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Social Studies
Pupil’s Book
Standard Seven

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Tanzania Institute of Education

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© Tanzania Institute of Education, 2020

Published 2020
Reprinted 2021

ISBN: 978–9987–09–195–9

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Tanzania Institute of Education
P. O. Box 35094
Dar es Salaam
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Tel: +255 735 041 170 / +255 735 041 168
Email: director.general@tie.go.tz
Website: www.tie.go.tz
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All rights reserved. This book may not be reproduced, stored in any
retrieval system or transmitted in any form or by any means, electronic,
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mechanical, photocopying, recording or otherwise, without the prior

written permission of the Tanzania Institute of Education.
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ii

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Table of Contents

Acknowledgements .............................................................................v

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

Chapter One

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Natural hazards....................................................................................1

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Chapter Two

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Human development and production tools ....................................25

Chapter Three SE
Climate of Tanzania ...........................................................................53
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Chapter Four
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Tanzanian traditions and customs...................................................73

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Chapter Five
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Transportation and cooperation between Tanzania and other

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countries ............................................................................................84
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Chapter Six
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Impacts of the techniques used for the struggle of independence

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in Africa ..............................................................................................90

iii

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Chapter Seven

Development in post-independence Tanzania................................98

Chapter Eight

Uses of maps ...................................................................................115

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Chapter Nine

Solar system ....................................................................................131

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Chapter ten

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Population and settlements............................................................142

Chapter Eleven
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Economic activities in the East African Community ....................164

Chapter Twelve
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Entrepreneurship.............................................................................175
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Acknowledgements
The Tanzania Institute of Education (TIE) recognises the contributions of all the
individuals and organisations who prepared this textbook.

TIE would like to acknowledge the following experts:

Translators: Prof. Faustin Lekule (Entrepreneurship), Mr Charles Manyama,

Mr Christian Kivenule, & Mr Telesphor Hunja (History), Dr Kelvin
Haule, Dr Mohamed Said, Mr Musa Mwalutanile, Ms Blandina
Francis, & Mr Aggrey Chitimbe (Geography)

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Editors: Prof. Gaudens Mpangala & Dr George Ambindwile (History),
Dr Jackson Sawe, Dr Johnstone Andrea, & Dr Mromba Clement

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(Geography), Dr Lutengano Mwinuka (Entrepreneurship), Dr
Amani Mwakalapuka, & Mr Faraja Lugome (Language)

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Designer: Mr Katalambula Faraji

Cartographer:

Photographer:
Ms Sauda Kileo

Mr Chrisant Ignas
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Illustrators: Mr Fikiri Msimbe and Alama Art and Media Production Limited

Coordinators: Mr Musa Mwalutanile and Mr Charles Manyama

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TIE also extends its sincere gratitude to the primary school teachers who participated
in the trial phase of the manuscript.
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Likewise, TIE would like to thank the Global Partnership for Education (GPE) through
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the Literacy and Numeracy Education Support Project (LANES II) for the financial
support that facilitated the process of translating the Kiswahili version into English
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and printing this textbook.

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Similarly, TIE would like to express its appreciation to the Ministry of Education,
Science and Technology for its close supervision during translating and printing
phases.
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Dr Aneth A. Komba
Director General
Tanzania Institute of Education

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Introduction
This is the fifth book in a series of five textbooks on Social Studies for
Primary Schools from Standard Three to Seven. The book is prepared
according to the 2020 Social Studies Syllabus for Primary Schools issued
by the Ministry of Education, Science and Technology. This book consists
of 12 chapters, which are: Natural hazards, Human development and
production tools, Climate of Tanzania, Tanzanian traditions and customs,

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Transportation and cooperation between Tanzania and other countries,
and the impacts of the techniques used for the struggle of independence
in Africa. Others are Development in post-independence Tanzania, Uses

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of maps, the Solar system, Population and settlement Economic activities
in the East African Community and Entrepreneurship. The book includes

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passages, illustrations, practical activities, and exercises that enhance
learning. You are, therefore, encouraged to do all the activities and
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exercises in this book together with other assignments provided by your
teacher.
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vi

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Chapter
One Natural hazards

Introduction

In Standard Six, you learnt about the concept of climate change, global
warming and the relationship between human activities and global

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warming. Similarly, you learnt about the various hazards caused by global
warming, their effects and the different measures that are used to deal
with the hazards. In addition, you learnt how to control environmental

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degradation. In this chapter, you will learn to identify natural hazards and

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how to control their effects. Also, you will learn about fire hazards caused
by natural forces, their effects, fire prevention and principles of firefighting
and rescue. The competencies gained from this chapter will enable you
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to identify natural hazards and take appropriate measures to reduce their
effects.
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The concept of natural hazards
Natural hazards are catastrophic events caused by natural forces that
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occur suddenly or gradually, thus, causing disasters. These hazardous

events may be regarded as disasters if their occurrence leads to serious
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damage and the affected community does not have adequate resources
to avoid or recover from the catastrophe. Some of these natural hazards
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include earthquakes, volcanic eruptions, landslides, tsunamis, fire

outbreaks, floods and droughts. Although the floods, droughts and fire
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outbreaks are natural hazards, they may as well be caused by human

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activities.

Natural hazards may occur either suddenly or gradually. Some of the

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natural hazards that occur suddenly include floods, earthquakes, volcanic

eruptions, landslide, tsunami, and fire outbreaks. Drought is one of the
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natural hazards that occur gradually. These hazardous events can occur
anywhere depending on the nature of that particular hazard. Other hazards
occur repeatedly in the same area. These hazards may cause disasters

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DO and
such as deaths of people NOT DUPLICATE
animals, loss of or damage to vegetation,
property, infrastructure, and disease outbreaks. Some of these natural
hazards and their effects are as follows:

Think

1. An earthquake that has ever happened.

2. Indicators of earthquakes.

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3. What to do, to protect oneself during an earthquake.

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An earthquake

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An earthquake is a sudden vibration or shaking that occurs in the upper
layer of the earth. This vibration is caused by natural forces from the waves
passing within layers of rocks under the ground. When rocks under the earth’s
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surface move towards each other they often cause tension and friction. This
process eventually causes a rupture that releases a vibration energy. In turn,
this energy causes sudden vibrations in the upper layer of the earth. This is
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what is called an earthquake. Earthquakes can also be caused by volcanic
eruptions and human activities such as nuclear explosions and mining.
Earthquake is measured by an instrument called seismometer. Normally, it
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is difficult to detect signs of prospective earthquakes. This is why they cause

serious damage if they occur around settlements. The damage include,
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deaths and destruction of property.

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Effects of earthquakes
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Earthquakes have various effects on the environment. Although, they last

for only a few seconds, earthquakes may cause devastating effects. The
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effects of earthquakes depend on the magnitude of the quake, strength of

the buildings or any other infrastructure, and the geological nature of the
area affected by the earthquake. The following are some of the effects of
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earthquakes:
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(a) Destruction of environment and settlements: When an earthquake

occurs, it causes rocks to crack which may result in destruction

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DO NOT
of infrastructures such DUPLICATE
as roads, railways and sports grounds.
Earthquakes may also cause collapse of buildings such as schools,
hospitals and settlements. For example, Kagera and Katavi Regions
in Tanzania experienced earthquakes in 2016 and 2019, respectively.
The earthquakes destroyed infrastructure including roads, school
buildings, hospitals and settlements;

(b) Outbreak of diseases: Earthquakes can cause damage to sewage

systems. The damaged sewage system may discharge waste water
that contaminates clean water systems. When human beings use

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contaminated water for cooking, drinking, bathing and cleaning utensils,
they are likely to be affected by waterborne diseases such as typhoid,
cholera and diarrhoea. Likewise, earthquakes may cause introduction

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of dust and toxic fumes into the atmosphere. This condition can lead to
eye diseases and respiratory problems;

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(c) Outbreak of fire: When earthquakes damage electrical infrastructure,
cause volcanic eruption or rock collision, fire may erupt. When that
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happens, it becomes very difficult to control fire outbreak as fire fighters
can hardly reach the affected areas due to the damage of infrastructure;
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(d) Occurrence of Tsunami: Earthquakes can cause large waves in the
ocean called tsunamis. These waves travel at high speed to the shores
where they may cause devastation to human beings, animals and
property;
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(e) Changes in the ocean depths: Earthquakes may cause the ocean floor
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to shake, which subsequently results into movement or rupturing of the

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oceanic floor rocks. This condition can lead to spread of volcanoes that
eventually solidify and reduce the depth of the ocean. In addition, an
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earthquake can cause bed-rocks along the ocean floor to experience

tensional forces, develop faults and sink further into the crust. This is
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likely to increase the depth of the ocean in the affected area; and

(f) Death of living things: Earthquakes have often caused deaths to

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humans and other living things. When an earthquake occurs, it can

destroy buildings and damage infrastructure. When debris falls on
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people or animals it can cause death. Figure 1 shows some of the

effects of earthquake on infrastructure.

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Figure 1: Some of the effects of an earthquake

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Precautions to be taken to reduce the effects of an earthquake

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It is important to take various precautions to deal with the effects of earthquake.
One of the precautions is to provide education on how to prevent or reduce
the impact of an earthquake when it occurs. This education should reach
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people of all ages; children, youths and the elderly, as well as people with
special needs. This education should also take into account the source, high-
risk areas with a history of frequent earthquakes, effects of earthquakes
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and ways to deal with them. Earthquake monitoring centres should use
the media and various other stakeholders to educate the community on
the effects of earthquakes, and measures to reduce such effects. Citizens
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should be educated on the importance of building houses that can withstand

earthquakes. Also, the land use planning department should conduct land
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use assessment before allocating land to citizens for settlement. In addition,

if an earthquake occurs, you are advised to stay away from tall buildings,
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trees, electrical cables and poles, beaches and along major river banks.
If you are indoors, go under a table or bed and cover your head and body
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with heavy clothing to protect yourself from heavy and sharp objects such
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as glasses. When the earthquake stops, cry out for help. It is also safe to lie
down several metres away from tall buildings or run towards open spaces
such as playing grounds and farms.
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Exercise 1 DO NOT DUPLICATE

Answer the following questions:

1. List four effects of an earthquake.

2. Briefly explain why earthquake is a natural hazard.

Volcanic eruption

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Temperature and pressure of the inner part of the earth is extremely high.
This extremely high temperature causes melting of rocks surrounding it and
turns them into a form of very hot liquid called magma. As pressure increases,

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magma is forced into the earth’s crust through cracks and fissures all the

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way to the earth’s surface. When magma reaches the earth’s surface, it is
called lava. Magma can also solidify inside the earth’s crust.

