Me Revision Booklet 2 April 7

JC: Moral Education Book 2 Revision Notes
Inspire Tomorrow, Today
JUNIOR CERTIFICATE OF EDUCATION
MORAL EDUCATION REVISION NOTES
BOOK 2
FORM 2
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Acknowledgements
This revision booklet is a product of many people who worked hard to see it ready for use by
BOU Open Schooling learners. BOU wishes to acknowledge contributions from the
following:
Subject Specialist Programme Developer

Sheila Tshegofatso Sefhedi (PhD)
Writers
Joyce Obakeng
Keoikantse Sehuhula
Marea Mpuse
Peggie Tshukudu
Vuzumuzi Nzula
Content Editor
Loago Rangosa
Editor
Naomi Sankoloba
Graphics Designer
Otukile Masole
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Course Overview
We extend to you a very special warm welcome from Botswana Open University and in
particular to this Junior Certificate (JC) Moral Education (ME) course. The course is
based on the JC national syllabus and it is intended for upgraders or learners who have taken
the subject before and wish to upgrade their exam mark. Moral Education is an
interdisciplinary subject that teaches moral values or good things to guide one’s conduct or
behavior. This subject is an attempt to teach life skills and develop moral values that are
applicable to everyday life. It will assist you to develop the ability to interact with other
members of the community.
Course Structure
The course is presented in the form of revision notes and examination questions. The aim of
the revision notes is to enable you to answer questions in your final examination. We have
tried as much as possible to include other specific objectives not covered by the assessment
syllabus but usually examined. The course is packaged into 3 booklets as outlined below:
Revision Booklet 1: Is structured to include all Form 1 materials which include; Introduction
to Morality, Introduction to Values, Decision Making, Self Concept, Positive Self Concept,
Autonomy, Interpersonal Relations, Adolescence, Family Life and Agents of Change in the
Community.
Revision Booklet 2: Is structured to include all Form 2 materials which include; the Morals
of Sex Education, Abstinence, Sexual Orientations, Sexual Practices, Marriage, Teenage
Pregnancy, Contraception, Death and Bereavement, Abortion, Suicide, Euthanasia, HIV and
AIDS and STIs, Infertility, Social Justice, Citizenship, Tradition and the Law, Crime, and
Punishment.
Revision Booklet 3: It is structured to include all Form 3 materials. It discusses Global Moral
Issues, namely; Human Rights, Children’s Rights, Childcare, Rights and Roles of Animals,
Bio-Ethics, Work Ethics, Business Ethics and Environmental Sustainability.
Note that each booklet is divided into a number of lessons.
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Assessment:
You will continuously assess your understanding through in text activities and self-
assessment exercises after every revision lesson. You are encouraged to do all these activities
accurately and honestly as they will help you interact with the lessons as well as check your
understanding of the concepts. Answers to self-check exercises are given at the end of the
revision booklet. The self-check exercises are very important and will help you gauge your
readiness for the national examination
Examination Paper Structure

Moral Education examinations consist of two papers as outlined below:
Paper 1: Consists of 40 Multiple Choice Questions and it is marked out of 40. The duration
of this paper is 1 hour and it carries 40% of all the marks in the JCE ME Course.
Paper 2: Is structured to comprise two sections; Section A and B with a total mark of 60.
Section A is made up of Structured Questions which require short answers. The total marks
for Section A is 20. Section B consists of four (4) Essay Questions, each carrying 10 marks
making a total of 40 marks. The demands of Section B are high as the essays demands that
the learner discuss, analyse and evaluate. The candidates are required to answer all the
questions from each section. The paper carries 60% of the total course marks and its duration
is 2 hours
Note that Exam hints are given at the end of each of the revision booklet. Practice
answering challenging questions without access to you notes (check the answers after).
This should expose weaknesses in your knowledge and level of understanding.
Resources
Resources are items that you are likely to need to study a revision booklet. For example, in
the first revision booklet you will need to consult with your family, elders, pastors, social
workers, chiefs and the community at large. Proverbs and sayings from our culture would be
helpful too. You will also need to consult your instructional materials. These include BOU
study materials and reference books from the library. A list of reference books is given at the
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end of each revision booklet. But if you can’t find these books, you can visit your local
library or access the BOU Moodle e-learning portal.
Learning and Revision Approach

Content in the booklets is presented in note form, to help you focus on important points of a
topic. Some lessons have in-text activities which are meant to help understand important
concepts and to enable you to interact with the lesson. Each lesson ends with a self-
assessment exercise. You are advised to do these exercises before you proceed to the next
lesson, as they will help you to check if you have really understood what you have read.
Overview: JCE Moral Education Revision Booklet 2

Welcome to JCE Moral Education Revision Booklet 2. This booklet will introduce you to
issues of death and bereavement, abortion, suicide and euthanasia. It also looks at HIV and
AIDS and Sexually Transmitted Infections (STI’s) including moral issues relating to HIV and
AIDS, Therapy and developing a considerate attitude towards people living with HIV and
AIDS. You will further learn about Infertility, Social Justice, Citizenship, Traditions and the
Law, Crime and Punishment.
Contents List
Lesson 1: Morals of Sex Education................................................................................ 7
Lesson 2: Abstinence ...................................................................................................... 17
Lesson 3: Sexual Orientations ........................................................................................ 27
Lesson 4: Sexual Practices ............................................................................................. 38
Lesson 5: Marriage ......................................................................................................... 48
Lesson 6: Teenage Pregnancy ........................................................................................ 57
Lesson 7: Contraception ................................................................................................. 68
Lesson 8: Death and Bereavement ................................................................................. 75
Lesson 9: Abortion ......................................................................................................... 90
Lesson 10: Suicide ......................................................................................................... 99
Lesson 11: Euthanasia .................................................................................................... 108
Lesson 12: HIV and AIDS and Sexually Transmitted Infections (STI’s) ...................... 120
Lesson 13: Moral Issues Relating to HIV and AIDS ..................................................... 126
Lesson 14: ARV Therapy and Developing a Considerate Attitude Towards
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People Living with HIV and AIDS ................................................................................ 134

Lesson 15: Infertility ...................................................................................................... 142
Lesson 16: Social Justice................................................................................................ 153
Lesson 17: Citizenship ................................................................................................... 164
Lesson 18: Traditions and the Law ................................................................................ 170
Lesson 19: Crime ........................................................................................................... 178
Lesson: 20: Punishment ................................................................................................. 185
Feedback to Self-Assessment Exercises ........................................................................ 194
Revision and Final Examination Hints........................................................................... 240
Sample Essay Writing .................................................................................................... 241
References ...................................................................................................................... 243
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Lesson 1
Sex Education
Introduction
This revision lesson focuses on Sexual Ethics and it looks at a number of topics that exposes
you, the learner to matters of sexuality. This topic includes issues on the different viewpoints
on sex education and the arguments for and against indulging in early sexual acts. The lesson
further covers the topic that gives suggestion why sex should be performed by mature
consenting. The revision notes are hoped to equip you with life skills that will assist you in
dealing with sex related matters. We noted that these issues are a concern to people all over
the world.
Objectives of the topic:

By the end of the topic, you should be able to:
• identify the types of sex Education
• differentiate between comprehensive and abstinence sex education
• discuss different viewpoints on sex education

• explore the Moral Implications of sex education
• assess moral implications of early sexual acts
• suggest reasons why sex should be performed by mature consenting
Explanation of terms
Sex Education: Deals with equipping people with information and skills that are relevant in
the promotion of their sexual health. It is the process of teaching young people about sexual
matters such as puberty, abstinence, pregnancy, contraception, sexually transmitted
infections, and sexual relationships.
Sexuality: It is about understanding the sexual feelings and attractions we feel towards others
or it can be defined as one’s sexual orientation, sexual activity, and one’s capacity for sexual
feelings.
Moral Codes: Are a set of rules or standards that differentiate between what is considered
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proper or improper by a group of people, society or community.
Consenting Adults: This means a person who is considered old enough, and therefore
responsible enough to decide if they want sex and who they want to have sex with.
1.0 Types of Sex Education
There are two types of sex education and these are;
a) Comprehensive Sex Education
• Comprehensive sex education focuses on teaching young people about abstinence and
the advantages of delaying having sex until they are older and mature.
• It also teaches them about contraception and ways to protect themselves from sexually
transmitted infections (STI’s).
b) Abstinence Sex Education
• This is the form of sex education that focuses only on teaching young people to abstain
from sex until after marriage.
• Young people are taught that abstinence is the best way to avoid pregnancy and
sexually transmitted infections, and that is morally wrong to have pre-marital sex.
• Young people are not given any information about contraception or ways of protecting
themselves from STI’s because they are expected to abstain until after marriage.
2.0 Differences Between Comprehensive and Abstinence Sex

Education
Comprehensive Sex Education Abstinence Sex Education

Comprehensive sex education is about Abstinence sex education is a form of
providing factual information about sexuality. education that emphasises discouraging
It also includes discussing protection against teenage sexual activity. It does not provide
unwanted pregnancies information about contraception because it
discourages teenagers from engaging in
sexual activity.
Comprehensive sex education covers many Abstinence based sex education covers
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topics on sexuality such as sexual abstinence from sex before marriage as the
relationships, skills for life, societal and only moral method.
cultural expectations about sexual matters, and
methods of contraception like the use of
condoms.
Comprehensive sex education exposes young Abstinence sex education does not give
people to effective use of condoms. enough education on the use of condoms
but only states the negatives on condom
use.
3.0 Viewpoints On Sex Education

Views or opinions differ in relation to sex education. Some people support the comprehensive
type while others support abstinence sex education and others are completely against sex
education. Apart from the individuals also have in viewpoints there are also cultural
Views/Traditionalists, religious and philosophical views on Sex Education
a) Viewpoints on sex education according to individuals
i Those in support of comprehensive sex education give the following reasons:

• It makes the young people to make the right and informed decisions about their sex life,
for example, children can now avoid teenage pregnancy and sexually transmitted
diseases
• It gives the young people the opportunity to develop the skills to approach their sexual
relations in a positive way.
• It provides necessary information on sexual development, reproduction, contraceptives

and sexual relations in general.
• It empowers young people to be in control of their sex life and avoid being misled by
peers
• It encourages openness and builds good relationship between young people and adults
hence minimises social ills in societies.
ii Those who support abstinence sex education give the following reasons:
• It is the only morally acceptable kind of education because it teaches about the one and
only suitable choice for young people because they must abstain until maturity or
marriage.
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• It is the only best kind of sex education to the youth to prevent teenage pregnancy and
sexually transmitted diseases.
iii. Those who think sex education should not be provided to learners all argue that:
• It makes learners to be curious about sex and start indulging in sexual activities before
they are mature enough to understand and stand the consequences of sex.
• Sex education can direct learner’s attention and focus from their studies since they are
easily excited by new knowledge.
b) Cultural Views/Traditionalists Views on Sex Education

• Traditionalists’ parents believe that sex education goes against some family and societal
values. They believe in teaching children only about sexual abstinence. Their view is
such that it is wrong to teach children about sex because sex is an adult issue, which
should only take place in marriage and for purpose of procreation.
• Traditionalists also believe that sex Education teaches learners about sex, therefore
encourages them to engage in sexual activities yet young people should abstain from
sex.
• They also believe that sex education corrupts learners’ morality as it teaches them about
sex before they are sexually active. They fear that it will encourage them to engage in
sex before their appropriate time and before they are mature enough.
c) Religious Views on Sex Education
The views of religions and religious believers on issues of sexuality differ widely.
• Some religions disapprove sex education as sinful as it goes against their principles and
it encourages pre-marital sex, but some religions accept it as it enlightens children on
issues such as sexual abuse, teenage pregnancy and sexually transmitted infections.
• The decision on whether sex education is good or bad is regulated by the moral codes
of the religions.
Islam
Islam supports the teaching of Sex Education to its children and youth with greater care. It
supports sex education only if:
• It does not go against the Islamic principles and values of family life
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• It does not go against the Islamic teachings on decency and modesty.

• Its purpose is to help young people to understand the adolescence changes. That is, how
they develop physically, emotionally and socially. These changes play a role in the
development of their sexual maturity.
Christianity
Most Christians promote the teaching of abstinence sex education in schools. They argue that
this type of sex education:
• Prevents teenagers from engaging in sexual intercourse
• Prevents young girls from falling pregnant
• Decreases the rate of STI’s
• Encourages good relationships
• Prevents children from experiencing sexual abuse
4.0 Moral Implications of Sex Education
a) Sex education is morally right because:

• It informs young people about all issues relating to sex hence they make informed
decisions regarding sexual matters.
• It is morally good because it informs learners about the dangers of teenage pregnancy
or the involvement is sexual relationships at an early age.
• It is acceptable since it helps young people to be knowledgeable about pre-marital sex

and sexual differences in terms of preferences or orientations and practices as well as
the pros and cons.
• It will influence teenagers and youth’s discipline and spiritual growth. Discipline
prevents teenagers from premature sexual activity
• Pre-mature sexual activities could lead youths into unwanted pregnancies, disease,
emotional trauma, and •limited chance for successful future marriages.
• Gives young people an opportunity to develop skills to approach their sexual relations
in a positive way.
• Provides necessary information on sexual development, reproduction, contraceptive
and sexual relations in general. For example, they can access the information that they
could not otherwise access from their parents.
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• Empowers young people to be in control of their sex life and avoid being misled by
their peers.
• Encourages openness and builds good relationship between young people and adults
hence minimises social ills in societies.
b) Sex education is morally wrong because:

• Since pupils are at a stage where they learn through experimenting, sex education might
make them curious and have an anxiety to put what they were taught into practice
which in turn might lead them into dangers such as teenage pregnancy, school dropouts,
HIV/AIDS and other STIs as well as sexual abuse.
• It goes against some cultures because from a cultural point of view it is wrong to teach
children about sex because it is an adult’s issue which only takes place in marriage for
procreation. Sex education goes against some family and societal values.
• It is morally wrong since the young people are at a stage where they learn through
experimenting, sex education might make them too curious and have an anxiety to put
what they were taught in practice which in turn may lead them into dangers such as
teenage pregnancy, school dropout, HIV/AIDS and sexual abuse.
• It is morally wrong because it goes against some cultures and religious beliefs. For
example, some religions disapprove sex education as sinful as it goes against their
principles and argue that it encourages pre-marital sex, but some religions accept it as it
enlightens children on issues such as sexual abuse, teenage pregnancy and sexually
transmitted infections.
5.0 Moral Implications of Early Sexual Acts
Early sexual acts are morally wrong because:

• Children need to grow both physically and mentally before engaging in sex.
• A child’s body is not mature and strong enough for the sexual activity and pregnancy
which might result from sex.
• Early sexual acts lead to teenage pregnancies that poses a threat to the teenager’s life
due to the possibility of difficulty in giving birth.
• Sexually active young people contract Sexually Transmitted Infections
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• The teenager may miss educational opportunities due to school dropout. This could
lead to poverty and anti-social behaviours such as drug and alcohol abuse and
prostitution.
• Babies born out of early sexual activities sometimes suffer a lot since their needs and
wants cannot be met by their young parents.
6.0 Reasons Why Sex Should Be Performed by Mature Consenting

Adults
The word consenting means to permit or agree. Therefore, bodies and minds of mature people
or adults permit them to engage in sexual activities because of the following reasons:
• They can make choices on whether they want or do not want to have sex therefore they
are less likely to be sexually exploited and abused.
• Their bodies are mature and ready for sex.
• Their minds are fully developed and emotionally ready to or deal with every challenge
in sexual relationships such as frustrations.
• They can afford to have children. Adults usually can be able to provide basic needs for
their children since most of them have a source of income.
• They are physically and emotionally ready to deal with sexually transmitted diseases if
they contract any.
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Self-Assessment Exercise 1
Topic: Sex Education
Section A: Multiple-Choice Questions [5marks]

1. What is sex education?
A. Information on moral issues.
B.Information on career choices.
C. Information on sexual issues.
D. Information on health issues.
2. Which of the following is not covered by Sex education?

A. Sexuality
B. Gender
C. STIs
D. Sex
3. Which of the following is a reason why sex education is important?

A. It equips the youth with skills of protecting their sexual health
B. It teaches youths about government schemes.
C. It teaches youths about career prospects.
D. It teaches youths about life problems.
4. Which of the following is not a moral implication of sex education?

A. Youths have information and skills needed to take care of their sexual health.
B. Youths have knowledge about issues of abuse and how to deal with them.
C. Youths have a balanced view of sex-related matters.
D. Youths have information on how to kill their partners.
5. Which of the following is a type of sex education?

A. Contraception
B. Abstinence
C. Celibacy.
D. Chastity
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Section B: Short Answer Questions [10 marks]
1. What is sex education?

___________________________________________________________________________
____________________________________________________________________[1 mark]
2. State two reasons why sex education must be taught to youths?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2marks]
3. Describe any view of sex education from a traditionalist perspective.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2marks]
4. What is the Muslim view on sex education?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2marks]
5. Give any three moral implications of sex education?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[3marks]
Section C: Essay Questions [10 marks]

Discuss any two ways in which sex education can be a solution to the transmission and
contraction of HIV and AIDS.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
__________________________________________________________________[10 marks]
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Lesson 2
Abstinence
Introduction
Abstinence means refraining or keeping away from certain things. For example, you may
abstain from drinking alcohol, smoking, eating junk food and sex. Sexual abstinence refers to
refraining from or avoiding sex.
Objectives of the topic:

By the end of the topic you, should be able to:
• explain abstinence
• discuss different viewpoints on abstinence
• give at least two reasons for celibacy and chastity
• discuss moral implications of abstinence
Definition of Terms
Celibacy: It means being sexually pure or refraining from sexual acts for religious reasons as
part of their religious vows or promises to serve God.
Chastity: It means being free from any sexual relationship or keeping away from sexual acts
for personal reasons such as avoiding unwanted pregnancies, to exercise self-control and to
focus on achieving a better career.
Ramadan: It means the most sacred month of the year in Islamic culture. Muslims observe
the month of Ramadan, to mark that Allah, or God. During Ramadan, Muslims fast, abstain
from pleasures and pray to become closer to God. It is also time for families to gather and
celebrate.
Abstain: staying away from sex/ saying No to sexual activities.
1.0 Explanation of Abstinence
Abstinence: It refers to keeping away from sexual activity. There are two types of abstinence
and these are, Celibacy and Chastity
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1.1 Reasons for Abstinence

a) Medical Reasons
• This is when a person abstains, for example, after a surgical operation like
circumcision or childbirth operation.
• The person abstains until the medical doctor says he or she is fit to engage or
continue with his or her sex life.
b) Religious Reasons
• Some people remain pure by not having sex to dedicate themselves to the service
of God (celibacy).
• Some religious denominations do not allow their members to have sex when they
are fasting.
• Religions teach their adherents to abstain from sex until they are married and sex
before marriage is regarded as sin
c) Personal Reasons
• Some people choose to abstain from sex for personal reasons e.g., they abstain
until they find the right partner to be committed to and marry.
• Some people choose to abstain so as to focus on their educational training, career

development or even sporting activities.
• This is to enable one to put all the focus on what one wants to achieve as one may
feel sexual relationships may disturb or cause them to lose their focus.
d) Cultural Reasons
• One may abstain because it is a norm or tradition of the society he or she comes
from. This can happen to new mothers who are still in confinement and breast
feeding as it may be considered a taboo to have sex during such a time.
• Setswana culture does not allow widows and widowers to have sex before the
rituals performed after death are complete.
2.0 Different Viewpoints on Abstinence

People have different views on abstinences based on religion, culture, social norms or simply
personal preference or life situation.
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a) Religious views on abstinence
Followers of different religions are encouraged to abstain from sex until marriage because it
is for procreation for married couples.
i. Christianity
• Christianity condemns activities that may lead to the temptation of having sex
before marriage because they hold the view that it is only meant for
married people.
• Christians believe that sex is for married couples to procreate.
• Some members of the church like nuns and priest from Roman Catholic Church
practice celibacy that is to remain unmarried and to abstain from sex completely
throughout their lives for the service of the lord.
ii. Judaism
• Jews forbid sex outside marriage. They permit sex within marriage only.
• All unmarried people should abstain from sexual activities.
• Abstinence is also encouraged among Rabbis (Jewish teacher / leader) when they
are performing sacred religious activities.
iii. Islam
• Muslims encourage abstinence for those who are not married. Muhammad said
that sex is special within marriage.
• Muslims are also expected to refrain from sex during the fasting period of the
Ramadan. Women on their monthly period are expected to abstain as they are
considered to be unclean.
iv. Sikhism
• Sikhs also teach that only married couples should have sex.
• Unmarried Sikhs avoid activities that lead to the temptation of having sex outside
marriage.
v) African Traditional Religion

• Traditionally in Botswana, boys and girls were not allowed to have sexual
relations until they got married. Before marriage boys and girls had to abstain
from sex.
b) Cultural Viewpoint on Abstinence

• In some cultures, and religions, it is important that girls and in some cases boys
stay virgins until married. This is linked to the idea of purity and lifelong
commitment to your partner. For example, in traditionally some cultures in
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Botswana boys and girls were encouraged to abstain from sex until marriage in
all cultures. They learnt this at the initiation ceremonies of bogwera and bojale.
• A woman is supposed to have sexual relations with only one man, her husband.
Staying pure is seen as a sign of having high moral standards and self-control.
• They were taught that people who abstain were respected and admired as it was a
sign of being socialised in a good way.
c) Medical Viewpoint on Abstinence

• Sexual abstinence promotes personal health. Refraining from sex allows the body
to grow before the individual engages in sexual activity. It allows them to reach
the emotional maturity such that they take responsibility that comes along with
sex. For example, parenting.
d) Philosophical Viewpoint on Abstinence
• Philosophers regard abstinence as one best choice that shows wise thinking
because keeping away from sexual activities especially in young people has all
morally good outcomes and that is a universally accepted ad encourages kind of
behavior. From philosophical view abstinence bring happiness to the greatest
number of people and avoids pains hence it is regarded morally right.
3.0 Reasons for Celibacy and Chastity

a) Celibacy
Celibacy means refraining or abstaining from sexual activities because of religious reasons.
For example, nuns in the Roman Catholic Church and monks in Buddhism take the vow of
celibacy that is they promise not to marry or engage in any sexual activity.
Reasons for Celibacy
• To be committed to one’s beliefs and be engaged in religious activities or devote their
time and energy in serving their religion, for example the nuns, fathers etc.
• It is a sign of self-control, discipline, and commitment to one’s religion
• To be free from worldly pleasures so that one focuses on their spiritual development
• It creates more “me” time especially that people live hectic lives due to work and
family demands.
• It frees up time for one to focus on some more empowering, advancing and self-esteem
building activities that can make their lives meaningful and productive.
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b) Chastity
Chastity means being sexually pure or abstaining or keeping away from sexual activities for
personal reasons.
• One may decide to refrain from sexual activities for personal reasons, e.g. one may
decide to refrain from or stop engaging in sexual activities because one wants to
concentrate on his or her education. Both married and unmarried can be chaste.
• One may decide to be chaste as it is the only 100% effective method of birth control
and disease prevention.
• It boosts intimacy and helps a couple to bond as friends.
• They have had bad sexual experiences such as rape, assault and child sexual abuse.
• To exercise self-control.
• To focus on one’s life goals and pursue their interest in example education to have a
better career.
• Chastens can sometime choose to abstain as a way of controlling birth.
• To have peace of mind or not having to worry about the challenge that comes along
with sexual relationships e.g., frustrations, disappointments etc.
4.0 Moral implications of Abstinence
Abstinence is morally accepted because of the following;

• It is the safest way to prevent the challenges that come with teen pregnancy. Teenage
Pregnancy consequences are dropping out of school, poverty, and single parenthood.
Therefore, if a teenager avoids having sex, they will not be victims of the consequences
of sex.
• It prevents one from being a statistic of sexually transmitted diseases. When one is
sexually active, they fall prone to being exposed to sexually transmitted diseases such
as syphilis because they have unprotected sex. So, abstinence is morally accepted
because it is the only way a teenager can be safe from sexually transmitted diseases.
• It is the only form of birth control that is 100% effective in preventing teenage
pregnancy.
• It is a way to prevent one from being a victim of stress related challenges.
Abstinence is considered bad for the following reasons:

• Children need to grow both physically and mentally before engaging in sex.
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• A child’s body is not mature and strong enough for the sexual activity and pregnancy
which might result from sex.
• Early sexual acts lead to teenage pregnancies that poses a threat to teenage life, the
teenager can die together with the baby due to the difficulties in giving birth.
• Sexually active young people can contract sexually transmitted infections.
• Pregnant teenagers can attempt abortion and die or end up in jail.
• Misses educational opportunities due to school dropout leading to poverty and other
anti-social behavior such as drug and alcohol abuse and prostitution.
Self-assessment Exercise 2
Abstinence
Duration: 1-hour 30minutes Total Mark: 35
Instructions:
Answer all the questions on this exercise.
Marks are shown in brackets.
Section A –Multiple-Choice Questions [10 marks]

Circle the correct answer.
Read the information below and use it to answer question 1.
Sono is a 17-year-old girl from Thite school. She has decided to abstain from sexual activity
until she is married.
1. What benefit is Sono likely to get from her decision?

A. Academic excellence.
B. Increased levels of fertility
C. Increased chances of prosperity
D. High level of popularity among peers
2. Which of the following is an advantage of abstaining from sexual intimacy?

A. One can refuse to study sex education.
B. It can enable one to have friends at school
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C. One can wait until they find a suitable partner

D. It can enable one to gain sexual experience before marriage
3. What does abstinence from sex mean?

A. Having sex during safe period
B. Having one faithful partner
C. Having sex with one person
D. Not having sex at all
4. Which of the following shows correct match for chastity and celibacy?
Chastity Celibacy
A Concentrating on education Waiting for the right partner
B The focus of one’s life goals To show commitment to religion
C To serve the supreme being without distractions To avoid sexual Infections
C To prevent unwanted pregnancies To serve one’s family
5. Which of the following is a religious view about abstinence?

A. Teenage boys should be separated from teenage girls.
B. There should be no sex before marriage
C. Abstinence is right for procreation
D. Abstinence is unnatural
6. Why is abstinence morality right?

A. It delays one from starting a family
B. It helps most societies to save costs
C. It leads to identity crises by teenagers on sexual issues
D. It saves one from contracting sexually transmitted diseases
7. Which of the following is not a religious view about abstinence?

A. Teenage boys should be separated from teenage girls.
B. There should be no sex before marriage
C. Abstinence is right for procreation
D. Abstinence is natural
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8. Chastity refers to…

A. being sexually pure
B. being sexually active
C. being sexually confused
D. being sexually satisfied
9. Muslims encourage abstinence until…

A. one is old.
B. one is unclean
C. one is married
D. one is on monthly period
10. Why does Philosophy regard abstinence as one best choice?

A. It allows one to reach emotional maturity.
B. It is a universally acceptable practice
C. It promotes sexual transmitted disease
D. It helps one to be a nun or monk
Section B: Short Answer Questions [12 Marks)
1. Differentiate between Celibacy and Chastity?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
2. State two reasons for Abstinence
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
3. Give the Philosophical viewpoint on Abstinence.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
4. What is the Muslim view on Abstinence?
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
5. Discuss two reasons for Chastity.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[4 marks]
Section C: Essay Question [10 marks]
1. Discuss two moral Implications of Abstinence
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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_________________________________________________________________[10 marks]
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Lesson 3
Sexual Orientations
Introduction
Learners in this lesson we are going to learn about sexual orientations, reasons for and
against orientations and their moral implications. People have different sexual preferences,
some may prefer to be in sexual relationships with people of the opposite sex, some with
people of the same sex, some with people of both sexes. People hold different views on these
sexual preferences.
Objectives of the Topic:

• differentiate among heterosexuality, bisexuality, and homosexuality
• suggest reasons advanced for and against these sexual orientations
• discuss the moral implications of sexual orientations
Explanation of terms
Sexual orientations: Refers to the types of sexual relationships people get involved in. These
relationships can be heterosexual, bisexual and homosexual.
Sexuality: Means the maleness or femaleness of a human being
Affection: A feeling of liking and caring for someone/feelings of love.
Bond: Together/oneness
Choice: Make a decision
Dominate: To have control of/power over
Legal: Permitted by law/allowed by the law.
Multiply: Increase
Public: Affecting almost all people in the area
Subdue: To get control/to conquer
Taboo: That which is forbidden/not allowed
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1.0 Differentiate among heterosexuality, bisexuality and

homosexuality
• Heterosexuality: means a sexual relationship in which a person is attracted to people of
a different sexuality, e.g., in a heterosexual relationship, a male is attracted to a female
and vice versa. Sexuality means the maleness or femaleness of a human being.
Whereas
• Homosexuality: is a sexual relationship between people of the same sex for example, a
man sexually involved with another man, or a woman with another woman. A woman
who is sexually attracted to another woman is called a lesbian and a man who is in a
sexual relationship with another man is called a gay.
While
• Bisexuality: refers to being sexually attracted to both men and women [engaging in a
sexual relationship with both males and females] or people of both sexes or a sexual
attraction to two types of sexuality or engaging in both heterosexual and homosexual
activity.
2.0 Reasons For and Against These Sexual Orientations

(Heterosexuality, Homosexuality and Bisexuality)
Reasons that are usually given by people in various sexual orientations and some studies are
based on personal, biological, natural and environmental influence or developmental
experiences. Below are some of those reasons:
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SEXUAL REASONS FOR REASONS AGAINST

ORIENTATION
• It is believed to be the natural It oppresses women:
HETEROSEXUALITY way through which procreation • Some people
is possible (feminists) feel that
there is abuse
Morally and universally especially on the part
acceptable. It is practiced by of females because
most people and the laws of
many countries and religions women are usually
support it. For example, the treated as subordinates
Judeo- Christian traditions say of men and have less
that when God created Adam power in heterosexual
and Eve, He was ordaining relationships which is
heterosexuality. unfair
• Children need to have both
mother and father to raise them • Some religions
disapprove all forms
• Men and women are of sexual relations
biologically attracted to each because they believe
other they distract people
• It is considered moral, It is from serving God
fully (e,g, some
practiced by most people and Christian groups)
the laws of many countries and
religions support it. For
example, the Judeo- Christian
traditions say that when God
created Adam and Eve, He was
ordaining heterosexuality.
• Some people have natural • It is a crime and illegal
HOMOSEXUALITY
feelings and preferences for in some societies
people of their own sex • It contributes to high
• They may not want to worry spread of sexually
about pregnancies or have no transmitted diseases
interest in having children • Marriage is an
• The environment such as the institution between a
man and a woman
prison might dictate a sexual
orientation like • Gay and lesbian
marriages are seen as
homosexuality because one
immoral. Religions and
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has no choice in satisfying the most societies consider

sexual needs only marriages
between a man and a
• Disappointment in woman as right and as
heterosexuality relationships God’s will.
• Confused feelings, peer • God ordained
pressure and experimentation heterosexuality and not
• Gays and lesbians can have homosexuality. When
healthy relationships and God created a man and
marriages just like a woman, he told them
heterosexuals to procreate and fill the
earth.
• It is unfair to expect
homosexuals to have • God also said that a
heterosexual relationships man will leave his
which they will not maintain. If parents and be joined
they want children, they can to his wife and the two
adopt and take care of those will become one.
children just like any other • Through these orders,
person.
God proclaims
• Homosexuals just like heterosexuality over
heterosexuals, have chosen to homosexuality hence
practice the sexual preference homosexuality is seen
of their choice and therefore it as evil and sinful action
is immoral for heterosexuals to Marriage is for
prevent others from practicing procreation
• Homosexuality goes
what they think is good for
against God’s orders
them. because there is no
possibility of
procreation in
• The quality of the relationship,
homosexual
regardless of whether the relationships.
relationship is heterosexual or
homosexual and not its • Gays and lesbians
sexuality, is the one that makes cannot produce their
own children and most
it moral. Homosexuals should
people believe the
therefore not be judged on institution of marriage
their sexuality, but on the is meant for having
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quality of their relationships. children or starting a

family. Since they
cannot procreate, they
• Studies have shown that are therefore wrong.
children raised in homes of
gays and lesbians are just as • Children who are
good as those of straight adopted and raised by
couples. Some gays and homosexuals, are
considered illegitimate
lesbians raise children they by most societies, and
adopted and sometimes they believe that these
brought in from their failed children are likely to
become gays due to the
attempts at heterosexual
environmental
marriages. influence.
• They feel same sex

• Psychologists state that what couples are not a good
makes the difference in a environment to raise
children.
child’s life is love of parents
and not their sexuality.
• Bisexuals have the right to • It is considered

BISEXUALITY practice their sexual immoral, evil and
preferences, just like any sinful by most
other group of people. religions and societies.
They are unlikely to
• Natural attraction to both men have stable sexual
and women relationships that can
• Some people may want to do lead to marriage
what is said to be morally • Heterosexuals are
right by the society [appear wrong to think and
normal] by engaging in come up with laws
heterosexuality relationships that forbid bisexuals
at the same time be privately from practicing their
involved in a homosexual sexual preferences
relationship to satisfy their
personal desires
• Some people are believed to

be born homosexuals and
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bisexuals and that they did not

acquire or learn the sexual
orientations. They did not
choose to be what they are but
were born like that.
• Sexual orientations are like

the colour of your eyes,
height, race, etc., that are
inherited and not acquired.
• Since people are not

condemned for their height,
race, colour of eyes, etc.,
homosexuals and bisexuals
believe that they should also
not be condemned but should
be allowed to practice their
sexualities.
• Any attempt to change this

inclination will fail since it
will be acting against what
nature has decided.
3.0 Moral Implications of Sexual Orientations

The following are moral implications of different sexual practices
a) Heterosexuality
• Heterosexism
This is the belief that heterosexuality is a better form of sexual orientation than
homosexuality and bisexuality. Therefore, heterosexuality is considered morally good
because it is universally acceptable, and it is common practice in all societies and
supported by the laws of many countries. Consequently, those who are not
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heterosexuals are discriminated against, stigmatized and prejudiced.
• Propagation of human life
It is good because it leads to procreation and allows continuation of the family and
human race. Heterosexuality allows the human population to keep on growing. Since it
is a union between a male and a female, it allows for the production of new members of
the human population to be born. This helps prevent the human population from
becoming extinct.
• Upholds the morality of many religions
• It is considered to be normal in terms of marriage. Since heterosexuality is

approved by many religions, its practice upholds the morality of many
religious and social groups. It allows people to make judgements about the
correct or right sexual behaviour or practice.
• It is morally wrong because it promotes patriarchy leading to the oppression
and exploitation of women
• Upholds the morality of many religions

Since heterosexuality is approved by many religions, its practice upholds the morality
of many religious and social groups. It allows people to make judgements about the
correct or right sexual behavior or practice.
• Development of Patriarchy
Since most relationships are dominated by men, women do not have an equal
partnership in them. Women are usually oppressed and exploited and serve interests of
their male partners. Consequently, males are considered the heads of families and
society.
b) Homosexuality
• It is rejected, considered immoral and unnatural and punishable by the law in

many parts of the world.
• It is morally wrong because it does not lead to procreation
• It is morally acceptable whereby the orientation is naturally driven
• It leads to Discrimination because it is considered to be a disgrace
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• It leads to Homophobia: This is an unreasonable hatred and fear of

homosexuals. This hatred and fear can also be shown towards those who
associate with them. Homophobia leads to the development of prejudice and
stereotypes against homosexuals.
c) Bisexuality
• It is morally wrong because it entails cheating because one is unfaithful to both

partners
• It is regarded as morally wrong, and bisexuals are usually rejected and denied the
custody of the children with the believe that they do not have good parental
morals and capabilities.
• It leads to Stigmatisation- Most people who are not in social contact with lesbians
and gays tend to be negative and in turn gossip, do name-calling or discriminate
them at work. They are sometimes rejected and even go through sexual assault.
Self –Assessment Exercise 3
Sexual Orientations
Section A: Multiple-Choice Questions [7 marks]
1. Heterosexuality is a sexual relationship that involves…

A. Man and man.
B. Man and Woman.
C. Women and woman.
D. Man, women and man
2. Lesbians are an example of which sexual relationship?

