social and cultural values Ethiopian people? whether the students:
religion, and human races;  What are the factors that cause o Can identify the
2.2.Major Economic Activities cultural change in the different types of
 Debate in the classroomon 2.2.1. Primary economic Activities contemporary world? economic activities
the effect of globalization 2.2.2. Secondary economic  Show a carefully selected video o relate types of economic
as an agent cultural Activities displaying diverse cultural element activity with countries
change; and practices of the world from levels of development
2.2.3. Tertiary economic activity YOUTUBE let them reflect to the  Observe the
 Respect humanity and 2.2.4. The effect of different discussionscheck student
whole class.
indigenous knowledges economic activities on  Usingthe gallery walk method, the participation and Provide
 Explain the different types countries economic teacher guides students to identify feedback,
the different types of economic  Ask review questions on

32
 of economic activities; development activities.In addition, use field the basis of the given
 Relate different economic  Economic basis of developed and observation method and let students lecture
classify the different activities of  Follow the attention of the
activities with countries developing countries their surroundings in to primary students. In the middle,
levels of development; 2.3.Trade, market and government secondary and tertiary. check whether the students
 Compare and contrast revenue as the current national  using group discussion method, the were with him or not, and
and local concern teacher guide the students to explain ask questions.
agriculture of the
the country‟s economic
developed and developing 2.3.1. The concept and historical development in relation to the
countries; development of trade and different type of economic activities  Observe the discussions
 Describe the various flow Market  usingthe lecture method, the teacher check student participation
guide the students to describe the and Provide feedback,
patterns of goods, services  The key benefits of trade
meaning and historical development
and information;  Types of trade of trade, and differentiate the flow
 Collect the assignment,
 Analyze the contribution  Market forces: supply and patterns of goods and services,
check and provide
of trade to the Ethiopia demand,  Using thematic map, let students
feedback
show the pattern of world trade
economy;  Major actors of the market, flow.
 Explain the major types of  Observe the discussions
 The idea of competitive  Usingthe group discussion
check student participation
trade; market method,let students explain the
and Provide feedback
interaction of market supply and
 Evaluate the  Consumer right and supply demand and using the supply and
contributionof different problem demand graph showthe market
economic sectors to 2.4.Government revenue and tax, equilibrium condition.
Ethiopian export trade;  The meaning and basic  Usingan assignmentmethod,let
students explain the market and
 Explain that the interaction concept of revenue and tax consumer behaviors.
of supply and demand  Historical development of  Using the gallery walk method,let
determines price; government revenue and tax students explainthe importance of
 Use graphs to show the government revenue and tax.
in Ethiopia
market equilibrium pint;  The benefits of the
 Explainwhat conditions government revenue and tax
must exist for “perfect
competition” to occur;

33
 Discuss the trade-off
between consumer right
and market supply;
 Explain the meaning of
government revenue and
tax;
 Discuss the historical
development of revenue
and tax in Ethiopia;
 List the main benefits of
revenue and tax.

Unit Three: Natural Resources and Socioeconomic Development

Learning Outcomes: At the end of this unit, learners will able to:

 Describe the role of natural resources for socio economic development;

 Explain the concept of sustainable resource utilization and development;
 Describe the way natural resources are utilized in their locality;
 Value indigenous resource based conflict resolution efforts in their locality.

118
 Competencies Contents Learning Strategies Assessment
3. Natural resources and  Usingthe assignment method,let  Observe the group
 Analyze the use of students explain the importance of desiccation and Record
socioeconomic development
natural resource for wise and sustainable utilization of the performance and
3.1.Conservation and utilization of natural resources including land, provide feedback
socioeconomic water and forest.  Check whether the
natural resources for sustainable
development;  Using the physical map of students can:
development Ethiopia, let students show the o Explain the
 Describe factors location of the country‟s importance of proper
3.1.1. Resource utilization and
natural resources (soil, river use of soil, water,
influencing the
economic benefits basin and forest map). forest, and wildlife
utilization of natural  Let students to go to the field and resource?
3.1.2. Factors of natural resource
resource; observe the status of soil, water  Observe the group
utilization and forest resources in their discussion and check
 Explain how the locality and write their own report whether the students can,
3.1.3. The changing importance of
on the basis of their observation. o explain the impact of
consumption patterns
resources over time  Using mobile apps such google map, unwise resource
of resources are let students find sites of natural utilization in their
3.1.4. Resource conservation and resources in their surroundings.
changing through time locality
sustainable utilization  Organize the class in to group of o values local conflict
in their locality; five and let the students discuss on resolution ways
 Meanings of conservation resource accessibility and resource
 Explain the ideas of based conflicts.
 Meanings of sustainable use
resource conservation  Considering the experience of the
 Soil conservation and sustainable Konsso people, let the students
and sustainable write a case study report on the
utilization
relevance of indigenous knowledge

119
 utilization;  Water conservation and in resource conservation.
 Evaluate how their sustainable utilization
society use resources  Forest conservation and
and how dispute over sustainable utilization
resources is resolved  Wildlife conservation and
in their communities; sustainable utilization
 Take part in events 3.2. Consequences of unwise
that promote resource utilization of natural resources
conservation practices 3.3.Resource accessibility &
in their community; resource based conflicts:
 Discuss on indigenous (example the hydro politics of
knowledges related to Abay River.)
resource conservation.
Project: visiting the soil, water and
forest resources of their vicinity.