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Volcanic eruption is a process that involves magma getting out of the earth’s
crust. Volcanoes can eject out of the earth’s surface violently or quietly. The
nature of eruption depends on the amount of heat and pressure of the rocks
in the earth’s interior. Magma may be ejected to the earth’s surface, spill
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and flow, then solidify as shown in Figure 2. Volcanic eruption may also
emit volcanic ashes that spread into the atmosphere. These ashes contain
gases, such as sulphur dioxide, that are dangerous to living organisms.
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When magma erupts outside the earth’s surface and loses gas, it is called
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lava. Lava may spread in a small or large area and then cools and solidifies.
The cooled and solidified lava may form a volcanic mountain or lava plateau.
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Volcanic mountains are also found in Tanzania. Some of these mountains

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have regular volcanic eruptions and are, thus, called active volcanoes.
Mount Oldonyo Lengai in Arusha is a good example of active volcanoes.
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Other volcanic mountains are those that were formed by volcanic eruptions
in the past, however, they still indicate signs of eruption in the future. These
mountains are called dormant volcanoes. Mount Kilimanjaro in Kilimanjaro
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Region and Mount Meru in Arusha Region are a good example of dormant
volcanoes. Furthermore, there are volcanic mountains called extinct
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volcanoes. These mountains have no indications of erupting anymore

although they did erupt many years ago. An example of such mountains is
Mount Rungwe in Mbeya Region.

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Figure 2: A volcanic eruption

Effects of a volcanic eruption

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When a volcano erupts it causes various effects on living things and the
environment in general. Some of these effects include:
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(a) Loss of biodiversity: When a volcano erupts, it releases lava that

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covers the earth’s surface. Hot lava can kill living organisms such as
animals, humans, plants and micro-organisms that are important for
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the ecosystem;
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(b) Health related problems in the respiratory system, eyes and skin:
When a volcano erupts, it emits heavy smoke, dust, and ashes that
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can cause health problems to living organisms, especially animals

and humans. For example, as toxic ashes contact the skin, they can
cause the skin to itch and get damaged. When heavy smoke with
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carbon dioxide spreads and is inhaled by living things, it can affect the
respiratory system and even cause death;
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(c) Destruction of property such as infrastructure and settlements: When

a volcanic eruption occurs, it can destroy infrastructure such as roads,

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as shown in Figure 3DO
(a), NOT
railwayDUPLICATE
and spaces including sports grounds,
and property, as shown in Figure 3 (b);

(d) Pollution of water sources: Volcanoes can flow into water sources and
distribute toxic chemicals that cause diseases and death to living things
such as people, animals, plants and insects. In addition, volcanoes can
block water sources leading to water shortages;

(e) Earthquakes and landslides: Volcanoes are accompanied by shaking

of land that can cause landslides and earthquakes;

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(f) Fire hazards: When lava spreads over dry vegetation, it can cause fire
outbreak that could burn forests and settlements, as shown in Figures
3 (c) and (d);

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(a) (b)
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(c) (d)
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Figure 3: Effects of volcanic eruption

Sources: https://www.vox.com/2018/5/6/17323626/hawaii-volcano-eruption-2018-kilauea-big-island
https://www.minnpost.com/earth-journal/2012/12/exploring our-relative-capabilities-
predicting-Disasters
http://www.jpl.nasa.gov/

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(g) Impact on climate:DO NOTashes
Volcanic DUPLICATE
and sulphur dioxide that come from
the eruption may reduce global temperature by reflecting the incoming
solar radiation; but on the other hand, volcanoes can also cause global
warming because they block the outgoing solar radiation; and

(h) Clouds formed by volcanic ashes and dust are dangerous to air
transport since they can damage aircraft engines.

Despite the fact that volcanic eruptions have many effects, they also have
benefits such as producing fertile soil as well as ejecting minerals like gold and

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diamonds from the ground. Also, volcanic eruptions can cause occurrence
of springs in the land and islands in oceans.

Exercise 2

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Answer the following questions:

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Study Figure 3, and then answer the following questions:

(a)
(b)
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What do you see in the pictures shown in Figure 3(a-d)?
What precautions do you think the affected community could take to
avoid the effects of a volcanic eruption?
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(c) What kind of support is needed to help victims of the incident shown
in Figure 3(c)?
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Precautions when dealing with the effects of volcanic eruptions

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A volcanic eruption is one of the natural hazards that require care and
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preparedness before they occur. The government, in collaboration with other

stakeholders, should educate the public about the effects of volcanic eruptions.
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Citizens should be educated about the consequences of establishing their

settlements in volcano prone areas. It is recommended that a person should
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build or establish settlements at least 50 kilometres from volcanic sources.

In addition, the responsible authorities should provide early warning of any
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indication of volcanic eruption before it occurs.

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If a volcanic eruption occurs in the area where you live, it is advised that
you run far from the volcanic source. It is important to wear a face mask
(filter) to avoid inhaling toxic air from heavy volcanic smoke. As you walk

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towards a safe area, avoidDO NOT on
stepping DUPLICATE
puddles or streams flowing from the
mountain because you may tread on molten materials or hot water flowing
from erupted volcanic mountain. If at the time of volcanic eruption you are
inside the house, then remain there until the rescue team arrives at the
scene for evacuation.

Landslide
Landslide is a rapid movement of a large mass of rocks or soil materials
down slope due to gravity. The steeper the slope the faster the movement

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and the gentle slope the slower the movement. Figure 4 shows an example
of landslide.

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Figure 4: Landslide
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Landslide is caused by various factors, such as volcanic eruptions,

earthquakes, heavy rains, and floods. Volcanic eruptions cause shaking
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and collapsing of the upper layer of the earth’s crust. This greatly leads to
landslide as shaken soil materials become weaker because of several cracks.
In addition, when an earthquake occurs, it weakens the bonds between soil
and rocks. The ground becomes weak, so it is easy to collapse. Flooding

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DOwater
also causes landslide as NOTtable
DUPLICATE
rises due to heavy rainfall or melting
of ice. When the ground absorbs more water, it increases weight of the soil
and decreases its adhesion. Consequently, the soil fails to stick together,
which causes landslide. In Tanzania, for the last time the major events of
landslide occurred in Same District in Kilimanjaro Region, and Kilosa District
in Morogoro Region in 2014.

Effects of landslides

When landslide occurs, it can cause the following effects:

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(a) Damage to infrastructure, properties and settlements: Landslide can
destroy and block roads (as shown in Figures 4 and 5). It can also

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destroy railways, bridges, electric and telephone poles, oil pipelines
and drainage structures. This condition may suspend productive

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activities for a period of time. In addition, when landslide occurs, it can
destroy properties and settlements; thus leading into poverty;

(b)
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Damage to plants and deaths of animals: When landslide occurs,
debris could cover animals and plants in the lowlands. This can lead to
animal deaths and damage the vegetation of the particular area; and
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(c) Removal of the top fertile soil layers: Landslide may cause the removal
of top fertile soil layers. The affected areas become unproductive and
thus affect vegetation and agricultural activities. This condition can
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lead to lack of adequate food in a particular area.

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Figure 5: Road damaged by landslide

Source: https://www.123rf.com/photo_62062626_landslide-on-a-national-road in-sicily.html

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Precautions when dealing NOT theDUPLICATE
effects of landslide

It is important to take various precautions in order to minimize and deal with

the effects of landslide. This can be done by planting trees and other plants
in open and steep slopes as well as preventing illegal logging and burning of
forests. Citizens should avoid construction activities on steep slopes and in
valleys. This is because, by doing so, they increase chances of landslide in
such areas. In addition, the responsible authorities should provide education
about the possible effects of landslide and vulnerable areas. Also, the
government should encourage citizens to be vigilant of weather forecast

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programmes via radio and television and take appropriate measures to
avoid possible effects of landslide. Citizens should adhere to the principles
of sustainable land use, especially in areas with steep slopes. Every citizen

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should seek professional advice if they wish to establish settlement and
engage in human activities such as mining and agricultural activities on steep

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slopes. Also, it is recommended to restore forest on surface-mined land by
planting trees immediately after mines are closed to minimise chances of
landslide.
SE
Once landslide has occurred, you are advised to clear water systems blocked
by debris such as mud and other solid waste. This could be done by cleaning
U
the affected area to restore it to its original condition. Remove the mud and
soil to restore the original land and the damaged settlements.
E

Exercise 3
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Answer the following questions:

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1. Briefly explain the effects caused by landslide in your area.

2. Which measures should be taken to avoid landslide?
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3. How do floods, earthquakes, volcanic eruptions contribute to

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landslides?
4. Briefly describe indicators that will show you that landslide is likely to
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occur.
5. Explain the how burning of forests contribute to landslide.
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Activity 1

With the help of teachers, parents, or guardians, identify the natural hazards
that occurred in your region by focusing on the following facts:

(a) the place where it occurred,

(b) the type of natural hazard,

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(c) its source,

(d) its effects, and

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(e) how it was dealt with.

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Tsunami
SE
Tsunami is a Japanese word meaning “harbour wave”. Tsunami refers to
huge ocean waves caused by earthquakes below the ocean floor or other
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natural forces such as volcanic eruptions or meteors falling in the ocean.
Tsunami is also caused by the displacement of rocks in the ocean floor.
Nuclear bombs testing may also cause tsunamis.
E

An earthquake or other earth movements cause huge ocean waves which

N

move and spread very fast. When these vibrations occur, they release
energy in the ocean floor that causes large waves on the surface of the
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ocean. The waves begin to travel and increase in strength as they approach
the shores. Tsunami waves are powerful and capable of travelling at a speed
N

of 10 to 800 kilometres per hour, and can last for an average of one hour.
These waves can reach a height of 10 to 30 metres. The Pacific Ocean
O

in Indonesia and Japan experience frequent tsunamis. The occurrence of

major earthquakes beneath the Pacific Ocean is a major source of tsunamis
R

in the region. Figure 6 shows the appearance of tsunami waves.

FO

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Figure 6: A tsunami wave

Effects of tsunami
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Source: https://www.somagnews.com/tsunami-happen-tsunami
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(a) Deaths of people in the coastal areas: Tsunami waves significantly
affect coastal areas. For example, the largest tsunami in historical
records occurred in the Indian Ocean, East Asia, on 26th December
E

2004. The incident affected several countries such as Indonesia,

Singapore, Malaysia and India. This tsunami is believed to have caused
N

more than 230 000 deaths in 14 countries. The effects were also felt in
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East African countries whereby 11 people in Tanzania and 1 person in

Kenya lost their lives while swimming in the Indian Ocean;
N

(b) Destruction of settlements and infrastructure: Tsunami waves hit

beaches and destroy infrastructure, as shown in Figure 7. The most
O

affected properties include residences, hotels and restaurants, tourism

centres, and different recreational areas. Also, tsunami destroys
R

transport networks such as roads, railways, ports and airports as well

as power houses;
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(c) Flooding and pollution of water sources: This condition is caused by

large waves of tsunami that move towards coastal areas and cause
floods. Also, stagnant water in settlement areas may cause swamps

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DO NOT
that become breeding sites ofDUPLICATE
insects. This situation causes spread of
various diseases such as malaria, typhoid, cholera and diarrhoea;

(d) Destruction of the habitats of living organisms: When a tsunami hits

fish-breeding areas such as coral reefs, they destroy and affect their
existence. This causes fish and other marine organisms to die; and

(e) Damaging natural vegetation: Tsunami waves can erode trees and
other vegetation. This leads to disappearance of natural vegetation
eventually destroying the ecosystem of the affected area which is

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habitat to various animals.