A. Man and man.
B. Man and Woman.
C. Woman and woman.
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3. Bisexuality is a sexual relationship that involves…

A. Man and man.
B. Man and Woman.
C. Woman and woman.
4. Which of the following is a moral implication of heterosexuality?

A. There are no biological children born
B. There are biological children born.
C. It is considered a sin by religions.
D. It is against the laws of the country.
5. Gays are an example of…

A. Heterosexuals.
B. Homosexuals
C. Bisexuals.
D. Lesbians
Read the information below and use it to answer Question 6

John is in a relationship with Dineo and they are planning to get married. However, John is
dating Peter, his male colleague at work.
6. Which of the following relationship is John Involved in?

A. Heterosexual
B. Homosexual
C. Marriage
D. Bisexual
7. Why is heterosexuality universally accepted?

A. It is through which procreation is possible
B It is through which people avoid pregnancy
C. it is through which adultery is committed.
D. It is through which people can satisfy their needs
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Section B: Short Answer Questions [10marks]
1. Differentiate between homosexuality and bisexuality.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
2. Differentiate between heterosexuality and lesbianism

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
3. State two reasons why some people choose to be lesbians

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
4. Give any two moral implications of heterosexuality.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
5. Give any two moral implications of bisexuality.

___________________________________________________________________________
___________________________________________________________________[2 marks]
Section C: Essay Question [10 Marks]
1. Discuss two moral implications of a heterosexual relationship.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________ [10 marks]
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Lesson 4
Sexual Practices
Introduction:
Sexual practices are sexual acts that are done by people. These involve acts like;
• Adultery
• Fornication
• Rape
• Incest
• Masturbation
• Prostitution
• Bestiality
• Sodomy
• Paedophilia
• Defilement

By the end of the topic learners, should be able to:
• explain the terms adultery, fornication, rape, incest, masturbation, prostitution,
bestiality, sodomy, paedophilia and defilement
• examine moral implications of sexual practices
• assess the morality of gender-based violence (GBV).
1.0 Explanation of terms

Adultery: Is a sexual relationship between a married person with someone who is not his or
her spouse. It is a sexual relationship outside marriage. This relationship can be a short sexual
encounter or a full romantic affair. It is also known as an extra-marital affair.
Fornication: It is a sexual relationship between unmarried couples [sex before marriage]
Rape: It is the act of having sexual intercourse forcefully without the consent of the other
person. It refers to the use of force or threat on another person to engage in a sexual act
against their will.
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It may also mean having sex with a person who is unable to understand the nature or
condition of the act and not being in a position to refuse to participate in the act, for example
a child or person with mental disability
Incest: It involves sex between close relatives
Masturbation: It is the stimulation of genitals/organs by hand or any other material to get
sexual satisfaction. It is self-service which does not involve another person for the common
sexual intercourse
Prostitution: It means offering sexual service in exchange of money or other goods
Bestiality: It is sexual activity between a person and an animal
Sodomy: It is a sexual activity between a person an animal
Pedophilia: It is a sexual intercourse between adults and children who are minors.
Defilement: It is engaging in a sexual activity with a child of 16years and below. It can also
refer to engaging in a sexual act with someone who is not mentally fit to decide to have sex.
Sexual Violence: is any sexual act that someone forces another person to have sex with them.
This is done against the victims` consent.
2.0 Moral implications of sexual Practices

a) Adultery
• It breaks the marriage vows of being faithful and loyal to one another. Many cases
of divorce in Botswana cite adultery by a spouse as the cause of their marital
breakdown. The cheating spouse may feel that he or she has found what has been
lacking in his or her marriage and decide to end the marriage and marry the new
partner.
• Leads to disappointment and lack of trust resulting in some conflicts. The cheated
spouse may feel betrayed and feels he or she can no longer trust his or her spouse and
decide to end the marriage.
• Misunderstandings and quarrels in the family, the discovery of cheating by a spouse
as he or she may feel betrayed and Can lead to passion killing
• Illegitimate children may be born as a result of adultery and the children will be
stigmatised and not accepted.
• It is seen as morally wrong because it leads to promiscuity; a situation where a
married person sleeps around with many sexual partners who are not their spouse. It is
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seen as unacceptable by most societies and religions because sex should only be within
marriage.
b) Fornication
It is seen as morally wrong because:

• Can lead to social ills like contracting HIV/Aids, passion killing and sexually
transmitted infections.
• Undermines morality in the community, Premarital sex undermines the moral order
in the society because it is used for pleasure and not for procreation.
• All religions consider fornication as sin, therefore it is immoral. This is because sex
should only take place within marriage and any sex outside marriage is wrong. It also
means that those who are not married can also engage in sexual activity thus it
undermines the institutions of marriage
• -It provides sexual experience; people can experience what sexuality is and therefore
it gives them the chance to find out the type of relationship they want and the type of
person they want to share it with.
c) Rape
Rape is forcibly having sexual intercourse with an unwilling partner or forced sexual
intercourse.
• Leads to physical injuries and can even cause death to either the victim or
criminal. The victim can sustain injuries especially when the criminal pushes and pulls
the victim. The victim may fight back violently thus causing injuries and probably
death to the criminal.
• Leads to unwanted pregnancies because the rapist may have not used any protection.
• The victim may develop low self-esteem due to the fact that s/he has been sexually
and emotionally abused. The victim may have problems in future with sexual
intercourse and may have trouble forming sexual relationships.
• It can lead to suicide or attempted suicide of the victim or criminal. The victim
might feel belittled and may not be able to face the consequences of rape such as
unwanted pregnancy and HIV-AIDS, therefore decide to commit suicide. The criminal
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may be afraid of the society and the consequences of rape then decide to commit
suicide.
• It is unacceptable act which shows no remorse and respect for the other person
Can emotional traumatise the victim and may lead to the victim to suffer from mental
illness and to live in fear.
d) Incest
• Can break the family bond and may result in destructive conflicts within the family
because when the relationship is found out, conflicts between the mother, child and
father may develop
- Can traumatise children who may end up running away from home and indulge
in criminal activities for survival
• It can lead to unwanted pregnancies, abortion and suicide.
• Females who are victims of incest may experience low self-esteem, high levels of
depression, anti-social behavior such as running away from home and the use of illegal
drugs in future having many sexual partners.
• On the other hand, males who were victims of incest in their childhood experience
negative self-perceptions, sleeping and eating disorders and some sexual dysfunctions
such as low sexual desire and problems with ejaculation such as early ejaculation
e) Bestiality
• Some people see it as an animal abuse practice as animals do not have a say in the
sexual activity.
• It is also seen as unnatural because animals/people must have sex with animals/people
of their kind, that is, a donkey with a donkey and a person with another person.
• The act belittles human beings and erodes the values of society.
• It can traumatise and harm the animal involved.
• The person can be harmed and even be killed by the animal if it becomes violent.
f) Paedophilia
• It traumatises the victims and their families as the act is considered immoral
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• The victim can be seriously injured because they are still growing, as force is used in
the private parts of a growing child.
• It exposes children to STIs, HIV and AIDS as sometimes there is no form of protection
being used.
• It can lead to unwanted pregnancy.
• It breaks the victim`s trust in adults if it was a family member.
• It can cause the family bond and trust between the abuser and parents to break down.
• It can make young children sex addicts at a tender age.
• Paedophiles who entice these children with gifts may send a wrong message to them
that gifts and sex is one thing.
• Young children can be rebellious because of being exposed to abuse at a tender age.
g) Defilement
• It traumatises the victims sometimes for life because the victim might have agreed to
having sex without considering the consequences.
• The victim can be physically injured because they are not fully matured to have sex.
• It exposes children to STIs, HIV-AIDS as they might not be more knowledgeable about
the use of contraceptives or they are shy to ask for help at the clinic as they know that
they are below age.
• It can lead to teenage pregnancy because the teenage might not be aware of what is
likely going to happen to her.
• It breaks the victim`s trust in adults as they are the ones who mostly abuse children.
h) Masturbation
• Is seen as good to people who do not want sexual contact with other people.
• It helps teenagers to deal with sexual desires until they are mature enough to handle
sexual relationships with other people.
• There is no risk of contracting STIs as there is no sexual contact with other people.
• There are no risks of unwanted pregnancy.
i) Sodomy
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• It is seen as a form of abuse to the human body as some scientific research has shown
that the anus can lose its elasticity in future thereby bringing complicated health
problems.
• It goes against the purpose of sex which is procreation.
• It can easily spread STIs and HIV-AIDS.
3.0 Morality of Gender-based Violence (GBV)

There are different ways in which gender-based violence can take place. It can be through
sexual violence which includes rape (attempted rape and marital rape) incest, bestiality,
paedophilia, defilement, sexual exploitation.
We shall now look at the morality of Gender Based Violence.
• GBV traumatises the victims because they are forced to have sex against their will.
• Rapists can use force before they have sex with their victims, and this leads to the
victim sustaining serious physically injuries and even cause death.
• Paedophilia and defilement expose children to STIs, HIV and AIDS.
• Rape and defilement can lead to teenage pregnancy and the teenager face the
consequences without any help from the victim.
• It breaks the victim`s trust in adults, they will see them as people who are sexually
violent.
• It can cause the family bond and trust to break down especially when the sexual
violence has been caused by a family member.
• The victim may develop low self-esteem; sometimes they may blame themselves or see
themselves as nothing.
• It can lead to suicide. The victim can commit suicide due to stress and embarrassment.
The criminal may not be brave to face the consequences of his/her actions.
Sexual Practices
Duration: 1-hour Total Mark: 37
Instructions:
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1. What is sodomy?
A. Sex without consent
A. Anal sex
B. Vaginal sex
C. Sex with consent
D. Sex without consent
2. What is fornication?
A. Sex between married people.
B. Sex between unmarried people
C. Sex between a person and an animal
D. Sex between a married and an unmarried person
3. Bestiality is sex between…

A. Sex between animals
B. Sex between people
C. Sex between close relatives.
D. Sex between people and animals.
Read the information below and use it to answer question 4
A standard 4 pupil, was found pregnant when she was taken to the clinic. She
confessed that her uncle has been having sex with her when her mother was
away at work.
4. What is the above sexual practice called?

A. Fornication
B. Incest
C. Sodomy
D. Rape
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5. Which moral implication is shown by the scenario above?

A. HIV-AIDS
B. Confession
C. Pregnancy
D. Abortion
6. What is meant by paedophilia?

A. The use of children to satisfy adult person’s sexual desires
B. Sexual relations between homosexuals
C. Sexual relations with animals
D. Physical abuse of children
7. Which of the following are forms of sexual immorality?

A. Cohabitation, homosexuality, and marriage
B. Marriage, rape, and bisexuality
C. Bisexuality, incest, and marriage
D. Adultery, incest, and rape
Section B -Short Answer Question [20 marks]
1. Differentiate between the following:

a) Adultery and fornication
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
b) Defilement and pedophilia
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
c) Bestiality and masturbation.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
2. State any three moral implications of rape.
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[3 marks]
3. What is masturbation?
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________[1 mark]
4. What is Sexual Violence?
___________________________________________________________________________
___________________________________________________________________ [2 mark]
5. State any three moral implications of Sexual Violence.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________[3 marks]
6. Assess any two Moral implications of Sodomy.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[4 marks]
Discuss any two moral implications of prostitution.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________[10 marks]
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Lesson 5
Marriage
Introduction
Marriage is the foundation of Society. Learner in this topic you will learn about marriage and
the types of marriage that are there in the Society.
Objectives of the topic

By the end of the topic learners, should be able to:
• explain reasons for marriage

• discuss the moral implications of different types of marriages.
• discuss moral implications of marriage in community and out of community of property
Explanation Terms
Marriage: Marriage is a legal union between two people to be husband and wife.
1.0 Reasons for Marriage

• Marriage makes the relationship between people legal and official. It is seen as the
proper way for people to stay together as husbands and wife and start a family.
• It gives people rights and responsibilities towards each other.
• It gives the couple certain rights within the community to attend certain ceremonies
because they are married.
• Children grow up knowing both parents.
• It is a way to gain exclusive sexual rights between partners.
• Marriage assures men of the paternity of their children.
• It is a public declaration of love.
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1.1 Types of Marriage

There are two main types of marriages namely polygamy and monogamy.
a) Monogamy
This type of marriage is whereby a person is married to one person only. This may be
between a man and woman or between a man and another man or between a woman and
another woman.
b) Polygamy
Polygamy is a situation whereby one person gets married to more than one person at a time,
that is a man getting married to more than two wives or a woman getting married to more
than two husbands at a time. This now takes us to the two types of polygamy which are
polygyny and polyandry.
i. Polygyny- this is where a man marries more than one wife at a time. This type of
marriage was promoted by traditional cultures because having many children as a man, was a
sign of being rich.
ii. Polyandry-this is where a woman has more than one husband at a time. This type of
marriage was very rare but was practiced in some cultures where the number of women out
numbered the number of men in society. This was done to cater for this shortage which
helped people to get married.
2.0 Moral Implications of Different Types of Marriage

a) Monogamy
• In most cultures, religious and legal systems, it is seen as the only moral guidance.
• It is the only moral way to have sex with one person.
• It promotes love, unity, and commitment between spouses.
• It limits the number of kids a man can have.
• It can lead to passion killing if cheating happens.
• It allows the couple to share their love as they are only two.
• If both partners become faithful, chances of getting STIs and HIV are reduced.
• The couple can decide on the family size.
• If one partner is infertile the family may not have children.
• If one partner dies the other one is left lonely.
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b) Polygamy
• A big family provides labour, security, child and old age care.
• The chances of contracting sexually transmitted diseases are very high as there are
many sexual partners.
• It is more certain that the family name will be carried out in many generations.
• Poorest families may not be able to take care for all family.
• Jealousy and competition may be common as spouses may fight for attention and
resource
• There are more members of the family to do the household chores. They learn to
appreciate everything in the family.
• The wives/husbands may be in conflict for sharing their husband/wife.
• There might be confusion as to who is the father of the children in a polyandrous
marriage.
• It is not easy to control a large family.
• If one spouse dies the remaining ones fill the gap that has been created.
3.0 Moral Implications of Marriage in Community of Property and

Out of Property
a) Marriage in Community of Property
In this type of marriage, the husband and wife make a decision that property they have
belongs to both of them equally. This means that the husband and the wife own all property
accumulated before and during the marriage jointly and equally. This also means that the
couples share any debt they might have together. This also means that the couple need to
agree together if the wife or husband want to take out a loan from the bank, they need each
other`s signature to process the loan.
If the couple gets divorced, they must divide their property equally. If one spouse dies, the
remaining partner inherits the property, unless the spouse leaves it to someone else in a will.
b) Moral Implications of Marriage in Community of Property
• It binds and strengthens the couple`s relationship.

• It makes the couple feel secure because they support each other in times of need.
• It promotes legal and economic equality between husband and wife.
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• It reduces the element of competition between them as they work together to improve
their lifestyle.
• If one spouse dies, the other one is not left a destitute.
• If one partner is in debt, they may have to use the shared property to pay off the debt or
if one spouse dies when they are in debts, the other partner must pay off the debts alone
and can become poor or homeless as a result.
• If one partner is irresponsible with the money, it affects the other partner too; this can
lead to misunderstanding, conflicts and even poverty. This means that all assets and
debts are shared equally whether they are acquired before or during marriage.
3.1 Moral Implications of Marriage Out of Property

a) Marriage out of Community of Property
In this type of marriage, the couple signs a contract to agree that there is no joint estate in the
marriage. Learner, note that in this type of marriage the couple:
• Do not jointly own any property that they obtained before and during marriage.
• They do not share any debts.
• Each spouse can freely get rid of their property without the consent of the partner.
• If one of them wants to take a loan from the bank, they do not need the other`s
signature to process the loan.
• Each spouse retains whatever property they owned before and during the marriage.
• If a couple gets divorced, they take what always belonged to them.
• If one spouse dies, the other partner does not inherit the property unless the spouse
leaves the property to the partner in a will.
b) Moral Implications of Marriage Out of Community of Property
• Other people suggest that this type of marriage encourages competition between the
couple.
• There can also be conflicts about who pays for the family`s utilities and groceries.
• There are no conflicts in the event of divorce as one takes what belongs to them.
• If one spouse dies in debts, it is not the responsibility of the remaining spouse to pay.
This means that each spouse keeps his/her own assets, whether acquired before or during
marriage.
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• It promotes independence and autonomy

• In this contract people choose to marry for love and not material gain
• If one partner goes bankrupt, the other spouse remains with the assets
• They may be lack of cooperation and discussion about money matters as each spouse
may concentrate on their own finances.
Marriage
Duration: 1-hour Total Mark: 33

Instructions:

1. What is marriage?
A. When a man and woman stay together.
B. A legal bond between mature individuals.
C. A state of staying together by couples.
D. A bond between mature individuals.
2. Why do people get married?

A. They want to have a lot of money.
B. They want to inherit their property.
C. They want to have a family.
D. They want to have sex.
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3. What is Polygamy?
A. Marrying one partner.
B. Not marrying any one at all.
C. Marrying and divorcing a partner
D. Marrying more than one partner.
4. Monogamy is…
A. Marrying one partner.
B. Not marrying any one at all.
C. Marrying more than one partner.
D. Marrying and divorcing a partner.
5. What is polyandry?
A. A man marries more than one wife at a time
B. A woman marries more than one husband
C. A woman marries another woman
D. A man marries another man.
Read the extract below and use it to answer Question 6 and 7

Brady William has five wives and twenty-four children. He has recently filed for bankruptcy
after claiming that he has over P2 472 000 in debt. He has admitted that having a big family
is not smooth sailing especially financially. Source Metro.co
6. Which type of marriage is Brady Williams involved in?

A. Forced Marriage
B. Monogamy
C. Polygamy
D. Polyandry
7. What is the disadvantage of the type of marriage that Brady William is involved in?
A. There are a lot of people to feed
B. Gives more women the chance to get married
C. Allows people involved to share resources equally
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D. Lowers the chances of men contracting Sexual Infection
8. Which of the following is not a type of marriage?

A. Monogamy
B. Pornography
C. Polyandry
D. Polygamy
9. One of the conditions of marriage in community of property is that…

A. In case of divorce property is shared equally
B. Property accumulated before marriage cannot be sold
C. Spouses are not liable for each other’s debts in case of divorce
D. Assets accumulated during marriage do not form part of the joint estate
10. Which of the following is a moral implication of polygamy?

A. Children grow up in a stable environment
B. Resources are shared among family members only
C. The Chances of spreading sexually transmitted infections are reduced
D. The husband has a chance of creating loyalty and unity among his wives
Section B: Short Answer [13 marks]
1. Define polygyny.
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2. State any three moral implications of polygyny.
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3. Explain the difference between monogamy and polyandry.

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___________________________________________________________________[2 marks]
4. Explain the difference between marriage in community of property and marriage out of
community of property.
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__________________________________________________________________[2 marks]
5. State any three moral implications of marriage in community of property.
___________________________________________________________________________
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___________________________________________________________________[3 marks]
6. State any three moral implications of marriage out community of property.
___________________________________________________________________________
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1. Discuss any two reasons why you think polygamy should not be practiced in the 21st
century.
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Lesson 6
Teenage Pregnancy
Introduction
The rise in the rate of teenage pregnancy may be sign of moral decadence which is shown by
teen activities and the rise is drug and alcohol use amongst the youth. The fact that they fall
pregnant means that they are reckless in their sexual behaviours. A few may blame it on
unfortunate circumstances like rape. Teenage pregnancy has become an issue of concern in
today’s society including Botswana. Countries worldwide just like Botswana are
experiencing an increase in the number of teenage mothers despite education on issues
related to sex and sexuality. It is therefore, important to understand teenage pregnancy,
factors leading to it, ways of preventing teenage pregnancy and moral implications associated
with teenage motherhood. This is because teenage motherhood has implications that do not
only affect teenagers but the society at large.
Objectives of the Topic

By the end of the topic, learners should be able to;
• explain the concept of teenage pregnancy
• discuss factors leading to teenage pregnancy
• discuss the effects of teenage pregnancy on the victim, culprit, family and society
• devise strategies to prevent teenage pregnancy
• evaluate the moral implications of teenage pregnancy.
Definition of terms
Teenager: A person aged between thirteen and nineteen years
Teen mother: A girl who has a child between the ages of thirteen and nineteen.
Moral decadence: It refers to decline in moral in morals, dignity, and discipline in the
society.
1.0 Explanation of the concept of teenage pregnancy

Teenage pregnancy is when a girl aged between thirteen and nineteen has a foetus growing in
her womb.
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2.0 Factorsleading to Teenage Pregnancy

There are a number of factors that contribute to teenage pregnancy. Teenagers may engage in
unprotected sex because of the following reasons:
• Negative peer pressure: Teenagers sometimes influence each other in a negative way.
They may encourage each other to engage in sexual intercourse and these may lead to
teenage pregnancy. At times they encourage each other to indulge in drugs and alcohol
which leads to immoral sexual conduct which may lead to teenage pregnancy.
• Believing in myths: Due to ignorance some teenagers believe in untrue stories about
what can and cannot lead to pregnancy. For example, some teenagers believe that one
cannot fall pregnant when they have sex for the first time or when they do it standing
up. •Other myths are that if one eats a lot of mayonnaise after sex they will not fall
pregnant. These are the kind of stories that lead teenagers to have unprotected sex and
hence fell pregnant
• Lack of parental guidance: This means that the teenager lacks the guidance that is so
necessary to keep them away from engaging in sexual activities. In some cases,
teenagers are left alone by their parents while they stay at the cattle post or elsewhere.
• Incorrect use of contraceptives: Some teenagers do have access to contraceptives but
do not know how to use them properly. For example, some use expired condoms, some
think that they only need to take the contraceptive pill only when they are to have sex.
• Poverty: Some teenagers come from poor backgrounds and will do anything to get
money including having unprotected sex. Children from poor families are often
exploited and abused by their helpers which lead to teenage pregnancy.
Alcohol and substance abuse: Some teenagers take alcohol and fail to make rational decisio
ns. Alcohol alters their behaviour; they get drunk and end up engaging in unprotected sex. Th
ey may get raped and fall pregnant without knowing who did it. The people who supply them
with drugs may demand sexual favours which may lead to teenage pregnancy.
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3.0 Effects of Teenage Pregnancy on the victim, culprit, family and

society
a) Effects of teenage pregnancy on the teenager
• There is high possibility of being a single parent since teenagers often engage in
relationships without commitment.
• The teenager may lose friends or be shunned by the community in general. She is likely
to face humiliation from those around her including her family.
• It brings a lot of stress and trauma to the teenager as they are afraid of what their
parents, teachers and friends would think of them.
• There is stigma that surrounds teenage pregnancy and teenage mothers are often
victimised and called names. They are shunned by those close to them.
• The teenager’s health might be at risk as her body is not yet ready to give birth. The
normal development is disrupted as the teenager’s body is not yet fully developed. In
most cases, her pelvic bones are too narrow for the baby to pass.
• A pregnant teenager is more likely to drop out of school and may never get a chance to
go back to school again. This may mean that the teenager may never be able to realise
her true potential academically and otherwise.
• It could be hard to provide for the child as the teenager is often too young and unskilled
to get a good paying job. Early parenthood imposes early maturity on the teenager as
she has to ensure that the child is taken care of while she is still a child herself. This
means that the teenager forfeits her childhood.
b) Effects of teenage pregnancy on the culprit (father of the child)
The following are some of the effects on the culprit;

• If the girl was impregnated by her age mate the boy may not be directly affected like
the girl; he might face resentment especially from the girl’s family.
• Some families also insist that the boy commits to their child and can be even forced to
marry her
• The experience of impregnating a girl and becoming a father at such an early age can
be traumatic
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• The boy may be denied access to the child by the girl because of the anger and
resentment, and maybe because of the influence from the family.
• Being a father at an early age imposes early maturity on the boy.
• If the father is older than the girl, he may be charged with a criminal offence known as
defilement.
• If found guilty of having sex with a minor the culprit may be sent to prison.
• The man may lose his family-If he is a married man his wife may file for divorce.
c) Effects of teenage pregnancy on the family

• The baby may become the burden for the parents or guardians of the teenager as they
will now have to provide for the baby that they did not plan for.
• The family resources will be stretched as they have to provide for the baby.
• At times families break up as parents tend to blame each other for not guiding the
teenager properly.
• Teenage pregnancy brings shame and disappointment to the family as parents often
expect their children to complete their schooling first before they engage in sexual
activities
d) Effects of Teenage Pregnancy on the society

• High population growth- If more teenagers fall pregnant the population of the country
is likely to grow faster and this can lead to a strain on the country’s resources
• Unemployment- Some teenagers may not be able to go back to school after dropping
out, and they are likely to be unemployed.
• Financial strain on Government-Most of these teenagers have no means of supporting
themselves and their babies so the government will have to provide them with basic
needs.
4.0 Strategies or ways to preventing Teenage marriage

• Abstinence: This is the best way of preventing teenage pregnancy. Teenagers must
completely refrain from engaging in sexual intercourse so that the threat of becoming
pregnant is eliminated.
• Providing information on contraceptives: Teenagers who cannot abstain need to be
equipped with correct information on contraceptives and be allowed to have them.
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Some teenagers may access contraceptives but may fail to use them properly which
may lead to teenage pregnancy. Therefore, they must consult with the right people who
can give them correct information about contraceptives.
• Sex education: Parents and teachers must join hands and talk to their children about
issues of sex. This will help dispel the myths they have heard. Comprehensive Sex
education will equip teenagers with all the information they need to know about issues
of sex. For example, teenagers will get to know the consequences of engaging in sex at
an early age. They will be taught all about sexually transmitted infections so that they
may make informed decision based on the information they have. Evidence shows that
teenagers whose parents talk to them openly and honestly about sex and relationships
are more likely to use contraception when they do become sexually active.
• Peer teaching: This is one strategy that can help a lot in teaching teenagers to prevent
pregnancy. Peers have their language and would understand each other well. Peer
teaching promotes self-esteem, empowerment, and the opportunity for peers to make
informed decision-making. The teenagers will not be afraid to ask questions because
they can freely relate with their peers.
• Establishing well-resourced teenagers and youth service programs with a clear focus on
addressing key social issues affecting teenagers, such as sexual health, substance
misuse, sex and relationships education in all schools.
5.0 The moral Implications of Teenage pregnancy.
• It may lead to serious health implications.

The teenage girl’s body is not yet fully matured to be able to carry a foetus. The pelvic
area may be too narrow to allow easy passage of the baby during childbirth. This may
lead to serious problems such as fistula where there is extreme tearing of the vagina
leading to problems of fecal incontinence. This will mean that the girl will live with
shame as she will smell badly. This will also result in infertility. Serious disabilities
may also result. In extreme cases, death may result.
• The girl might also drop out of school, not because they are chased out but because
they cannot live with the embarrassment of being pregnant. This may also be due to the
fact that there is no one to take care of the child and this will reduce the chances of her
ever coming back to school again. The girl’s dreams will then be shattered, as she will
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not be able to pursue a career that will change her life. Consequently, the girl may be
subjected to a life of poverty because she does not have any skill or education.
• Families may break up. In most cases, when a girl child becomes pregnant, the
parents often blame each other for the mishap claiming that the other parent was either
too strict or too lenient on the girl thus giving her the chance to indulge in sexual
relationships. This may even result in parents divorcing because of the shame brought
about by the shame of teenage pregnancy.
• Stretches the family budget. The family will have increased financial strain as they
have to cater for the needs of both the teenage mother and the baby. This might cause
conflicts in the family and even discomfort on the side of the teen mother. In families
that are poor, poverty may be perpetuated as they have little to share with extra
members of the family
• Frustrates the vision of the government: The government’s dream is to have
educated nation but if young girls drop out of school, this purpose will not be achieved.
The government also sponsors the education for all but if we have dropouts, they might
have to be re-sponsored which will be very costly for the government. This will also
mean an increase in the number of people who have to be taken care of by the
government.
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Topic: Teenage Pregnancy
Duration: 1-hour 30minutes Total Marks: 45
Instructions:
Answer all the questions on this Exercise.
Section A: Multiple-Choice Questions (7 Marks)
1. Which of the following statements explain teenage pregnancy?

A. It means falling pregnant while one is still very young.
B. It refers to the act of impregnating a girl who is still at school.
C. It refers to when a girl aged 15 years and below has a fetus growing inside her womb.
D. It means when a girl aged between the ages of 13 to 19 years has a fetus growing in the
womb.
2. Which of the following factors may contribute to teenage pregnancy?

A. High literacy rate among the use.
B. Increased rates of alcohol consumption.
C. Improved use of technological devises.
D. Growth in the knowledge of internet use.
3. Which of the following factors may NOT help reduce the rate of teenage pregnancy?
A. Availing contraceptive pills to all learners in both primary and secondary schools.
B. Conducting routine checkups for girls to check their virginity.
C. Keeping quiet about issues of sex at home and in school.
D. Educating adolescents on the issues of sex.
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4. Which of the following skills may help teenagers refrain from sexual intercourse?
A. Public speaking skills
B. Time management skills
C. Assertiveness skills.
D. Multi lingual skills.
5. Which of the following may be an effect of teenage pregnancy on the culprit?

A. She may drop out of school and never go back.
B. Their dreams of prosperity will be shattered.
C. He may face serious health complications.
D. He may be charged for defilement and go to prison.
6. Which of the following may be a long term effect of teenage pregnancy on the victim?
A. Infertility
B. Insanity
C. Skin cancer
D. Low self esteem
7. Which of the following is a moral implication of teenage pregnancy on the family?

A. Parents are likely to be very happy with the additional member.
B. Conflicts may arise as parents may blame each other for the pregnancy.
C. Other countries may blame the leaders for poor moral development.
D. A lot of people may end up in prison for defiling young boys.
Section B: Short Answer Questions
1. Explain the concept teenage pregnancy

______________________________________________________________________
_____________________________________________________________________(2)
2. Describe three factors that can contribute to teenage pregnancy in urban areas
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______________________________________________________________________
___________________________________________________________________(6)
Use the statement below to answer questions 3 (i) and (ii).
Tintina is sixteen years old and was impregnated by a police officer in Ga-Ramoritshana
Village.
3(i) Give two (2) likely consequences of this pregnancy on Tintina.