Unit Four: Early Modern and Modern World History

Learning Outcomes: At the end of this unit, students will be able to:
 Discuss the process of the great geographical discoveries;

120
  Analyze basic issues of renaissance, reformation, and counterreformation;
 Elaborate the essence of the industrial revolution;
 Describe the nature of the two world wars;
 Discuss main characteristics of the cold war era.

Competencies Contents Learning Strategies Assessment

 Locate the routes of the great 4. Early Modern and  Using a physical map of the world,  Assessing the
geographical discoveries; Modern World History let students show the route of the performance of
 Pinpoint the main features of 4.1.The Great Geographical great geographical discoveries learners continuously
the renaissance, reformation Discoveries  Using the pyramid instructional over the whole unit
and counterreformation; 4.2.Renaissance, reformation method, let students discuss on the through various
 Point out basic issues of the and counterreformation renaissance period formative assessment
Industrial Revolution; 4.3.The industrial revolution  Organize the class into two groups methods
 Write essay on major events 4.4.The two world wars and let students to debate on  Provide the necessary
of the two world wars; 4.5.The cold war reformation and counterreformation feedback for students‟
 Discern the main features of  Let students write and present learning
the Cold War era. essays on the industrial revolution,
the two world wars, and the cold
war.

Unit Five: Africa since the 1500s

Learning Outcomes: At the end of this unit, students will be able to:

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  Describe the essence of slavery and slave trade;
 Explain basic issues of the colonial experience in Africa;
 Discuss the struggle of the African peoples for independence, economic and political integration.

Competencies Contents Learning Strategies Assessment

 Show readiness to fight 5. Africa Since the 1500s  Let students answer the following  Observe the pair work
against slavery and slave 5.1.Slavery and the slave trade questions in pairs and present their  Record strength and
trade; 5.2.Colonialism in Africa answers for whole class discussion: limitations
 Develop strong sense of 5.3.Independent African states What is slavery? Who were the main  Provide constructive
anti-colonialism; and moves towards actors of the African slave trade? feedback
 Show respect for the economic and political  Let students write a short essay on the
independence, integration, integration essence and main features of
and interaction of African colonialism in Africa
peoples.  Divide students into groups and let
them discuss and make presentation on
the struggle of Africans for
independence and economic and
political integration

Unit Six: Modern History of Ethiopia

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 Learning Outcomes: At the end of this unit, students will be able to:
 Discuss the process of modern state formation in Ethiopia;
 Sketch the location of the long distance trade route;
 Analyze the relationship between Ethiopia and the outside world;
 Appreciate the efforts that Ethiopians made to defend their country from external aggression.

Competencies Contents Learning Strategies Assessment

 Summarize the process 6. Modern history of Ethiopia  Using the pyramiding instructional method,  Observe the
of the modern Ethiopian 6.1.Formation of modern empire let students make a discussion on the process participation of each
state formation; state of state formation in modern Ethiopia. student in the group
 Locate the route of the 6.2.Long distance trade and  Using map of Ethiopia, lets students show discussions
long distance trade; medium of exchange the route of the long distance trade  Employ various
 Describe the relationship 6.3.Ethiopia and the outside world  Let students write essay on the relationship formative
between Ethiopia and the 6.4.The Unity of Ethiopians in between Ethiopia and the external world. assessment methods
outside world; defense of their sovereignty  After watching videos/films on the  Record the strength
 Value the sacrifices and territorial integrity (the struggle/fight of Ethiopians against foreign and limitations of
made by Ethiopians to Ottoman Turks, the Egyptian aggressors, let students exchange ideas each group
protect the sovereignty expansion, the Mahdists, the focusing on the role their fathers/forefathers  Provide constructive
of their country. Battle of Adwa, the fascist played in safeguarding the sovereignty and feedback
Italian aggression, the Somali territorial independence of their nation
invasions).
Unit seven: Contemporary Global Issues

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Learning Outcomes: At the end of this unit, learners will able to:

 Evaluate the implications of climate change on peoples‟ life and physical environment;
 Produce reports on locally available indigenous knowledge helping to protect the environment;
 Value the work of those who provide care and support to people who participate in environmental protection / green legacy.

Competencies Contents Learning Strategies Assessment

 Using question and answer method,  Observe activities while
 Evaluate the causes and 7. Contemporary Global Issues the teacher is expected to highlight students are engaged, record
implications of climate 7.1. Climate change the idea of climate change. Then, their performance and give
organize the classroom in to a group feedback
change on human life; 7.1.1. The idea of Climate change of five and let students discuss the  To check whether the
7.1.2. Causes and effects of causes and impacts of climate discussion on the right track
 Discuss the role of change. or not, ask questions such
climate change  Invite the students to write a short as:
climate actions in
7.1.3. The development of climate report on causes and effects of air  What are the cause and
confronting the climate pollution. effects of climate change
actions  Arrange a field trip and invite  What are the role of climate
change problems;
7.1.4. case studies on issues in students to write a report on change actions
 Describe air pollution household water consumption
their locality problem in their community.  Let students submit
and its effects; 7.1.5. Air pollution individual field report
regarding their field
 List problems related to 7.1.6. Water shortage /Scarcity observation and give value
water shortage and 7.1.7. Deforestation and relevant feedback.

scarcity;

 Explain the effects of

deforestation;

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 Value individuals and
communities
commitmentto protect
the environment.

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