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Figure 7: Effects of a tsunami on settlements along coastal areas

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Sources: https: // www.dw.com / en / climate-induced-sea-level-rise-to worsen-tsunami- impacts /

a-45730449
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Precautions to be taken to reduce the effects of tsunamis

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Tsunami does not occur frequently; nevertheless, it causes serious damages

when it occurs. There are some precautions that one must take in order
FO

to minimise the impacts of tsunami. One of these precautions is to control

enrichment and testing of nuclear bombs and explosives in the ocean. This
will help reduce the frequency of earthquakes caused by human activities.

14

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DOcoastal
Avoid building or living along NOT areas.
DUPLICATE
If construction takes place along
coastal areas, it should follow professional advice about recommended
distances from the ocean. The respective authority should give early warnings
once signs of tsunami, such as earthquakes and tidal abnormalities, occur.
This should go together with educating the public on the effects of tsunami
and how to protect themselves. In addition, if tsunami occurs in your area,
you are advised to move to high ground areas. By doing so, you would
be in a safe area where a rescue team can reach for evacuation. It is also
important to avoid swimming in the water streams that lead to the ocean

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because they may have strong waves which can carry you away.

Exercise 4

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Answer the following questions:

O
1. What is tsunami?
2. Explain causes of tsunami.
3. SE
Explain why coastal areas of the Pacific Ocean are frequently affected
by tsunami.
U
Fire hazards
Fire is a combustion that produces heat and light. Fire is also described as
E

resulting from a chemical reaction between a combustible substance, oxygen

and heat. Fire hazards are materials, substances or actions that increase the
N

likelihood of fire outbreak. Fire hazards can be natural or caused by human

activities. Natural fire hazards often occur in dense forests, for example, in
LI

the Amazon rain forest in Brazil and in the forests of the East and North-
east of Victoria Province in Australia. These hazards occur mainly during
N

dry seasons. Among the sources of natural fires are volcanic eruptions and
O

lightning. These are the most common sources of natural fires in dense forest
areas. Another source of natural fire is the intense heat from the atmosphere
that helps fire to burn more easily. Lightning and extreme heat causes fires
R

that burn wood dust, dry leaves, and grass. All these nature induced fires
usually spread and burn a large area of the forest.
FO

Apart from natural sources, fire hazards are also caused by human activities,
such as illegal burning of forests, honey harvesting, hunting, smoking, and

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DOoilNOT
the misuse of gas energy, DUPLICATE
and electricity. Fire caused by human activities
often occurs in farms, forests, schools and residential and commercial areas.
An example of this type of fire hazard is the one that occurred in 2017 and
destroyed the SIDO market in Mbeya Region. It caused a significant loss of
life and damage to property and commercial buildings, as shown in Figure 8
(a). Another fire hazard caused by human activities was that which happened
in Morogoro Region in 2019 where a fuel tanker overturned and spilled the
fuel. As people were fetching the fuel, someone else was trying to vandalise
the tanker’s battery. The battery sparked and accidentally ignited fire on

LY
fuel. Suddenly, the whole tanker exploded along with all fuel being fetch. In
that incident more than 100 people died, property was damaged, and the
environment was polluted, as shown in Figure 8(b). Another example is the

N
fire that burnt Mihayo Secondary School in Tabora Region in 2018.

O
SE
U
E
N

(a) SIDO market buildings on fire in Mbeya (b) Firefighting operation at Msamvu in
LI

in 2018 Morogoro in 2019

N

Figure 8: Effects of fire

Source: The Fire and Rescue Force of Tanzania
O

Exercise 5
R

Answer the following questions:

1. Explain how improper honey gathering can lead to fire hazards.
FO

2. How do lightning and extreme heat contribute to fire hazards?

3. Explain how fire hazards occur.

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Effects of fire hazards DO NOT DUPLICATE

Fire is among the most dangerous incidents in the society. The following are
the effects of fire hazards to society:

(a) It causes death and temporary or permanent disabilities to humans

and other creatures. For example, fire that occurred in Morogoro in
2019 resulted in the loss of more than 100 people;

(b) Fire destroys property and infrastructure such as electric poles, oil and
gas reserves. For example, fire outbreak that happened in Morogoro in

LY
2019 destroyed property such as motorbikes, bicycles and cars;

(c) The top layer of soil loses its ability to absorb and retain water for a

N
long time. Fire causes the soil to become dry and develops cracks,
thus failing to store water. The ground loses its cohesiveness and thus

O
triggers landslide and floods;

(d) Increase of carbon dioxide in the atmosphere: When forests burn, they
SE
emit carbon dioxide that contributes significantly to the increase of
atmospheric greenhouse gases that cause climate change;

(e) Destruction of wildlife and biodiversity: Wildfires cause extinction of

U
some species and destroy wildlife habitats. For example, frequent fires
in Mount Kilimanjaro National Park and other wildlife conservation
areas destroy animal habitats and cause deaths to wildlife;
E

(f) Fire causes suspension of social services such as schools, airports,

N

and hospitals, thus affecting the whole community; and

LI

(g) Fire causes unemployment if the workplace is completely burned

down. For example, when the Mwanjelwa and SIDO markets in Mbeya
N

Region as well as the Samunge market in Arusha Region were burnt,

many people lost their businesses and jobs.
O

Principles of firefighting and rescue operations

R

According to the Fire and Rescue Force Act No. 14 of 2007, the Fire and
Rescue Force is responsible for extinguishing fires and saving lives and
FO

property, as well as dealing with any non-criminal emergencies. Regulations

on firefighting and rescue services were formulated to support the rescue
team and the rescued. For a successful rescue, the Fire and Rescue Force

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DOcommunity.
should cooperate with the NOT DUPLICATE
The following are the principles to be
followed in order to save lives and property during a fire outbreak:

(a) Ring bells, push fire alarms or scream loudly for help from other users
of the building;

(b) Get out and call the Fire and Rescue Force’s emergency number for
further assistance. The emergency call number for Tanzania is 114;

(c) You can use the available fire extinguishers to start extinguishing the
fire as long as they are appropriate for use for the particular type of the

LY
fire source;

(d) Note that, it is important to switch off electricity before starting

N
extinguishing fire whose source is electricity. If it is not possible to
switch off the main switch, then use dry sand, a carbon dioxide or dry

O
powder fire extinguisher;

(e) People who are not involved in firefighting are advised to run to a
SE
special open place so that it becomes easier for the rescue team to
know their number and where they are placed for evacuation;

(f) When extinguishing fire, make sure the rear door is kept open so that
U
if you fail to extinguish the fire you can easily escape;

(g) Once smoke increases, try to crawl while facing downwards to prevent
E

poisonous fumes from getting into your nostrils; and if possible, put on
a face filter mask;
N

(h) It is not recommended to go back to the burning building if the situation

LI

is still unsafe;

(i) If attempts to get out are completely impossible, close the door and
N

seal the bottom of the door with a damp cloth; and

O

(j) Stand near the window and wrap a white cloth to indicate your presence
and ask or cry out for help.
R
FO

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Exercise 6 DO NOT DUPLICATE

Answer the following questions:

1. Explain why you should leave the rear door open during firefighting.
2. List four principles to consider when extinguishing fire.
3. Why do you think we are advised to turn off the main electrical switch
before extinguishing fire that is caused by electricity?

LY
How to get involved in preventing fire hazards

In order to respond effectively to fire hazards, various methods can be used

N
depending on the location and source of fire. You are advised to adhere to
environmental regulations and precautions set to avoid causing a fire. Those

O
precautions include avoiding smoking in high-risk areas such as petroleum
stations, food warehouses, transportation facilities, and in large forests.

SE
Cigarette filters can also cause a fire if they are not properly extinguished
and thrown in special containers.

In this regard, we are therefore advised to:

U
(a) avoid all electrical and gas equipments which are not properly checked
before use.
E

(b) avoid using electronic devices of poor quality.

N

(c) ensure all repairs and check-ups should be done by trained and
professional experts.
LI

(d) use only the approved electronic devices.

N

(e) ensure that electronic devices such as iron, gas cylinder, electric
O

cables, cell phones, radios, televisions and refrigerators are in good

conditions before using them.
R

(f) inspect regularly the electrical wiring system of the buildings.

FO

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DO NOT
Furthermore, it is also advised DUPLICATE
to take precautions with the uses of candles,
battery, and charcoal stoves. We should have protective equipment against
lightning, and we should have fire extinguishers and fire alarms. To prevent
fire outbreak, farmers are advised not to start fires on their farms and dry
grasses when winds are strong.

Education on fire occurrence, prevention and combustion should be provided

to the community to make them understand their responsibility in dealing
with fire events. Special areas should be set aside for pastoralists to graze
their livestock. This may help them stop burning forests as a way to find their

LY
pastures. It is also important to educate beekeepers and honey gatherers to
avoid using fire. The beekeepers should be trained on the best methods of
harvesting honey such as using a bee smoker to repel bees instead of fires

N
that are dangerous to the environment.

O
Incineration of waste is also a source of fire. It is recommended that waste
should be burnt in designated areas, away from flammable materials such

SE
as gas, oil, crop pulp and wood dusts. Welding should be done away from
flammable materials such as paper, oil, wood and clothes. Similarly, before
making charcoal there should be an approval from relevant authorities, as
well as provision of adequate education on how to use charcoal making
U
technology. Citizens should be informed of the importance of extinguishing fire
after collecting charcoal or cooking. Charcoal fires are slowly extinguished;
so it is important to extinguish the remains.
E

The above recommendations should also be observed in schools. Control the

N

over use of candles and electrical equipment in dormitories or classrooms.

LI

Heaters or illegal wiring should be discouraged.

N

Activity 2
O
R

Read various other sources of information about other methods that can
be used to prevent fire outbreaks apart from those mentioned in this book.
FO

Then, write the information and present it to the class.

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Exercise 7 DO NOT DUPLICATE

Answer the following questions:

A: Choose the letter of the most correct answer and write it in the
box provided.

1. The following set of factors contributes to the occurrence of a

volcanic eruption:

(a) Pressure, heat, and lava

LY
(b) Cracks, pressure and magma

Compression force, lava, and air

N
(c)

(d) Compression force, pressure and air

O
2. One of the following methods is not suitable to prevent fire
outbreaks

(a)
SE
Using quality certified equipment
U
(b) Effective use of open fires

(c) Public education

E

(d) Using fire during honey extraction

N

3. A movement of rocks or soil materials following a steep slope is

called...
LI

(a) Earthquake
N

(b) Erosion
O

(c) Landslide
R

(d) Talus creep

FO

4. The following factors may cause tsunami except

(a) Volcanic eruption

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DOfalling
(b) Meteors NOT DUPLICATE
into the ocean

(c) Earthquake

(d) Flooding

5. One of the following is a natural cause of wildfires

(a) Charcoal making

(b) Lightning

LY
(c) Honey gathering

N
(d) Traditions and customs

O
B: Write TRUE for a correct statement and FALSE for an incorrect
statement in the space provided.