______________________________________________________________________
_____________________________________________________________________(2)
(ii) Explain two consequences of this pregnancy on the police officer.

______________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
_____________________________________________________________________(4)
4. Explain how comprehensive sex education can help prevent teenage pregnancy.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________(2)
5. Describe two (2) strategies that can teenagers do to prevent teenage pregnancy.
______________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
_____________________________________________________________________(2)
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Section C: Essay Questions
1. Discuss two consequences of teenage pregnancy on the society.

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___________________________________________________________________________
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2. Discuss the moral implications of teenage pregnancy. (10)

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Lesson 7
Contraception
Introduction
Contraception refers to the act of preventing pregnancy from occurring. Contraceptives on the
other hand are methods or devices used to prevent conception/pregnancy. Contraceptive are us
ed for family planning so that couples can decide when to start having children and how to spa
ce them. The decision to use contraceptive methods is very important as some of them, like the
male and female condom, do not only prevent pregnancy but prevents the spread of sexually tr
ansmitted diseases.

By the end of the topic, learners should be able to;
• explain contraception
• explain different types of contraception
• discuss the moral implications of both modern and traditional types of contraception
• analyse various viewpoints on contraception
1.0 Explanation of Contraception

Contraception refers to the act of preventing pregnancy from occurring.
2.0 Types of contraception

Contraceptives can be classified into two major groups namely;
a) Natural or traditional methods
b) Modern or artificial methods.
a). Natural or traditional methods

The natural or traditional methods do not involve the use of any device. They are also NOT a
sreliable as the modern contraceptives.
Examples include;
• Withdrawal method
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• Rhythm method/calendar method or Prolonged lactation
b). Modern or artificial methods.

The modern or artificial contraceptives involve the use of chemicals and devices. They are
usually very reliable. Examples include;
• Cap or diaphragm
• Condoms [male and female]
• Intra uterine device [IUD/loop]
• Injection [Depo Provera]
• Morning after pill
• Sterilization (Vasectomy-Males), Tubal ligation (Females)
3.0 Moral Implications of both Modern and Traditional Types of

Contraception
• The wide availability of contraceptives seems to give unmarried people especially
teenagers, a license to engage in premarital sex (fornication). Young people may engage
in sexual activities knowing that the chance of falling pregnant highly unlikely. In the
case of youngsters committing fornication, they may lose focus of important things like
their studies and end up failing. They may also contract sexually transmitted infections
including HIV hence reducing their life span.
• The use of contraceptives may encourage promiscuity. Immoral behaviours such as
adultery and fornication because people know that the risk of pregnancy is eliminated.
Married couples may be unfaithful to their spouses and engage in protected sex with
other people. This violates the moral values of trust, love, and faithfulness.
Consequently, families may break down if the cheated spouse feels cheated and
frustrated.
• Contraceptives curb social ills. Contraceptives curb the problem of unwanted and
unplanned pregnancy and stop other social ills such as child abandonment and
backstreet abortions. People will be able to prevent unwanted pregnancy so they will
never have to deal with unplanned and unwanted pregnancies. This means that other
problems like backstreet abortions and child abandonment and neglect will be
prevented.
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• Some contraceptives have got serious side effect that may bring about long-lasting
health complications even infertility. Some of these effects include, stroke, blood clots,
kidney problems, excessive weight gain, hair loss and even depression. Some women
experience bleeding when they use some of these contraceptive methods. This
compromises the lives of these women as they may get sick and eventually get weaker.
• Contraceptives are morally acceptable because they allow married couples an
opportunity to enjoy sex without fear of becoming pregnant. At the same time, they
may use them for family planning so that they may decide when to have a child and
how many children they want to have. Spacing their children will help the couple to
take better care of their children as they may be fewer.
• Although contraceptives like condoms may prevent sexually transmitted diseases
including HIV and AIDS, most of them such as hormonal pill, Intra Uterine Device
(IUD), sterilisation and morning after pill, will not prevent the spread of Sexually
Transmitted Infection’s. People will only be concerned with preventing unwanted
pregnancy and not about STI’s. This may increase the HIV prevalence rates especially
amongst the youth.
4.0 Views on Contraception

There are various views regarding the use of contraception. These are religious views,
feminist views and views from medical professionals.
a) Religious views on contraception

The following are some of the religious views on contraception;
i. Sikhism: No specific guidance on the use of contraception is given. Most followers of
the religion follow a trend of the society they live in.
ii. Buddhism: they are against the use of any contraceptive that kills the fertilised egg or
prevents it growth (IUD) as they teach that human life begins once male and female
reproductive cells meet.
iii. Christianity: Most Christian denominations accept the use of contraceptives among
married couples and leave the decision of what contraceptive to use to individual as
long as both parties agree. The Roman Catholic Church on the other hand, has a very
clear stand concerning the use of contraceptives. They teach that artificial methods of
birth control are immoral because they separate the two purpose of intercourse in
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marriage (conjugal love and procreation of children). However, the church considers
natural family planning (rhythm) acceptable, they also emphasis on abstinence.
iv. Islam: teaches that marriage and procreation are important but has no clear objection to
birth control. However, they do accept use of contraception if it is meant to stop
frequent pregnancies threatening the woman’s health and condemn abortion
v. Judaism: they see children as a blessing from God and preserving Jewish race.
However, they accept the use of contraceptives if the woman’ life would be put at risk
due to pregnancy. They accept rhythm method and contraceptive pill as they do not
interfere with intercourse nor do they destroy sperm.
b) Feminist Views
Feminists believe that contraceptives give the woman power to choose what goes on in their
body. They will empower women to pursue their careers without any interruptions. They beli
eve that accessing contraceptives is a human right issue and therefore women must be allowe
d to choose whether they want to have children or not.
Topic: Contraception
Duration: 30minutes Total Mark: 25
Instructions:
Section A: Multiple- Choice Questions [5 marks]

1. Which of the following statement explains contraceptives?

A. They are methods that help to increase the levels of fertility.
B. They are methods that are used to prevent sexually transmitted infections
C. They are methods that allow people to have children when they are young.
D. They are objects that prevent the occurrence of pregnancy.
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2. Which of the following is a natural method of contraception?

A. Rhythm
B. Tubal ligation
C. Injection
D. Condoms
3. Which of the following methods of contraception can lead to infertility if used for a
long time?
A. Sexual Abstinence
B. Prolonged Breastfeeding
C. Rhythm method
D. Hormonal Implants
4. Female sterilisation is also known as ___________________.

A. Rhythm method
B. Tubal ligation
C. Withdrawal
D. Vasectomy
5. The most reliable traditional contraception is _______________________.

A. Abstinence
B. Withdrawal
C. Prolonged breastfeeding
D. Use of traditional medicine
1. What is contraception?
___________________________________________________________________________
____________________________________________________________________[1mark]
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2. Describe any two viewpoints on contraception.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[4 marks]
3. Explain the difference between modern and traditional methods of contraceptives.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
4. Give an example of traditional method of contraceptive.

___________________________________________________________________________
____________________________________________________________________[1 mark]
Use the statement below to answer question 5.
Students of Diolong Junior Secondary School are trying to convince the school
administration to give them condoms freely.
5) Explain one moral implication of the above request if the school management agrees.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
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1. Discuss the moral implications of the following modern contraceptives
(i) Condom
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[5 marks]
(ii) Hormonal pill

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[5 marks]
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Lesson 8
Death and Bereavement
Introduction
Learner, in this lesson we are going to learn about death and bereavement and its effects.
Death is something we all have to contend with, and people react differently towards the loss
of a loved one. This could be influenced by their religion, culture, or traditions. Death does
not only affect the family of the deceased, it also affects the society in general, as such, it is
very important to offer support to one another during the loss of a loved one. There are a few
practical steps one can take to help someone go through the bereavement process. However,
most support activities are reactive to the needs and wishes of the family members.

• identify the most prevailing causes of death in Botswana
• discuss the effects of death on the bereaved family and society
• describe the community’s attitudes towards death
• analyse the support given to the bereaved family
• discuss the importance of coping with death
• identify reasons for curbing funeral expenses
• explain the importance of writing wills
Definition of terms
Death: is the end of life on earth or when life comes to an end
Bereaved: describes a person in deep sorrow at the loss of a loved one
Bereavement: is the state of sorrow over the death of a loved one.
Society: refers to a group of individuals sharing the same social territory, typically
subject to the same political authority and dominant cultural expectations.
Coping: means to invest one's own conscious effort, to solve personal and
interpersonal problems, to try to master, minimise or tolerate stress and
conflict.
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Curbing: means to restrain or hold back.

Wills: a legal declaration of a person's wishes regarding the disposal of his or her
property or estate after death or
a written instrument legally executed by which a person makes disposition
of his or her estate to take effect after death.
1.0 The Most Prevailing Causes of Death in Botswana

• Old age
• Abortion (backstreet)
• Capital punishment
• HIV/AIDS
• Ischemic heart disease
• Stroke
• Lower respiratory infections
• Diabetes
• Diarrhea diseases
• Tuberculosis
• Neonatal disorders
• Motor vehicle accident
• Suicide
• Murder/ passion killings
• Cancer
2.0 The Effects of Death on the Bereaved Family and Society;

People who have lost a loved one due to death are said to be bereaved. The death of a person
has many negative effects on the family of the deceased as well as the society that the
deceased came from. Below are some of the effects of death on the following.
a) Effects to the bereaved family

i. Emotional stress
• The loss of a family member due to death brings shock, trauma, confusion,
sadness and sorrow to the bereaved family.
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• The emotional stress may overwhelm some family members and make them
develop suicidal tendencies.
ii. Orphanhood
• When both parents die, children become orphans. Other members of the family,
such as grandparents, uncles and aunts have to take care of them. They have to
use their own resources to take care of them.
• Some relatives may feel that the orphans are a burden and may not be willing to
take care of them. Others may abuse them physically, emotionally, and sexually.
• Relatives have also been known to take away any money and property left behind
by their deceased parents.
iii. Loss of breadwinner
The family may become poor if the person who has died was the main
breadwinner. For example, they may not be able to afford the basic needs of life.
iv. Conflicts between family members
• When someone dies, conflicts in the family may occur when for example, a
family member is blamed for causing the person’s death. They may be suspected
of having bewitched him or her.
• There may be disagreements about where to bury the deceased person.
• If deceased did not leave a will and his or her relatives fight over any property
left behind. Inheritance disputes have sometimes led to family members suing
each other in the courts of law.
• Some family members do not want to cooperate and help in cash and in kind
during the funeral preparations.
iv. Financial strain on the family of the deceased
• Some family members do not have funeral insurance to pay for the cost of the
funeral. As a result, the deceased family may have to borrow money, or use
money budgeted for something else towards funeral expenses.
v. Change in social status
• As a result of the death of a spouse, the status of the remaining spouse changes. A
married woman becomes a widow, and a married man becomes a widower. When
both parents, die their children become orphans.
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b) Effects on the Society

i. Emotional effects
• Members of the society may be emotionally affected by the death of a person
who was well known, popular and loved by the society such as a president, a
kgosi or a musician. For example, when the first president of Botswana, Sir
Seretse Khama died on 13 July 1980, most Batswana were very sad and mourned
his loss because they loved and respected him as a great leader of the nation.
ii. Loss of educated and skilled people
• The government spends a lot of money educating and training people so that they
help develop the country. The death of educated and skilled people has a negative
impact on the country. The government has to spend more money educating and
training people to replace them. This takes time and their work experience cannot
easily be replaced. For example, it takes at least seven years to train a medical
doctor.
iii. Decline on food production
• If most of the people dying are farmers and farm workers, this may lead to a
decline in food production. Families may not have enough people to grow food.
iv. Break down of families
• Death of parents can lead to the break –up of families as their children are taken
by different relatives, adopted, or taken to orphanages. Brothers and sisters end
up growing up in different households.
v. Creation of child – headed households
• After the death of their parents, sometimes no one is willing to take care of
orphans. As a result, the oldest child becomes the head of the household and
becomes responsible for raising his or her younger brothers and sisters. Such a
child may often be forced to drop out of school to find means to provide for the
siblings. The child may turn to prostitution and other criminal activities in order
to earn money to support the family.
vi. Problems of caring for orphans
• The society helps care for orphans by supporting families and orphanages that
care for orphans. For example, the government of Botswana provides orphans
with a food basket every month, school uniform, and money for transport to
school. They are also exempted from paying school fees.
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• Some non – governmental organisations have established centers that take care of
the orphans. The centers are supported through donations in cash and in kind
made by members of the society.
vii. Conflicts within the society
• The death of a leader may lead to succession disputes. For instance, in Botswana,
some ethic groups have experienced conflicts over who is the rightful heir to be
installed as the new kgosi.
viii. Increase in poverty
• When breadwinners die, families may become poorer.
• If many families become poorer because of the death of their breadwinners, the
level of poverty in the society increases.
• Government social welfare services have to support many more people, and this
puts a strain on the country’s financial resources.
ix. Population decrease
• When the death rate is higher than the birthrate the population decreases because
there are fewer people being born to replace those who have died.
3.0 The Community’s Attitudes Towards Death

The attitude of a community towards death is about the way the community feels, thinks or
behaves towards death. A community’s attitude towards death may be influenced by the
people’s religious beliefs and cultural traditions.
Below are some attitudes of communities towards death in Botswana;

• Although people know they will die one day, some fear death and are reluctant to think
about their own death. As a result, they are not prepared to discuss what should happen
to their property when they die or save money for the cost of their funeral.
• The dead are treated with respect and dignity. Funeral ceremonies and rituals that allow
the deceased’s family, friends and the community to formally say farewell to the dead
person usually mark death.
• Many communities think of death as being only the end of life on earth, the spirits of
the dead lives on. This is why in African Traditional Religion there is a belief in
ancestral spirits or badimo. The badimo are the spirits of people who died a long time
ago but are believed to influence the lives of the living. Christians also believe in life
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after death. They believe that there is eternal life and that the souls of dead people end
up either in heaven or in hell.
• In many communities, death is accepted as inevitable because every life ends in death.
In particular, communities readily accept the death of people in certain situations for
example, when a person dies due to old age, usually the community accepts that
nobody lives forever and they may even celebrate the person’s life.
When a person is very ill and there is no hope of recovery, people may welcome the
death of the person because they feel that death puts an end of his or her suffering and
pain. They believe it enables the dead person to rest. This is why many tombstones are
written RIP, meaning ‘Rest in Peace’
• Most communities regret and express deep sorrow at the death of children and young
adults. This is because the continued existence of the community depends to a large
extent on the younger generation outliving the older generation. People may also feel it
is against the order of nature. Older people are expected to die first. Children should
bury their parents and not parents burying their children.
• In some communities, people always want to know the cause of death. Knowing the
cause of death helps them, especially the bereaved family, to accept and cope with their
loss. Some families may request a postmortem examination of the dead body, while
others may consult traditional doctors to find out the cause of death.
These thoughts, imaginations, behaviours, and rituals, and in short, these attitudes have
shaped their own history throughout the ages. In a nutshell:
• Most communities see death as a taboo subject; very few people like to think or talk
about death.
• Some people fear death even though everyone knows that they are going to die.
• Some religions believe only on natural causes of death while others do not believe that
one is dead but rather the deceased is resting awaiting judgment.
4.0 The Support Given to the Bereaved

Grief is a normal reaction, and most family members experience grief following death of a
loved one. It is, therefore, important to offer the bereaved some sort of support in order for
them to cope with the feeling of loss. The following are some of the different types of support
that can be given to the bereaved:
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a) Social support
• Community offer assistance like cooking
• Some members of society go out to fetch firewood which is usually used as energy
• Some members of society go out to slaughter animals to feed visitors during
bereavement
• Some members of society lend some utensils and equipment to the bereaved family to
be used during bereavement
• Some members of society assist in digging the grave
b) Economic support (financial)

• Members of the society and relatives offer financial assistance to the bereaved family
• Some offer food items
• Some offer animals that are usually slaughtered during bereavement
• Some insurance companies help families who are their subscribers
c) Emotional support (spiritual)

• By comforting those who are grieving; people visit and spend time with the bereaved
family until the burial takes place
• Churches offer prayers to the members of the bereaved family
• Some members of the bereaved family may be offered professional counseling in case
they are adversely affected by the loss of a family member
• By sending messages of condolences. Friends and relatives who are unable to attend the
funeral may send messages of condolences
• Prayers (merapelo) may be held at the home of the deceased family regularly until the
day before the burial takes place, in some communities a prayer vigil (tebelelo) is held
the night before the burial
5.0 Importance of Coping with Death

Grief is a natural part of our lives and affects all aspects of our existence. It can cause us
psychological pain; and yet bring us to a deeper understanding of the true value and meaning
of life. It is very important that one is able to cope with death so that they will be able:
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a) To enable the bereaved family to cope with the loss of a loved one and avoid
despairing
• Coping with death involves dealing with the feeling of grief and gradually reaching a
stage of acceptance because nothing and no one can bring back the dead person. It is
important to talk about what one is feeling so that one is not overwhelmed by grief,
despair, and depression.
b) To avoid damaging one’s health or becoming suicidal
• People who are unable to cope with death of a loved one may as a result, behave in
ways that damage their health, for example some people may begin to abuse alcohol or
drugs and they may even become suicidal
c) To avoid conflicts over the cause of death
• People who are unable to accept the death of a loved one as natural are less likely to
blame others for the death. For example, if a family has died due to a terrible accident,
family members will not accuse each other of witchcraft. Conflicts in the family may
be avoided as a result.
d) To enable the bereaved family to return to their normal lives
• Bereavement is process; some people take longer than others to overcome the deep
sense of grief and to begin to accept their loss. However, at some point in time, people
have to stop grieving and begin to live their lives normally again. They should be able
to return to school or work and be happy again.
e) To allow dependents to focus on finding acceptable ways of surviving
• In case of loss of a breadwinner, dependents of the deceased person do not become
desperate. Instead, they are able to ask and get the help they need. They are able to find
legal, and morally acceptable ways of surviving. They do not need to engage in
immoral practices like prostitution, selling illegal drugs or stealing to earn a living.
6.0 Reasons for Curbing Funeral Expenses

A funeral does not have to be expensive to be meaningful. Careful planning takes into
consideration the costs. Allocate more of your funeral money to those items that have the
most meaning to you. Planning is the key. By planning ahead and pre-funding your funeral,
you can be able:
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a) To reduce financial strain on the bereaved family

• Avoiding unnecessary funeral expenses can help reduce the financial strain on the
bereaved family. A family would not have to get in debt in order to get the money for
the funeral.
b) To save money for the surviving dependents of the deceased
• Some people die leaving young children and spouses who still need to be provided for.
It is important that most of the money and property that the deceased leave behind
should be saved to meet their needs. For example, if most of the money is used on the
funeral, the family may not be able to pay the children’s school fees and to buy them
food in future.
c) To avoid conflicts in the family due to unnecessary expenses
• Some family members may blame each other for the unnecessary funeral expenses,
which could have been avoided. In most cases, conflicts arise when there are
outstanding debts to be paid and family members are expected to contribute towards the
payment of the debts.
d) To help change people’s attitudes towards funeral expenses
• There is need for mourners and visitors to change their expectation of what the
bereaved family should give them during the mourning period, especially in terms of
food and drink. Bereaved family should also change their attitudes and think carefully
about funeral costs they incur. Families should eliminate unnecessary costly items such
as food and drink every day after prayer, glossy full colour funeral programmes, and
then there will be no need for people to compete and show that they too can afford
expensive and lavish funerals. Those who cannot afford expensive funerals will not
come under any pressure to do more than they can afford.
7.0 Importance of Writing Wills

A Will is a legal document, which states one’s wishes that are to be executed when they pass
away. Having a Will gives one the comfort of knowing that the rewards of their life's work
will be distributed and managed according to their wishes. When one writes a Will, one
appoints an executor who will oversee the processes of distributing their property in line with
their wishes.
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A Will is important because:

i. The property of the deceased will be distributed according to his or her wishes
A person would be able to indicate who should and who should not inherit his or her
property and what they should get. For example, a parent may choose to leave his or her
property to some of his or her children. If a person dies without a will then people whom he
or she did not want to inherit could end up with his or her property.
ii. A will can prevent family conflicts over the deceased’s property
When a person dies without a will conflicts over the inheritance of the deceased property are
more likely to arise between the children, spouse, and other relatives of the deceased.
ii. It helps share out the deceased property in a fair way
If the deceased has divided his/her property equally then the property will be shared fairly.
iii. It allows family members to benefit from the deceased property
Family members will get to benefit from the deceased property as stated in his or her will.
iv. A will can prevent relatives claiming property that does not belong to the deceased
or other people falsely claiming property that belongs to the deceased
In a will a person can state what property belongs to them. This would help prevent confusion
as to what belongs and does not belong to the deceased.
NB*It is important to note that there are some legal requirements required in order for
a Will to be valid.
7.1 Requirements that are considered for a legal will to be valid in Botswana;
• A will should be signed by a testator (owner of a will)
• It should have two witnesses who should be 14years or older at the time of witnessing
or signing the will.
• Witnesses should not be among the beneficiaries or be the one to administer the will
after the owner of the will is dead. The will should be made by a mentally fit person
who is 16 years or older.
• If the above requirements were not considered while writing a will it can be challenged
in the courts of law.
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Death and Bereavement

Time: 1hour 30minutes Marks: 50
Instructions
Answer all the questions on the paper.
Section A- Multiple Choice Questions (5 Marks)

Circle the correct answer
1. Which statement shows the attitude of Batswana towards death?

A. It is acceptable because it reduces the number of orphans.
B. It is unacceptable because it brings sadness to be bereaved.
C. It is unacceptable because it inconveniences those who attend the funeral.
D. It acceptable because the bereaved family benefits from the decreased property.
Use the following scenario to answer questions 2 and 3.

When Mrs. Nyaranga realised that her financial problems were overwhelming her, she
decided to write a will before she drowned herself in a dam full of water.
2. What act is depicted by the scenario?

A. Manslaughter
B. Infanticide
C. Suicide
D. Murder
3. How is writing a Will going to benefit her family?

A. By giving the family a chance to reduce funeral expenses.
B. By engaging the desires of everyone in the family.
C. By giving the family an opportunity to distribute the estate accordingly.
D. By enabling the relatives to enrich themselves with the deceased’s property.
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4. What is a Will?
A. A document about how deceased used to live.
B. A document about how the deceased should be buried.
C. A document about how the deceased’s property should be distributed.
D. A document about how the mother of the deceased should be cared for.
5. Which of the following is a way of reducing funeral expenses?

A. By serving different kinds of foods and drinks.
B. By delaying the burial for as long as possible.
C. By hiring a limousine to transport the bereaved family.
D. By buying a reasonably priced coffin.
Section B: - Short Answer Questions [25 marks]
1. Define the following terms:

a) Death
___________________________________________________________________________
____________________________________________________________________[1mark]
b) Bereavement
___________________________________________________________________________
____________________________________________________________________[1mark]
2. Identify two most prevailing causes of death among the youth of Botswana
___________________________________________________________________________
___________________________________________________________________[2marks]
Read the scenario below and answer Question 3
After the loss of their mother Thapelo and Thabo stayed with their uncle and aunt who
supported them with everything they needed. This support helped them to cope and
move on with their lives.
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3. Describe two attitudes of Botswana traditional religion towards death

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________ [4 marks]
4. Describe two ways in which the bereaved can be supported emotionally

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[4 marks]
5. List one way of coping with death

___________________________________________________________________________
____________________________________________________________________[1 mark]
Read the scenario below and use it to answer Question 6
After the death of Laone’s husband her in-laws came to harass her saying they want a
portion of their son’s property
6. What could help to prevent the above situation?

___________________________________________________________________________
____________________________________________________________________[1 mark]
7. State three requirements that are considered for a will to be valid in Botswana
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[3 marks]
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8. Explain three importance of writing wills

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[6 marks]
9. State two reasons for curbing funeral expenses

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
Section C: Essay Questions [20 marks]
1. Analyse two supports given to the bereaved family.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________[10 marks]
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Read the scenario below and answer Question 2(a-b)
After the loss of her mother who was a single parent, Dikeledi believed that it was
the end of the world as she was left helpless. She could not stop reeling for the loss;
she wondered who was going to take care of her.
2.(a) Discuss three effects of death on Dikeledi with reference to the scenario.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[6marks]
(b) Discuss two reasons why it is important for Dikeledi to cope with her mother’s death.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________ [4 marks]
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Lesson 9
Abortion
Introduction
This revision lesson exposes you to the concept of abortion. Some teenagers and some
women alike become pregnant unintentionally leading to them seeking abortion. On the other
hand, some may abort on medical, social, or legal grounds. Abortion can either be
spontaneous or induced. People have different viewpoints about abortion. Therefore, we will
discuss the Botswana law on abortion and compare it with that of South Africa. We shall also
determine the moral implications of abortion.

At the end of the lesson you should be able to:
• describe the various viewpoints on abortion
• explain what Botswana law says about abortion
• compare the law in Botswana on abortion with that of South Africa
• discuss the moral implications of abortion.
Definition of terms
Abortion: Is the premature termination or expulsion of the fetus from the
uterus OR the termination of pregnancy before the natural time of
birth when the fetus is either removed or expelled from the uterus.
Spontaneous abortion: Is the unintentional termination of pregnancy.
It can happen due to pregnancy complications or due to serious
injuries a pregnant woman has sustained. This form of abortion
happens without anybody’s intervention. It is commonly known as
miscarriage (go senyegelwa).
Induced abortion: Is the deliberate or intentional termination of pregnancy.
Legally induced abortion: Is those allowed by the laws of a country. They are normally
done in a proper medical facility such as a hospital or clinic
approved for abortion, and trained medical practitioners who
ensure that do it safely.
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Illegally induced abortions: Are those that are not allowed by the laws of a country and are
therefore mostly done under unsafe conditions by people who
not medical practitioners. Also known as backstreet abortion.
1.0 Different Viewpoints on Abortion

Some people view abortion as morally wrong. Below are some the reasons they give for their
view:
a) Abortion is morally wrong because:
• Life is sacred because it is created by God therefore no human being has the right to
destroy it.
• Abortion can never be morally acceptable, whatever the reason one may have, because
it involves the destruction of life created by God. This view is often referred to as pro-
life.
• Human life begins at conception; therefore, abortion is murder.
• Everyone has the right to life including unborn babies. A woman does not have the right
to terminate the life of her unborn baby.
• Abortion can cause permanent damage to a woman’s reproductive system that can lead
to infertility.
• Abortion can put the life of a woman in danger, especially if she has an illegally
induced abortion.
b) Some people feel that Abortion should only be allowed under certain
circumstances including when:
• The life of the pregnant woman is threatened. It is better to lose the unborn baby whom
the family have not yet seen and bounded with, than the mother whom they know and
may have other children to care for.
• The unborn baby has severe abnormalities that will cause it a great deal of pain and
suffering if it is born.
• A girl falls pregnant because she was defiled or raped
• A woman falls pregnant because she was raped.
c) Some people feel that abortion should be allowed regardless of the reason for
wanting to have it. This view is often referred to as pro- choice.
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Below are some of the reasons they give:

• Women should have control of their bodies. They should have the right to decide
whether to have the baby or to terminate the pregnancy. People should not impose their
views on women.
• Abortion is better than having a baby that a woman does not want, or parents do not
want. They may not be able to care for the baby and may end up neglecting or
abandoning the baby.
• No form of contraception is completely effective; therefore, women should have the
right to decide whether to have the baby or terminate the pregnancy.
• Abortions happen even if they are illegal. Many women die or their fertility is damaged
because of illegal abortions. Therefore, abortion should be allowed to enable women to
have safe abortion. This would save the lives of women.
• A baby only begins to have rights after birth, therefore there is no such thing as
violating the right of an unborn baby and women should be allowed to have an
abortion.
2.0 The Law on Abortion in Botswana
According to the law in Botswana, induced abortion is only allowed under the following
circumstances.
• If the pregnancy is the result of rape, defilement or incest and the termination of the
pregnancy is requested by the victim. If the victim is unable to make the request, her
next or guardian can make such a request.
• The medical doctor carrying out the abortion must be satisfied that the pregnancy is
indeed the result of rape, defilement, or incest. At least two registered medical doctors
should have recommended the need for an abortion.
• If the pregnancy threatens the life of the pregnant woman or the pregnancy can cause
injury to her mental and physical health. The pregnant woman has to give consent but if
she is unable to give consent, her next of kin or guardian, can give consent on her
behalf. At least two medical doctors should have recommended the need for an abortion
in writing.
• When there is evidence that there is substantial risk that, if the baby was born, it would
suffer or later develop serious physical or mental abnormality, or disease resulting in
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serous handicap. At least two medical doctors should have recommended the need for
the abortion in writing.
In addition to the circumstances allowed for induced abortion given above, abortion can only
be done:
• Within the first 16 weeks of pregnancy
• By registered medical doctors in a Government hospital, a registered private hospital or
clinic approved for abortion. People who break the law on abortion can be imprisoned
for not more than 7 years.
3.0 Comparison of the Law on Abortion: In Botswana and South

Africa
There are many differences in the laws of abortion in South Africa and Botswana relating to
abortion.
a) Similarities regarding Law on Abortion in Botswana and South Africa
Both Botswana and South Africa state that:

• A woman can terminate her pregnancy if she has been raped or the pregnancy is a result
of incest
• Pregnancy can also be terminated if it is a threat to the life of the woman
• If the baby is likely to be born with deformities or if the baby will be born with mental
or physical abnormalities.
• Only medical practitioners can perform an abortion and the abortion can only be
performed in a health facility.
b) Differences regarding Law on Abortion in Botswana and South Africa

There are many differences in the laws of these countries relating to abortion.
• The first is that in Botswana abortion is illegal, while it is legal in South Africa.
• While it is only allowed under certain circumstances in Botswana, in South Africa it is
available on demand or request. This means that one can terminate a pregnancy within
the first 12 weeks of pregnancy without being asked any questions.
• One’s social or economic status is not a reason considered when deciding on abortion in
Botswana, but it is an important factor in South Africa.
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• Mental or physical abnormalities, the woman is pregnant because of incest, rape or that
the woman’s economic or social situation is enough reason to terminate the pregnancy.
If the pregnancy is more than 20 weeks old, it can only be terminated if the woman’s
life or that of the fetus is in danger. Only medical doctors and nurses with specialised
training may perform abortion in South Africa.
4.0 The Moral Implications of Abortion

a) Abortion allows women to have absolute rights over their body.
• They can have control over what happens to their bodies such that they will use their
bodies in ways that they want to and not to use their bodies in ways that they do not
want to.
b) Abortion can be good for the child
• This is especially true in case of unwanted pregnancy. Abortion allows the woman to
terminate pregnancy so that she does not give birth to an unwanted child.
• It is therefore better for the foetus to be aborted than to be an unwanted child because
this will have negative psychological effects on him or her.
• Such a child may be psychologically unstable and this instability might be displayed in
antisocial behaviour the society.
c) Abortion helps control population growth
• It allows people to limit the sizes of their families, if used with other birth control
methods.
• Considering the problems that the world is facing today, for example over population,
economic hardships etc., abortion is good in that it helps in reducing these problems.
• Given that the world population is growing at a rate that is threatening the resources
that can feed it, abortion allows for the termination of unwanted pregnancies especially
where other methods of family planning have failed.
• This is of benefit because people will be able to control the quality of their lives and
those of their children.
d) Prohibitions on abortion lead to illegal and unsafe abortions
• Laws prohibiting abortions do not stop women from committing abortion; rather they
drive them underground since women who want to abort are usually desperate.
• They either self-induce abortions or go to unqualified people, often in unsanitary
conditions to get abortion. Most of these self-inducing concoctions are very toxic.
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• As result many women have lost their lives to these backstreet abortions.
• Apart from death, illegal abortions result in great health risks. The woman has a great
chance of becoming infertile.
e) Abortion is murder
• Since there is no agreement on when human life begins, the pro-life view says abortion
is murder. Therefore, it is safe to assume that it begins at conception since person’s
genetic makeup is established at conception. Once established, it does not change, and
it goes on to influence a person’s unique character.
• Since abortion terminates the life of the foetus, it means that the innocent and
defenseless foetus is killed.
• It is denied the natural right to life since it too has to be treated as a human being with
all rights of a person from the moment of conception.
• Even in cases of rape or incest, killing the foetus is not the answer since the foetus is
innocent of the crime.
• It is not fair that the foetus should pay with its life for the crimes of another person.
• Abortion sacrifices the foetus right to life for a woman’s second order rights that may
come with its own such as her right to choose whether to continue with the pregnancy
or not.
f) Abortion threatens a mother’s life
• Abortion procedures are dangerous to the mother’s well-being, life and future
procreativity. For example, self-induced or backstreet abortions are the greatest danger
to women because they are performed by untrained personnel in unhygienic conditions.
Such abortions are likely to result in infections, hemorrhaging and complications that
can result in the death of both the mother and the foetus.
• On the other hand, medically induced abortion done by professional doctors also poses
danger to the woman. This danger is shown in two ways, medically and
psychologically. Medically, when inducing an abortion, the doctors inset instruments
into the woman’s private parts and womb to remove the foetus. This is dangerous
especially to those two parts as they may be damaged
g) Abortion also increases a woman’s chances of having miscarriages in later pregnancies.
• Repeated abortions’ increases the chances of spontaneous abortion. Psychological
effects of abortion include the trauma experienced by the woman who authorises the
killing of the baby.
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h) It denies infertile couples the chance to have children

• Abortion done on demand means that there will be fewer, or no children being put up
for adoption.
i) Abortion encourages irresponsible sex

• Abortion encourages irresponsible sexual activity since people end up using abortion as
a form of contraception.
• Legalising abortion allows the woman to sacrifice the innocent life of a foetus, because
she has been careless or irresponsible by not using or in the form of contraception.
j) Abortion creates a moral dilemma in society

• Abortion creates dilemma for the woman, her family, medical practitioners, and the
society.
• A woman may feel it is morally wrong to commit abortion but may be in a situation
where she feels she has no choice.
• The doctor or nurse performing an abortion may face a moral dilemma when abortion is
against their personal moral values or religious beliefs. The society may be in a moral
dilemma of whether to legalise abortion in order to save the lives of women.
Topic: Abortion
Time: 1hour30minutes Marks: 50
Instructions
Section A: Multiple-Choice Questions [5 marks]

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1. What is abortion?
A. Intentional killing of babies
B. Termination of pregnancy
C. Killing of newly born babies
D. Termination of defective babies
2. Which of the following is a type of abortion?