6.

7.
SE
A volcanic eruption causes the formation of fertile soil. _________

Landslide can be prevented by tree planting. _________

U
8. Oxygen is a natural air that, in its absence, fire cannot burn.
_________
E

9. Charcoal making is the only source of fire in the forest.

_________
N

10. Increased volume of groundwater due to heavy rainfall or

LI

melting ice contributes to flooding. _________

C: Write the correct answer in the spaces provided.

N

11. The three natural causes of a tsunami are:

O

(i) _______________
R

(ii) _______________
FO

(iii) _______________

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12. A sudden collapse DUPLICATE
of rocks or soil following a steep slope with
the influence of gravitational force is called. __________

13. Name three volcanic mountains found in Tanzania.

(i) _______________

(ii) _______________

(iii) _______________

LY
14. List five possible effects of wildfires

(i) _______________

N
(ii) _______________

O
(iii) _______________

(iv) _______________

(v) _______________
SE
U
D: Answer the following questions

15. Name one natural hazard that you have heard of or witnessed.
E

Give your answers basing on the following:

N

(a) The place where the hazard occurred;

LI

(b) The source or cause of occurrence;

(c) How it was dealt with;

N

(d) Its negative impact to the community concerned; and

O

(e) The lesson you learned from it.

R

16. Briefly explain the difference between natural and human

induced hazards.
FO

17. What do you think are the precautions to take in case of a

tsunami in Tanzania?

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E. Match the itemsDO NOT DUPLICATE
in Column A with their responses in Column
B by writing the letter of the correct answer in the space
provided.
Column A Answers Column A
18. Tsunami (A) natural forces and human
activities
19. Ring the bell or (B) natural fire
alarm (C) lava

LY
20. Mount Oldonyo (D) large ocean waves caused by
Lengai underwater earthquakes
(E) types of hazards

N
21. Lightning and
extreme heat (F) dormant volcano

O
(G) increase of carbon dioxide

22. Earthquake (H) Rocks melted by extreme

and volcanic
eruption
(I)
SE
temperatures under the ground
TANESCO

23. Effects of fire (J) active volcano

U
hazards (K) one of the principles of
firefighting and rescue in a fire
24. Magma outbreak
E

Vocabulary
N

Biodiversity variety of living species on earth, including plants,

LI

animals, bacteria and fungi

Ecosystem interaction of the organisms in their physical environment
N

Energy a source of power which generates heat

O

Lava molten materials on the earth’s surface after a volcanic

eruption
Magma heavy molten materials resulting from melting of rocks
R

due to extreme heat at the inner part of the earth

FO

Rock solid organic material of the earth’s crust

Tensional forces forces that operate in different directions
Volcanic ashes hot ashes resulting from volcanic eruption
Vigilant keeping careful watch for possible danger or difficulties

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DO NOT DUPLICATE
Chapter Human development and
Two production tools
Introduction

In this chapter, you will learn the concepts of tool, Stone Age, Iron Age and
Digital Technological Age and their contributions to human development.

LY
You will also learn how humans evolved along with their advancements in
technology. Similarly, you will learn to compare advantages and disadvan-

N
tages of the stone tools, the iron tools and the digital technology. You will
also learn how discovery and use of iron tools have contributed to econom-

O
ic, social and cultural development. In addition, you will learn the benefits
and consequences of using these tools. Competencies to be gained in this

SE
chapter will help you analyse the importance of using technology in the de-
velopment of a society. You will also be able to encourage the use of digital
technology in production.
U
The concept of tool
A tool is any device that may be used by human beings to perform their daily
E

tasks. At different times, a human being has been able to design and make
tools such as knives, spears, hoes, axes and many others. Work tools can
N

be used for cultivating, cutting, slashing, sculpting, defending, weaving, and

LI

hunting. A human being has also been able to design, make and use tools
such as baskets, pots and refrigerators for home use. Inventing and making
of various tools and instruments have enabled humans to work efficiently and
N

control their environment in order to improve and live a better life. Creativity,
O

design and use of tools thus, are the aptitudes that distinguish the level of
development of human beings from other animals. Human development has
been changing from time to time partly due to the tools used in production.
R

The kind of raw materials that are used to make the tools are the ones that
identify the production age. From that context, we find different periods of
FO

human development such as Stone Age, Iron Age and Digital Technological
Age.

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The Stone Age DO NOT DUPLICATE
For the first time, humans began to use stones to make tools, and that pe-
riod is called the Stone Age. They used these tools for hunting, digging up
edible roots, picking up fruits for food, as well as making clothes. Thus, the
Stone Age began as soon as a human being began to make and use stone
tools.

Exercise 1

LY
Answer the following questions:
1. Briefly describe the following concepts:

N
(a) Tools

O
(b) The Stone Age
2. Identify three uses of tools during the Stone Age.

Development in the Stone Age

SE
U
The early human being started to live on earth about 3 000 000 years ago.
Human beings began to make their own history on earth from this time. With
creativity, humans were able to invent several things to help them address
E

day to day challenges that would limit their development. For example,
they designed and developed tools to meet their basic needs such as food,
N

shelter, and clothing. The ability to make and use the right tools distinguishes
LI

humans from other animals such as chimpanzees that appeared on the

earth about 30 000 000 years ago. History shows that the first human skull
N

was discovered in northern Tanzania, by then Tanganyika, in the Olduvai

(Oldupai) Gorge in 1959. The skull was discovered by archaeologists Dr
O

Louis Leakey and his wife Dr Mary Leakey.

During this period, the earliest humans used stones to make tools. As noted
R

earlier, the use of stones to make tools was known as the Stone Age. Age is
a certain period of time in life. The Stone Age is divided into three periods,
FO

that is, Early Stone Age, Middle Stone Age and Late Stone Age.

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The Early Stone Age DO NOT DUPLICATE
This period lasted from 3 000 000 years ago to 300 000 years ago when
human beings lived in solitude. People were very few and rarely met or
interacted. For example, a few people would hunt and kill an animal, eat it
up and go back to their own places of residence. They were constantly on
the move, searching for food, water, and shelter.

Tools used by the early Stone Age people were temporary and less advanced.
For example, a human would pick up a stone or a piece of wood and cut

LY
down a fruit. Similarly, humans would use animal bones to dig up edible
roots and insects. Finally, they would throw the tools and carry the prey, root
or fruit back to their places of residence. These tools were also used to fend

N
off or fight wild animals such as lions and elephants in case they attacked
humans.

O
The Early Stone Age humans resembled chimpanzees or monkeys. Their
bodies were fully covered with furs and the head was relatively small
SE
compared to the size of their body. They walked using both hands and feet,
so they could not carry tools for a long time. As time went on, they began
sharpening the stones and carving them to get the different shapes they
U
wanted. Figure 1 shows an Early Stone Age human sharpening and carving
stone tools. This enabled them to find small or sharp pieces that matched
their goals.
E
N
LI
N
O
R
FO

Figure 1: The Early Stone Age man making stone tools

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DO of
Figure 2 shows the shapes NOT DUPLICATE
some of the Early Stone Age tools.

LY
N
O
Figure 2: Early Stone Tools

Activity 1
SE
U
Examine the picture in Figure 2 then present your answers to the class by
answering the following questions.
E

(a) Briefly describe how the early humans benefited from using stone
N

tools during the Early Stone Age.

LI

(b) Identify the challenges encountered by the early humans when using
such tools.
N
O

The remains of the Early Stone Age

The archaeological remains of the Early Stone tools have been discovered
R

in many parts of Tanzania. Some of these areas include the Olduvai Gorge
in Arusha Region, Figure 3 shows some of the historical sites with fossils
FO

and the earliest drawings.

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DO NOT DUPLICATE

LY
N
O
SE
U
E

Figure 3: Some historical sites with archaeological remains of the Stone Age and
N

cave paintings
LI

Similarly, there are remains of the old cave paintings made by the early
humans in various places in Tanzania. The paintings are present todate
N

in the Kondoa caves as shown on map in figure 4. It is thought that the

drawings served different purposes, including teaching children and young
O

people important issues in the society. For example, the drawings depicted
hunting tools, hunting techniques, and animal species in their environment.
R

Figure 4 shows some of the early cave paintings in Tanzania.

FO

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LY
N
O
SE
U
Figure 4: Some of the cave paintings in Kondoa-Irangi Tanzania

Exercise 2
E

Answer the following questions:

N

1. Explain the basic differences between the early humans and other
animals.
LI

2. How did humans benefit from their body being covered with fur?
N

3. How do the remains of the early stone tools help you learn about
human life?
O

4. Identify the types of early paintings found in caves in Tanzania.

R

The Middle Stone Age

FO

This period lasted from about 300 000 years ago to 50 000 years ago and it
was marked by dramatic changes in human life. First, humans improved to
walk on their feet. They continued to use hands to make, pick up and hold

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DO
things as well as use tools. NOT
These DUPLICATE
changes came along with other important
physiological changes including the ability to think and do different things.
For example, unlike the four-limbed chimpanzee, the physiological changes
enabled the early humans to continue walking vertically on two legs. Thus,
they could see prey and enemies from a distance compared to when walking
on four limbs. Similarly, they increased their greater ability to think, thus
being able to adapt to their environment. Figure 5 shows how the human
body or posture has evolved since they started walking on foot.

LY
N
O
SE
U
E

Figure 5: Various stages of human evolution from primates to modern human

N
LI

Activity 2
N

Carefully examine the image in Figure 5 then do the following:

O

1. Identify two physical differences between the chimpanzee on the

tree and the earliest human in front of it.
R

2. Briefly describe three differences in the early human appearance by

comparing the first from the left side and the other first from the right
FO

side.
3. Explain the importance of these differences in human life.

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Second, the skills andDO NOT
speed DUPLICATE
of making tools increased. At this point, the
early human beings developed and mastered many kinds of tools. The tools
got better, more stable and more task specific. Examples of the Middle Stone
Age tools include arrows, bows, knives and axes. During this time, humans
also began to wear the animal skins and tree barks that were crushed and
softened. They, however, continued with nomadic life because they had no
permanent settlement. Figure 6 shows examples of the Middle Stone Age
tools.

LY
N
O
SE
U
E

Figure 6: Some Middle Stone Age tools

N

Activity 3
LI
N

1. Carefully examine the hand hoe used for farming or gardening then
O

explain how you can improve it to make it more efficient and easier
to use.
2. Briefly describe the challenges you faced in the activity.
R
FO

The discovery of fire

By the end of the Middle Stone Age, when human improved their stone tools,
they discovered fire. Fire emerged when stones were crushed and rubbed

32

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against each other in the DO NOT
process of DUPLICATE
sharpening and shaping. The process
produced sparks and fire was made. Over time, humans developed various
skills and techniques for making fire. One of the methods was to chop two
dry sticks, one serving as a skewer, which is called ulindi and the other was
a sliced piece called uwimbombo. Figure 7 shows how fire was made during
the Middle Ages.