A. Spontaneous abortion
B. Traditional abortion
C. Modern abortion
D. Legal abortion
3. Which of the following reasons support abortion?

A. It is better to care for a child than to abort it
B. Only the Supreme Being can give and take away life
C. A woman has the right to choose what happens to her body
D. Abortion is morally wrong and should not be allowed anywhere
4. When does Botswana law allow abortion?

A. When the pregnancy is six weeks
B. When the pregnancy is ten weeks
C. When the pregnancy resulted from incest
D. When the pregnancy is resulted from prostitution
5. Which of the following is a moral implication of abortion?

A. Legally induced abortions should be performed in hospitals
B. Abortion should only be allowed under any circumstances
C. Abortion is the safest method of contraception
D. Abortion destroys the sacredness of life
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1. Explain the two types of abortion.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[4 marks]
2. Explain two reasons in support of abortion.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[4 marks]
3. State any two circumstances under which abortion can be allowed in Botswana.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________ [2 marks]
Section C: Essay Question
1. Discuss two moral implications of abortion.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________[10 marks]
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Lesson 10
Suicide
Introduction
This lesson is about suicide. Although, life is viewed and considered as a precious gift that
needs to be respected, it can become frustrating and unbearable for some people. As such
they will go to the extent of terminating or ending their lives. In this lesson, we shall explain
suicide and identify some reasons people commit suicide including describing signs of a
suicidal person.

• explain suicide
• identify reasons for suicide
• describe signs by which one can detect a tendency to suicide
• describe the community’s attitudes towards people who attempt suicide
• explain the impact of suicide on the individual, family, and society
• suggest ways of avoiding suicide
• assess the moral implications of suicide.
1.0 Explanation of Suicide

Suicide is the
• Intentional or killing of oneself.
• Deliberate ending of one’s life
2.0 Reasons for committing suicide

There are many reasons why people terminate or end their lives. These may include:
a) Suffering from an incurable or terminal disease
• Some people may decide to commit suicide because they have been diagnosed with a
disease such as HIV/AIDS or cancer. They cannot bear the stigma of what lies ahead of
them.
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b) Having a medical condition known as depression

• Some people commit suicide because they are despairing and depressed.
• They may be feeling hopeless about their future because of health and social problems
they may be experiencing.
c) Some people commit suicide because of problems in their personal relationships. For
example, when lovers break up, the one who is rejected may commit suicide because
they lose hope in life and believe that they cannot live without that person. -When a
couple is Having a failed relationship like divorce, abandonment
• Going through a divorce. One spouse may not want the marriage to end and as a result
may commit suicide. A family may reject a child who behaves badly or has done
something that is embarrassing to the family. For example, a teenager who falls
pregnant may commit suicide because they have been rejected by their family.
• A family may reject a child who behaves badly or has done something that is
embarrassing to the family. For example, a teenager who falls pregnant may commit
suicide because they have been rejected by their family.
d) Despair brought by bereavement or loss of a family member
• Some people commit suicide after the death of a loved one because they are
overwhelmed by feelings of grief. They are unable to cope with the pain of losing a
loved one and feel they cannot live without them.
e) Being a victim of abuse such as domestic violence
• Some people commit suicide because of the emotional, physical, and sexual abuse they
are experiencing.
• They may not know where and who to get help from.
• They may feel helpless and think that it is better to die than to continue being abused.
f) Debts or financial problems.
• Some people commit suicide because they have financial problems. The financial
problems may be due to loss of employment, their businesses going bankrupt and being
forced to close down. As a result, they may owe a lot of money but cannot pay such
debts. They become stressed and see death as the way out of their problems.
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3.0 The signs of suicide tendencies

Below are some of the possible signs of suicide:
a) Unusual quietness
• A person intending to commit suicide may become unusually quiet. They may behave
this way because they do not want other people to know about their intention to commit
suicide.
b) Withdrawal from pleasurable activities and isolation
• A person intending to commit suicide may stop taking part in activities that he or she is
known to like and enjoy. For example, one may start to spend most of the time alone
and may show signs of depression.
c) Frequent or unusual talk about death
A person may frequently talk about death and may ask unusual questions such as,
• Which are the best ways of killing oneself?
• If I die, how you would feel?
• Some people may even mention how they would like their funeral to be conducted.
d) Loss of appetite
• For some people, thoughts about committing suicide may make them lose interest in
food. They may eat very little and lose weight as a result. Others eat more than their
usual amount of food and may gain weight.
e) Inability to sleep or insomnia
• For some people, thoughts about committing suicide make them to be unable to sleep
especially during the night.
f) Carelessness about one’s safety
• Some people may start to take unusual risks with their lives; for example, they may
deliberately cause a road accident with the hope that they will die.
• Preparing to commit suicide
• A person who is intending to commit suicide may begin preparing to commit suicide by
acquiring the things, they intend using to kill themselves for example a rope, a gun,
petrol or poisonous substances and writing suicide note or farewell message to family
members and friends.
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4.0 Community’s Attitudes Towards Attempts to Suicide

The attitude of community towards people who attempt to commit suicide may differ.
a) Some ethnic groups in Botswana are often sympathetic towards those who commit
suicide for reasons such as:
• Terminally illness and they are in great deal of pain because it is seen as an attempt to
end their suffering.
• Extreme emotional, physical, or sexual abuses because such attempts to commit suicide
are seen as a ‘cry for help’.
• Mental illness because the community accepts that they are not capable of making
rational decisions.
b) On the other hand, some people in our communities often do not have much
sympathy for suicide if they believe:
• Those who attempt suicide are cowards who cannot deal with a crisis of life or difficult
situations and challenges, they commit suicide to avoid punishment for crimes they
have committed for example murder.
c) Some societies look down upon people who attempt suicide and treat them as
outcasts.
• The community may even stigmatise the families of someone who attempts suicide.
5.0 The Impact of Suicide on the Individual, Family and Society

a) The impact of suicide on the individual
There is only one impact on the individual who commits suicide, that is, loss his life, he or
she dies.
However, an individual who attempts to commit suicide and fails is affected in many ways,
below are some of them:
• The individual may remain with permanent injuries: For example, if someone tried to
commit suicide by making oneself to be hit by a vehicle, they might lose some parts of
their body and become crippled for the rest of their lives.
• Stigmatisation: The society may reject and label him/her an outcast leading to
• Loss of self-esteem and self-confidence: People believe that committing suicide is a
cowardly response to one’s problems so the victim may be embarrassed after the
incident.
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• Emotional trauma: A failed suicide attempt can bring about emotional pain and
nightmares.
b) The impact of suicide on the family

Although an individual commits suicide it affects other family members too. Below are some
of the impacts of suicide on the family: -
• The family can be emotionally traumatised-Suicide can result in shock, confusion, grief
and self-blame for the family members
• It can cause conflicts between family members –Family members may blame each
other for making the deceased to commit suicide, some may think that he was
bewitched.
• The family of the deceased may be stigmatised-The family of the deceased may be
blamed for failing to teach their child problem solving skills.
• Suicide can cause financial problem of the family-The loss of a breadwinner in the
family may lead to lack of income in the society.
• The social status of the remaining spouse changes if someone who commit suicide was
married their partner becomes a widow or a widower
c) The impact of suicide on the society

• Loss of skilled and educated people: Those who commit suicide may be skilled and
educated and would have had contributed to the development of the country.
• The government has to spend more money training people to do the jobs left by those
who have committed suicide.
• Emotional effects: Members of the society may be emotionally affected by suicide if
the numbers of suicide cases are high. This can raise a lot of concern in a society.
• Increase in poverty: If a lot of people who commit suicide are breadwinners, many
families in society can become poor. This may put a strain on government social
welfare funds.
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6.0 Ways of avoiding suicide

• Being open about one’s problems: People can avoid suicide by talking about their
problems with people they trust. This can help them cope with stress and depression
caused by problems they may be experiencing.
• Recognising signs that a person is thinking about committing suicide: If we recognise
the signs that an individual is thinking about committing suicide, we could intervene
before he or she commits suicide.
• Recreational facilities: there are places that people can go to meet others, keep busy and
exercise their minds to prevent feelings of depression and social isolation.
• Avoid being alone: An individual who is feeling suicidal should avoid being alone.
One may telephone or visit a friend or family member to talk about his or her feelings
and seek for help.
• Peer counseling groups: People within same age or work group can help to prevent
suicide since they are right there and can help immediately. The members of these
groups are trained on how to assist people with problems.
• Learning and using life skills
People should learn about life skills and use them to deal with challenges they experience in
their lives. For example, anger management skills, stress management skills etc.
• Try to be positive about life: Individuals should try to develop a positive outlook
towards life by remembering that with time and help problems can be solved. Nothing
stays the same forever, problems will end. As some people say ‘suicide is a permanent
solution to temporary problems’.
7.0 Moral implications of suicide

People end their lives for various reasons. Despite the reasons, some people disagree that it is
wrong to take one’s life despite the reasons.
Suicide is morally wrong as:
• It causes emotional pain and trauma to the family of the person who has killed himself
or herself, especially if the person did not leave a suicide note explaining why he or she
took his or her own life.
• Relatives and friends may feel guilty that they did not know that the person was
intending to commit suicide and were therefore unable to help and stop suicide from
happening.
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• In many religions, followers believe that life is sacred. Therefore, taking away life
including one’s own life is considered morally wrong.
• In most societies, people feel we have moral responsibility to protect our lives. Suicide
is seen as morally wrong because it ends life prematurely and permanently.
• Suicide is a selfish act because of the negative impact it has on the surviving family
members, friends and society. For example
-‐ If the person was a single parent, his or her children will become orphans. Other
family members and the society are left with the burden of taking care of them.
-‐ Members of the family and friends may suffer from emotional pain and feelings
of guilt for a long time.
• If many people in a family or society commit suicide, such a family or community may
become stigmatised. They may be seen as being unable to help their members to deal
with problems in a way that does not involve suicide.
Topic: Suicide
Time: 1hour Marks: 30
Instructions
Section A: Multiple-Choice questions [5 marks]

1. Which of the following is not a reason people commit suicide?

A. Being terminally ill
B. Passing examinations
C. Unwanted pregnancy
D. Ending of love relationships
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2. Which of the following defines suicide?

A. The intentional killing of oneself
B. Intentional death of a foetus in the womb
C. The removal of the foetus from the womb
D. Terminating life of patients with incurable diseases
3. How can suicide be avoided?

A. Talking to someone about your problems
B. Isolating oneself from friends and family
C. Blaming others for your problems
D. Through using a lot of drugs
4. Which of these is a way of preventing suicide?

A. Avoiding professional counseling.
B. Beating the corpse of a suicide victim.
C. Counseling those at risk of committing suicide.
D. Teaching people skills of how to commit suicide
5. Which of the following is not an emotion felt after a loved one has committed suicide?
A. Shock
B. Anger
C. Sorrow
D. Happiness

Answer the following questions in the spaces provided
1. Define suicide.
___________________________________________________________________________
___________________________________________________________________ [2 marks]
2. List four warning signs related to suicide.
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________ [4 marks]
3. Discuss any two moral implications of suicide.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________ [4 marks]
4. Suggest any five ways of avoiding suicide.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________ [5 marks]
1. Explain any two effects of suicide on the family.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________[10marks]
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Lesson 11
Euthanasia
Introduction
At times, the illness of a family member may put relatives in an uncomfortable situation
leaving them with no better option other than allowing the patient’s life to be terminated
mainly to save him or her from pains and suffering. This is called euthanasia or mercy killing.
There are some past and modern practices associated with euthanasia. Even though some
people still find it hard to accept euthanasia it has long existed in the past. Nowadays there
are countries which have legalised euthanasia while some it is illegal. Nowadays practices
associated with euthanasia are different from those of the past due to the modern technology.
Modern technology has made it possible for the terminally ill patient to be kept alive rather
than opting for euthanasia. However, some people have mixed feelings regarding these
scientific methods of prolonging life since some may not work successfully as expected.
Objectives of the Lesson
At the end of the lesson, you should be able to:

• explain euthanasia
• mention at least five past and present practices associated with euthanasia
• explain the place of wills in relation to euthanasia
• evaluate the concept of euthanasia
• identify scientific methods used to prolong life
• assess the moral implications of scientific methods of prolonging life
• discuss some of the moral dilemmas brought about by advanced science.
Definition of terms
A living will: is a legal document which states how a person wants to be treated if
they become terminally ill or are in such a serious medical condition
that they cannot communicate for example in a coma, vegetative state
in which the brain does not show any activity.
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Prolonging life: means to extend life or keep it going longer. This can be done by
using drugs and medical technology such as dialysis machines,
respirators tubal and intravenous feeding.
Artificial respirator: a life support system that aid patients to breathe by providing them
with air necessary for them to survive.
Bread winner: a member of the family who earns a living to support others.
1.0 Explanation of Euthanasia

• Euthanasia an intervention to bring about gently and easy death to a person to save him
or her from pains and suffering.
• Is it also referred to as mercy killing or the painless killing of a person suffering from
an incurable and painful disease.
1.1 Types of Euthanasia

There are different types of Euthanasia, below is a discussion of the different types of
Euthanasia
a. Passive or Involuntary Euthanasia
• In involuntary euthanasia the patient does not request or give consent to the withdrawal
of life sustaining treatment or a life support machine because he or she is unconscious,
in a coma or vegetative state due to severe brain damage.
• The decision to withdraw or withhold life sustaining treatment or a life support
machine is taken by someone else, usually a close relative of the patient.
b. Active or Voluntary Euthanasia

• Voluntary euthanasia involves a terminally ill-patient or relatives requesting and giving
consent that all life sustaining treatment or a life support machine is withdrawn or
withheld because there is no possibility of recovery.
2.0 Past and Present Practices Related to Euthanasia
a. Past Practices
• During battle, severely injured warrior could be stabbed to death by a fellow warrior to
save him from suffering due to his injuries
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• During times of severe drought very old people who could not provide for themselves
were abandoned and left to die of hunger and thirst, to reduce the demand for the little
food available
• Babies born with severe physical defects were suffocated to death by midwives
immediately after they are born
• If a mother died in childbirth and there was no one willing or able to take care of the
baby, the baby would be buried alive with the mother. This was done because people
felt that it was better for the baby to die than to suffer without its mother
b. Present practices
• Withdrawing or withholding intravenous feeding
• If a patient is showing no signs of recovery and is being kept alive by tubal intravenous
feeding this is stopped to allow the patient to die.
• Withdrawing or withholding life support machines
• When a patient shows no brain response, the life support machines that keep the heart
and lungs functioning may be switched off and let the patient die.
• Withdrawing or withholding medical treatment
• Some patients do not respond or react to medication and in this case the doctor may
suggest to the family or the patient that they stop the medication which could then be
used by other patients who may respond positively.
• Withholding surgery
In some cases, doctors may decide not to perform surgery on a terminally ill patient
because it would not help him or her to recover. Such patients may be kept in a hospital
and be given pain killers only, to relieve pain, in some cases the terminally ill patient
may be discharged from the hospital and must be taken care off at home or a hospice
until they die.
3.0 The place of Wills in relation to Euthanasia

A will is a legal document in which a person states how their property should be distributed
out after their death. However, in relation to euthanasia, there is what is known as a living
will. A living will can state any of the following:
• That the person wishes to be helped to stay alive whatever their medical condition is.
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• That the person wishes not to be given any treatment or drugs if they are terminally ill,
in a coma or vegetative state.
• That a person wishes to be actively assisted to die in the event of extreme illness.
3.1 Advantages of a living will

• It gives a person and the family a chance to talk about death long before they are
faced with difficult decisions.
• A person’s family knows how the person feels about being kept alive or allowed
to die.
• Doctors know how the person wants to be treated and this helps them to make
decisions about treatment.
3.2 Disadvantages of a living will

• The will to live is very strong and a person can make a living will when they are
well and healthy, but their feelings might be different later even if they are
extremely ill. They may then be too ill or not fit to make changes to their will.
4.0 Evaluating the concept of Euthanasia

The issue of euthanasia has passed a moral dilemma. Some think it helps terminally ill people
to get out of pain while others think that it is killing therefore morally wrong.
a. Arguments for Euthanasia

• Human beings should not have to experience extreme suffering and euthanasia bring
pain and suffering to an end.
• Resources such as incubators and nursing staff can be used to help people with a good
chance of life rather than on people who are not going to recover.
• The members of the family are relieved of emotional stress and trauma of watching
someone they love either in pain or in a vegetative state.
• Family members are freed from financial pressures such as finding money to travel to
and from the hospital or paying for home care.
• Quality of life is more important than quantity; a shorter healthy life is better than a
long life filled with pain and suffering.
• It helps the patient to die with dignity.
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• Euthanasia gives people the right to choose how and when they should die, if they are
terminally ill. People should not be forced to stay alive. Euthanasia respects the
patient’s wishes.
b. Arguments against Euthanasia

• Many religions disagree with this because God is the only one who gives life and
should be the one to take it away.
• Euthanasia makes life seem less important by making it disposable.
• Some people may only consent because they do not want to be a burden to their
families.
• Euthanasia does not allow the fact that life is always of value and must not be taken
away except through natural causes.
• Euthanasia could cause the family or friends to take advantage of a situation and end
the lives of people who have not been given a chance to recover, looking forward to
inheriting the patient’s property after they have passed on.
• All life is sacred and precious, and it should not be terminated for any reason. It is
morally wrong to intentionally take away another person’s life even if the person gives
consent.
• Doctors may do it in order to free up hospital beds for other patients.
• It is impossible to predict the future and new drugs and techniques are being discovered
and developed all the time. Whereas there is no hope today, tomorrow might bring a
solution.
• Euthanasia can destroy the relationship of trust between doctor and patient could feel
that the doctor could decide to withhold medical treatment to help others with a better
chance of recovery.
5.0 Scientific Methods of Prolonging Life

There are various scientific methods used to prolong life. These include;
• The use of medical drugs
• Transfusion of blood and blood products
• Organ transplant
• Removal of damaged or infected organs and limbs
• Artificial respiration
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• Intravenous feeding
• Dialysis
a. The use of artificial respirators

• When the person’s breath fails, respirators can be used to help the patient with oxygen
supply. It also controls the heartbeat when the person has insufficient blood flow.
b. Organ transplant
• People can donate organs like kidneys, heart, liver etc. to others, (those people who
donate will be referred to as donors).
c. Intravenous feeding
• Patients who cannot eat solid foods due to illness are aided to feed through the
intravenous feeding system. Intravenous feeding is a process of passing liquid
containing all the food nutrients in a patient’s body.
• It helps to prolong life of terminally ill patients because they could otherwise die of
starvation.
d. The use of Medical Drugs
• The use of medical drug prolong life because it can stop infections, ailments and
diseases to become life threatening.
e. Artificial body parts
• Some of the artificial parts can be used to `replace those that are damaged e.g. arteries
can be replaced.
f. Blood donations
• Blood is screened to check for diseases and then is donated to those in need to save
their lives.
g. Use of incubators for premature babies
• Babies are put there to reach their normal birth weight. The machine sustains the baby’s
life, it has suitable temperature, and the baby is fed through intravenous machines
h. Dialysis
• Dialysis is the method of removing toxic substances in the blood when the kidneys are
not working properly. Usually, a patient is connected to a dialysis machine. Blood
flows out of his or her body through tubes into the machine. The machine filters the
toxic substances out of the blood and the blood returns to the patient’s body
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6.0 Moral implications of scientific methods of prolonging life

Scientific methods used to prolong life raise several moral issues. Below are some moral
dilemmas caused by scientific methods used to prolong life:
a. Use of limited monetary resources

• Some scientific methods used to prolong life such as organ transplants and dialysis is
very expensive. Many countries have limited monetary resources (money) to spend on
medical care.
• The moral dilemma governments and policy makers face is whether to spend the
limited money the country has on scientific life prolonging methods in order to save the
lives of a few people and risk putting a strain on government financial resources, or to
spend the money on medical treatments that can save the lives of many and leave the
patients who require the expensive life prolonging treatments to die.
b. Treatment dilemmas
Medical treatments sometimes have to make very difficult moral decisions as to;
• Who should benefit from life prolonging treatments and for how long?
• whether or not to give a patient treatment that will prolong his or her life for just a short
time
• Whether or not to violate the patient’s right to give consent to life prolonging treatment.
Some people refuse to accept life prolonging medical treatments such as blood
transfusion for religious reasons
• The moral dilemma the medical practitioner face is whether they should respect the
patient’s religious beliefs and right to consent. If they respect the patients’ beliefs and
rights it may lead to his or her death. If they ignore the patients’ beliefs and rights, and
do a blood transfusion, they may save his or her life, but they will have violated the
patients’ rights to consent and his or her religious beliefs
c. Quality of life
• Sometimes family members face a situation where medical treatment such as dialysis is
prolonging the life of their loved one but he or she is still suffering and has a very poor
quality of life. Their relatives and other care givers may question whether it is worth
keeping the person alive o it is better to let them die and end his or her suffering.
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Topic: Euthanasia
Time: 1hour 30 minutes Marks: 49
Instructions
Section A: Multiple-Choice Questions (4 marks)

1. What is euthanasia?
A. Forcing a terminally ill to commit suicide
B. Helping a terminally ill to die out of mercy.
C. Prolonging the life of a terminally ill person.
D. Helping mentally ill people to die out of mercy.
2. Which of the following methods of prolonging life involves surgery?

A. Blood transfusion.
B. Organ transplant.
C. Artificial respiration.
D. The uses of medical drugs.
3. Artificial respiration prolongs the life of a person who ______________________

A. Is addicted to certain types of medicines.
B. Has toxic substances in their blood.
C. Cannot breathe on his or her own.
D. Cannot chew or swallow solid food.
4. Which one of the following is a past practice associated with euthanasia?

A. Killing the elderly during drought
B. Switching off a life support machine
C. Disconnecting an intravenous feeding system
D. Switching off an incubator by the medical doctors
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SECTION B: Short Answer Questions [23 marks]
1. Define the following terms:

(a) Euthanasia
______________________________________________________________________
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(b) Living will
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________________________________________________________________[1mark]
(c) Prolonging life
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2. Give two types of euthanasia _
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3. Mention two past practices associated with euthanasia
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4. Give two practices that can be used to assist a patient with kidney failure
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5. State two importance of having a living will
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6. What role does blood plasma play in hemophilic patients?
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7. What is the difference between voluntary and involuntary euthanasia?
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8. List three organs which people cannot live without.
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9. Describe two scientific methods used to prolong life.

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10. How do anti-retro viral drugs help to prolong life?
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____________________________________________________________________[1 mark]
Section A: Essay Questions [30 marks]
1. Assess two moral implications of organ transplant _

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2. Discuss two moral dilemmas that can be brought by scientific methods used to prolong
life.
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Read the scenario below and answer Question 3
In Tanzania and other countries albinos are killed for ritual purposes. In the past, they
were killed immediately after birth by midwives because they would grow up to be
misfits and outcasts in society.
3 Evaluate the concept of euthanasia

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Lesson 12
HIV, AIDS AND STI’s
Introduction
Key question: Why is it important to learn about HIV, AIDs and STIs? Issues relating to
HIV/AIDS are a concern to the whole world. This is because HIV/AIDS negatively affects
individuals and the nation’s developments. It is therefore important to learn about HIV/AIDS
to raise awareness about moral issues associated with mandatory HIV testing.

By the end of this topic, you should be able to:
• differentiate between HIV, AIDS and STIs
• analyse the need to know one’s HIV status
• discuss attitudinal change in Botswana towards HIV testing
Definitions of Terms
HIV: a virus that causes an infection, AIDS. It reduces the body’s ability
to fight infections.
AIDS: (short for Acquired Immunodeficiency syndrome) is a condition.
Contracting HIV can lead to the development of AIDS.
STIs: (short for sexually transmitted infections) these are infections
passed from a person to another through sexual contact
Human Rights: these are basic or fundamental rights that every human being is
entitled to.
HIV Testing: undergoing a blood test to find out if a person is infected with HIV
or not. There are three types of tests that are used to diagnose HIV
infection, these are antibody test (used to check for antibodies in
blood or oral fluid), Antigen/antibody tests (which detects both
antibodies and antigens and NATs (a test which look for HIV in the
blood)
HIV Status: the condition of a person regarding HIV infection. A person can
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have a positive status, which means that one is infected with HIV.
HIV status can also be negative, which means that one is not
infected with HIV.
Attitudinal change: when an attitude of a person is modified, for example, moving
from negative to positive. Attitude includes behaviors and feelings
of a person.
Discrimination: involves treating a person differently from others, especially in a
bad way.
Stigma: a negative stereotype against certain groups of individuals, e.g.,
HIV positive people and mentally ill people.
1.0 The Difference Between HIV, AIDS AND STIs

• HIV: (short for Human Immunodeficiency Virus) is a virus that attacks a type of white
blood cells called CD4 cells in the body’s immune system. Whereas
• AIDS (short for Acquired Immunodeficiency Syndrome) is a disease that results after
the HI virus weakens the immune system. It is an aggregation of opportunistic
infections such as Tuberculosis and diarrhea, which eventually kill the person.
• STI’s on the other hand is a condition caused by germs (that is, bacteria and viruses)
contracted through unprotected sexual contact. Examples of sexually transmitted
infections are chlamydia, gonorrhea, genital warts, Genital herpes, thrush, and syphilis.
• A person can have HIV without developing AIDS, but it is not possible for one to have
AIDS without first having HIV.
• Certain sexually transmitted infections such as Syphilis, Herpes and Cancroid create
genital ulcers which cause breaks in the lining of the genital tract. Those breaks can
become entry points for HIV.
2.0 The Need to Know one’s HIV Status

People are encouraged to know their HIV status for the following reasons:
• It helps an infected person to take precautions and avoid re-infection by other types of
HIV. It will also help one to avoid infecting other people with HIV. As a result of this,
new infections may be avoided.
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• A person who is infected with HIV can adopt positive living to keep healthy. This will
help the individual to avoid being attacked by opportunistic infections like
Tuberculosis, Meningitis and different cancers that may be brought about by a
compromised immune system.
• One can be responsible and maintain a negative HIV status: a person who is not
infected with HIV can work hard to ensure that he/she keeps on having a negative
status by regularly going for testing and engaging in safe sex.
• If a person thinks that he/she has been exposed to HIV, getting tested can relieve
him/her of stress. This is because they will know whether they are infected or not. If
they are not infected, they can become aware of what to do to avoid being infected. If
they are infected, they can start enrolling in treatment sooner and learn to live
positively with the virus.
3.0 Reasons for Attitudinal Change Towards HIV Testing in

Botswana
People’s attitude towards HIV testing in Botswana has changed. Many people are now able to
go for voluntary testing unlike in the past because of the following reasons:
• The availability of Anti- retroviral therapy: people know that those infected with
HIV are given anti-retroviral drugs for free. This has encouraged them to test for HIV
in large numbers because they know that help is available for the infected.
• There are many testing and counselling centres: The Botswana government has
opened many testing centres around the country, so this encourages people to go for
testing
• Increased public awareness about HIV and AIDS: public education on HIV related
issues has been intensified through the use of media, kgotla meetings and campaigns.
This has also helped to broaden people’s knowledge about HIV and AIDS.
• Infusion of HIV and AIDS in the school curriculum: comprehensive sex education
which includes HIV and AIDS has helped to increase people’s knowledge about the
importance of testing for HIV.
• Reduction of stigma and discrimination: though there are people who still stigmatise
and discriminate people living with HIV and AIDS, the prevalence of stigma and
discrimination have gone down because people have started to develop new attitudes
about HIV and AIDS.
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Self-Assessment Exercise 12:
Topic: HIV, AIDS AND STIs

Duration:30 minutes Total: [20 marks]
Instructions
Answer all the questions on the Exercise.
Section A: Multiple - Choice questions [5 marks]

Choose the letter of the correct answer.
1. The following are examples of sexually transmitted infections except…

A. Tonsillitis
B. Syphilis
C. Gonorrhea
D. Herpes
2. Which of the following cultural practices may lead to sexually transmitted infections?
A. Breastfeeding babies
B. Paying of bride price
C. Marrying of more than one partner
D. The use of medicines from herbalists
3. What causes HIV?

A. Fungi
B. Virus
C. Bacteria
D. Parasites
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Gage went out with friends and partied all night. She ended up having sex without using a
condom. When she went for a medical test three months later, she found out that she was HIV
positive.
4. Which factor led to Gage contracting HIV?
A. Media influence
B. Alcohol abuse
C. Ignorance
D. Poverty
5. Which of the following does not carry the risk of contracting HIV?
A. Sharing a house
B. Unprotected sex
C. Blood transfusion
D. Sharing needles
1. What are STIs?

__________________________________________________________________________
___________________________________________________________________ [1mark]
Read the information below and use it to answer Question 2.
People used to have great fear of HIV and AIDS; therefore, they were afraid to get
tested. Today, this attitude has changed.
2. Explain two factors that have led to people changing their attitude towards testing for
HIV in Botswana.
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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1. Discuss two benefits of knowing one HIV status.

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Lesson 13
Right and Wrong Issues Relating to HIV and AIDS
Introduction
The world is faced with a lot of moral issues brought about by the emergence of HIV and
AIDS. Families, communities, and nations around the world now have to deal with issues
such as the intentional transmission of HIV, disclosure and confidentiality of ones’ HIV
status, the consequences of HIV and AIDS and prevention of the spread of the HI virus.