LY
N
O
SE
U
E
N

Figure 7: The early human making fire by skewering the dry wood
LI

The importance of the discovery and use of fire

N

Discovery and use of fire brought great progress in human life. For example,
humans began to roast meat and other types of food stuff to make them soft
O

before eating, instead of eating them raw. They also burnt grass to clear the
environment and chase away the dangerous wild animals. During the Middle
Stone Age, humans lived in caves. Thus, fire enabled them to light up and
R

warm inside the caves. In addition, the discovery and use of fire enabled
FO

them to survive in the cold parts of the world. Later, fire helped to make glue,
which was used to tighten the heads of arrows or handles of spears.

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DO NOT DUPLICATE
Activity 4

1. Draw a two-column table for the “Early Stone Age” and the “Middle
Stone Age”.
2. In each column show three indicators of progress made by human
beings in the making of tools.

LY
Exercise 3

N
Answer the following questions:
1. Mention and explain the advantages of humans walking on two legs.

O
2. Explain the benefits of the discovery of fire at the end of the Middle
Stone Age.

The Late Stone Age

SE
U
This period lasted from 50 000 years ago to 3 500 BCE. The period was
accompanied by the making of better tools than those used during the Middle
Stone Age. The tools of this era had specific functions such as skinning and
E

cultivating. Figure 8 shows some examples of such tools.

N
LI
N
O
R
FO

Figure 8: The Late Stone Age tools

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DO to
Furthermore, humans began NOT
put DUPLICATE
handles on some of their stone tools
such as axes, spears and arrows. Handles enabled them to use the tools
more efficiently than with those without handles. Figure 9 shows a human
being carrying tools with handles.

LY
N
O
SE
U
Figure 9: Some of the Late Stone Age tools with handles
E

The Late Stone Age settlements have been discovered in various caves
N

along rivers and lakes. The settlements show remains of tools such as big
rounded stones for cereal grinding, animal traps and large animal bones
LI

of elephants and giraffes. It is believed that the animals were hunted with
wooden arrows.
N
O

Activity 5
R

Examine pictures of the stone tools in Figure 6 and compare them with
FO

the stone tools in Figure 8. Then, do the following:

1. Explain the differences between the two groups of stone tools.

2. Present the differences in a class discussion.

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The onset of pastoralism

The presence of different and better tools during the Late Stone Age
enabled humans to perform various tasks that helped them to adapt to their
environment. Among the successes of the Late Stone Age tools was the
introduction of animal husbandry and bird keeping in human habitats. Those
activities increased humans’ access to food and clothing because they
easily got meat, skin and milk. In addition, dog was one of the first animals
to be domesticated by the early humans. Thus, pastoralism reduced human
dependence on wildlife and wild birds for their livelihood.

LY
The beginning of agriculture

One of the results of pastoralism at the end of the Last Stone Age was

N
the establishment of permanent settlements. Humans would go to the

O
wild searching for food then returning to their homes. Having permanent
settlement encouraged the growing of food crops around the habitats. The
introduction of animal husbandry and crop cultivation was, therefore, one
SE
of the most revolutionary events in human life. Some of the impacts of
agricultural and pastoral revolutions in human development by the end of
the Late Stone Age include:
U
(i) Human beings were able to get enough food and surplus. Thus, they
stopped spending too much time on hunting and gathering of animals,
birds, roots, and fruits;
E

(ii) Because they were assured of food provision, reproduction increased

N

and this stimulated population growth;

LI

(iii) Living together encouraged the emergence of language as an important

tool for communication among community members;
N

(iv) Increase in population resulted in cooperation which stimulated the

O

emergence of leadership in the respective communities;

(v) Adequate food supply gave early humans ample time to spend on art
R

and crafts, such as, pottery, blacksmithing, sculpture and weaving.

(vi) This marked the beginning of the division of labour based on sex and
FO

age group such as the youth and the elderly; and

(vii) Communities began to have various productive groups such as

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fishermen, farmers,DO NOT sculptors,
potters, DUPLICATEblacksmiths, weavers and
herders. This situation enabled community members to exchange
goods to meet demand on the product they did not produce. This
marked the beginning of trade among community members and the
surrounding community.

Comparison of developments in the Stone Age periods

In each phase of the Stone Age, humans undertook important stages

of development. This depended heavily on their ability to adapt to the

LY
environment to improve their lives and their ability to reason. Reasoning
ability increased as they adapted to their environment and interacted with
other human beings. The following table compares the differences in the

N
levels of human development in the Early, Middle and Late Stone Age.

O
The Early Stone Age The Middle Stone The Late Stone Age
Age
1. Humans began to make 1. Humans improve to 1. Humans made better
and use tools. The tools
were crude, scarce and
SE
walk on two legs.

2. They made better

stone tools for
specific uses.
for temporary use. This
U
marked the beginning of and different stone 2. They started animal
human history. tools. husbandry and food
crop cultivation.
2. Humans practiced 3. They discovered how
E

nomadic life whereby to make fire. 3. They established

permanent
N

they moved long 4. They made clothes

distances in search for settlements.
by softening animal
LI

food and shelter. skin and crushing 4. Division of work was

3. They lived in caves, tree barks. based on gender,
N

forests and along river age and the ability of

valleys. people.
O

4. They obtained food by 5. Artists and artisans

digging edible roots, began to emerge
R

picking up fruits, catching among the

insects, hunting birds, community members.
FO

animals and collecting

eggs.

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Exercise 4 DO NOT DUPLICATE
Answer the following questions::
1. Briefly explain the relationship between domestication of animals and
the establishment of permanent settlements in the Late Stone Age.
2. Explain how agriculture changed human life.
3. Outline reasons as to why the late stone humans exchanged goods
that they produced.

LY
The Iron Age
The Late Stone Age was followed by the Iron Age. This era began 3 500

N
years BCE and continues to this day. It was during this era that human beings
discovered iron and made iron tools. The soil containing iron ore was heated

O
to high temperatures until molten metal and slag was produced. The molten
metal was collected in special containers and later cooled, coagulated and

SE
moulded to make iron tools. Figure 10 shows blacksmiths in the process of
making iron tools.
U
E
N
LI
N
O
R
FO

Figure 10: Blacksmiths in the process of making iron tools

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DO NOT
Types of iron tools and their uses DUPLICATE

Iron tools were stronger, better and more durable than Stone Age tools. Some
of the tools that were made included axes for cutting down trees, chopping
meat and for security. Other tools were spears for hunting and for protection
from enemies. Arrows were used to hunt large and small animals and birds.
In addition, sickles were made for pruning and clearing areas for cultivating
and planting various crops. Also, knives were made for slaughtering animals
and cutting meat. Moreover, hoes were made for digging the farms, roots
and soil to trace moles. Some of these tools are shown in Figures 11 (a) and

LY
11 (b).

N
O
SE
U
E

Figure 11 (a): Some old iron tools without handles

N
LI
N
O
R
FO

Figure 11(b): Some old iron tools with handles

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DO NOT DUPLICATE
Activity 6

1. Draw a two-column table in your exercise book. Column A should be

titled “Iron Tools”. Column B should be titled, “their use’’.
2. List individual tools in column A and their use in column B.

LY
Advantages of iron tools

Iron tools had a lot of benefits for the early human being. Some of the benefits

N
include:

O
(a) Expanding agricultural activities

The effectiveness of iron tools enabled humans to expand agriculture by

SE
slashing bushes, cultivating land and planting crops in larger areas. In
addition, people began raising livestock such as cattle, goats and sheep as
well as birds such as chickens and ducks.
U
(b) Population growth and community leadership

Agricultural expansion contributed to food security as humans were able

E

to produce various kinds of crops. So, people became healthy, reproduced

and reduced the premature deaths of children caused by malnutrition.
N

This situation led to the expansion of the community, hence, they need to
introduce leadership system in the community.
LI

(c) Emergence of artisans and artists

N

Having been assured of food, people had extra time to do other works. Thus,
O

craftsmen and artisans emerged who produced working tools that were
used by producers. For example, potters made pots and jars. Another group
include weavers who made mats and baskets for household uses. Figures
R

12 and 13 show weavers and potters at work.

FO

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LY
N
O
SE
Figure 12: Weavers making various tools
U
E
N
LI
N
O
R
FO

Figure 13: Early Potters moulding pots with clay soil

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DOartisans
Similarly, there emerged NOT DUPLICATE
who made farmers’ hoes, spears and
knives for hunters and milling tools for various household uses. Figure 14
shows the early sculptors at work.

LY
N
O
SE
U
Figure 14: Early sculptors carving various tools

(d) Emergence of the division of labour and responsibilities in the household

E

and in the society

N

The increase in productive activities in the household stimulated the need for
LI

division of labour based on gender, age and peer groups. Men, performed
difficult tasks such as hunting, clearing fields, cultivating, and protecting
N

families or communities. Women, on the other hand, performed household

chores such as cooking, raising children and caring for the elderly and the
O

sick. Girls helped their mothers while boys grazed animals and helped their
fathers.
R

(e) The beginning of the exchange of goods

FO

Surplus production of different types of goods and farm produce within and
outside communities stimulated the need for exchange of goods to meet
their own needs. This was the beginning of a community-based trading.
Figure 15 shows community members in the market.

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DO NOT DUPLICATE

LY
N
O
SE
U
E

Figure 15: Early people in the market

N

(f) Cultural change

LI

Developments resulting from the use of iron tools contributed to the changes
N

in the culture of the respective communities, especially changes in dressing

and language.
O

(i) Clothing
R

Early humans improved leather and bark clothes and they better covered
and adorned themselves. They also protected themselves from the cold. In
FO

some communities the artisans crushed and softened the barks of special
trees and made clothes for the community members. Figure 16 shows

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the early ruler and his DO NOT DUPLICATE
bodyguards wearing leather and bark clothes. This
improved human clothing different from the previous eras.

LY
N
O
SE
U
E

Figure 16: Leather and bark clothes used by the early Tanzanian communities
N

(ii) Language
LI

As communities expanded and relationships improved, different languages

emerged to facilitate communication. Similarly, exchange of goods led to the
N

emergence and growth of various languages.

O

Exercise 5

Answer the following questions:

R

1. Mention three indicators showing that iron tools were better than
stone tools.
FO

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2. Write TRUE for theDO NOTstatement
correct DUPLICATE
and FALSE for the incorrect
statement and give reasons to support your answer in the space
provided.

(a) Strength of the iron tools did not support agricultural

development. ____________

Reasons: ______________________________

(b) Sufficient food supply stimulated population growth.

LY
____________

Reasons: _______________________________

N
(c) During the Iron Age, it was not necessary to have division of
labour and responsibilities in the household. _________

O
Reasons: ________________________________

(d)
SE
Lazy people were the ones who exchanged goods. ___________

Reasons: _________________________________
U
(e) Languages simplified communication. ___________

Reasons: __________________________________
E

The Digital Technological Age

N

So far, we have seen the changes of human development linked to the

LI

development of tools that enabled them to work and produce wealth. We

have seen the Stone Age during which humans made tools out of stone and
N

used them for various activities. The period was divided into three namely,
the Early Stone Age, the Middle Stone Age and the Late Stone Age. The
O

second era is the Iron Age during which humans improved the tools that
contributed to the improvement of their lives.
R

This section covers the third era called the Digital Technological Age. This
is the era of soft, fast and complex technologies in human history. It is also
FO

considered as an improved Iron Age marked by the invention of computer

and making of various machines which include industrial machineries
and automotive engines such as trains, ships, aircraft, tractors, and office

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DOThe
machines to simplify work. NOT DUPLICATE
Digital Technological Age has given humans
the ability to produce large quantities of goods in a very short time. It has
also facilitated transportation. This age of machines and digital technology
has made it easier for humans to do things. The age of machines and
computer has enabled humankind to discover many various kinds of modern
technologies. Figure 17 illustrates the modern agricultural activity that uses
a tractor.

LY
N
O
SE
U
E
N

Figure 17: Modern farming using tractor

LI

The benefits of tractor farming include ploughing a large area, sowing large
amount of seeds in rows, harvesting large sizes of crops quickly and, thus,
N

saving time. Ploughing using a tractor, however, has serious disadvantages

that include land compaction and high levels of smoke in the air. Mechanised
O

farming, thus, contributes to land pollution and environmental degradation.

R

Modern production tools

Despite the use of modern technology, today there are numerous types
FO

of production tools that are used differently and with different functions.
Examples of such tools are hand tools and those pulled by animals.

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DO NOT DUPLICATE
(a) Manually operated tools

This group includes common tools such as machetes, axes, hoes, hammers
and saws. These tools have strengths and weaknesses. One advantage
of the tools is that they are affordable in terms of cost and are easy to use.
However, the shortcomings include their slow performance. For example,
cultivating a field with a hand hoe takes longer and the farmer becomes
exhausted. Similarly, cutting down trees with a normal saw is tedious and
time consuming. This is different from cutting down trees using a chainsaw
that uses liquid fuel such as petrol or diesel. Figures 18 and 19 present the

LY
types of saws.

N
O
SE
Figure 18: Common hand saw
U
E
N
LI
N
O
R
FO

Figure 19: Chainsaw

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DO NOT DUPLICATE
(b) Animal pulled tools

These tools include ploughs, carts and wheelbarrows. The use of these tools
is extensive and has many advantages. For example, a plough is used for
ploughing, a cart is used for carrying goods and people and a wheelbarrow
is used to carry things. Figure 20 shows a person transporting pineapples in
a donkey-pulled cart.

LY
N
O
SE
U
E
N
LI

Figure 20: Donkey and cart used for work

N

There are various limitations in using these tools. The limitations include
O

carrying fewer goods compared to those carried by trucks. Similarly, animals

become tired, especially when they carry heavier loads than their ability.
Owners of these animals usually beat them up to make them walk faster or
R

pull the load harder, an act that is contrary to animal rights.

FO

Advantages and disadvantages of using modern tools

As we have seen above, the use of modern tools has both positive and
negative effects. The following table provides more explanations:

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A. HAND TOOLS B.DO NOT DUPLICATE
ANIMAL-PULLED C. MACHINE TOOLS
TOOLS
Advantages Advantages Advantages
1. They are easy to 1. Simplify load-carrying 1. Work faster with right
find and use. functions. standards.

2. They are cheap 2. Facilitate cultivation, 2. Save time.

planting and harvest-
3. Easy to maintain 3. Mass production of
ing.
goods in a short time

LY
3. Facilitate transport
and transportation of
people and goods.

N
Disadvantages Disadvantages Disadvantages

O
1. Little work is done 1. They have better 1. Contribute to air and
carrying capacity of soil pollution.
2. Users get very
goods than humans
tired.

3. Little is produced
SE
but not the same as
that of cars or trucks.
2. Cause soil
compaction.

3. Damage natural
U
2. Animals get tired and
vegetation and water
suffer.
sources.
3. The owner has to
E

keep supervising the

N

animals at work.
LI

Activity 7
N
O

Reflect on the advantages and disadvantages of using each type of

modern tools above, then do the following:
R

1. Name two other benefits for each type of tools.

FO

2. Mention two other effects for each type of tools.

3. Present your answers during a class discussion.

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Exercise 6 DO NOT DUPLICATE
Answer the following questions:
1. Briefly describe the features that distinguish humans from
chimpanzees.
2. Write TRUE for a correct statement and FALSE for an incorrect
statement in the space provided, then give reasons.

(a) During the Early Stone Age the human was lonely.
___________

LY
(b) Reasons: ____________________________

(c) The Early Stone Age tools were durable and used for a long

N
time. ___________

O
(d) Reasons: ______________________________

(e) During the Early Stone Age humans and chimpanzees were

(f)
almost similar. ___________ SE
Reasons: _____________________________
U
(g) The early paintings in the caves are full of historical teachings.
___________

(h) Reasons: ______________________________

E

3. Mention four benefits that the early societies had for having artisans
N

and artists.
LI

(a) ____________________________

(b) ____________________________
N

(c) ____________________________
O

(d) ____________________________
4. Choose the most correct answer and then write its letter in the box
R

provided.
FO

(i) Humans started to walk straight during the ____ Stone Age

(a) Middle

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(b) Old DO NOT DUPLICATE
(c) Iron

(d) Late

(ii) Humans discovered fire by skewering a dry piece of stick on a

dry wood; the two tools were known as:

(a) mitiki and uwimbombo

LY
(b) ulindi and mnazi

(c) mwanzi and ulindi

N
(d) uwimbombo and ulindi

O
(iii) During the Early Stone Age, human beings got food by:

(a) cultivating food crops

(b) raising animals and birds

SE
U
(c) picking up fruit, hunting animals and digging roots

(d) fishing marine fish

E

(iv) The first animals to be domesticated by humans were:

N

(a) cattle
LI

(b) cats

(c) dogs
N

(d) goats
O
R
FO

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5. Fill in the table DO NOT DUPLICATE
the positive and negative points of using cars and
motorcycles in transport and transportation.
Positive points of using cars and Negative points of using motorcy-
motorcycles cles and cars
1. Travels fast and saves time. 1. Engine smoke pollutes the air.

2. _____________________ 2. _____________________

3. _____________________ 3. _____________________

LY
4. _____________________ 4. _____________________

5. _____________________ 5. _____________________

N
O
Vocabulary SE
Fossils the old remains of animals, plants or artefacts that can be
U
excavated for archaeological and heritage purposes

Special something unique or specific

E
N
LI
N
O
R
FO

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DO NOT DUPLICATE
Chapter
Three Climate of Tanzania

Introduction

In Standard Six, you learnt about the meaning of weather and the elements
of weather which are temperature, atmospheric pressure, precipitation,

LY
humidity, cloud cover and sunshine. Also you learnt how to measure those
elements of weather and describe seasons of the year. In this chapter, you

N
will learn about the concept of climate and the factors that affect climate of
Tanzania. You will also learn about the climate zones of Tanzania and their

O
characteristics. In addition, you will learn to link each climate zone with its
respective economic activities. Moreover, you will learn about climate change

SE
and its effects on daily activities in the respective zone. The competencies
gained from this chapter will help you to plan and carry out activities based
on the climatic conditions of the respective area.
U
The concept of climate
Climate is an average weather condition of a place observed and recorded
E

over a long period of time, normally 30 years or more. Climate is based

on elements that are recorded every year. Weather has several elements
N

such as temperature, rainfall, sunshine, wind, humidity, cloud cover, and

LI

atmospheric pressure. The average of each element is calculated and then

divided by the years in which those records were taken. The value obtained
is used to describe the climate of the area. Climate is closely related to
N

weather because weather is the atmospheric condition of a place observed

O

and recorded over a short period of time, for example hourly, daily, weekly or
monthly. Thus, any change of weather condition over a long period of time
causes climate change in a particular area.
R

Different places on the earth’s surface experience different temperature and

FO

rainfall. This situation leads to the presence of different climates in different

areas. Also, there are areas with similar climatic conditions although they
are in different geographical locations. All places on the earth’s surface with
similar temperature, humidity, sunshine and rainfall have similar natural

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vegetation. Similarly, DO NOT
places withDUPLICATE
similar climate normally have similar
economic activities. For example, areas near the Equator usually experience
higher temperatures throughout the year than those away from the Equator.
Areas near the poles, both, North and South normally experience cool
temperatures almost throughout the year. This situation leads to variations
of climatic conditions in different places. Such places, with different climatic
conditions are called climate zones.

Factors affecting climate in Tanzania

LY
Major factors affecting the climate of Tanzania just as in other parts of the
world are altitude, vegetation, distance from the sea or lake, wind, and
latitudes.

N
Altitude

O
The dominant climate in Tanzania is tropical climate, although it has climatic
variations caused by altitude. Mountainous and highland areas are cooler

SE
than lowland areas which are characterized by relatively warm temperature.
This is because for every increase of 100 metres of altitude, there is a
temperature decrease of 0.6˚C. Tanzania is located between 0 and 5 895
metres above sea level. Areas of high altitude such as Kilimanjaro, Arusha,
U
Mbeya, Songwe, Njombe, Iringa, Morogoro, Rukwa, and Lushoto in Tanga
are relatively very cold. At times they get exceedingly too cold to the extent
that high mountains are covered with snow. For instance, the peak of Mount
E

Kilimanjaro which is 5 895 metres above the sea level has the temperature
N

below 0 degrees Centigrade. This temperature has caused the peak of

Mount Kilimanjaro to be covered with snow. Climate change, however, has
LI

caused global warming which has caused melting of almost 80 percent of the
snow cover. In addition, flat land and lowland areas with moderate altitude
N

such as Dodoma, Singida, Shinyanga, Simiyu, Mwanza, and Tabora have

a relatively warm climate. Similarly, coastal regions such as Pwani, Dar es
O

Salaam, Tanga, Lindi, and Mtwara have high temperature and humidity as
they are located at low altitudes above sea level.
R

An altitude of a place normally affects various economic activities. For

example, some crops can hardly be grown in areas with high altitude. This
FO

condition is caused by lack of nutrients and the extreme cold that affect
the growth of some crops. Cold-tolerant crops are widely grown in these
areas, for example, coffee, tea, pyrethrum and bananas. In addition, steep
slopes pose challenges in the construction of various infrastructures, such

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DO NOTThis
as roads, railways and footpaths. DUPLICATE
situation reduces the number of
settlements, population and commercial interactions. The flat areas with
moderate altitudes are likely to have high population, settlements and
extensive commercial interactions. This is due to the availability of fertile
land, water, infrastructure and accessibility to various places.

Natural vegetation

The natural vegetation of an area can also affect the climate of the respective
area. Areas with dense forests such as Mufindi, Lushoto, Udzungwa, Njombe,

LY
Kibiti, Kibondo, and Biharamulo receive heavy rainfall. This is because clouds
are easily formed due to high transpiration rates. These areas have fertile
lands that support growth of trees and other vegetations. The plants and

N
vegetation undergo transpiration which is important in rain formation. Areas
with poor vegetation cover such as Dodoma, Singida, Shinyanga, Tabora

O
and Simiyu receive low rainfall.