By the end of this topic, you should be able to:
• discuss the moral implications of transmitting HIV intentionally
• assess the moral implications of disclosing someone’s HIV status
• discuss the possible consequences of HIV and AIDS to the individual, family,
community, and nation
• discuss ways of living positively with HIV and AIDS
• assess the extent of use of HIV Risk Prevention Measures in Botswana
Definitions of terms
Disclosure: telling someone else about one HIV status, especially if one has
a positive status.
Confidentiality: the protection of personal information by keeping it a secret.
Moral implication: the results or possible consequences of an action with respect
to morality
Risk prevention measures: techniques and management practices that help to prevent
potential risk.
1.0 Moral Implications of Transmitting HIV Intentionally

Testing for HIV can either be voluntary or mandated by the medical doctors. Whatever the
case is about HIV testing, some will test negative while others positive. It is unfortunate that
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those who tested positive sometimes become emotional, angry, and overwhelmed about their
status. They end up infecting other people intentionally. Transmitting HIV deliberately
usually has negative results on the victim. Below are some of the reasons why it is morally
wrong to intentionally infect someone with HIV:
Deliberately infecting someone with HIV is morally wrong because of the following
reasons:
• Culprits can be prosecuted by a court of law and be punished if there is solid proof that
one has deliberately infected another with HIV, the person can be taken to court and be
charged for that. It may however be difficult to prove that one has deliberately infected
another with HIV.
• HIV and AIDS negatively affect the quality of life of those infected since HIV is
incurable, so one may live with the condition for so long. In some cases, one can
develop full blown AIDS and die.
• If more people become infected with HIV, the government will spend more money on
the provision of health care services.
2.0 Moral Implications of disclosing someone’s HIV status

Disclosing one’s HIV status has the following moral implications:
• It places a duty on the person who has been told to keep the information confidential,
unless he or she has been given permission to tell others by the person who disclosed
his or her status. Telling others about the person’s HIV status without permission would
be a breach of trust.
• It is easier to disclose one’s status, if one is HIV negative because being negative is
seen as a good thing.
• If one is HIV positive, it can be a difficult and stressful decision to make. The fear of
stigmatisation, rejection and discrimination may make an individual unwilling or
reluctant to disclose his or her status.
If one is HIV positive:

• Disclosure can help build trust between the individual and the person being informed.
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• One may be seen as doing a good thing because the information will enable others to
protect themselves. Sexual partners and caregivers can take the necessary precautions
to protect themselves from getting infected.
• Disclosure would enable others to show empathy and compassion towards the infected
individual.
• It helps one to feel free to take ARV medicines openly. There would be no need to hide
the drugs due to fear of people finding out that one is HIV positive.
• Disclosure may encourage behavioural change to protect one’s health. A person is
likely not to engage in sexually risky behaviour if he or she knows that other people
know that he or she is HIV positive.
3.0 Consequences of HIV and AIDS to the Individual, Family,

Community and Nation
HIV and AIDS has an effect to all humanity. Its effects can be felt at individual, family,
community, and national level.
a) Individual
• AIDS patients can become weak and dependent on others to carry out their daily
activities.
• Infected individuals can develop a low self- esteem and lack of self- confidence
because of stigma attached to HIV and AIDS.
• Infected individuals can lose their employment if they become weak and are
unable to be productive at work. This will lead to loss of income.
• The individual can suffer from opportunistic infections which can lead to loss of
life.
b) Family
• If a breadwinner dies due to HIV and AIDS, the family will be impoverished and
suffer because they may not have another person to take care of the family.
• Children whose parents die from HIV and AIDS become orphans and remain a
burden to other family members because they have to take care of them.
• In case of discordant partners, conflicts may arise as the uninfected partner may
blame the infected one for having brought the disease into the family.
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• Family members who are care givers can suffer emotional pain when they see the
patient becoming critically ill.
c) Community
• The community will lose educated and skilled manpower resulting in delayed
developments.
• The rise in the number of AIDS patients can lead to overcrowding in hospitals
which result in poor service delivery.
• Children left as orphans due to loss of parents and breadwinners can become
delinquents and resort to crime.
d) Nation
• Loss of skilled manpower will result in the government spending more money
training other people to perform different jobs.
• The government will spend more money taking care of children left as orphans.
• When people die from HIV and AIDS, the population will decline, and the
country will be unable to attract more investors as the market would be small.
4.0 Ways of Living Positively with HIV and AIDS

Positive living means taking care of one’s health, body and emotions when living with HIV. A
person needs to believe that they can live normal, productive, and healthy life with HIV. This
can be achieved by adopting the positive living practices below:
• Exercising regularly, this will relieve one from stress and help to keep the body fit.
• Having rest and relaxation because it enables the immune system to build up and
become strong.
• Practicing good hygiene, this helps to avoid the spread of germs and viruses which can
attract other infections.
• Eating healthy and nutritious food to boost the immune system.
• Taking medication as prescribed by the doctor to avoid infections.
• Going for checkups regularly so that infections can be detected and treated early.
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5.0 The extent of use of HIV Risk Prevention Measures in

Botswana
HIV risk prevention measures include:
• Abstinence: this involves refraining from sexual activities. This prevention
intervention can be successful if people are willing and committed to adopting it. It can
offer protection against HIV infection, especially for young and unmarried people who
are not yet ready to start families. However, it may be difficult for adults to use this
prevention measure since they may want to have children.
• Being faithful to a partner: this prevention measure requires a lot of commitment and
behavior change. If most people are willing to avoid having multiple concurrent
partners, this measure can be effective in avoiding having new HIV infections. On the
other hand, people’s unwillingness to practice faithfulness can make this measure to fail
in preventing the spread of HIV and AIDS.
• Using a condom all the time when having sex: it is not always possible to adopt this
risk prevention measure as it requires people to be always having condoms and be
willing to use them. When condoms are not available, some partners may be tempted to
have unsafe sex, which can put them at risk of HIV infection. Furthermore, couples
who want to start having families may be unwilling to adopt this measure.
• Wearing of surgical gloves when handling an injured person: this measure requires
people to be always carrying surgical gloves in their handbags, cars, and school bags,
which is not always possible. So in case of emergency, some people end up handling
people who are bleeding without wearing gloves, which may expose them to HIV
infection. In some cases, people may fear to assist a bleeding person when surgical
gloves are not available.
• Male circumcision: this is the surgical removal of the foreskin (the layer of the skin
that covers the head of the penis). This prevention measure is believed to be effective in
reducing men’s risk of being infected with HIV by 60 %. As more men get
circumcised, it is believed that the incidence of HIV will be lowered among men, which
translates to lowering transmission of HIV to women and ultimately reduction of HIV
in Botswana. The capacity to adopt this risk prevention measure depends on men
accepting the evidence that circumcision does offer protection against HIV. Men who
do not understand the importance of circumcision are not capable of adopting this
measure. In addition, circumcision is a personal choice, so some men may not be
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willing to get circumcised because they believe that it harms a man’s sexual function,
sensitivity, or satisfaction, which has been proven to be false by current evidence.
Right and Wrong Issues Relating to HIV and AIDS

Duration:30 minutes Total:20 marks
Instructions
Section A: Multiple - Choice Questions[5 Marks)

Choose the Letter of the Correct Answer
1. Which of the following is a possible consequence of HIV and AIDS on an individual?

A. A positive self-concept
B. A low self esteem
C. High work status
D. High social status
2. Which attitude is reflected by the companies which do not offer a life cover policy to
people who are HIV positive?
A. Impatience.
B. Prejudice.
C. Sympathy.
D. Stereotype.
3. Why is it important for people to disclose their HIV status to family?
A. It enables one to get a food basket
B. It relieves the individual of stress
C. It brings happiness to the family.
D. It creates a sense of popularity
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4. Which of the following is a consequence of HIV and AIDS on a nation?

A. It reduces educational opportunities
B. It creates stability of the country’s economy
C. It reduces skilled and effective human resources
D. It creates job opportunities by attracting foreign investment
5. Which of the following is not a way of living positively with HIV and AIDS?
A. Alcohol abuse
B. Regular exercise
C. Adherence to treatment
D. Practicing personal hygiene
Section B: Short Answer Questions[5 marks]
1. Explain the HIV risk prevention measure that is most appropriate for adolescents
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________________________________________________________________[2 marks]
2. Give three disadvantages of transmitting HIV intentionally from a moral point of view.
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1. Assess two moral implications of disclosing one’s own HIV status.

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Lesson 14
ARV Therapy and Developing a Considerate Attitude
Towards People Living with HIV and AIDS
Introduction
Before starting ARV treatment, an HIV positive individual has to meet certain requirements.
These requirements may change over time as new ARV drugs are found and because of
people’s improved understanding of HIV and AIDS. The medication can have some positive
and negative effects on the user and these may differ from person to person as people’s
reaction to medication differs. It is also important to know that people living with HIV and
AIDS need to be met with a compassionate attitude to help them cope. These people are
treated in some ways by the different social institutions they belong to. Some people treat
them in a good way while other treat them badly.

At the end of the topic, learners should be able to:
• discuss the requirements to start ARV treatment
• discuss the effects of medication on the person
• analyse the effects of intoxicants on ARV therapy
• discuss moral values used to develop a positive attitude towards people living with
AIDS.
• discuss reasons why it is important for HIV positive people to be met with a
compassionate attitude.
• assess ways in which HIV positive individuals are treated at different social structures.
Side effects: undesirable effects of a drug. The risk of getting side effects varies
from person to person.
Intoxicants: substances that make the user drunk.
Illicit drugs: non- medical drugs that are not allowed by the law.
ARV therapy: (short for antiretroviral therapy): drugs used to treat infections caused
by retroviruses such as HIV.
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Viral load: the amount of the virus (HIV) in the body

Opportunistic infections: infections that occur more frequently and are more severe in
people with a weakened immune system, including people with HIV.
CD 4 count: are white blood cells that fight infection. These cells are killed by
HIV.
Attitude: a general feeling or behaviour one has towards something or others.
1.0 The requirements to start ARV treatment

The following are the requirements that are to be met for one to enroll in ARV treatment in
Botswana: It is worth noting that nowadays when one tests HIV positive, they have to enrol
for ARV therapy immediately.
• HIV positive status: for one to start ARV therapy, he/she should have undergone HIV
testing and should have positive HIV test result.
• Viral load test: this is test that measures the amount of HIV in the body. When the viral
load is high, the immune system is weakened.
• CD4 count test: this is a test used to measure the amount of CD 4 cells in the body. CD
4 cells are white blood cells which protect the body against infections. The higher the
CD 4 count, the stronger the immune system.
• Treating other infections like TB first
• Counselling before enrolling on therapy: usually, a person is given counselling before
starting treatment to provide him/her with knowledge of ARV therapy.
• All HIV Positive individuals are given ARVs in Botswana regardless of their CD4 count.
In the past, only those with CD4 count of 350 and below were given treatment.
Botswana has now adopted the “treat all initiative” which allows all infected individuals
to start treatment as soon as they are found to be HIV positive.
2.0 The Effects of Medication on the Person

Antiretroviral drugs can have both positive and negative effects as shown by the table below:
Positive Effects Negative Effects

• It controls the viral load in the • Side effects such as diarrhea, tiredness
body nausea, skin rashes, persistent headaches
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• It prolongs a person’s life • Bad dreams or hallucinations

• It helps a person to become
healthy and productive
3.0 The Effects of Intoxicants on ARV Therapy

Intoxicants are substances that make the user drunk or produce feelings of pleasure.
Examples of intoxicants are alcohol and illicit drugs such as dagga, mandrax, cocaine, etc.
They can affect ARV therapy in the following ways:
• Intoxicants make ARVs to be less effective resulting in one’s immune system being
further weakened.
• Intoxicants can lead to making bad decisions, e.g., having unprotected sex leading to
re-infection. This may lead to a more rapid progression and the development of
treatment resistant recombinant viruses. Furthermore, engaging in unprotected sex
under the influence of intoxicants can result in acquisition of other STIs which in turn
puts an individual at risk of both contracting and transmitting HIV.
• Patients using intoxicants may fail to adhere to treatment therapy. They may skip
treatment or not take it at the right time resulting in additional premature mortality.
• Alcohol intake for HIV positive individuals increases the likelihood of viral replication
and leads to a risk to contract opportunistic infections.
4.0 Moral Values Used to Develop Positive Attitudes Towards

People Living with HIV and AIDS
Values are ideas or beliefs that people consider to be important. Moral values are concerned
with right or good conduct. Moral values used to develop a positive attitude towards people
living with HIV and AIDS:
• Caring: this is about having a feeling of concern and love for others. People can show
care for those living with HIV and AIDS by cooking, cleaning for them and reminding
them to take their medication.
• Respect: HIV positive individuals deserve to be treated with respect because they are
still human beings with rights. People can show respect to these individuals by giving
them privacy, not gossiping about them and not disclosing their status to other people.
• Empathy: this is about being able to understand how the other person is feeling. We do
this by imagining ourselves being in the same situation that another person is going
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through. Empathy enables people to understand the suffering and needs of others and
encourages them to give them help.
• Compassion: this is about having a feeling of sympathy for people who are suffering.
Having compassion can enable people give those living with HIV the support they
need.
5.0 Why it is Important for HIV Positive People to be met with A

Compassionate Attitude?
Below are some reasons why HIV positive individuals should be met with a compassionate
attitude:
• HIV positive people will have hope and reclaim their self- esteem and confidence.
• Compassionate attitude will help HIV positive people to feel accepted and loved. This
will help to reduce stress they are going through.
• A compassionate attitude would enable HIV positive people to avoid stressful situations
and be healthy. This will boost their immune system and help to reduce government
expenditure on people suffering from opportunistic infections.
6.0 Ways in which HIV Positive Individuals are treated at Different

Social Structures
Social structures refer to units of the society such as school, family, religious organisations
and workplaces. Below are some ways in which HIV positive people are treated by different
social structures:
a) School: most schools give students who are HIV positive care and support through the
Guidance and Counselling department in order to help them cope.
• Workers in schools are also encouraged to respect their rights by giving them privacy
and confidentiality.
• In addition, HIV positive learners are allowed and encouraged to participate in co-
curricular activities and clubs like other learners. However, there are some individuals
in schools who stigmatise and discriminate against learners living with HIV. They may
not be willing to associate with these learners and disclose their status without their
consent.
b) Family: many families show love and support to HIV positive members.
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• They do not subject them to stigma and discrimination. They also respect their rights to
privacy and keep their status confidential. However, in some families, when members
find out that another is infected with HIV, they accuse the infected person of being
promiscuous and start discriminating him/her.
c) Religious organisations: In many religious organisations, people living with HIV and
AIDS are treated with love and compassion.
• Followers are encouraged to accept those infected by HIV. Some organisations give
those living with HIV emotional and spiritual support to help them cope. However,
some religious followers can be judgmental and discriminate against those living with
HIV and AIDS.
d) Workplaces: in most workplaces, people living with HIV and AIDS are given support.
• They are allowed to go for regular checkups. They are also given emotional support in
the form of counselling. In addition, many companies and government organisations
have wellness programmes that encourage healthy living for workers. However, in
some workplaces, people living with HIV are often stigmatised and discriminated. In
some cases, they can be fired from work just because they are HIV positive.
Self-Assessment- Exercise 14:

Topic:ARV Therapy and Developing a Considerate Attitude Towards People living with
HIV and AIDS
Duration:1 hour Total:31 marks

Instructions
Section A: Multiple-Choice Questions [5 Marks]

Choose the letter of the correct answer
1. Which of the following is not an intoxicant?
A. Alcohol
B. Dagga
C. Cocaine
D. Water
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2. How can a positive attitude towards people with AIDS be developed?

A. By making HIV positive people aware that the virus is curable
B. By encouraging HIV positive people to be loving and strong
C. By informing HIV positive people to be always vigilant
D. By accepting HIV positive people and showing them love
3. Which of the following is a positive effect of ARV therapy on an HIV infected

individual?
A. It makes the person too active
B. It helps to cure HIV infection
C. It boosts the person’s defense system
D. It makes the infected person hallucinate
4. How can using intoxicants while on ARV therapy affect a person?

A. It encourages adherence
B. It helps the person to cope
C. It makes treatment more effective
D. It makes the person to forget treatment
5. Which of the following is a violation of the rights of HIV positive individuals at the
workplace?
A. Increasing their retirement benefits
B. Reducing their hours of work
C. Denying them sick leave
D. Promoting them
Section B: Short Answer Questions [6 Marks]
1. Give two reasons why it is important to treat HIV positive individuals with a
compassionate attitude.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
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2. Explain how any two moral values that can be used to develop a positive attitude
towards people living with HIV and AIDS.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[4 marks]
Section C: Essay Questions [10 Marks]
Read the information given below and use it to answer Question 1.

Botswana has become the latest country in Southern Africa to adopt the Treat all strategy that
seeks to provide antiretroviral therapy to all citizens living with HIV. Speaking at the launch
of the strategy at Oodi clinic on Friday, the minister of Health, Dorcus Makgatho said the
launch marks a turning point as Botswana embarks on controlling and working towards
ending HIV and AIDS in Botswana.
Source: The Monitor, 06 June 2016
1. Discuss two moral implications of adopting the “treat all” strategy in Botswana.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________[10 marks]
2. Assess how HIV positive people may be treated in the following social structures:
(a) Church
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[5 marks]
(b) Family
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[5 marks]
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Lesson 15
Infertility
Introduction
Most people will have the strong desire to have a child at some point during their lifetime,
however, some are unable to do so because they are infertile. In many countries throughout
the world, people who are infertile are often stigmatised and frustrated. There are some
traditional and modern practices which are used to help people overcome infertility. These
practices have some moral implications

By the end of the lesson, you should be able to:
• explain infertility in both males and females
• discuss traditional practices related to infertility
• explain modern practices related to infertility
• discuss the moral implications of test tube babies, surrogate mothers/fathers, adoption
and artificial insemination as the ideal for the infertile.
Infertility: inability to induce pregnancy or to conceive naturally after one
year of regular unprotected sexual intercourse.
Retrograde ejaculation: this is a condition whereby the muscles of the urethra do not
ejaculate the sperms. Instead, the sperms travel backwards into
the bladder. This condition may be caused by drugs such as
tranquilizers and medicines for high blood pressure. It can also
be caused by health conditions such as diabetes and spinal cord
injury.
Sperm donor: a man who provides sperms to be used in artificial insemination
of women who are not his sexual partners for the purpose of
achieving pregnancy.
Impotent: being unable to have an erection which makes penetrative sex
impossible
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Hormonal imbalance: It is an allergic reaction of normal functioning of the hormones

in the body. It can lead to problems such as ovulation disorders,
abnormal cervical mucus and premature menopause which may
impair fertility.
Blocked or damaged fallopian tubes: blocked oviducts prevent the egg into the uterus and
the sperms from getting into the egg.
Low Sperm count: when there is inadequate quantity of sperms in semen.
1.0 Explain Infertility in both Males and Females

Infertility can affect both males and females.
a) Infertility in females
• Infertility in females is when a woman is unable to conceive or fall pregnant or
carry the pregnancy to full term. A woman can have either primary or secondary
infertility. Primary infertility means a woman has never been able to conceive or
fall pregnant. Secondary infertility means a woman can conceive but is unable to
carry the pregnancy full term.
The reasons for infertility in females may be associated with the following:
i. Blocked or damaged fallopian tubes
Blocked oviducts prevent the egg into the uterus and the sperms from getting into the egg.
ii. Problems with the ovary
The ovary may not be able to ovulate or produce an ova or egg. It can either remain empty or
trapped in the ovary instead of releasing it.
iii. Immune system problems
Some women develop anti-bodies or immune cells that attack the man’s sperm mistaking it to
be toxic (poisonous) invader as a result the egg is not fertilised.
iv. Fibroids (Benign growth)
Fibroids may grow in the uterus or near the fallopian tube or cervix; it can prevent the sperm
or the fertilised egg from reaching the uterus.
v. Frequent abortions
Frequent abortion can weaken the cervix and may lead to a miscarriage. It can leave tissues
that obstruct the uterus and prevent fertilisation.
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vi. Certain medical treatments

Some medical treatments such as chemotherapy for cancer can damage the ovaries and make
the woman infertile.
vii. Hormonal imbalance
It is an allergic reaction of normal functioning of the hormones in the body. It can lead to
problems such as ovulation disorders, abnormal cervical mucus and premature menopause
which may impair fertility.
viii. Sexually transmitted diseases
Some Sexually Transmitted Infections can result in infertility. For example, Chlamydia can
cause pelvic inflammatory disease which can lead to infertility. Gonorrhea can cause scarring
of the womb lining which prevent a developing embryo from implanting. Syphilis can result
in ectopic pregnancy (pregnancy where the baby develops outside the womb).
a) Infertility in males: Is when a man is unable to make a woman pregnant. There
are many factors associated with male infertility. These are
b) Low sperm count
This is a situation when a man’s amount of sperm produced in the semen is low or
inadequate to fertilise a woman’s egg. The sperms produced could either be having
some abnormalities that could make it difficult to swim or move quickly enough and in
the right direction fertilise the egg.
ix. Blockage of sperm duct
The sperms are transported through the sperm duct so if they are blocked there is no how they
can be released during ejaculation.
x. Sexually Transmitted Infections
Sexual transmitted infections like gonorrhoea and chlamydia, if left untreated can lead to
scarring in the sperm duct which can reduce the number of sperms released during
ejaculation leading to infertility.
xi. Retrograde ejaculation
This whereby the muscles of the urethra do not ejaculate the sperms but instead the sperms
travel backwards into the bladder. This can be a result of taking medication for High blood
pressure and health conditions such as diabetes.
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2.0 Traditional Practices Related to Infertility

• Adoption: in the past, when a couple could not have a child of their own, a relative
could give them a child to raise as their own.
• Polygamy: when a woman could not bear a child, her husband could marry a second
wife, with the hope that the second wife will be able to bear children for the family.
• Use of herbal remedies: traditional doctors gave traditional herbs to infertile people to
help improve their fertility.
• Surrogate mothers and fathers: if a woman was infertile, her younger sister could
have sex with her husband so that she could bear a child for her. After giving birth, the
infertile sister would adopt the child. Similarly, when the husband was infertile, an
arrangement could be made so that a close male relative could impregnate his wife.
This arrangement was kept a secret of the family.
3.0 Modern Practices Related to Infertility

Modern practices related to infertility are: In Vitro Fertilization (IVF), surgical treatment,
Hormonal therapy, Gestational surrogacy, Adoption (i.e., open and closed adoption), artificial
insemination, test-tube babies and surrogacy.
a) Surgical treatment
Some surgery can be used to open the blocked tubes or ducts. For example, surgery can be
used to unblock the fallopian tube, and this can be done by removing the damaged scar tissue.
Sometimes surgery can improve the quality of the semen by about 60-70%.
b) Hormonal therapy
Medicines are often used to treat hormonal imbalances, increase sperm count, improve sperm
mobility and to induce ovulation. The use of drugs may cause super ovulation resulting in
multiple births.
c) In Vitro Fertilisation (Test tube babies)
In vitro means ‘in a glass” therefore in vitro fertilisation means fertilisation in a glass. It is
also known as test tube fertilisation. In this method a woman’s mature eggs are removed from
her ovaries and mixed with her husbands or partners sperms in a glass, known as a Petri dish
in a laboratory. About three of the fertilised eggs are then placed back into the woman’s
womb. The rest are then thrown away or frozen for later use. Children conceived using this
method are usually referred to as test tube babies.
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d) Surrogacy
This involves the use of another woman’s womb to bear a child for another. A woman agrees
to carry a pregnancy to full term for a couple and then give the child to them. She is screened
of all sexual transmitted infections and risks of transmitting any genetic defects to the baby.
Surrogate motherhood exists in two forms which are traditional and gestational surrogacy.
The two are described below:
i. Traditional surrogacy
In traditional surrogacy, the surrogate mother donates her eggs. The eggs are
collected
from the surrogate woman, fertilised and implanted in her womb using the in vitro
fertilisation method. The surrogate mother’s egg can be fertilised with semen from the
husband of the infertile woman or from a donor. In this case, the surrogate mother is the
child’s biological mother is the child’s biological mother because she donated the egg.
ii. Gestational surrogacy
Gestational surrogacy is when an egg is taken from a woman, then fertilised with her
husbands or a donor’s sperm. The fertile egg is implanted in a surrogate mother’s
womb through in vitro – fertilisation. This method is used when a woman produces
eggs but has problems with her womb, for instance, when her womb does not allow a
fertilised egg to settle and develop. After birth, the surrogate mother gives up the baby
and signs over parental rights.
e) Egg donation
This method is used when a woman has problems with her ovaries and as a result does not
produce eggs or she produces eggs that cannot be fertilised. Another woman may donate eggs
which will be fertilised and implanted in her womb through the in – vitro fertilisation
method.
f) Adoption
• This is when one legally takes someone’s child or children and raises as their own. The
child or children could be from the family, orphanage, or a hospital. As long as there is
a legal agreement giving the couple or an individual the legal parenting rights for or
taking of a child as if it were biologically theirs.
• It involves the transfer of all rights and responsibilities from the child’s parents to the
people who adopt the child.
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Types of adoption:
There are two types of adoption, namely;
i. Open donation: This is where the biological information about the adopted child is
provided. He or she knows who his or her parents are.
ii. Closed adoption: This is where there is no biological information about the adopted
child. His or her family background remains a secret both to him or her and the
adoptive family.
g) Artificial Insemination
This is the placing or injection of sperm into a fertile woman’s cervix with the aim of
impregnating her. There are two types of artificial insemination, namely;
i. Artificial insemination by husband (AIH)
This is the placing of a husband’s sperm into his wife’s cervix. It is done to help
couples to conceive especially where the male partner has some problems that prevent
conception. Some of these problems may include premature ejaculation and some
abnormalities with their penises. Some may be unable to deposit the sperm into the
woman’s cervix. It is also recommended for men who have low sperm counts and poor
motility in the hope that when the sperms are deposited in the cervix or uterus, they will
be able to swim the rest of the journey to reach the egg.
ii. Artificial insemination by donor (AID).
This is the injection of a donor’s sperms into a woman’s cervix. When the husband is
impotent, sperms from a donor may be needed to fertilise his wife’s eggs. This is also
used when a husband has or is a carrier of hereditary diseases which he risks passing
onto his children. Recently, artificial insemination by donor has been used by single
women who want to bear children of their own. It has also been used by lesbian
couples who do not want to adopt babies but want one who is genetically related to one
of them.
4.0 Moral Implications of Practices Related to Infertility

People have different views concerning practices related to infertility. Some people consider
them to be morally good while others see them as being morally wrong. Below are some
points regarding the advantages of modern practices.
a) Implications related to modern practices
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i. In-Vitro Fertilization
• It can result in multiple births; a woman can have many children born at the
same time which can put a strain on her body and finances.
• It is seen as a waste since not all eggs are needed; the remaining zygotes are
usually disposed. Those who believe that life begins at conception see this
as lack of respect for human life.
• It allows the infertile couple to have a child of their own and boost their
self- esteem and confidence.
ii. Surrogacy
• The surrogate mother is often paid, so this commercialises childbearing.
• The surrogate mother may develop an emotional attachment with the
unborn baby. As a result, she may refuse to give up the baby or experience
emotional trauma after she gives away the baby.
• The child may later want to know the biological mother. This can result in
conflict between the child and his or her parents
iii. Adoption
• Adopted children may later want to return to biological parents. This can
cause emotional pain to the adoptive parents as they may have bonded with
the children.
• Adoption can encourage incest as children may not be given their true
family backgrounds.
• Adoption helps children who may otherwise be unwanted by giving them
families instead of being abandoned.
iv. Artificial Insemination
• Children from sperm banks may never know their fathers; this is because
donor sperms may be anonymous.
• Artificial insemination by donor can encourage incest as a man may end up
fathering children with different women who may later fall in love with one
another unaware that they are related.
• Artificial insemination by husband means that children born are the true
offsprings of the husband. This can help to boost the man’s self-esteem and
confidence.
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Topic: Infertility
Duration:30 minutes Total:20 marks
Instructions
Section A Multiple - Choice Questions [5]

Mr and Mrs Motswako have been trying to have children for many years but were
unsuccessful. They agreed that Mr Motswako should marry a second wife with the hope
that she would bear children for family.
1. Which practice did the couple use to try and have children?
A. Adoption
B. Polygamy
C. Surrogacy
D. Use of herbs
2. Which of the following is a modern practice related to infertility?
A. Polygyny
B. Polyandry
C. Test tube babies
D. Use of traditional herbs
3. Which of the following is not a cultural practice of overcoming infertility?
A. Invitro fertilization
B. Polygamy
C. Adoption
D. Use of herbs
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Read the information below and use it to answer Question 4.

Science and technology have made it possible for conception to take place outside the
human body.
4. Which of the following ways of dealing with infertility is reflected above?

A. Surrogacy
B. Womb leasing
C. fertility drugs
D. Test tube babies
5. Which of the following is not moral implication of using artificial insemination by
husband?
A. There can be friction between spouses
B. There is a chance of incest occurring
C. Children are biological offspring of the couple
D. Children may grow up not knowing each other
Section B: Short answer Question [5 Marks]

Use the following scenario to answer questions 1(a) and (b)
Dineo and Teko have tried to conceive since they married in 2000 but to no avail.
Teko was just about to divorce Dineo while a relative advised them to visit Save Our
Souls (SOS) organisation where they were officially given a girl to be their child.
1. a) Which method was used by the couple above to solve their problem of infertility?
__________________________________________________________________________
____________________________________________________________________[1 mark]
b). Explain one moral implication of having a child through the practice shown by the
above scenario.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
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2. Explain two moral effects of In-vitro fertilisation.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
1: Discuss two moral implications of artificial insemination by donor.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Lesson 16
Social Justice
Introduction
Human beings depend on each other. In the society it is good if people live in peace and
harmony together. However, in cases people do not treat others in a good way and they tend
to grab opportunities for themselves without considering others. This gives rise to unfair
treatment and inequality of others.

By the end of this topic, students should be able to:
• explain social justice.
• explain fairness and equality.
• demonstrate situations of fairness and equality.
• identify cases of unfairness and inequality in Botswana
• identify cases of unfairness and inequality in South Africa.
• discuss the effects of inequalities and unfairness in Botswana.
Definition of terms
Social Justice: Involves fair and proper administration of laws to all people irrespective
of their ethnic origin, gender, religion etc., or is concerned with treating everyone fairly and
equally to attain social harmony in society.
Inequalities: Is an unfair situation or practice in the society where some groups have
more opportunities and power than others.
Unfairness: Means not right or fair because not everyone has an equal opportunity.
It should be noted that when speaking of fairness, it does not mean treating people equally in
all situations. People can be treated differently or unequally as long as the reasons for doing
so are proper, objective and morally accepted. For example, in Botswana people are taxed
differently; people who earn more pay more tax. Similarly, equality has to do with ensuring
that all people are treated equally without prejudice. It involves giving people in the society
equal rights and opportunities.
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1.0 Explaining social justice

• Social justice is concerned with treating everyone fairly and equally to attain social
harmony in society.
• Social justice involves fair and proper administration of laws to all people irrespective
of their ethnic origin, gender, religion, etc.
• It can also be explained as a situation in which fairness and equality exist among people
and in all the areas of the society.
2.0 Explaining fairness and equality

Fairness:
• Is the ability to make judgment free from discrimination or dishonesty.
• It is about being impartial. Being impartial is making decisions and treating people
based on objective reasons rather than based on bias, prejudice, or favoritism for
improper reasons
.
Equality:
• Is treating people in the same way and avoiding any form of discrimination.
• It is a state of fair treatment of all people regardless of difference in race, religion,
wealth or any other characteristics.
3.0 Demonstrating situations of fairness

The following are situations that shows examples of fairness:
• A teacher punishing all students who are late for school but giving more serious
punishment to habitual late comers.
• A class monitor writing all the names of the noise makers including his or her best
friend who was also making noise.
• Serving food and drinks only to people who have contributed money for the party.
• Providing public toilets not only for able bodied people but also for people with
physical disabilities who are using wheelchairs.
• Government programmes that help only certain groups of people, for example the
youth qualify for help from the CEDA Young Farmers Fund and the poor people who
are helped under the Councils social welfare program.
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3.1 Demonstrating situations of equality

The following are situations that show examples of equality:
• Requiring that students wear the prescribed school uniform without exception
• Giving males and females the same education and employment opportunities, for
example now in Botswana both males and females can work underground in the mines
and in the army.
• All children have the right to education regardless of the economic status of their
parents.
• Everyone living in the country is protected by the law regardless of one’s sex, race,
ethnic group or place of origin.
4.0 Cases of inequality and unfairness in Botswana

Although Botswana is a shining example of democracy, there are still cases of inequality and
unfairness. Below are examples of inequalities and unfairness in Botswana.
a) Examples of Inequalities in Botswana
• Ownership of land:
-‐ According to the Tribal Land Act a citizen who is below the age of 21 years
cannot be allocated land unless he or she has consent from his or her parents.
-‐ This is unfair as parents may refuse to give consent, it is also unfair to those who
are 18 years who can make their own decisions on the government by voting but
cannot be given land.
• The customary law:
-‐ Under customary law, man has to pay maintenance to children born outside
marriage, but full custody is given to the mother. This is unfair to the father of
those children as he is denied a close union with the children as they are said to
belong to the woman’s family.
-‐ Also according to the law, the male child inherits his father’s property which is
unfair to a girl child.
-‐ The customary law of Botswana allows only polygyny. Men are allowed to marry
many wives as they wish while women can have only one husband at a time.
• Corporal punishment:
-‐ Only men receive corporal punishment at the Kgotla. This is unfair to men who
committed the same crime as women whom the punishment is not applicable to.
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• Dissemination of information on HIV and AIDS:

• Information on HIV and AIDS is not easily accessible to many people. This is
either because the information does not cater for those with special needs or those
who speak languages that are not recognised as the official languages in the
country.
• Paternity leave:
• The privilege to have paternity leave has not been fully accepted to benefit all
males in the workplaces Botswana. Men in most organisations and workplaces
deny men the privilege allowed to take paternity leave just like women take
maternity leave to go and have their children. This is unfair to men who would
want to be part of the whole process of their partner’s ante-natal and post-natal.
• Succession to Bogosi:
• Some ethnic groups still do not allow women to inherit chieftainship. If the oldest
child is a female, her oldest young brother becomes the chief after the death of
their father. In this way women are not treated equally to men.
• Inheritance customs:
• In some ethnic groups, the youngest male child inherits his parent’s home even if
he did not help build the house. Female children are treated unequally as even if
they helped in building the house, cannot inherit properties from their parents,
they can only inherit kitchen utensils and furniture while male children inherit the
homestead and livestock.
b) Examples of Unfairness in Botswana
• In some cultural groups, a widow is expected to wear mourning clothes after the
death of her husband, while a widower does not wear any mourning clothes after
the death of his wife.
• School textbooks are not written in Braille for visually impaired students. This
affects their learning, and they may not perform to their full potential.
• Many public buildings do not cater for people with disabilities. For example,
some schools, shops, churches do not have ramps for those using wheelchairs.
• There are cases in Botswana where employers have dismissed workers simply
because they do not want to pay them what they are owed. This happens mainly
when the workers enquire about their overtime allowance or when they are about
to reach a certain period on their work and are entitled to a lump sum of money.
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Sometimes the employers find loopholes which enable them not to pay their
employees.
• Corporal punishment is only applicable to men; women are not given this
punishment at the kgotla. This is unfair to men who may have committed the
same offence as the women whom the punishment is not applicable to.
5.0 Cases of inequality and unfairness in South Africa

a) Xenophobia:
• There have been attacks on foreigners in South Africa in recent years. They were beaten
up and other lost their lives and possessions.
b) Homophobia:
• There is a lot of hatred for homosexuals in South Africa. Even though homosexuality is
legal in South Africa many homosexuals were beaten and raped to make them straight.
c) Apartheid era:
• This was the policy that discriminated people on the bases of skin colour. The
government made laws that favoured white people and denied black people human
rights. During this period only the whites could vote during general elections, there was
also unequal distribution of development and wealth.
d) Black economic empowerment:
• This is a government programme that aims to help members of the previously
economically disadvantaged racial groups during the apartheid era.
• It excludes the whites because they are thought to have benefited from the system but
not all whites benefited from apartheid. Coming up with such programme is wrong
since it is a form of reverse discrimination.
5.0 Effects of inequalities and unfairness in Botswana

a) Land ownership:
• It is unfair to demand parental consent for those aged 18 when they apply for land
allocation, as they are regarded as minors whereas they can participate either as voters
or by running for public elections without the consent of parents or guardians.
• When it comes to land allocation they are regarded as minors but as mature adults
during political elections.
• It is also legal to be working and paying tax at 18 therefore it makes sense for one to
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apply for land without parent’s consent.
b) The customary court system:

• The court brings reconciliation among members of the society. However, the court has
problem such as impartiality. People in the community may be judged on who they are
and not on what they have done. For example, those who have a reputation of being
troublemakers are often found guilty not based on the fact of the case but on the bases
of who they are.
• The court is likely to be prejudiced against them and those on the good side of the
Kgosi get favourable judgment.
• Also, the customary court does not allow legal representation, but every person has a
right to legal representation, as a result this violates a person’s right to legal
representation.
• As such many people are usually found guilty because they are not represented during
the hearing.
c) Child maintenance:
• A woman claims maintenance for the children from the husband when he deserts her
and the children.
• The same law is silent about the man claiming maintenance from the wife when she
deserts him and the children. This is unfair as the children depend on their father only,
if he is not working then the family will experience poverty.
• In case of divorce the law gives custody of children to the mother, which means before
the law the woman come first when it comes to deciding who has to stay with the
children when a marriage is dissolved or when spouses separate.
d) Dissemination of information on HIV and AIDS:
• Information about HIV and AIDS is low among people living with disability since most
of them have little education; they receive very little sex education as most of the
messages exclude them.
• As most HIV and AIDS campaigns are on radio and television in Botswana, people
living with disability such as the deaf and the blind are at a disadvantage.
• Care for people with disability and have HIV and AIDS can be problematic as it can be
difficult for them to access the ARV treatment as the buildings may have steps that
make it difficult for those in wheelchair.
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• Furthermore, consultation with a doctor who does not know sign language makes
communication difficult.
Self -Assessment Exercise 16
Topic: Social Justice

Duration: 1 hour Total: 40 marks
Instructions
Section A: Multiple - Choice Questions

1. What do we call the administration of law to all in the same way irrespective of their
status?
A. Social justice
B. Social equality
C. Arresting
D. Trial
2. The following actions demonstrate fairness except______
A. Giving same punishment for same offence
B. Giving foreigners harsh punishment than citizens
C. Distributing development to all parts of the country
D. Giving free basic education to citizens in the country
3. The following are cases of unfairness and equality in Botswana except _____
A. Corporal punishment
B. Customary law
C. Inheritance custom
D. Education policy
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Read the scenario and use it to answer Question 4-6
In South Africa during the apartheid era, blacks were ill-treated anyhow. Most of their
rights were trampled.
4. The following rights were trampled in the apartheid era except_____

A. Nationality
B. Education
C. Health
D. Vote
5. Which term describes the situation in the scenario above
A. Inequality
B. Fairness
C. Unity
D. Justice
6. What do we call the 2019 South Africans attacks on foreigners?
A. Genocide
B. Xenophobia
C. Gamophobia
D. Dominance

1. Give any two cases of equality in Botswana
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2. Explain the following terms.
a) Social justice
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b). Fairness
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c). Equality
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3. Explain any case of inequality in South Africa
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Section C: Essay questions [10 marks]
1. Analyse any actions that depict inequalities in Botswana.