Distance from the sea or lake

SE
Areas close to the sea or lake receive more rainfall than areas far from
these water bodies. These areas receive frequent rainfall because they are
characterized by high humidity and temperature caused by the interaction
U
of warm and cold air. In Tanzania, areas close to the Ocean includes Dar
es Salaam, Pwani, Lindi, Mtwara, and Tanga. Mwanza, Kagera, Kigoma,
Rukwa, Ruvuma, Njombe, Mbeya, Mara, and Geita Regions are close
E

to lakes. Heavy rainfall in these areas may cause water saturation in the
N

soil, thus, causing floods or storms. Areas that are far from water bodies;
especially the central regions such as Dodoma, Singida, and Tabora have
LI

low rainfall. This situation causes frequent drought and semi-arid conditions,
thus, affecting agricultural activities in those areas.
N

Wind
O

Winds from the sea or lake often bring moist air that contributes to rain
formation in coastal areas. Wind from dry areas brings dry air that may
R

cause shortage of rainfall, thereby, contributing to dry conditions. Seasonal

North-East winds cause low or no rainfall to most of the areas in Northern
FO

Tanzania. Also, these winds blow along the coast. Due to climate change,
these winds have been changing over years, hence causing serious impacts
on fishing activities and water transport. They have also been causing floods
in several parts of the country.

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Latitude DO NOT DUPLICATE
The equatorial belt and areas near the Equator receive more solar radiation
compared to areas far from the Equator. In these areas, the solar radiation
reaches the earth at nearly ninety degrees. They, thus, receive maximum
solar radiation. This condition leads to prolonged warming and, thus,
contributing to the formation of rainfall. Temperature and rainfall in these
areas largely contribute to the vegetation of the area.

Tanzania is located between latitude 1° and 12° South of the Equator, thus, it

LY
is very close to the Equator. Due to its proximity to the Equator, most part of
the country receives maximum solar radiation throughout the year, resulting
in longer warm periods. Also, winds from the South and North blow to low-

N
pressure zones, thus causing rainfall.

O
Climate zones found in Tanzania and their characteristics
A climate zone is a geographical area in a country, continent or world with

SE
a similar climate. Tanzania is generally located in the tropical climate zone
because it is between 1° and 12° South of the Equator. All parts of Tanzania
are warm in December, January, and February, since during this period the
sun is at the southern hemisphere. Moreover, all parts of the country are cold
U
in June, July, and August because during these months the Sun is at the
northern hemisphere. During that period however, mountainous areas are
cooler than other parts of the country.
E

The tropical climate of Tanzania is divided into four main climate zones.
N

These zones are: Coastal Zone, Highland Zone, Central Zone, and Lake
Zone. Each of these zones has a unique climatic condition that distinguishes
LI

it from other zones.

N

Coastal zone
O

The coastal zone is located between 0 and 300 metres above sea level.
It includes the regions of Dar es Salaam, Pwani, some parts of Tanga,
R

Morogoro, Lindi and Mtwara, as shown in Figure 1. Also, the islands of

Unguja, Pemba and Mafia belong to this zone. The climate of this zone is
FO

warm and humid throughout the year with little variation. This zone usually
receives two rain seasons; monsoon and autumn rains. The monsoon rains
fall between March and May. This is the heavy rain season. The second
season is the autumn during which the rains fall between October and

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December. This period is relatively
DO NOT wet. In the Coastal zone, rainfall average
DUPLICATE
is between 1 000 and 1 930 millimetres per year.

June to September is the period of strong South-Westerly winds, thus, the

zone experiences cold weather. In this period, temperatures drop to 21˚C.
The average temperature in this zone is 27˚C. The highest temperature
is experienced between December and February. During this period,
temperature reaches 32˚C. Also, during this period the wind blows in a high
speed from North to East. Generally, humidity in this region reaches up to
80 percent.

LY
Highland zone

N
This zone is characterised by cool climate and moderate temperature.
The Tanzanian highland zone includes the mountain ranges of Usambara,

O
Uluguru, Nguru, and Hanang. Other mountain ranges are Rubeho,
Udzungwa, Kipengere, Rungwe, Ufipa and Livingstone as shown in
Figure 1. Also, this zone includes the Kilimanjaro and Meru mountains in
SE
Kilimanjaro and Arusha Regions respectively. Areas in this zone experience
the monsoon rains brought by the Northern winds. These winds have a lot of
moisture from the sea or lake. As the winds cross the Equator, they change
U
their direction into Northwest winds. From May to October, when the South-
west winds blow into this zone they become relatively dry. This condition
happens because the winds pass through dry areas. Moreover, the zone has
E

moderate temperatures and some areas such as Mufindi, Njombe, Lushoto

and Rungwe are cold. These areas receive annual rainfall between 800
N

and 1 250 millimetres per annum especially in the areas surrounding the
LI

mountains. The temperature in this zone is between 14˚C and 20˚C. In

addition, humidity is between 58 and 65 percent.
N

Central zone
O

This zone is characterized by the semi-arid condition. In Tanzania, the zone

is found in central regions of Singida, Dodoma and Tabora as shown in
R

Figure 1. These areas receive moderate rainfall, less than 500 millimetres
per annum. The atmosphere is less cloudy and the air is dry and sometimes
FO

dusty. Altitude of this zone ranges between 1 000 to 1 500 metres above sea
level. For most of the year, temperature is high during the day and low during
the night. Because of high temperatures and low rainfall, the central zone
regions experience drought.

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Lake zone DO NOT DUPLICATE
Lake zone is located in the Northern and some Western parts of Tanzania.
It covers the regions of Mwanza, Mara, Kagera, Geita, Simiyu, Kigoma, and
Shinyanga. The Lake zone receives heavy rainfalls of between 1 140 and
2 000 millimetres per annum. The area has an average humidity of 70 per cent.
It normally rains in four months of the year, and more rainfall is experienced
in April and May. The Eastern part of this zone receives between 750 to
1 000 millimetres of rainfall, whereas, the Western part receives an average
rainfall of 2 000 to 2 300 millimetres per annum. Temperature in this zone

LY
is around 27˚C. The annual temperature range is as low as 2˚C. Figure 1
shows the climate zones found in Tanzania.

N
O
SE
U
E
N
LI
N
O
R
FO

Figure 1: The climate zones in Tanzania

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Exercise 1 DO NOT DUPLICATE

Answer the following questions:

1. Define the following terms:

(a) Climate

(b) Weather
2. Using Figure 1, briefly explain why Dar es Salaam, Iringa, Mwanza,
Dodoma, Ruvuma and Arusha Regions experience different amount

LY
of temperature.
3. Briefly explain why the lake zone regions receive heavy rainfall per

N
annum.
4. Why do the lake zone areas have more fertile soil than the regions in

O
the central zone?

Climate zones in Tanzania and the economic activities

SE
There is a close relationship between climate zones and economic activities
in Tanzania. Thus, economic activities taking place in a particular area are
U
closely linked to the weather and climate of that area. The following details
show some of the economic activities taking place in different climate zones
in Tanzania. The coastal zone with high temperatures and high humidity
favours cultivation of crops such as, rice, cassava, sisal, cashews, sugarcane,
E

coconut and clove. Also, fishing and trade activities take place in this zone.
N

The main activities in the highland zone are livestock keeping and cultivation
of crops such as coffee, maize, cassava, sisal, cotton, sorghum, rice, beans
LI

and sesame. The central zone which has dry and hot conditions is known
for cultivation of drought tolerant crops such as sorghum, cassava, sweet
N

potatoes, grapes, cotton, tobacco, sesame and groundnuts. People in this

zone are also engaged in livestock keeping including cattle, goat and sheep.
O

Fish farming is also done in lakes, dams and ponds; for example in Mtera
dam in Dodoma Region; Singidani and Kindai small lakes in Singida Region.
R

In the Lake zone, where there is heavy rainfall, people engage in the
FO

cultivation of cotton, cassava, banana, sugarcane, rice, and maize. People

in this zone are also engaged in livestock keeping. Similarly, fishing is a
major activity for the residents of these areas due to the presence of Lake
Victoria and Lake Tanganyika.

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The following are someDO NOT
of the DUPLICATE
major activities taking place in various climate
zones in Tanzania.
Cotton cultivation in the lake zone

A large percentage of cotton in the country is grown in Mwanza, Geita,

Shinyanga, Mara, Kagera, Simiyu, and Kigoma Regions. Cotton usually
grows in sandy, clay and silt soils. Cotton crop requires enough rainfall during
sowing and growing. Harvesting normally takes place during dry season due
to the presence of enough sunshine. The average rainfall for growing cotton
ranges between 500 and 1 000 millimetres and temperature between 20˚C

LY
and 28˚C. The farmer is advised to harvest the cotton early before it is
damaged. Figure 2 shows the cotton crop.

N
O
SE
U
E
N
LI

Figure 2: Cotton ready for harvest

Source: https://allafrica.com/stories/201708310161.html
N

Having been harvested, cotton is ginned to separate the fibre and the seeds.
O

Cotton seeds are processed to produce oil which is used for skin care,
cooking, and lubrication. After processing the cotton seeds, the remains are
used to make animal feed for cattle, pigs and goats. The cotton fibre is used
R

to make clothes, pillows and mattresses. Also, it is used in hospitals for

medical purposes. Cotton benefits the people of the Lake zone by providing
FO

them with income and raw materials to make various products. Also, cotton
is one of the sources of foreign currencies and contributes to the national
development.

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Activity 1

1. Draw the map of Tanzania showing the areas where cotton is grown.
2. Name the climatic conditions required for growing and harvesting of
cotton.

Coffee production in the highland zone

LY
Coffee is a crop that grows well in mountainous areas. There are two varieties
of coffee that are widely grown in Tanzania; Arabica and Robusta. Arabica is

N
widely grown in Arusha, Mbeya, Kilimanjaro and Ruvuma Regions. Robusta
is widely grown in Kagera, Tanga, Morogoro, Manyara, and Rukwa Regions.

O
Coffee plants need fertile and well-drained soil. Also, it grows well in an
average temperature between 17˚C and 23˚C and between 1 016 and
1 500 millimetres of rainfall per year. Rainfall should be well distributed
SE
across the area throughout the year. Coffee needs shades from other trees,
and is usually grown on fields with few trees raised to provide shades. Figure
3 shows the coffee crop in one of the highlands zone in Tanzania.
U
E
N
LI
N
O
R
FO

Figure 3: Coffee crop

Source: https://mkulimamjasiriamali.wordpress.com/2019/03/08/kilimo-bora-cha-kahawa/

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DO NOT
Coffee seedlings are grown DUPLICATE
and kept in the nursery. They are left to grow to
a height of 20 centimetres, and then transplanted to fields. The holes for the
seedling are 60 cm wide and deep. Fertilizer is well added in the holes. The
distance between one hole to another is 2.5 metres. Once planted, coffee
trees produce fruits after three years and are capable of bearing fruits up
to 30 years. Coffee is grown as a commercial crop. Coffee crop has got
multiple uses, for instance, it is used for making beverages and snacks.
Also, it is used to make a special coffee powder which is used to clean skin,
eyes, and household utensils. In addition, it is used for decoration in clothing

LY
and beauty.