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2. Discuss any 3 effects of inequalities and unfairness in the economy of Botswana

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Lesson 17
Citizenship
Introduction:
Learner, in this revision lesson, your will learn about citizenship. All people on earth have a
country they belong to. People who belong to Botswana are Batswana. This state of
belonging to a country can be attained in different ways. Any citizen has moral duties and
responsibilities to fulfill.

By the end of this topic, learners should be able to:
• explain the term citizenship
• identify ways of acquiring citizenship in Botswana
• explain moral duties and responsibilities of citizens in Botswana
• explain the ways duties and responsibilities affect citizens in their daily lives
Definition of key terms

Citizen: is a person belonging to a specified country
Foreign is someone who does not belong to the country
Tax means a compulsory contribution to state revenue, levied by government on workers
income and business profits or added to the costs of some goods, services and transactions.
Moral duty is what one ought to do and a responsibility is taking accountability for the duty
one performs.
Responsibility means the state or fact of having a duty to deal with something or of having
control over someone.
1.0 Explain the term citizenship

Citizenship refers to the state of belonging to a country or being a member of a specific
country.
2.0 Ways of acquiring citizenship in Botswana

a. Birth: one can be a citizen of a country if one is born in that country and at the time of
birth one or both of his/her parents are citizens of that country.
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b. Descent: if a child is born outside Botswana and one of his/her parents is a citizen of
Botswana, such a child may become a citizen of Botswana.
c. Adoption: a child less than 3 years can be a citizen of Botswana if adopted by a
Motswana.
d. Settlement: any person who lived or settled in Botswana within a certain community or
tribe, before September 30, 1966, is granted the opportunity to make a declaration as
prescribed/written to denouncement his/her current citizenship and become a Botswana
citizen.
e. Naturalisation: Any foreigner can apply to the government of Botswana asking to be
granted a citizenship. If the application is successful, then the person is granted
citizenship by naturalisation. The success of the application depends on the following
• One must have lived in Botswana for 10 years, but if married to a Motswana one
must apply after 5 years of staying in Botswana.
• One must have a good character
• One must know how to speak one of the local languages.
f. Registration: such citizenship is granted by the president to a foreigner who may have
worked hard, committed and shown loyalty to the state. It may also be given to
foreigners who do not qualify for citizenship but there are special circumstances that
warrant her citizenship.
3.0 Some Moral duties and Responsibilities of Citizens

The following are duties and responsibilities of citizens.
a. Voting: it is the right thing to vote in elections so that you exercise your democratic
right and one is expected to choose the government of her choice by voting. This is a
way to account for the government in power. If one cannot vote there it’s irresponsible
for you to complain.
b. Paying tax as expected: it’s a right thing to honestly pay tax as the same tax is used to
develop the country included you who pay such a tax. If one does not pay tax he is not
responsible, as this will affect the economy including him.
c. Upholding laws: it’s your duty as a citizen to ensure that there is law and order in the
country. One has to do this by upholding the laws and making sure others do the same,
failure, which you have to take appropriate action to ensure them to abide by the law
like you do. If one does not uphold the law then the peace, tranquility and harmony we
enjoy will not be there. It is responsible of us to ensure that laws are upheld.
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d. Caring for the environment: a well cared for environment has a lot of benefits
ranging from health to economy. On such grounds it’s our duty to care for it and it will
irresponsible of us to stay away from such benefits, which do not benefit us only but
the entire nation too.
e. Being patriotic: it is our duty to ensure that we are loyal to the country and carry out
duties like defending our nation, rallying behind national teams, respecting our coat of
arms, flag, national anthem etc.
4.0 How moral duties and responsibilities affect citizens in their

daily Lives
DUTY/ RESPONSIBILITY DAILY EFFECTS ON LIVES OF CITZENS

Voting Citizens will be free to exercise their rights since they would
have voted to the type of the government they want. They
will practice their democratic rights
Paying tax The tax that is well paid will be used to develop way of life
of people and up their standard of living. If the standard is
poor then poverty, crime etc is likely to increase thus
destabilise the peace and harmony in the country.
Upholding the laws This can lead to protection of people’s rights and promote
peace and harmony. Where there is less crime because of
observance of law, people will develop to their full potential
in all aspects of life. People will be given equal
opportunities.
Caring for the environment People benefit a lot from the environment in terms of
agriculture, fresh air, medication, tourism etc. A cleaner
environment develops the economy, counters global
warming, diseases etc that makes life unbearable.
Patriotism Patriotism helps unify the nation thus build one nation, which
is responsive to the needs of all. Being patriotic also protects
the country or puts the country affront thus makes lives of
citizens freer, focused and secure.
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Topic: Citizenship
Duration: 40minutes Total Mark: 35

Instructions:
1. What is citizenship?
A. Someone belonging to a certain country
B. A state of belonging to a country
C. Someone respected in a country
D. A state of being reliable
Read the passage and use it to answer Question 2
Ntoba settled in Botswana around 1920 from Zimbabwe and now he has an Omang
identity card he got legally.
2. Which way did Ntoba acquire his citizenship?

A. Birth
B. Descent
C. Settlement
D. Registration
3. Which of the following is not a duty of a citizen?
A. Sabotaging national elections processes
B. Reporting people spying on one’s country
C. Building the shelter for the unfortunate
D. Attending kgotla meetings
4. Why should it be the responsibilities of citizens to fight crime?
A. To be awarded medals
B. To show off to others
C. To show one’s bravery
D. To grow the economy
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Section B: Short answer questions [6 marks]
1. Give the difference between a citizen and citizenship.

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2. State two responsibilities of citizens.
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3. Explain how any duty of citizens affect them in their daily lives.
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Section C: Essay question [10 marks]
1. Describe any three ways how one can acquire a citizenship in Botswana.
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Lesson 18:
Traditions, Rules, and the Laws
Introduction
Traditions and laws are organised to preserve and maintain order among societies. Without
traditions and laws, crime abounds. Every society on the other hand has ways of punishing
offenders who break the law in order to keep law and order in society. This unit helps learners
to understand the traditions and laws of society, different crimes committed in society,
violence and ways of punishing offenders.

By the end of this topic, learners should be able to:
• identify traditions in your locality
• identify national traditions
• explain the role of traditions in Human behaviour
• differentiate between rules and laws
• identify some rules in social institutions
• identify some laws governing morally in Botswana
• justify how change in moral perception can affect the law.
Definition of Terms
Traditions: The transmission of customs or beliefs from one generation to the
other especially by word of mouth.
Local traditions: Are the customs, beliefs, norms, and values that are associated with a
particular locality or area.
National traditions: Include holidays, events and customs that are celebrated by citizens of
a country.
Rules: Regulations or principles governing conduct or procedure within a
particular area of activity, organisation or institution.
Laws: Rules formally organised as binding or enforced by the Government
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1.0 Identify Traditions in your Locality

Local traditions include the following:
a) Social traditions:
• Bogadi: Used as a token of appreciation for a bride
• Patlo: Wife seeking which is an important marriage custom
• Riddles: Used to pass time and improve thinking skills
• Totems: Used as a source of identity
• Taboos: Used to safeguard the welfare of people in the community
b) Economic traditions
• Farming: Cattle rearing and growing of crops are important economic activities in
Botswana
• Form of cooperation at family and community such as Majako, Mafisa, Motshelo,
Molaletsa and Letsema
c) Political Traditions
• The Kgotla: This is where community meetings and community festivals are held
and where cases are settled according to customary laws.
• Bogosi: This is the traditional form of government. The kgosi is a leader of the
ethnic group or morafe.
• Mephato: These are age regiments formed after boys and girls returned from
initiation.
2.0 Identify National Traditions

• Respect for national symbols like the national flag, the national colours, Coat of arms
and the national anthem.
• The use of the motto “pula” during official ceremonies, the word “pula” means rain
and the motto “pula” shows how Batswana cherish rain.
• Celebrating important political holidays; political holidays like Independence Day
which is on the 30th of September every year. Botswana day is the day Botswana gained
independence from British colonial rule. There is also President Day which honours the
president as the head of state and head of government. Lastly, we have Sir Seretse
Khama Day remembers and honours the first president of Botswana after
independence.
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• Celebration of main Christian religious holy days: The main Christian religious
holidays include Christmas Day, Easter (Good Friday and Easter Monday) and
Ascension Day. These are public holidays in Botswana.
• Displaying the photograph of the president in government and other offices: This
is a way of honouring the president who is the leader of the country.
3.0 The Role of Traditions in Human Behavior

The following are some of the roles that the traditions play in human behavior: Traditions
• Mould behavior; through traditions like taboos and totems people’s behaviour is
moulded e.g. taboos like “a girl child should not bath at night encourage girls to be
hygienic.
• Encourage patriotism; national traditions such as respect for national symbols and
celebration of important political holidays encourage love and loyalty to one’s country.
• They bring unity; e.g., singing of the national anthem, wearing the national colours
and coming together for patlo and bogadi can create a sense of unity among people.
• Encourage good behaviour and discourage bad behaviour e.g., people who
misbehave may be punished at the kgotla.
• Give people a sense of identity e.g., wearing national colours during sports activities
especially internationally, our national flag being raised internationally for great
achievements by citizens.
4.0 Differentiate Between Rules and Laws

The table below is about the distinction between rules and laws
Rules Laws
1.Rules are set by organisations and individuals 1. Laws are set by government
2. Rules help us learn to prepare for living in 2. Laws are a tool for keeping order in society
society
3. Consequences for breaking rules are lighter 3. Consequences for breaking laws are heavier
and stiff e.g., imprisonment, death penalty etc.
4. Rules apply to a specific and small group of 4. Laws are enforced by governmental factors
people. For example, game rules, family rules such as police and prosecutors
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5.0 Identify some of the rules in Social Institutions
Family rules School rules

• No eating before washing hands • Be punctual for lessons
• No jumping on furniture • Always respect each other
• No interrupting • No vulgar language
• No yelling in the house • Always keep a clean environment
• No vulgar language
• No coming home late
• Respect your elders
Hospital rules
• Adhere to visiting hours
• Visitors are not allowed to eat in the
wards
• Children bellow the age of 12 are not
allowed to visit patients
• Do not make noise in the wards
6.0 Identify Some of the Laws Governing Morality in Botswana

Botswana is governed by four categories of laws which include the following:
a. The common law or Roman Dutch law which is a mixture of the English common
law and Roman Dutch law, was used by the Dutch in Cape Colony in south Africa during
colonial rule.
b. The customary law. It is derived from the customary or traditional practices and
beliefs of the different ethnic groups in Botswana. It is the one mostly used at the Kgotla e.g.,
the payment of the bride price.
c. The Statutory Laws: these are laws that are passed by parliament. They are also
known as Acts of Parliament. These are codified and are reviewed when necessary. Examples
of such laws are the Road Traffic Act, which was reviewed in 2008 and came into effect in
April 2009, Marriage Laws, adoption of children’s Act, Consumer protection laws, domestic
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violence laws, citizenship laws. Some of them include by laws which are passed by district,
city or town councils.
d. The international Rules and Laws; these are laws that have been produced at the
international level which Botswana has ratified or signed. Examples of these include the
Universal Declaration of Human and the Geneva of Conventions
7.0 How Change in Moral Perception can Affect the Law

Laws are generally based on the moral principles of society. What people believe to be right
and wrong can change over time and as a result what was acceptable in the past may not be
acceptable in the present. When people’s perceptions about right and wrong changes, laws are
also bound to change in the following ways:
• Existing laws can either be amended or abolished
• New laws can be implemented
Examples:
Change in moral perception How change in moral perception affected

the law
• In the past women were not allowed to Employment (Amendment) Act 1996
work in mines
• Women can now work underground in
mines if they so choose.
• In the past children born to foreign men Citizenship (Amendment) Act, 1995
were not allowed to be citizens even if
• Children born on Batswana women
their mothers were Batswana
married to foreigners can become citizens
by a acquiring it thought their mother.
• In the past a rapist was sentenced to a a) to a minimum term of 15 years'

minimum of 10 years imprisonment. imprisonment or to a maximum term of
life imprisonment with corporal
punishment, where it is proved that such
person was unaware of being Human
Immunodeficiency Virus positive; or
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b) to a minimum term of 20 years'

imprisonment or to a maximum term of
life imprisonment with corporal
punishment, where it is proved that on a
balance of probabilities such person was
aware of being Human
Immunodeficiency Virus positive.
Self -Assessment Exercise 18
Traditions and the Law

Duration: 35 minutes Total: 25 Marks
Instructions
Section A:Multiple choice Questions (5 marks)

1. What are traditions?
A. Believes, values norms passed from one generation to the other
B. Dress codes that are passed from one generation to the other
C. The language spoken by a particular tribe
D. Teaching children right and wrong
2. Which of the following is not a national tradition?
A. National anthem
B. National flag
C. National taboos
D. National currency
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3. How can change in moral perception affect the law.

A. The law can be abolished
B. The law can be administered
C. The law can be avoided
D. The law can be ignored
4. Which of the following is not an example of statutory laws governing Botswana?
A. Food laws
B. Marriage laws
C. Citizenship laws
D. Domestic violence laws
5. How has HIV and AIDS affected the sentence for rape in Botswana?
A. It has been cancelled
B. It has been reduced
C. It is now very harsh
D. It has been abolished
1. Differentiate between rules and laws.

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]
2. State any two national traditions.
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]
3. State any two local traditions.
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4. Explain the role of any two traditions in human behaviour.
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___________________________________________________________________________
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1. Discuss two ways in which change in moral perception can affect the law.
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Lesson 19
Understanding Crime
Introduction
Although crime is an offence against society, it can take different forms. Crime is any offence
that is punishable by law. Every society is affected by crime and crime has different causes
and can have serious effects for both the criminal and the victim.

By the end of the topic, learners should be able to:
• describe various types of crime
• assess causes of crime
• describe the effects of crime on both the criminal and victim
• evaluate moral implications of crime
Definition of terms
Crime is:
• An offence that is punishable by the law.
• The deviant behaviour that violates existing norms and cultural standards prescribing
how humans ought to behave normally.
• An act that society has determined to be harmful to the public and that may be
prosecuted in a criminal proceeding.
1.0 Describe Various Types of Crimes
The following are the different types of crimes

• Crimes Against Persons:
Crimes against persons also called personal crimes include murder, aggravate assault, rape,
and robbery.
• Crimes Against Property:
Property crimes involve the theft of property without bodily harm, such as burglary, larceny,
auto theft, and arson.
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• White-Collar Crime:
White-collar crimes are crimes committed by people of high social status like politicians,
businessmen and women who commit their crimes in the context of their occupation. These
are typically non-violent theft crimes, such as fraud, tax evasion, and other violations of
income tax laws.
• Organised Crime:
Organized crime is committed by structured groups typically involving the distribution and
sale of illegal goods and services. The term can refer to any group that exercises control over
large illegal enterprises (such as the drug trade, illegal gambling, prostitution, weapons
smuggling, or money laundering).
2.0 Causes of Crime

• Poverty and economic deprivation
Poverty and economic deprivation have been seen to be the number one cause of crime in
many societies. In a country where economic deprivation persists often it can drive citizens to
take to crime to survive.
• Family Conditions
Closely related to poverty is the family condition that leads the youths to commit crimes.
There are a lot of things that go on in families that often cause people to get into a life of
crime and here again lies the factor of deprivation. People who are neglected by their families
and do not get the love and attention that they desire also get into criminal activities.
• Peer Pressure
Some youths take to crime because they see their mates going into it and they want to be
accepted. Youths who lack the strong will to resist what they see from their peers often try
their hands in crime so as to measure up.
• Drugs
Drugs are a problem in the society because a person who is addicted to drugs and is unable to
support his addiction more often than not, end up in a life of crime to fuel their habits. Most
violent criminals end up blaming drugs for their involvement in crimes
• The Society
The society, starting from the home, church and the community also contribute to the high
rate of crime in the country. In societies where wealth is worshiped without caring where and
how such wealth is made eventually push youths into crimes.
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2.1 The Effects of Crime on the Criminal and the Victim

On the criminal On the victim
1. Loss of life
2. Permanent injuries
3. Emotional trauma
1. Loss of life 4. Economic drawback
2. Permanent injuries 5. Loss of trust on other
3. Loss of employment people
4. Loss of freedom 6. Can be infected with STIs
5. Loss of respect
6. Risk of becoming infected
with STIs
Below is the discussion of the effects on the following:
i. On the criminal
• Loss of life: A criminal may die while committing crime e.g., he can be caught
and killed by a mob when caught in action. He/she can be killed by the owner of
the house in self-defense during a break in.
• Loss of employment or employment opportunities: Some people lose their
jobs because when they are found guilty, they are in imprisoned. Others loose
employment opportunities because employers do not want to employ people with
criminal records.
• Permanent injuries: During crimes like burglary and theft, criminals may be
injured by victims and remain with permanent scars and disabilities, e.g., a
criminal can be shot by a victim and sustain serious injuries
• Loss of freedom: Criminals lose their freedom when they are sentenced to
imprisonment
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• Loss of respect: Crime is an act which is not morally acceptable in society and as
a result nobody can respect a criminal. Criminals lose respect from society and
may remain isolated from the rest of the people and lead a very lonely life.
• Risk of becoming infected with STIs: In cases like rape, rapists do not use
condoms so they can easily be infected with STIs when they rape infected people.
ii. On the victim
• Loss of life: victims of murder lose their lives. Other crimes like assault, robbery
and even kidnapping can lead to victims losing their lives.
• Permanent injuries: Crimes such as robberies, assault, and rape involve the use
of physical force which can lead to the victim sustaining permanent injuries.
Victims may be shot by criminals and remain paralysed or have permanent scars.
• Emotional trauma: Victims of crimes like rape can have post-traumatic stress
disorder which leads to them being afraid and anxious for a long period of time.
• Economic drawback: During crimes like theft, victims lose their property, and it
may take them a long time to replace such.
• Loss of trust on other people: victims of crime lose trust on other people and
may lose the spirit of Botho because they do not know who is a criminal and who
is not. e.g. after being victims of crimes like false pretense, rape and theft.
Risk of becoming infected with STIs: Rapists usually never use condoms so if the rapist is
infected with HIV and other STIs, the victim can contact the infections and lead a painful
traumatic life.
3.0 Evaluate Moral Implications of Crime

Below are some of the moral implications of crime:
• Crime hinders peace and harmony in society and makes the society unsafe Crime
can hinder the existence of peace and harmony in the society and make the society an
unsafe place to live in.
• Crime causes suffering and pain which make it anti-social and morally wrong-
Crime is considered as an immoral behaviour because it violates the rights of victims to
life, to secure property and to privacy. People live in fear of becoming victims of
crime.
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• Crime widens the gap between the rich and poor and this leads to more crime
since the poor continue to suffer while rich people through greed commit crimes to
accumulate more and more property at the expense of poor people
• Crime destroys the spirit of Botho since human beings no longer know who to trust
in society Crime destroys trust, unity, and the spirit of Botho among people and can
discourage people from helping others.
• Crime violates human rights such as the right to life, the right to be secure and to
secure property. Destruction of property delays prosperity both at individual and
national level. Murder and assault lead to death, families remain poor when bread
winners die, the family structure is affected as children become orphans, wives become
widows and husbands become widowers.

Topic: Crime
Duration: 35 minutes Total: 25 Marks
Instructions
Section A:Multiple Choice Questions [5 Marks]

1. What is crime?
A. An offence punishable by the law
B. An offence approved by the law
C. Punishment for breaking the law
D. Punishment for amending the law
2. Which of the following is not a cause of crime?
A. Poverty
B. Unemployment
C. Good parenting
D. Alcohol and drugs
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3. Which of the following is not a crime against a person?

A. Rape
B. Murder
C. Vandalism
D. Defilement
4. Which of the following is a moral implication of crime?
A. It brings social harmony
B. It violates human rights
C. It promotes trust among people
D. It leads to respect of human rights
5. Which of the following is an example of crime?
A. Unemployment
B. Imprisonment
C. Peer pressure
D. Assault
Section B:Short Answer Questions [10 Marks]
1. Explain crime.
___________________________________________________________________________
___________________________________________________________________[2marks]
2. Describe any two types of crime.

___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________[4marks]
3. Evaluate one moral implication of crime.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2marks]
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4. Explain one cause of crime.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2marks]
Section C:Essay Question [10 Marks]
1. Describe two effects of crime on the victim

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Lesson 20
Punishment
Introduction
Punishment is a penalty given to a person who disobeys or breaks the law. In this lesson you
will learn about punishment. The revision lesson is aimed at making you aware of acceptable
actions so that you can become a law-abiding citizen.

At the end of this Topic, you should be able to:
• describe the various types of punishment
• discuss moral issues relating to punishment
• explain moral implications of capital punishment and corporal punishment
• evaluate the purpose of punishment
• describe the role of correctional services
• explain capital punishment
• discuss ways of administering capital punishment
• discuss moral implications of capital punishment.
1.0 Various Types Of Punishment

There are various types of punishment which include:
a) Corporal punishment
This refers to inflicting physical pain on offenders found guilty of breaking rules or laws as a
form of punishment. Corporal punishment, in Botswana is used in homes, schools, and at the
kgotla. The offender is usually caned or whipped
b) Community service
This type of punishment involves giving an offender some work to do within a community
for a specific period of time. As an instance, the offender can be assigned some work to do
such as cleaning public areas such as the kgotla.
c) Manual work
Refers to giving an offender some physical work to do as a form of punishment. This is
common in Botswana schools, a student who has broken school rules can be punished by
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being asked to pick up litter around the school.

d) Detention
Is a form of punishment where the offender is kept in one place, for example, teachers can
detain students who have not done their assignment and instruct them to do their assignment
first before going home? Similarly, Prisoners are detained in prison.
e) Suspension
Suspension refers to temporarily stopping a person from doing something. A student can be
suspended from coming to school as a form of punishment. Employees can be suspended
from work.
f) Expulsion
This refers to sending a person away from school or an organisation so that they no longer
belong to it. A student can be expelled from school and an employee can be expelled from
work.
g) Imprisonment
Refers to putting a person in prison for a period depending on the kind of crime they have
committed.
h) Capital punishment
Is killing a person as punishment imposed by a court of law for a crime, he or she has been
found guilty of committing. This form of punishment is normally administered to people who
have committed the most serious crimes in society such as murder and treason.
2.0 Moral Issues Relating to Punishment

People have asked several questions when it comes to the reasons for and against
punishment. Some of the questions are:
• Does the punishment fit the crime?
A generally accepted principle of justice is that the punishment should fit the crime. This
means that serious offence should be punished more severely than minor offences. This is
seen as just and fair and therefore morally right.
• Is the punishment cruel, abusive, inhuman, or degrading?
Punishment is considered cruel, abusive, inhuman, and degrading punishment if it involves
deliberately causing loss of dignity, damaging a person’s physical and mental health, and
inflicting severe pain and suffering on a person.
• Does the punishment violate human rights?
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Some types of punishment are believed to violate the human rights of the people being
punished. For example, some people believe that capital punishment violates the rights to
life.
• Is the punishment age appropriate?

When children are punished, punishment is expected to be appropriate for their age. In
Botswana children who are 14 years old and below cannot be imprisoned as punishment,
instead they are sent to a reformatory school.
• Are people being punished equally and fairly?
This means that people who commit similar crimes should be given similar punishment.
3.0 The moral implications of corporal punishment

These questions raised under 2.0 above lead us into questioning the moral reasons behind
exercising punishment to wrong doers. People have mixed feelings about corporal
punishment. There are those who support corporal punishment, and those who are against it.
a) In support of Corporal punishment
• It can correct deviant behaviour and maintain the moral standards of society.
• It can reduce overcrowding in prisons.
• It is instant punishment and does not involve inconveniencing other people.
b) Against corporal punishment
• If administered in anger can become easily excessive.
• It is cruel, inhuman, and degrading and therefore violates an individual human
right not to be subjected to such type of punishment.
• It can damage the relationship between parents, guardians or teachers and
children.
• It can have a negative effective on the self-esteem of the person receiving the
punishment.
• It teaches people that it is morally acceptable to use violence and inflict pain as a
form of punishment.
4.0 Evaluating the Purpose of Punishment

The main purposes of punishment are protection, retribution, deterrence, reformation, and
vindication
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a) Protection
• To protect individuals and society from immoral and criminal behaviour of some
people.
• Punishment can protect the society from known offenders and criminals.
• Those who are put in prison are kept away from the rest of the society.
b) Retribution
• This refers to making sure that the person receives punishment for the
wrongdoing they have committed. Retribution comes from the idea that those
who do wrong should be punished.
• It is fair and just that offenders are punished. The victims of crime would feel that
at least offenders have not been let free but have been made to suffer for their
wrongdoing.
c) Deterrence
• Punishing a person with the intention of making the person stop committing the
same crime again and also to discourage others from committing a similar crime.
• Punishment deters some people from committing crime. Some offenders who are
free after serving their punishment do not re-offend for fear of being punished
d) Reform
• Sometimes offenders are punished with the intention of helping them change their
behaviour so that they become responsible and law-abiding members of society.
• Some offenders are able to reform and change their behaviour. They become
responsible members of society.
• It is important to know that the success of punishment that seeks to reform a
person’s behaviour depends on the individual’s willingness and desire to change.
e) Vindication
• This is to punish with the intention of encouraging offenders to respect the law
and to help the society to function securely.
• For punishment to achieve this purpose, it is necessary that the law is always
enforced. For example, people who break the law should be arrested, tried in
court of law and if found guilty are punished.
• When the law is enforced some people are encouraged to respect the law to avoid
being punished. However, not everyone fears punishment; there will always be
people who will break rules or laws.
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5.0 The Role of Correctional Institutions

A correctional institution deals with people who have been found guilty of breaking the law
e.g prisons.
a) To rehabilitate offenders.
• This means changing the values and desires of the offenders so that they become
responsible and functional members of the society. This could be achieved
through offering counselling and equipping them with life skills. Such survival
skills include gardening and carpentry etc.
b) To provide safe, secure and appropriate places for custody of offenders
• Correctional institutions such as prisons and reformatory centres provide safe,
secure, and suitable places to keep offenders while they serve their sentences.
c) To care for offenders serving sentences
• Correctional institutions such as prisons and reformatory centres have a
responsibility to care for offenders. They have to make sure that their basic needs
of food, clothing, shelter and medical care are met.
d) To prepare offenders for safe re-integration into society
• Correctional institutions have to ensure that offenders can safely be released and
re integrated into society. Offenders who have served a part of their sentence can
be released on grounds of good behaviour before they serve their whole sentence.
6.0 Explaining Capital Punishment

• This is killing a person as punishment imposed by a court of law for a crime he or she
has committed.
• Capital punishment is also known as the death penalty or death sentence.
• Capital punishment is used to punish people who have committed serious crimes in the
society such as murder and treason.
• Crimes that are punishable by death are known as capital crimes or capital offences. In
Botswana the death penalty cannot be imposed on people under the age of 18 years and
pregnant women.
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7.0 Ways of Administering Capital Punishment

The following are some of the ways of carrying out capital punishment
a) Decapitation or Beheading
• This means cutting off the head of the criminal with an axe, sword, or a guillotine
; a machine built for cutting people’s heads. This method of administering capital
punishment is sometimes called beheading.
b) Shooting by a firing squad
• This is when the criminal is blindfolded, and shots are fired at his/her chest from
a range of fifteen metres. This method of capital punishment is common in
countries of military rule.
c) Hanging
• This is when the criminal is hung by the neck until he/she dies. This method is
carried out by a hangman with a rope or a machine that causes a person to drop
down suddenly while the head is held up. The person dies of strangulation.
d) Lethal Injection
• This is where the criminal is injected with a poisonous substance that paralyses
all the muscles in the body causing sudden unconsciousness and ultimately death.
It saves the offender from open violence and acute pain. The condemned person
is strapped to a flatbed known as a gurney
e) Electrocution
• This is when the criminal is set on an electric chair and exposed to very high
voltage electricity of about 500-2000 volts passed through the person’s body for
about 30 seconds until he/she dies.
f) Stoning
• The offender is tied to a stationery object such as a tree or rock. A group of
people throw stones at the condemned person until he or she dies. The person is
put in a hole and the body is covered with sand and their head is left outside. The
person’s head is then stoned until the person dies.
g) Gas chamber
• The condemned person is strapped on a chair in an airtight chamber. A bucket
containing sulphuric acid is placed under the chair. Once the room is sealed,
another substance is released in to the bucket. A chemical reaction occurs which
produces a poisonous gas in the chamber. The person breathes in the poisonous
gas and dies from lack of oxygen.
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7.0 Moral implications of capital punishment

People have different views regarding capital punishment. There are those who support it and
those who are against it.
Those who support capital punishment consider capital punishment to be morally right
and acceptable because:
• It deters some people from committing crimes punishable by death such as murder.
• By putting a dangerous criminal to death ensures that he or she does not re-offend and
the rest of society would feel safer.
• People, who are found guilty of serious crimes such as murder, do not deserve to live.
By doing so they would have given up their right to live.
• The death penalty brings justice to the victim, the victim’s family and the offender.
People who are against capital punishment, consider capital punishment to be morally
wrong and unacceptable because
• There is a risk of killing innocent people because the Police who investigate cases and
Judges in the courts are not perfect. There are reported cases in some countries where
innocent people have been found guilty of crimes they have not committed.
• Capital punishment is a permanent and irreversible form of punishment. It is morally
unacceptable to impose punishment on people that leaves no possibility of correcting
wrongful convictions and helping people reform.
• Just like murder, capital punishment is morally unacceptable because it violates the
right to life that every human being is entitled to.
• Capital punishment is a cruel form of punishment. Often convicts wait for months or
years to be executed as they appeal their conviction in the courts of law.
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Punishment
Section A: Multiple-choice Questions [5 marks]

1. What is punishment?
A. Putting an offender in prison for stealing
B. Killing a person who committed murder
C. A penalty for doing wrong
D. A death sentence
2. Which of the following is not a method of administering capital punishment?

A. Hanging the offender
B. Lethal injection
C. Locking away
D. Shooting
3. Why are correctional services important in the society? They:

A. Increase the rates of crime
B. Train criminals on new methods of crime
C. Increase the numbers of rape cases in the society
D. Train criminals on ways of earning an honest life after prison
4. What is the advantage of corporal punishment?

A. It is a cheap way of carrying out punishment
B. It is a very cruel form of punishment
C. It is a final form of punishment
D. It is satisfying to the criminal
5. What is meant by rehabilitation of offenders?
A. Equipping offenders with new skills of crime
B. Sending offenders to reformative school
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C. Hiding first offenders from mob justice

D. Making offenders to become good citizens.
1. List any two types of punishment.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
2. Describe any three purposes of punishment.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[6 marks]
3. Explain why punishment may be seen as immoral.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________[2 marks]
1. Discuss two reasons why capital punishment is condemned.

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___________________________________________________________________________
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Feedback to Self-Assessment Exercises 1-20
Feedback to self-Assessment Exercise 1
Topic: Sex Education
Section A Multiple Choice Questions
1. C
2. B
3. A
4. D
5. B
Section B – Short Answer Questions
1. What Is sex education

• Providing people with information and skills on sexual matters i.e. puberty, pregnancy,
the use of contraceptives and STIs.
• Delivering information on family planning and reproduction
2. Reasons why sex education must be taught to youths

• So that they are equipped with correct Information on sexual matters and be able to
distinguish between facts and myths about sex
• It teaches the youths about the outcomes of having sex.
• It helps those who are sexually active to protect themselves from unplanned
pregnancies and the spread of HIV and AIDS.
3. Views on sex education from a traditionalist perspective

• They believe that young people should not be given sex education as it may lead to
them having sex. They encourage abstinence among the youths
• Giving sex education to young people goes against some family and societal values
because sex is meant for adults.
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4. Muslim view on sex education

• They support sex education if it does not go against Islamic principles and family
values, is not against Islamic teachings on decency and modesty
5. Moral implications of sex education

• Encourages openness and builds good relationships between young people and their
parents
• It promotes discipline and spiritual growth among teenagers as teenagers will delay in
engaging into sexual activities
• It affords young people the opportunity to develop survival and critical thinking skills
so as to approach issues relating to sexual matters in a positive way.
• It empowers young people to be confident and assertive regarding their sexual life
hence they will not be pressurised into having sexual relationships
• It may influence young people to be curious to indulge in sexual activities.
1. Discuss ways in which sex education can be a solution to the transmission of HIV
and AIDS
• dissemination of information on issues relating to sexuality equips young people
with the skills on how they can protect themselves from contracting HIV/AIDS. For
example, they are taught on the use of condoms and their advantages.
• It helps them to make informed choices regarding abstinence as the most effective
solution to HIV and AIDS transmission.
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Feedback to self-Assessment 2
Topic Abstinence
Section A: Multiple- Choice
1. A
2. C
3. D
4. B
5. B
6. A
7. A
8. A
9. A
10. B
Section B (Short Answer Questions)
1. Differentiate between Celibacy and Chastity?

Celibacy means refraining or abstaining from sexual activities because of religious reasons.
For example, nuns in the Roman Catholic Church and monks in Buddhism take the vow of
celibacy that is they promise not to marry or engage in any sexual activity whereas Chastity
means being sexually pure or abstaining or keeping away from sexual activities for personal
reasons. One may decide to refrain from sexual activates for personal reasons, e.g., one may
decide to refrain from or stop engaging in sexual activities because one wants to concentrate
on his or her education. Both married and unmarried can be chaste.
2. State two reasons for Abstinence

Medical reasons
This is when a person abstains, for example, after a surgical operation like circumcision or
childbirth operation. The person abstains until the medical doctor says he or she is fit to
engage or continue with his or her sex life.
Religious reasons
Some people remain pure by not having sex to dedicate themselves to the service of God.
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Some religious denominations do not allow their members to have sex when they are fasting.
Religions teach their adherents to abstain from sex until they are married and sex before
marriage is regarded as sin
Personal reasons
Some people choose to abstain from sex for personal reasons, e.g., they abstain until they find
the right partner to be committed to and marry. Some people choose to abstain to focus on
their educational training, career development or even sporting activities. This is to enable
one to put all the focus on what one wants to achieve as one may feel sexual relationships
may disturb or cause them to lose their main focus.
Cultural reasons
One may abstain because it is a norm or tradition of the society he or she comes from. This
can happen to new mothers who are still in confinement and breast feeding as it may be
considered a taboo to have sex during such a time. Setswana culture does not allow widows
and widowers to have sex before the rituals performed after death are complete.
3. Give the Philosophical Viewpoint on Abstinence

Philosophers regard abstinence as one best choice that shows wise thinking because keeping
away from sexual activities especially in young people has all morally good outcomes and
that is a universally accepted and encourages kind of behavior. From philosophical view
abstinence bring happiness to the greatest number of people and avoids pains hence it is
regarded morally right
4. What is the Muslim view on Abstinence?

Muslims encourage abstinence for those who are not married. Muhammad said that sex is
special within marriage. Muslims are also expected to refrain from sex during the fasting
period of the Ramadan. Women on their monthly period are expected to abstain as they are
considered to be unclean.
5. Give reasons for Chastity

• When you decide to practice chastity, you are said to be chaste. You may decide to be
chaste because you want to wait until you have found the right partner. This wait allows you
to give your partner a pure gift of yourself at marriage.
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• Being chaste allows you to focus on your life goals without interruption of family.
Some life goals take a long time to achieve, for example, training to become a medical
doctor. Raising a family and engaging in sexual activities may distract you from succeeding
in life.
• Chastity also helps you to prevent unwanted pregnancies. It is an effective way of

avoiding a pregnancy that you are not prepared for, since there is no sexual activity between
you and your partner.
• It also protects one from contracting sexually transmitted diseases or infections. It is a

way of protecting yourself from HIV infection
1. Discuss two moral implications of abstinence

Because it is the safest way to prevent the challenges that come with teen pregnancy
such as dropping out of school, poverty, and single parenthood. If one abstains, they will be
able to complete their studies without worrying about what their child ate and if their child is
sick.
It is the only form of birth control that is 100% effective in preventing teenage
pregnancy. Most of the prevention methods are not 100%effective, therefore Abstinence is
the only method one can trust to prevent them from falling pregnant.
A Childs body is not mature and strong enough for the sexual activity and pregnancy
which might result from sex. Children therefore need to grow both physically and mentally
before engaging in sex
Early sexual acts lead to teenage pregnancies that poses a threat to teenage life because
they can die together with the baby due to the difficulties in giving birth.
Misses educational opportunities due to school dropout leading to poverty and other anti-
social behavior such as drug and alcohol abuse and prostitution.
There are fewer risks of spreading sexually transmitted infections. If one does not engage
in sexual activities, chances of him or her getting sexually transmitted infections are very
low, since you have no sexual contact with no one, you are unlikely contact sexually
transmitted infections from anyone.
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There are lower chances of unwanted pregnancy. The method is 100% effective in the
prevention of pregnancy and sexually transmitted infections. Pregnancy usually occurs after
sexual activity, there is no risk of getting pregnant. This allows you to concentrate on your
goals in life, such as education without having to worry about pregnancy.
It reduces social cost. The society does not spend more when people abstain from sex. For
example, society spends less on buying contraceptives and other family planning devices.
This helps the society to save costs and spend the money elsewhere. This money can be used
to improve other services such as education, roads.
Feedback to Self-Assessment Exercise 3

Topic: Sexual Orientations
Section A: Multiple - Choice

1. B
2. C.
3. D
4. B
5. B
6. D
7. A
1. Differentiate between homosexuality and bisexuality.
• -homosexuality is a sexual relationship between people of the same sex whereas
bisexuality refers to a sexual relationship whereby one is sexually involved with people
from both sexes.
2. Differentiate between heterosexuality and lesbianism

• Heterosexuality is a sexual relationship between people of opposite sex whereas
lesbians are females who are involved in a sexual relationship.
3. State two reasons why some people choose to be lesbians

• People may be in situations where they have no option but have to be lesbians so that
they satisfy their sexual desires e.g., in prisons.
• Some people fear to be oppressed and ill-treated by the opposite sex, so they prefer
lesbianism where there is less oppression.
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- Some people question their sex i.e., a person may be biologically structured like a
woman but feels like a man.
- Some people do not want to have children.
4. Give any two moral implications of heterosexuality

• The couple is able to have children which are biologically theirs
• Some people feel that it is morally wrong since there is abuse especially on the part of
females, males dominate in the relationship.
• There is risk of contracting STIs and HIV-AIDS as men make decisions on sexual
matters.
5. Give any two moral implications of bisexuality

• Greedy/selfishness as someone wants to have more than one partner.
• It can be a source of conflicts in families as one partner is cheating. This can lead to
divorce.
• There is a high risk of contracting STIs and HIV-AIDS because one person is involved
with more than one partner.
Section C-Essay
Discuss Moral Implications of a Heterosexual Relationship
• It is a sexual relationship which religions believe is allowed by God. Christians
believe that God created a man and woman so that they have a relationship which
children will be born out of it.
• A heterosexual relationship gives children a chance to be raised by their biological

parents. This gives children a sense of identity and belonging. They feel much loved
and protected by their biological parents.
• It is seen as the most ideal as different religions and different cultures approve it.
It is most approved as in it there is continuity of life; there emerge grand-children,
heirs, and future leaders.
• Some associate it with domestic violence as men dominate in this relationship.

Traditionalists believe that men are decision makers and heads of families. This belief
makes men to have power over everything in the family and end up abusing women.
• Some people argue that even in heterosexuality the couple can still have no child
due to infertility. Infertility can pose challenges in this relationship as the couple can
blame each other.
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Topic: Sexual Practices
Section A: Multiple-Choice Questions
1. A
2. A
3. D
4. B
5. C
6. A
7. D
Section B -Short Answer Question
1. Differentiate between the following

a) Adultery and fornication
• adultery is a sexual relationship between a married person and an unmarried person
while
• fornication is a sexual relationship between people who are not married.
b) Defilement and pedophilia
• defilement is an act of making a child who is 16years and below unclean by having
sexual intercourse with them while pedophilia it is sexual attraction by adults to children.
c) Bestiality and masturbation.
• Bestiality- having sexual intercourse with animals whereas Masturbation-the self-
stimulation of the genitals by objects and hands for sexual satisfaction.
2. State any 3 Moral implications of Rape.

• It may lead to contraction and transmission of Sexually Transmitted Disease (STDs)
• It can lead to physical injuries and can even cause death to either the victim or criminal.
The victim can sustain injuries especially when the criminal pushes and pulls the victim. The
victim may fight back violently thus causing injuries and probably death to the criminal.
• It leads to unwanted pregnancies because the rapist may have not used any protection.
• The victim may develop low self-esteem because s/he has been sexually and
emotionally abused.
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• The victim may have problems in future with regard to sexual intercourse and may
have trouble forming sexual relationships.
3. What is masturbation?
• Self-arousal by an individual by using objects to gain sexual pleasure.
• A situation whereby someone is pretending to be having sex with another person while
in actual fact she or he is having sex by him/herself by either using objects or hands to
stimulate him/herself in order to gain sexual pleasure.
4. What is sexual violence?

• Sexual violence is any sexual act that someone forces another person to have sex with
them
5. State any three Moral implications of Sexual Violence

• It traumatises the victims because they are forced to have sex against their will.
• Rapists use force before they have sex with their victims, and this leads to the victim
sustaining serious physically injuries and even cause death.
• Pedophilia and defilement expose children to STIs, HIV and AIDS.
• Rape and defilement can lead to teenage pregnancy and the teenager face the
consequences without any help from the victim.
6. State any two Moral implications of Sodomy?

• It is seen as a form abuse to the human body as some scientific research has shown that
the anus can lose its elasticity in future thereby bringing complicated health problems.
• It goes against the purpose of sex which is procreation.
• It can easily spread STIs and HIV-AIDS.
Section C –Essay
Discuss any two Moral implications of Prostitution.
Prostitute is at a high risk of being abused physically, assaulted, and being killed after
sexual satisfaction. This is because in most cases the prostitute meets different strangers
whose behaviours the prostitute might not know.
The business is not viable because when the prostitute is sick no one will help her. She is the
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only one who manages her business therefore her unavailability poses threats to the business.
Some customers can refuse to pay afterwards thereby frustrating the prostitute. This is
because there is no security, and the business is illegal. She cannot report the customer on the
grounds of prostitution.
Prostitutes are at a high risk of contracting STDs and having unwanted pregnancies This
is because some customers may refuse to use any protection claiming they have paid a lot of
money.
Prostitution is not good as it devalues sex. Sex is meant to strengthen a relationship by
bringing the couple together. Prostitution is used for the sake of money or a commercial
activity.
The prostitute might gain a lot of money and property thereby meeting her basic needs. If
she has reliable customers who pay the agreed amount or bring in the agreed property, they
can help her to meet her basic

Topic: Marriage
Section A-Multiple choice

1.B
2.C
3.D
4.A
5.B
6.C
7.A
8.B
9.A
10. C
1. Define polygyny.
• Is where a man marries more than one wife at a time.
2. State any three moral implications of polygyny.
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• There are more members of the family to do the household chores. They learn to
appreciate everything in the family.
• The wives may be in conflict for sharing their husband.
• There is a high risk of spreading STIs and HIV to others.
• It is not easy to control a large family.
• Polygyny can be used to help childless families.
3. Explain the difference between monogamy and polyandry.

• monogamy means getting married to one person only and polyandry is when a woman
gets married to more than one husband at a time.
4. Explain the difference between marriage in community of property and marriage

out of community of property.
• Marriage in community of property-this means that the husband and the wife own all
property accumulated before and during the marriage jointly and equally.
• Marriage out of community of property- the couple sign a contract to agree that there is
no joint estate in the marriage.
5. State any three moral implications of marriage in community of property.

• It binds and strengthens the couple`s relationships.
• It makes the couple feel secure because they support each other in times of need.
• It promotes legal and economic equality between husband and wife.
• It reduces the element of competition between them as they work together to improve
their lifestyle.
• If one spouse dies, the other one is not left a destitute.
• If one partner is in debt, they may have to use the shared property to pay off the debt or
if one spouse dies when they are in debts, the other partner must pay off the debts alone
and can become poor or homeless as a result.
• If one partner is irresponsible with the money, it affects the other partner too; this can
lead to misunderstanding, conflict and even poverty.
6. State any three moral implications of marriage out community of property.

• Some people believe that the marriage promotes respect, equality and freedom between
the couple.
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• Other people suggests that this type of marriage encourages competition between the
couple.
• There can also be conflicts about who pays for the family`s utilities and groceries.
• There are no conflicts in the event of divorce as one takes what belongs to them.
• If one spouse dies in debts, it is not the responsibility of the remaining spouse to pay.
1. Discuss any two reasons why you think polygamy should not be practiced in the
21st century.
• There is a high risk of spreading STIs and HIV to others. In this type of marriage
when one is infected with the HIV virus it can easily spread to other partners and thus
infecting many people.
• The family may have many members as each spouse may want to have a certain
number of children. This will make the family to have many members.
• Sometimes it is not easy to control a large family. Some may feel that they are not
given the attention and love. They may therefore resort to violence as a way of revenge.
• The wives/husbands may be in conflict for sharing their husband/wife. The other
spouse may be given more attention than the other thereby causing a lot of conflicts.
• There might be fights over inheritance as some family members may want to
benefit more than others claiming they are the first to be married. Conflicts may also
arise if one of the spouses was not working depending on others. The spouse may want
equal share even though his or her input was very minimal.
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Topic: Teenage Pregnancy
Section A: Multiple Choice Questions

1.D
2.B
3.C
4.C
5.D
6.D
7.B
1. Explain the concept teenage pregnancy

a) Teenage pregnancy is when a girl aged between thirteen and nineteen has a fetus
growing in her womb.
• Teenage pregnancy is pregnancy of girls aged between thirteen and nineteen.
2. Describe three factors that can contribute to teenage pregnancy in urban areas
i. Negative peer pressure: Teenagers sometimes influence each other in a negative way.
They may encourage each other to engage in sexual intercourse and these may lead to
teenage pregnancy.
ii. Believing in myths: Some teenagers, because of ignorance, believe in untrue stories
about what can and cannot lead to pregnancy.
iii. Alcohol and substance abuse: Some teenagers take alcohol and fail to make rational
decisions. They get excited and end up engaging in unprotected sex.
iv. Poor socio-economic status- Children from poor backgrounds are more likely to be
lured into sex in exchange for things like cellphones and food.
v. Low self-esteem- If a teenager does not believe in themselves, they are more likely to
be influenced to engage in sexual activities.
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Use the statement below to answer Question 3 (i) and (ii).
Tintina is sixteen years old and was impregnated by a police officer in Ga-
Ramoritshana Village.
3. (i) Give two likely consequences of this pregnancy on Tintina.

• She may lose friends or be shunned by the community in general
• She is likely to face humiliation from her or his colleagues and those around her
including her family.
• It brings a lot of stress and trauma to the teenager as they are afraid of the negative
remarks them may receive from their colleagues, peers, and those around them.
• There is stigma that surrounds teenage pregnancy such as a teenager being victimised
and called names.
• Teenage mothers are sometimes shunned by those close to close to them and this could
subject them to emotional torture and may lead to child abandonment.
• She is more likely to drop out of school and may never get a chance to go back to
school again. This may mean that she may never be able to realise her true potential
academically and otherwise.
• It could be hard to provide for the child as she is too young and unskilled to get a good
paying job.
(ii) Explain two consequences of this pregnancy on the police officer.

• He might lose his job-he may be charged with a criminal offence known as defilement
and be imprisoned.
• Because of the anger and resentment, the boy may be denied access to the child by the
girl and her family.
• He also might be faced with resentment especially from the girl to the child. Some
families also insist that the man commits to their child and can be even forced to marry
her
4. Explain how comprehensive sex education can help prevent teenage pregnancy.
• It dispels the myths that the teenagers might be having since they will have the right
information.
• It promotes abstinence therefore teenagers will wait for the right time to have sex.
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• It gives those who cannot abstain the right information about the correct use of
contraceptives so that they may use them properly.
5. Describe two (2) strategies that teenagers adopt to prevent teenage pregnancy.
• Abstinence: This refers to refraining from sex. This is the best way of preventing
teenage pregnancy because if teenagers are not having sex, they would not fall
pregnant.
• Providing information on contraceptives: Teenagers who cannot abstain need to be
equipped with correct information on contraceptives and be allowed to have them.
• Sex education: Parents and teachers must join hands and talk to their children about
issues of sex. This will help dispel the myths they have heard.
1. Discuss two consequences of teenage pregnancy on the society.

Moral decay in the society: The country is likely to suffer from moral decadence as the
teenagers may not be old enough to give their children moral guidance. This may breed
problems like increase in street children and child abandonment. This happens as the teenage
mother may not have the necessary support network skills and knowledge to raise the child.
This will result in a community full of children without proper manners with behaviors like
stealing and fighting becoming a norm.
Teenagers are usually not able to cater for their children financially and this means that the
social welfare services have to intervene and provide the teenager with the basic necessities.
This puts a lot of pressure on the government budget. The teenager and the child will have to
be provided for by the government and this will mean other government projects have to be
delayed as the teenager has to be provided for.
2. Discuss the moral implications of teenage pregnancy.

Serious health complications: The teenager may experience health complications during the
process of pregnancy through to the time of delivery. For example, the teenager’s body is still
developing, and her body may be too weak and small to carry the baby. Her pelvic bones too
may be too narrow for the baby to pass. In extreme cases, teenagers may suffer from
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conditions such as vaginal fistula which may destroy them for the rest of their lives. These
diseases may destroy the teenager’s self-esteem and may render them infertile at a later stage.
School dropouts: A pregnant teenager is more likely to drop out of school and may never get
a chance to go back to school again. This could be because there is no one to take care of the
teenager’ child. This may mean that the teenager may never be able to realise her true
potential academically and otherwise. As a result, she may live in poverty for the rest of their
lives because they will never be able to get a good paying job.
Topic: Contraception

1.D
2.A
3.D
4.B
5.A
1. What is contraception?
Contraception refers to the act of preventing pregnancy from occurring.
2. Describe any two viewpoints on contraception.

Christian’s viewpoints
• Most Christian churches are against the use of contraceptives since it prevents
procreation, but they are not that strict, they can allow their followers to use them to prevent
the spread of HIV\AIDS or for Family planning. The Roman Catholic Church is completely
are against the use of all modern contraceptives since use of contraceptives go against nature.
Humanists
• These are interested in the welfare of people. They believe that sex is also meant for
pleasure since it gives people a chance to know each other better before having children.
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3. Differentiate between modern and traditional contraceptives.

• The natural or traditional methods do not involve the use of any device while the
modern or artificial contraceptives involve the use of chemicals and devices.
4. Give an example of traditional methods of contraceptives.
• Cap or diaphragm
• Condoms [male and female]
• Intra uterine device [IUD/loop]
• Implants e.g., Norplant
• Hormone pill
• Injectable [depo provera]
• Morning after pill

Discuss two moral implications of the following forms of contraceptives
Condoms
Prevents STIs- They are morally acceptable because though they are meant to prevent
unwanted pregnancy, they also prevent the spread of sexually transmitted infections including
HIV. This means that married couples and elderly people using them will be able to enjoy
sexual intercourse without fear of contacting STI’S especially if there is unfaithfulness.
They are cheap- Unlike some contraceptive, condoms are cheap and can be purchased from
any shop even tuck shops. They are freely distributed in government clinics. This means that
anyone, even poor people can use them without spending anything on them more so that they
do not need expertise to use.
They may promote promiscuity: Since they are freely distributed in clinics, youngsters may
interpret these as a license to be promiscuous and start engaging in sex. These will breed
sexual immorality in our society as sex will not be something for married people but for
anyone who can get condoms. They will engage in sexual activities knowing that they will
not fall pregnant or contract STIs.
Hormonal pill: It is convenient contraceptive. It is taken once a day under the instruction of
a doctor and once taken, a person can freely engage in sexual intercourse without having to
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be interrupted, unlike other contraceptives which must be used at every sexual act or need
expertise for one to use them. Engaging freely in sexual activity improves the intimacy
resulting in strong bond between the couple.
It does not prevent spread of STIs -Unfortunately, it does not prevent the spread of sexually
transmitted infections so if the one the partners are unfaithful then it means that the infections
will spread. This means that if for example one has HIV and is spread, the couple will suffer
for the rest of their lives.
Sustains intimacy- Since it does not interrupt the natural way of having sex, meaning that
people engage freely in unprotected sex, which is the natural system, thus highest possibility
of the couple enjoying the sexual act. By that the bond between the couple become strong,
therefore always yearning for each other.
Feedback to Self -Assessment Exercise 8
Topic: Death and Bereavement
Multiple Choice Questions

1. B
2. C
3. C
4. C
5. D
Section B: - Short Answer Questions

1. (a) Death means
• the end of life or when life comes to an end.
• Death can also mean when body tissues, organs and cells stop functioning or working.
(b) Bereavement is the process of mourning that a person goes through when they have
lost a loved one.
2. The most prevailing causes of death amongst the youth of Botswana are;
• Car accidents
• Passion killing/ murder
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• Suicide
3. Attitudes of Botswana traditional religion towards death include;
• Most people often use expression that avoids the use of the word death. People instead
use words like passed on, late, no more etc.
• It is hard for many people to accept death and treat it as something beyond their
control. They are usually shocked because they do not want to die and sometimes it
comes without a warning.
• In cases where the society does not readily accept death, they will always be someone
to blame for the cause of death. Some will go beyond visiting traditional doctors or
healers trying to avenge the death of their loved one, especially if they believe the cause
of death are witchcraft.
4. Ways in which the bereaved can be supported emotionally are;
• The bereaved can be counseled by older family members, pastors, social workers or
professional counselors. This is to help them come into terms with the loss and be able
to move on.
• By sending messages of condolences or visiting the bereaved and spending time with
them until the burial takes place. This will help them heal their broken hearts since they
will know that they are not alone in the loss of their loved one and eventually they will
reach an acceptance stage and find ways of how they can fill the gap left by the
deceased.
5. Ways of coping with death include;
It is very important for the grieving person to avoid losing focus during and after the
mourning period so he or she can fully take care of his or her needs. The following are
very important while coping with death.
• The bereaved family should maintain a normal life after the loss of a loved one. For
example, after the burial they should go back to work if they have a job or school if
they are schooling. This will help the grieving person to regain a sense of control and
move on with his or her life.
• As a way of coping with death the bereaved person can talk or discuss their emotions
with someone they trust. For instance, they can talk to a parent, close family member, a
friend, professional counselor, pastor, or spiritual leader. This is very important because
by offering the bereaved a shoulder to cry on will help them to heal quickly and move
on with their lives.
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• One way of coping with the loss of a loved one is for the bereaved to reflect on what is
important and brings special meaning to life. They can achieve this by having a positive
attitude towards life. After losing a loved one, one may no longer value life and become
careless, for them to cope with the loss they should give themselves time to re-evaluate
life and life’s priorities.
• The bereaved family can also cope with death through grieving and crying. If one
grieves and cries after the loss of a loved one, it helps to ease the pain and heal the
broken heart. If you have lost a loved one and do not cry and grieve, the pain might
torment you for the rest of your life. As result you might end up with problems like
poor health due to stress, poor social interactions as well as being suicidal.
6. What could help to prevent Larona from being harassed by her in-laws?
• A written will or testament
7. Requirements that are considered for a legal will to be valid in Botswana;
• A will should be signed by a testator (owner of a will)
• It should have two witnesses who should be 14years or older at the time of witnessing
or signing the will.
• Witnesses should not be among the beneficiaries or be the one to administer the will
after the owner of the will is dead. The will should be made by a mentally fit person
who is 16 years or older.
• If the above requirements were not considered while writing a will it can be challenged
in the courts of law.
8. Importance of writing wills;
• Writing a will helps to avoid fighting among children, family members and
relatives over the property of the deceased. If there is a will, in most cases, there will
be peace after the death of a relative as beneficiaries will know what to take and not to.
• The property of the deceased will be distributed according to his or her wishes. If
one writes a will he or she will be able to indicate who should and who should not
inherit his or her property and what should they get. For example, parents may choose
to leave their property to some of their children and leave some of their children out of
the will. In most cases, those people who did not have children or close family
members may choose to donate their money or property to a charity organisation of
their choice. Failure to write a will may lead to people whom the deceased did not want
them to inherit his or her property to end up grabbing it.
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• Writing a will can prevent relatives claiming property that does not belong to the
deceased or other people falsely claiming property that belongs to the deceased. In
a will, the owner should state what belongs to him or her. Stating his or her property
can help prevent confusion as to what belongs and does not belongs to the deceased.
• It is quicker and cheaper to distribute the property of the deceased when he or she
has written a will than when there is no will. Sometimes when there is no will,
relatives end up fighting for the property of the deceased which in most cases results in
them taking the matter to the courts to be resolved. When the matter is at the courts of
law sometimes it takes time to be resolved and if there are business properties involved,
they are closed pending the court case and this lead to relatives losing some money or
some business deals.
9. Reasons for curbing funeral expenses
• To reduce financial strains on the bereaved family.
• Save money for the surviving family of the deceased.
• To avoid family conflicts over unnecessary funeral expenses.
• To help change people’s attitude over unnecessary funeral expenses
1. Analyse the purpose of giving support to the bereaved.

• The purpose of giving support to the bereaved is to comfort and help them cope
with the loss of their beloved one.
When the bereaved families who are overwhelmed by grief are provided with counseling it
will help them reach the stage of acceptance that their loved one is dead and not coming back
but life should continue.
Some friends and relatives who are unable to be there with the bereaved physically may send
messages of condolences. This is important since it will show the bereaved that they are not
alone in the loss, though some friends and relatives are far away from them, but they are
sharing the pain and grief with them. This will help to soothe their hearts and ease the pain.
• By helping with the preparations for the funeral and burial. They include making
contributions towards the financial cost and donating various things that are needed for
the funeral. This will help to curb the financial problems that the bereaved might have found
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themselves into due to funeral costs.

• Usually when someone has passed on, multitudes of people gather at the bereaved
family to offer different kinds of support, as such donating food stuffs and lending
cooking and serving utensils. This will help as they will be used on those who have come to
offer their last respect to the deceased. This will also help the bereaved as they will not
struggle in preparing for the burial.
• The purpose of helping the bereaved family is to help others so that they could
also offer them support when in need. Death does not choose or warn, as such when one is
bereaved people should assist them in any way, they can so that when the same predicament
falls on their family, they too will have a shoulder to lean on. By supporting one another
during grieving period can help people to accept death and understand that it is something
beyond our control.
.
2.(a) Discuss three effects of death on Dikeledi with reference to the scenario.
• Mental depression and despair which can cause suicide.
The death of Dikeledi’s mother may bring some shock, trauma, confusion, sadness and
sorrow to her. The trauma may overwhelm her leading to her taking her own life believing
that she will get out of the misery.
• Conflicts and fights may arise leading to family break-ups.
Dikeledi’s mother may not have written a will and some relatives may want to be given some
of her property claiming that they too have a share on the deceased property. If Dikeledi
refuses to share her inheritance or her deceased mother’s property, conflicts may arise
between her and some of her relatives. This could lead to the division in the family. There
would be those relatives arguing for the sharing of property and those arguing against the
sharing of property. She may be devastated as the relatives who should give her a shoulder to
cry due to her loss are the ones fighting her causing her more pains and misery.
• Change in social status
The loss of Dikeledi’s mother will change her status as now she will be an orphan which may
traumatise her further as the love, care and support she used to get from her mother will no
longer be given.
(b). Discuss two reasons why it is important for Dikeledi to cope with the loss of her
mother.
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It is important for Dikeledi to cope with the death of her mother to pull through the stages of
grief. If Dikeledi deals with the feelings of grief she will eventually reach a stage of
acceptance that her mother is gone and is not coming back since no one can bring her back.
For Dikeledi to cope with the loss of her mother, it is important for her not to suppress her
feelings but rather talk about how she is feeling so that she is not overwhelmed by grief and
depression. Talking about her feelings will help Dikeledi to accept that it is normal to lose a
loved one through death and it does not mean that she has done something wrong, or she is
being punished. It is a stage that all will go through and it will pass.
• Coping with her mother’s death will help her to leave a new normal life. That is,
she will eventually accept that her mother is no more, and life has to continue without
her mother. If Dikeledi allows herself to cope and accept her loss it will help to focus on
finding ways of surviving. If Dikeledi was depending on her mother for support, she should
not become desperate and do things that will hurt her like turning into prostitution to earn a
living but rather she should ask for help.
• It is important for Dikeledi to cope with the loss of her mother to avoid conflict
over the cause of death. If Dikeledi does not accept that the death of her mother is a natural
cause she is more likely to blame others for her death. Dikeledi should not accuse anyone for
bewitching her mother as this might cause conflicts between family members and may
increase feelings of pain, loss and despair on her.
Topic Abortion
Section A: Multiple choice Questions
1. B
2. A
3. C
4. C
5. D
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1. Explain the two types of abortion.

• Spontaneous abortion sometimes called natural abortion or miscarriage. Natural
because it happens on its own and we say a woman had a miscarriage.
• Induced abortion is the deliberate and intentional termination of the foetus, induced
because it is assisted, whether backstreet or in the hospital the foetus is removed from
the foetus.
2. Explain reasons in support of abortion

i. Medical reasons – when the pregnancy threatens to take the life of the mother and when
the unborn baby is likely to be born with severe deformities.
ii. Poverty - some pregnancies are unplanned, young girls need income at times for
survival therefore poor ones cannot take care of a child.
3. State any two circumstances under which abortion can be allowed in Botswana.
Circumstances under which abortion is allowed in Botswana include:
i. If there are chances that the baby will be born severely deformed
ii. The pregnancy is a result of rape
iii. The pregnancy threatens the life of the mother
iv. The pregnancy may result in permanent injury and cause infertility
v. The pregnancy is a result of incest or defilement.
1. Moral implications of abortion.

• People who believe that life begins the moment the baby is conceived say abortion is
murder.
• They say abortion is murder, and it is wrong regardless of whatever the situation is.
• They believe the abortionist violates the right of the foetus while their right to life is
respected.
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• Those who favour abortion say a woman has a right to choose what happens to her
body. It is better to abort the foetus than to bring a baby into this world and have a
higher number of street children lingering all over with no support system.
• Illegal abortions can cause permanent injury to a woman number of street stem and
make her permanently infertile; sometimes it can even lead to death.
• A woman who has had an abortion can be shamed in some societies and be disgraced.
Topic: Suicide
Section A: Multiple-choice
1. B
2. A
3. A
4. C
5. D
Section B: Structured Questions
1. Definition of Suicide:
• Suicide is the intentional killing of oneself. This killing of oneself could be by
poisonous substances or chemicals, hanging, shooting, etc.
2. Four warning signs for a suicidal person may include some of the following:
• Talking about death and having no hope live
• Having difficulty in sleeping.
• being reserved and being quiet in most of the times
• Leaving in isolation and loss of interest in pleasurable activities
• Loss of appetite that could lead one to lose weight.
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3. Two moral implications of suicide

• Poverty- if the person who committed suicide was a breadwinner, the family is likely to
become poor as they will be no one to support them.
• Lack of respect to the right for human life
• Suicide helps in relieving pains of those who are terminally ill or who are in severe
pains to end their sufferings.
• Some people commit suicide because they have lost hope to life because they
suffer from an incurable disease
• Overcome by debts and lack of finances some people think suicide is the only
option left for them.
• Stress may lead to hopelessness hence deciding to commit suicide.
4. Ways of avoiding suicide

• Providing peer counseling groups for youth to assist their peers
• Peer counseling groups for youth to assist one another deal with the situation
• Keeping oneself with some form of activities such as exercising
1. Explain any two effects of suicide on the family

• It brings shock and confusion into the family
• The status of children is changed. They will now be referred to as orphans.
• The bereaved child may also have some nightmares, sometimes if she or he is
schooling, his or her academic performance may drop.

Topic: Euthanasia
Section A: Multiple Choice

1. B
2. B
3. C
4. A
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1. Define the following;

(a) Euthanasia- it is the practice of helping a terminally ill or severely injured person to
die out of concern and mercy for the person.
(b) A living will- a living will be a document in which a person states his or her wishes
regarding what life prolonging medical treatments they want to receive or not to receive
in case they are terminally ill or in a vegetative state and permanently unable to speak
for themselves.
(c) Prolonging life- prolonging life means to try and make a person live longer using
various means like medical interventions or scientific methods.
2. Types of euthanasia
• Active euthanasia
• Passive euthanasia
3. Past practices associated with euthanasia;

• In the past traditional doctors would not help a patient until he or she died. If the patient
did not show any signs of recovery some doctors will stop the medication, they had
been giving the patient for him or her to die as they believed that the only thing keeping
the patient alive though he or she is not recovering was the traditional medicine.
• In some Botswana cultures, elders may talk to the gods or badimo to allow the seek
person to die e.g., through “go phasa” in Tswapong.
• When a sangoma was sick, the eldest sangoma will be asked to cut off the beads of the
patient to let him or her die. This was done as they believed that the beads, he or she
was wearing were the ones keeping her or him alive though she or he was suffering so
if they cut off the beads they will be ending his or her pain and misery as she or he will
die.
4. Two practices that can be used to assist a patient with kidney failure;
• Dialysis
• Kidney transplant
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5. Importance of having a living will;

• Relatives would know what to do when you are unable to request or give consent to
euthanasia and respect your wishes.
• Relatives would not have to feel guilty about the decision to end your life either
through active or passive euthanasia.
• Doctors would know exactly what kind of treatment to give you or not to give you.
6. The role played by blood plasma in hemophilic patients;

• Blood plasma replaces the essential missing clotting factor in hemophilic patients.
7. The difference between voluntary and involuntary euthanasia

• Voluntary euthanasia is when a terminally ill patient request and give consent that all
life sustaining treatment or a life support machine is withdrawn or withheld because
there is no possibility of recovery while involuntary euthanasia is when the patient does
not give consent or request on withdrawal of life sustaining treatment or a life support
machine because she or he is unconscious, in a coma or vegetative state due to severe
brain damage.
8. Organs which people cannot live without;

• Heart
• Liver
• Kidneys
• Lungs
• Bone marrow
9. Description of scientific methods of prolonging life;

• Blood and blood products transfusion- transfusion of blood and blood products
means transferring blood or blood products donated by one person into the body of
another person. Blood transfusion is used to save the lives of people who would
otherwise die due to excessive loss of blood.
• Artificial respiration- this means helping patients who cannot breathe on their own or
are having breathing difficulties with a machine called respirator or ventilator. The
artificial respirator helps patients to breathe by providing them with air necessary for
them survive.
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• Dialysis- this is the method of removing toxic substances in the blood when the kidneys
are not working properly. The dialysis machine filters the toxic substances out of the
blood and the blood returns to the patient’s body.
10. How anti-retro viral drugs help to prolong life:

• Anti-retro viral drugs help to prolong life by reducing the viral load and boost the
immune system of HIV positive patients.
1. Moral implications of organ transplant

• Giving away one’s kidney and surviving on one kidney may be risky. Donating one’s
kidney shows acts of compassion and generosity, but sometimes after donating a
kidney, the remaining kidney may fail to function alone. In addition, medical tests and
screening are done to see if the donor’s kidney is compatible with the recipient of the
kidney and also if the donor may be able to live with one kidney. Sometimes after such
tests are carried out the results will come out positive and doctors will proceed with the
organ transplant procedure only to realize some years later that the donor’s remaining
kidney is failing to function alone hence threatening the donor’s life.
• Organ transplant can create a moral problem of organ trafficking. Some people in most
cases the rich, take advantage of the poor by convincing them to sell their own organs
to them for the poor to meet their needs. Due to the poor conditions, they are living in,
sometimes the poor gives in to the rich’s request and give them their kidneys. This
sometimes result in deteriorating health of donor leading to death as these operations
are done illegally under less hygienic conditions and not performed by professionals.
Those who are given kidneys usually do not care what happens to the donor as they are
only interested in their kidneys only.
• Organ transplant is morally wrong as living donors of kidneys and livers have to
undergo surgery to remove the kidney or part of the liver for transplant. Any kind of
surgery carries a lot of risks of complications. For instance, during operation the donor
may lose a lot of blood and later fail to get blood transfusion due to lack of his or her
blood group or type from the blood bank. This may result in loss of life of the donor.
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2. The moral dilemmas that can be brought by the following;

(i) Artificial respirators
• The use of limited monetary resources may bring some moral dilemmas for medical
practitioners and the government. The moral dilemmas government and policy makers
face is whether to spend the limited money the country has on scientific methods of
prolonging life to save the lives of a few people and risk putting a strain on government
financial resources. The government also faces a challenge of whether to spend the
money on medical treatments that can save the lives of many people and leave the
patients who require the expensive life prolonging treatments to die. On the other hand,
medical practitioners may face a difficult moral decision as to who should benefit from
life prolonging treatments and for how long. They question themselves on whether to
take out a patient who does not show signs of recovery out of the respirator to free it for
the patient who show signs of recovery.
• Sometimes doctors face such difficult moral decisions when some patients refuse to
give consent for the use of life prolonging methods on them. The moral dilemma
doctors face will be whether to violate a patient’s right to give consent to life
prolonging treatments and put him or her on treatment against his or her will as they
will have realised that he or she might recover if given such medical treatment or
whether to respect patients’ wishes and not put him or her on such treatments even
though they know that if they are not put on such life prolonging treatments they will
die. Some patients refuse to be put on respirator because of their beliefs, as such if
doctors respect their religious beliefs and rights and do not put them on a respirator it
may lead to his or her death. On the other hand, if doctors ignore the patients’ beliefs
and rights, and put him or her on a respirator, they may save his or her life, but they
will have violated the patient’s right to consent and his or her religious beliefs.
(ii) Dialysis
• Other moral dilemma that may arise is based on the quality of life of the patient.
Sometimes family members face a difficult situation where medical treatments such as
dialysis is prolonging the life of their loved one but he or she is still in pains and
suffering as well as having a very poor quality of life. The relatives and caretakers may
question whether it is worth keeping the patient alive while he or she is in pains and
suffering or it is better to stop the dialysis treatment and let him or her die to end his or
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her needless suffering. If they stop the dialysis treatment, they will feel like they are
responsible for his or her death and if they let the patient continue with dialysis it will
be like they are prolonging his or her suffering.
3. Evaluate this concept of euthanasia;

• Some people believe that, by administering euthanasia to a terminally ill person, it
helps to end his or her pains and suffering. They argue that by keeping a terminally ill
patient alive, relatives are just prolonging his or her pains and suffering because the
patient will eventually die. They believe that the relatives should let him or her die to
take him or her out of his or her miserable and painful life and for the patient to die
with dignity.
• Others believe that euthanasia relieves the family members from the emotional pain and
suffering of seeing their loved one suffer. They argue that watching their loved ones
every day in life support machines unable to breathe on their own or eat can be
traumatic. They argue that by letting the terminally ill die will not only end his or her
pains and suffering but will also relieve the family members from the pains of watching
him or her everyday lying there unable to do basic things like bathing and eating.
• However, there are those who believe that for whatever reason one has euthanasia is
wrong and unacceptable. Such people believe that euthanasia is permanent and
irreversible. They argue that there are some reported cases of people who were wrongly
diagnosed as being in a coma or vegetative state, yet they were still conscious but
paralysed and unable to speak and move. As such, if a person is mistaken to be in a
vegetative state and he or she was euthanised, doctors and family members would have
killed people who could have recovered if given a chance. As a result, involuntary
euthanasia can result in the death of someone who does not want to die but is unable to
speak it out.
• Some people argue that life is scared and precious and it should not be terminated for
any reason. They believe that is morally wrong to intentionally take away another
person’s life, even if the person gives consent. Accepting euthanasia of people who are
terminally ill, in a vegetative state or babies that are born with severe defects means we
are accepting that their lives are less precious than others.
• Euthanasia is morally wrong because some doctors and relatives may abuse it since it is
difficult to tell whether they are doing it out of concern and compassion for the patient.
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For instance, some relatives may want the patient to be euthanised because they see
him or her as a burden to them since they are no longer living their lives the way they
want due to taking care of him or her. Sometimes it will not be out of mercy but rather
because they want to inherit the patient’s property. Some doctors sometimes will do
euthanasia not because they are concerned about the patient’s suffering but because
they want to free up hospital beds for other patients.
• Some people believe that euthanasia is wrong because doctors took an oath that they
will do everything possible to save life. Therefore, they argue that doctors who
administer euthanasia are violating that oath. They say doctors should fight hard and do
everything possible to preserve the patient’s life.

Topic - HIV and AIDS and Sexually Transmitted Infections (STI’s)

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

3.0 What are STIs:
These are infections that are transmitted through unprotected sexual intercourse.
4.0 Explain two factors that have led to people changing their attitude towards testing
for HIV in Botswana.
Availability of ARV therapy: this has given people hope that they can still live for so many
years because ARVs help to improve the health of HIV positive individuals. People are now
encouraged to get tested to enroll in ARV treatment if infected sooner than later.
There are more counselling and testing centres in Botswana, so people can easily access these
counselling centres.
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Increased public awareness about HIV and AIDS: most people have been educated about
HIV and AIDS, so they no longer see it as a death sentence like they used to in the past.
Reduction of stigma and discrimination: with people getting facts about HIV and AIDS,
stigma and discrimination have gone down, so this encourages people to go for testing.
Question 1: Discuss two benefits of knowing one’s HIV status.

• If one is infected with HIV, he/she can practice safe sex and avoid reinfection and
infecting his/her partner.
• HIV negative individuals can take precautions and avoid becoming infected with HIV.
• It can enable those infected with HIV to take treatment on time and stay healthy
• HIV infected individuals can adopt a healthy lifestyle and delay the progression of HIV
to AIDS.
Feedback to Lesson 13
Topic: Right and Wrong Issues Relating to HIV and AIDS

1. B
2. B
3. B
4. C
5. A
1. HIV risk prevention measure most appropriate for adolescents:

• Abstinence: by refraining from sex, adolescents will not be at risk of contracting the
virus as there will be no sexual contact taking place. They will be safe because
abstinence from sex will offer them 100% protection from HIV as they are still young
to deal with the effects of infection.
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2. Disadvantages of transmitting HIV and AIDS from a moral point of view:

• The person can become re-infected with HIV and become sick
• One can be punished by the state for transmitting HIV intentionally as this act is not
allowed by the law.
• It can increase the number of people suffering from AIDS which can result in many
deaths
1. Assess a moral implication of disclosing one’s own HIV status

• Stigma and discrimination: the people who have been told that one is HIV infected
may start to reject him/her and may no longer want to associate with his/her. This is so
because they may be prejudiced against the person and may think that the person can
pass the virus to them. On the other hand, there are people who are not prejudiced and
know the facts about HIV and AIDS, these people may continue treating the person the
way they used to.
• The individual can get support: those who know the HIV status of an individual can
offer him/her the support he/she needs, eg, reminding the person to take medication
properly. By so doing, the infected person would accept himself/herself knowing that
there are those who care about him/her. As a result, the infected person can encourage
other people to be tested for HIV.
• An infected person would be free to take medication: after disclosure of one’s HIV
status, an infected person would no longer take medication secretly if he/she used to do
that. As a result, one would adhere to taking treatment as prescribed by the doctor
because there would no longer be some hindrances to him/her, thus living a positive
life.
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Feedback to Lesson 14
ARV Therapy and Developing a Considerate Attitude Towards People Living with HIV
and AIDS
Section A: Multiple Questions

1. D
2. D
3. C
4. D
5. C
1. Give two reasons why it is important to treat HIV positive individuals with a
compassionate attitude a compassionate attitude:
• Would help AIDS patients to feel accepted and wanted.
• It will help to boost the self -esteem of people living with HIV and AIDS.
• It will enable them to become productive members of the community
2. Explain how any two moral values that can be used to develop a positive attitude
towards people living with HIV and AIDS.
Respect: people can show respect to those living with HIV by keeping their status
confidential and giving privacy.
Love: people can visit those living with HIV at their homes, helping to cook for them and by
giving them emotional support.
Compassion: this can be shown by looking after the sick, helping them to take medication
and cleaning their homes.
1. Moral implications of adopting “the treat all strategy” are:

• The government will spend more money on ARV therapy which can negatively affect
the economy of the country. This is because the number of people on ARV therapy will
go up unlike in the past where only people with a CD 4 count of 350 and below were
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given ARV treatment. This can hinder the government from carrying out new
developments due to lack of funds.
• It will help to prolong the lives of HIV positive people: the health of many people
living with HIV will improve as antiretroviral therapy will boost their immune system.
They can become productive again and get back to their normal way of living.
• It will help to reduce the number of people suffering from opportunistic infections like
Tuberculosis and different cancers
2. How HIV positive people may be treated at:
a) Church: In some churches, followers show love and compassion to people living with
HIV and AIDS which helps them to be able to cope. However, there are those in some
churches who are judgmental and discriminate against HIV infected individuals.
b) Family: in some families, some members discriminate against HIV infected members
and make them feel unwanted. However, in some families, HIV positive members are
given support. This is done by accompanying them for checkups and reminding them
to take medication on time.
Topic - Infertility
1. B
2. C
3. A
4. D
5. C
1a). Method used to help the infertile couple

• Adoption
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b). Moral implications of adoption

• The adopted child can later on return to the biological parent. This will bring emotional
pain to the adoptive parent.
• It saves children who are unwanted from child abandonment.
• It helps to boost the infertile person’s self- esteem by making him/her to experience
parenthood.
2. Moral effects of In-vitro-fertilisation are:
• It can lead to multiple births which can put a strain on the expectant woman’s body and
finances.
• The stresses and uncertainties in in-vitro fertilisation can further strain a marriage.
Couples using this method can be frustrated when they are unsuccessful. This can bring
conflicts between them resulting in divorce.
• Children born through this practice can be stigmatised. People can call them test tube
babies which can damage their self- esteem and confidence.
1. Discuss two moral implications of artificial insemination by donor.

Learner, here is a sample essay which is meant to guide you on how to answer essay
questions:
Artificial insemination by donor can encourage incestuous relationships: there is a great
chance that in a sperm bank, sperms from the same donor will be used for multiple
inseminations on different women. Therefore, children born would be half-brothers and half -
sisters. Furthermore, there may be consequences of consanguineous marriages of brothers
and sisters who are unaware of their condition. These marriages can result in births of
children born with congenital anomalies such as mental disorders, hypertension, etc because
of genes received from common ancestors leading to infant mortality.
Artificial insemination by donor violates the child’s right to know about their biological
roots: there is secrecy in the use of Artificial Insemination by donor; firstly, the sperm donor
is usually anonymous, so the mother may not know the biological father of the child.
Secondly, parents tend not to reveal how their children were conceived. By so doing, children
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may not know their true biological roots and since children cannot access information about
the sperm donor, they may feel anxiety about the sperm donor’s identity which can destroy
their self- concept. If it happens that the children are subsequently informed of the truth, the
news can raise questions about their identity resulting in social and psychological concerns.
In addition, the secrecy of artificial insemination by donor can further lead to destruction of
trust between the child and parents.

Topic: Social Justice
Section A: Multiple Choice questions

1. D
2. A
3. D
4. A
5. A
6. B
1. Cases of equality in Botswana

• Same salary scale for both men and women with same qualification
• Both boys and girls can acquire formal education
• Both male and females are afforded the same job opportunities
2. Explanation of the following terms:

a. Social Justice is treating people fairly and equally to attain social harmony.
b) Fairness is about treating everyone in a way that is right or reasonable and avoiding
biasness. Fairness is about being impartial.
c) Equality is about treating people in the same manner and avoiding discrimination.
Equality is about giving people the same rights, advantages, opportunities etc.
3. Cases of inequality in South Africa
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• Only white people could vote. This meant white minority chose the government for the
majority, dominantly blacks.
• Unequal distribution of resources. Areas where whites stayed or operated where
adequately funded and this enabled them to lead a better life in all aspects of life. On
the other side blacks were seriously and deliberately neglected and faced a lot of
hardships.

1. Analyse any two actions that depict inequalities in Botswana (10)
• Bogosi succession: The tradition or culture in Botswana puts men or males higher than
women in term of leadership. They believe that women cannot make good leaders as
they are not as strong as men to protect the society or family. It is for this reason that
most men find themselves as leaders of their tribes or being Dikgosi. This is not by
mistake but is cultural design from way back. Most of Dikgosi are men and cultural
laws state clearly that a Kgosi should the first born among male children, thereby
leaving females outside. However nowadays because of human rights pressure and
gender related sensitisation there are some changes.
• Inheritance according to traditional protocols is meant for males especially the elderly
among the male sons. This does not take into consideration that there are very
responsible females. Elderly male views his siblings and mother as his responsibilities
and has power to control them and determine their destination in life.
• Marriage powers: traditionally man has the power in marriage. He owns everything
within the marriage from child to mother and all the property. He is also the one who
determines how the family runs. He has powers to dispose and acquire property without
or with very little consultation. It is for this reason that men can marry more wives
while women cannot.
2. Discuss any three (3) effects of inequalities and unfairness in the economy of
Botswana
• Shortage of skilled manpower: women like men can be able to perform tasks that need
certain form of skills and intelligence. If only men can do such tasks or hold such
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challenging positions alone, there is bound to be a shortage of skilled manpower.

Women will not be able to assist as they would have been left out in terms of training,
education, socialisation and exposure. This will mean there will be no one to fill the
vacancies created by shortage of skilled men. This will hit hard on the economy.
• Stalled development: The contribution of women in the society is immense. If women
are held behind or suppressed it means other sectors of the economy will run without
the right personnel or will not exist at all. If this happens it means the development of
the country shall slow down. Today women hold certain strategic positions that
contribute a lot the economy of the country or supporting services that protect the
economy. If women are not taken on board, we will see incompetent and unqualified
men holding certain positions while they can’t perform thus bringing down the
developments.
• Loss of investors’ confidence: Botswana as a developing country need to attract a lot of
investors to come and create job opportunities, infrastructure etc. If investors create
jobs, then Batswana will not starve and crime will go down as people will be able to
fend for themselves. If Inequality and unfairness become rife such investors will move
out of Botswana to better countries. Once they move, they take their jobs and money
away, leaving Botswana poor. In addition, investors pay taxes used to develop the
country and their movement will be a great loss.
Topic - Citizenship

1. B
2. C
3. A
4. D
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1. Difference between a citizen and citizenship

• A citizen is someone who belongs to country while citizenship means a state of
belonging to a country.
2. Responsibilities of citizens
• Report criminal activities
• Take part in elections
3. Explain two ways how the duties of citizen affect them in their daily activities.
• Duties influence the public to take actions independently following their natural
response to situations without being told. e.g., citizens uphold the constitution of the
country by defending the country against its enemies and by contributing towards
economic, social and political developments.
• Duties support codes of conducts for citizens. e.g., they state what society can or cannot
do. Citizens are responsible to jointly engage in community development projects.

1. Describe any three ways how one can acquire citizenship in Botswana.
• By birth: this where a person becomes a citizen of Botswana when is born to parents
who are both citizens of Botswana. In this instance the child born to such people does
not have to apply or go under screening to be given citizenship. In cases where the
father is unknown, if the mother is a Motswana it automatically means the child is a
Motswana too.
• By descent: this is whereby by a child has one of the parents being a Motswana and the
other may be a foreigner. In this case the child assumes the citizen of the mother if
parents feel right with it. However, there are cases where both parents may feel the
child should belong to both countries. If this happens the child may have dual
citizenship, this means belonging to both countries. When the child reaches 21 years of
age, she /he may choose the country preferred thus denounce another one.
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• Naturalisation: this is where a foreigner applies to be a citizen of Botswana to the

government relevant authorities. Then it is up to the government to grant or deny such
an applicant citizenship. However, there expectation to be met by an applicant to
succeed which are:
- The applicant must have stayed in Botswana for 10 years or more. If the applicant
is married to a citizen, he/she must have stayed in Botswana for a minimum of 5
years
- The applicant must have a good criminal record.
- The applicant must be able to speak one of the local languages.
Topic: Traditions and the Law
Section A
1. A
2. C
3. A
4. A
5. C
Section B:Short Answer Questions
1. Differentiate between rules and laws
Laws are set by the government while rules are set by organisations and individuals
Consequences for breaking rules are lighter whereas consequences for breaking laws are
heavy and stiff e.g. imprisonment
2. State any two national traditions

• Respect for national symbols
• Celebrating important political holidays
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3. State any two local traditions

• Social traditions like Bogadi and Patlo
• Economic traditions like farming
4. The role of any two traditions in human behaviour

• Mould behavior: through traditions like taboos and totems people’s behavior is
moulded e.g. taboos like “a girl child should not bath at night encourage girls to be
hygienic.
• Encourage patriotism; national traditions such as respect for national symbols and
celebration of important political holidays encourage love and loyalty to one’s country.
1. Discuss two ways in which change in moral perception can affect the law
• Existing laws can either be amended or abolished e.g., Employment (Amendment)
Act 1996: Women in the past were not allowed to do certain jobs like working in the
mines, but after amendment, this Act allows women to work underground in mines if
they so choose.
• Creation of new laws, e.g., new abortion laws were made in South Africa after many
people believed that women should be given the right to choose whether or not to have
a baby.
Topic: Crime

1. A
2. C
3. C
4. B
5. D
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Section B:Short Answer Questions
1. Explain crime
Crime is any offence punishable by the law, e.g. If a person commits murder, he/she is
given the death penalty as a punishment for killing a person.
2. Two types of crime

Crimes Against Persons:
• Crimes against persons also called personal crimes include murder, aggravate assault,
rape, and robbery.
Crimes Against Property:
• Property crimes involve the theft of property without bodily harm, such as burglary,
larceny, auto theft, and arson.
3. Evaluate one moral implication of crime

• Crime violates human rights such as the right to life, the right to be secure and to
secure property. Destruction of property delays prosperity bot at individual and
national level. Murder and assault lead to death and families remain poor when bread
winners die, the family structure is affected as children become orphans, wives become
widows and husbands become widowers.
4. Cause of crime
• Poverty and economic deprivation: Poverty and economic deprivation have been seen
to be the number one cause of crime in many societies. In a country where economic
deprivation persists often drive its citizens to take to crime to survive
• Unemployment:Lack of job can lead one resorting to crime.
• Alcohol and drug abuse: When on is under the influence of alcohol or drugs they can
end up committing crime or breaking the law
• Peer Pressure: Age mates can influence each other into committing crime
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1. Describe two effects of crime on the victim

Loss of life: Victims of murder lose their lives. Other crimes like assault, robbery and even
kidnapping can lead to victims losing their lives. As a result, if they were breadwinners their
families remain poor and may resort to crime to fend for themselves. Crime leads to loss of
investor confidence and poor economic development.
Permanent injuries: Crimes such as robberies, assault, and rape involve the use of physical
force which can lead to the victim sustaining permanent injuries. Victims may be shot by
criminals and remain paralysed or have permanent scars. As a result, they lose their
employment and may not have any means of survival.
Topic: Punishment
1. C
2. C
3. D
4. A
5. D
1. Types of punishment
• Community service
• Detention
• Imprisonment
• Capital punishment
• Corporal punishment
• A fine
• Community service
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2. Purposes of punishment
• Deterrence: It means stopping the wrongdoer from committing crime in the future and
those who are thinking of committing a similar offence. These people will refrain from
the crime because they know they will be punished.
• Retribution: It means causing suffering to the offender because he/she caused
suffering to the victim. It is a form of revenge or compensation.
• Restoration: It means giving back or repaying what the victim has lost. It may be in
the form of money when the offender is made to pay a fine. The repayment can never
restore the exact situation of the victim because, at the crime action, it is not only the
goods or physical body that were violated but emotional trauma was also caused.
• Incapacitation: It means disallowing the offender to commit the same crime through
causing physical harm. For example, in some countries a criminal’s hand can be cut to
stop him/ form stealing. This is when the offender is denied some right to normal life
that gave him/her an opportunity to commit crime. Another example: a person who
owns a gun lawfully and uses it for poaching will be required to hand it over to the
state.
• Rehabilitation: It means reforming or turning the offender into a better person.
• This purpose is served by prisons where offenders are exposed to correctional strategies
such as counselling and mentoring. Rehabilitation is based on the argument that
offenders suffer from a psychological or emotional problem that has caused them to
commit a crime. Curing that psychological problem will enable the offender to blend
well back into the society.
• Vindication: The society believes that criminals must be punished to enforce the rule
of law.
3. Why punishment is immoral

• It is difficult to be sure that people stay away from crime because of awareness of the
punishment. In fact, there is little evidence that punishment stops people from
committing crime because criminal behaviour continues even though punishment
is enforced.
• It hardens criminal behaviour. People who have been punished by imprisonment, come
out with new and complex plans to commit crime as they shared ideas with others in
prison.
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• It fails to prevent people from committing crime. These people argue that if punishment
was effective in the prevention of criminal behaviour, prisons would not be
overcrowded, and no new offenders would be sentenced to capital punishment.
• It promotes violent behaviour. It is argued that when punishment is administered,
the offender feels that his/her rights are denied and becomes rebellious. That is,
he/she develops a tendency to ‘claim’ the rights that have been denied by continuing to
offend.
• It instils fear on human beings and is therefore wrong. This argument is based on the
reason that people behave well because they know the difference between right and
wrong not because they are aware of the liable punishment.
Section C: Essay
1. Reasons why capital punishment is condemned

• Capital punishment does not deter criminals as hideous crimes continue even in
countries where it is practiced.
• It is a violation of the offender’s right to life.
• It is very cruel
• It does not give the offender a chance to reform or show remorse
• It is final, so when an offender has been misjudged or there was an error, there is no
turning back
Revision and Final Examination Hints
As you revise for the examinations, it is a good idea to practice in the same or similar manner
in which you will be assessed. It is important to take into consideration the following:
• Understanding the action verb in every question as it determines how much one should
write.
• Understanding some of the most used action verbs in moral education examinations.
• List or state often requires just one word or statement and carries only one mark.
This is just a recall question.
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• Define call for the learner to state the meaning of something. It usually carries 1
mark.
• Explain means expounding on something by giving some detail on something. It
carries 2 marks.
• Discuss brings about an element of extensive elaboration of your points and
demands that the learner state the point and elaborate the point even giving
contrasting views on the subject. It usually carries 10 marks.
• Evaluate this one calls for a learner to make a judgment of how good or bad the
issue at hand is.
Read through the sample exam marked essay below. It is meant to guide you on how to
score good marks from your essays
Sample Essay Writing

There are quite several things that are important to consider when writing an essay question.
If the question requires learners to discuss the moral implications for example, a point has to
have the following elements;
1. Always state your main point. [This will earn you 1 mark]
2. Explain the stated point. [This will earn you 2 marks].
3. Discuss the moral implication of the stated point. [This will earn you 2 marks.]
Below is an example of an essay question.
Discuss two (2) moral implications of polygamous marriage.

Promotes vices like jealousy and backstabbing: if a man is married to two or more wives,
they are likely to fight for attention and resources from their husband. Others may feel that
one is getting more attention from the husband than them and this may breed jealousy.
Serious conflicts will then arise and as a result they will be fights in the household and hatred
may also spread from parents to children. In some cases, wives have even been accused of
bewitching each other which further divided the children.
High risk of contracting sexually transmitted infections: polygamy involves having sex
with multiple sexual partners and as such, if one of the spouses is infected, all the other
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spouses are likely to be infected as they may not necessarily use protection during sexual
intercourse. In a case where the sexually transmitted disease is HIV, it would mean that the
other partners run the risk of being infected. As a result, they may all fall sick and die if they
might not get medical attention and leave a lot of orphans behind. These orphans may not be
able to fend for themselves and end up living in poverty.
• 1 mark is for the stated point in black.
• 2 marks for explanation/elaboration of the stated point or 1 mark if it is partially
explained.
• 2 marks for the moral implication arising from the explained point or 1 mark if
it’s not fully explained.
• Total: 5 points for each point.
• Overall, for the essay: 10 marks
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References
Dudzayi, K., Mannathoko, I., & Moswela, U., (2009). Moral Education. Gaborone.
Collegium.
Kgathi, G., Seganabeng R., & Seretse, T. (2009). Exploring Moral Education.
Gaborone.Heinemann.
Malanse, C., Mokobi, U., & Anderson, V. (2009). Moral Education: A fresh Start. Diamond.
Gaborone. Educational Publishers.
Fleming, E.; O ’Hara, B. (1995). World Religions. Dublin. Gill & Macmillan.
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243

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JC: Moral Education Book 2 Revision Notes

Inspire Tomorrow, Today

JUNIOR CERTIFICATE OF EDUCATION

MORAL EDUCATION REVISION NOTES

Subject Specialist Programme Developer

Note that each booklet is divided into a number of lessons.

Examination Paper Structure

Learning and Revision Approach

Overview: JCE Moral Education Revision Booklet 2

People Living with HIV and AIDS ................................................................................ 134

Objectives of the topic:

• differentiate between comprehensive and abstinence sex education

• discuss different viewpoints on sex education

proper or improper by a group of people, society or community.

1.0 Types of Sex Education

There are two types of sex education and these are;

a) Comprehensive Sex Education

b) Abstinence Sex Education

2.0 Differences Between Comprehensive and Abstinence Sex

Comprehensive Sex Education Abstinence Sex Education

3.0 Viewpoints On Sex Education

a) Viewpoints on sex education according to individuals

i Those in support of comprehensive sex education give the following reasons:

• It provides necessary information on sexual development, reproduction, contraceptives

b) Cultural Views/Traditionalists Views on Sex Education

c) Religious Views on Sex Education

• It does not go against the Islamic teachings on decency and modesty.

4.0 Moral Implications of Sex Education

a) Sex education is morally right because:

• It is acceptable since it helps young people to be knowledgeable about pre-marital sex

b) Sex education is morally wrong because:

5.0 Moral Implications of Early Sexual Acts

Early sexual acts are morally wrong because:

• Sexually active young people contract Sexually Transmitted Infections

6.0 Reasons Why Sex Should Be Performed by Mature Consenting

• Their bodies are mature and ready for sex.

Topic: Sex Education

Section A: Multiple-Choice Questions [5marks]

2. Which of the following is not covered by Sex education?

3. Which of the following is a reason why sex education is important?

4. Which of the following is not a moral implication of sex education?

5. Which of the following is a type of sex education?

Section B: Short Answer Questions [10 marks]

1. What is sex education?

5. Give any three moral implications of sex education?

Section C: Essay Questions [10 marks]

Objectives of the topic:

• discuss different viewpoints on abstinence

• give at least two reasons for celibacy and chastity

• discuss moral implications of abstinence

1.0 Explanation of Abstinence

1.1 Reasons for Abstinence

• Some people choose to abstain so as to focus on their educational training, career

2.0 Different Viewpoints on Abstinence

a) Religious views on abstinence

• Christians believe that sex is for married couples to procreate.

• All unmarried people should abstain from sexual activities.

v) African Traditional Religion

b) Cultural Viewpoint on Abstinence

c) Medical Viewpoint on Abstinence

d) Philosophical Viewpoint on Abstinence

3.0 Reasons for Celibacy and Chastity

• It is a sign of self-control, discipline, and commitment to one’s religion

• It boosts intimacy and helps a couple to bond as friends.