N
Exercise 2

O
Answer the following questions:
1. Name three reasons why coffee grows well in the mountainous and

2.
highland areas.
List and explain five uses of coffee.
SE
U

Activity 2
E
N

1. Using various sources such as books and internet find the following
LI

information about coffee crop:

(a) Coffee growing areas;

N

(b) Suitable climatic conditions for growing coffee; and

O

(c) How to grow, care and harvest coffee.

R

Prepare a brief report about your findings and present it to the class.
FO

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DO NOT
Coconut farming in the coastal DUPLICATE
zone

Coconut tree gives us a fruit called coconut as shown in Figure 4. In Tanzania,

coconuts are mainly grown in the Coastal regions. These regions includes
Pwani, Dar es Salaam, Tanga, Mtwara and Lindi. They are also grown in
Unguja and Pemba Islands. Coconut grows well in moderate temperature of
between 20 and 30 degrees Centigrade per year. Coconut also needs a lot
of rainfall of about 1 500 to 2 000 millimetres per year. Sandy soil mixed with
large amount of compost is suitable for coconut cultivation.

LY
N
O
SE
U
E
N
LI

Figure 4: Coconut crop grown along the coastal area

Source: https://www.habarileo.co.tz/habari/2019-08-075d4a7b4e1e1f6.aspx
N

Coconut seedlings are grown in the nursery for six months. They are then
O

moved and transplanted into circular holes with a diameter and depth of 90
cm. It is important to put compost and leave the holes open until transplanting.
R

Normally the distance between one hole and another is 10 metres for taller
seedlings and 3 metres for the hybrid ones. Hybrid species are normally
FO

shorter than the traditional ones. In order for the coconut trees to grow well,
they need weeding. They must also be protected from all pests. A coconut
tree produces coconuts after 3 years and continues to produce up to 50

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DOasNOT
years. Coconuts are used DUPLICATE
food and spice for vegetables and other foods.
The immature coconut produces a very nutritious drink that is believed to
cleanse the kidneys and reduce weight. Coconut also provides raw materials
for construction and making of traditional furniture.

Exercise 3

Answer the following questions:

1. Describe three conditions suitable for coconut farming.

LY
2. Mention five items which may be obtained from coconut materials.

N
3. Describe uses of the items you have mentioned in question 2.

O
Cassava cultivation in the lake zone

SE
Cassava grows well on fertile soil with moderate temperature of not less
than 10 degrees Centigrade and moderate rainfall during planting. Cassava
grows well on sandy soils and in areas with moist soils. In Tanzania, cassava
U
grows well in Kigoma, Geita, Mwanza, and Mara Regions. These regions
are located in the Lake zone. The zone covers areas surrounding Lake
Victoria and Lake Tanganyika. Apart from being a food crop, cassava is also
E

used as a commercial crop. Cassava is dried and crushed to obtain flour

for cooking variety of food stuffs such as ugali, flatbread, doughnuts and
N

porridge. Cassava leaves are used as vegetables. Cassava can be boiled

and used as snack for breakfast. In addition, cassava is used as animal feed
LI

and a source of energy by decomposing their residues to produce biogas.

The stem cuttings are used as seedlings. Farmers cut small pieces of these
N

stems and replant them. Moreover, cassava stems are used as firewood.
O

Farmers, thus, earn cash and obtain their basic needs from the crop. Cassava
plants should be spaced at least 1 metre from one stem to another stem and
1 metre from one row to another. This space allows cassava to grow well.
R

Figure 5 shows a cassava farm.

FO

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DO NOT DUPLICATE

LY
N
O
SE
Figure 5: A cassava farm
U
Source: https://www.ice.sua.ac.tz/suatv/index.php/en/habari/478-

Livestock keeping in the central, northern highlands and lake zones

Livestock is one of the main economic activities in Tanzania. Livestock

E

keeping takes place mainly in the central, lake and the northern highland
N

zones. The most famous regions for livestock keeping include Mwanza, Geita,
Mara, Shinyanga, Simiyu, Dodoma, Singida, Tabora, Manyara and Arusha.
LI

Grassland vegetation, and moderate rainfall have significantly contributed to

pastoral activities in these areas. Animals such as cattle, sheep, goats, pigs,
N

and birds such as chickens, ducks, and turkeys are raised by most of the
people in these areas. Grazing is the major way that pastoralists use to feed
O

their livestock. They leave with their livestock in the morning to graze away
from homes and return back in the evening. Livestock are kept in the kraals.
R

Some of the pastoralist societies are the Maasai and the Baribaig from
FO

Manyara and Arusha Regions; Sukuma from Mwanza, Geita, Shinyanga and
Simiyu Regions; Nyamwezi from Tabora Region and the Gogo from Dodoma
Region. Some of these pastoralist societies are nomadic; they move with
their herds from their areas to other parts of the country for searching of

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DO NOT
pastures and water. Livestock DUPLICATE
keeping is the source of meat for pastoral
societies. They also get milk, skin and money. They earn money after selling
various products from livestock. Animal hooves are used for making various
products such as shoe soles. Bones and horns are used for making buttons
of clothes. Hides are used for making shoes, belts and clothes.

Activity 3

LY
Read various types of livestock keeping that take place in different areas
and then identify climatic characteristics that favour the activity.

N
O
Climate change in Tanzania
You have already learnt that, climate is a combination of weather elements
SE
that are observed and recorded over a long period of time, normally 30
years or more. When the average measures of these elements appear to
change over a long period of time, it indicates that there is climate change.
U
For example, if the average temperature of city “A” is 25˚C, this means that
the temperature was obtained after taking the average temperature of city
“A” for 30 years or more. Now, the average temperature may be calculated
E

again using data recorded in the more recent 30 years. If the new average
measures are different from the earlier one, then it indicates that the climate
N

of city “A” has changed. The climate, however, is not all about temperature.
Climate change may therefore involve other elements of weather such as
LI

rainfall. Temperature and rainfall are the most important elements used to
assess climate change.
N

One of the indicators of climate change is global warming. Rise of global

O

temperature causes changes in the average records of the elements of climate.

Why is temperature rising? Temperature rises because of the excessive
R

concentration of greenhouse gases in the atmosphere. Greenhouse gases

include carbon dioxide and methane. Carbon dioxide and methane in the
FO

earth’s atmosphere increase the earth’s temperature. This happens when

the sun’s radiation reaches the earth’s surface, it warms the earth, and then
the earth reflect heat from this radiation back to the atmosphere. The layer of

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greenhouse gases in the atmosphere prevents heat from the earth’s surface
to escape to the atmosphere. This causes warming of the earth, which
results to climate change.

But why has the concentration of carbon dioxide and methane increased
in the atmosphere? One of the reasons is the increased use of fossil fuels,
uranium, and coal. When these fuels are used, they release greenhouse
gases into the atmosphere. These gases rise and accumulate to form a layer
that prevents reflected radiation from escaping to the earth’s atmosphere.
When this happens, the earth’s temperature increases. Deforestation and

LY
burning of charcoal also produce carbon dioxide and methane. Trees,
however, absorb carbon dioxide when they use the gas to produce their own
food through the process of photosynthesis and then, they release oxygen.

N
Deforestation and the burning of charcoal, therefore, increase the amount

O
of carbon dioxide in the atmosphere and reduces the amount of oxygen that
would be produced for human beings. Similarly, large scale livestock keeping
leads to mass production of manure that produces the methane gas. This
SE
gas also, blocks heat radiation from escaping the earth’s atmosphere.

Impact of climate change in Tanzania

U
Climate in Tanzania has been changing quite significantly in the past thirty
years. For example, we have clearly observed increases of temperature and
rainfall above average in many parts of the country. Rainfall above average,
E

prolonged drought in some years, strong winds and rising sea levels in the
Indian Ocean have been observed. These events have severe effects on
N

people, animals, and settlements in many parts of the country. The following
are the effects of climate change in Tanzania:
LI

Change of seasons
N

Climate change in Tanzania has caused great changes of seasons in many

O

parts of the country. This has affected the calendar of agricultural and trade
activities. Variation in rainfall calendar has caused unpredictable crop timing.
Farmers end up with loss due to unpredictable weather patterns. This has
R

also affected traders.

FO

Melting of the snow-cap of Mount Kilimanjaro

More than 80 percent of the snow-cap on Mount Kilimanjaro has melted

between 1912 and early 2000’s. Unfortunately, the snow-cap continues to

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melt due to the rise of DO NOT DUPLICATE
temperatures in the highlands and other parts of the
country. Melting of snow has decreased the amount of water in the streams
around the mount Kilimanjaro. This is likely to affect irrigation activities in the
area.

Rise of the sea level

In recent years, Tanzania has witnessed a rapid increase of the sea level
of the Indian Ocean. The rise of the sea level has caused submergence
of some beaches. The most affected coastal line include parts of Pemba

LY
and Unguja Islands in Zanzibar and Mafia in Pwani Region, Tanzania
mainland. The level of the Indian Ocean has increased due to the melting
of snow at the earth’s poles. This phenomenon has accelerated erosion of

N
beaches, destruction of settlement and drowning of some islands and coral
reefs. Intrusion of salt water into dry land also causes extinction of coastal

O
vegetation. This situation can also affect tourism activities.

Loss of biodiversity
SE
Organisms that are unable to adapt to high temperatures usually migrate
or die, thus damaging nature and the ecosystem. For example, a lot of
hippopotamus in the Ruaha River in Ruaha National Park died after the river
U
dried up because of prolonged drought. Similarly, climate change attracts
invasive plant species that affect nature and ecosystem of the area. This
situation can also affect tourism activities.
E

Increase in Diseases
N

One of the effects of climate change is an increase and emergence of

LI

diseases such as malaria, cholera, hypertension and respiratory diseases.

Increase of temperature in Tanzania has led to an increase of malaria cases.
N

Malaria cases have been reported in colder highland areas such as Lushoto,
Kilimanjaro and Njombe, where there were no Malaria cases before 2000’s.
O

On the other hand, the increase in temperature has been affecting some
people with respiratory diseases such as asthma, allergy, and those with
R

high blood pressure. Also, in recent years there has been an increase in the
cases and recurrence of cholera and diarrhoea. Heavy rainfalls have led to
FO

floods and the spread of cholera in the country.

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Occurrence of drought DO NOT DUPLICATE

Drought is caused by lack of reliable rainfall in a particular area for a prolonged

period of time. In recent years, various parts of Tanzania such as Arusha,
Shinyanga, Kilimanjaro, Dodoma, Singida, Simiyu, and Tabora have been
experiencing drought. Drought has a lot of effects including crop damage,
death of animals and plants and drying of water sources. All these effects of
drought lead to famine and poverty.

Impacts on farming and livestock

LY
Climate change has also largely affected both crop farming and livestock
sectors. One of the impacts of climate change on farming are interruptions
of farming seasons, changes in agricultural ecological zones, unpredictable

N
rainfall, and prolonged periods of drought. Other impacts include death of

O
livestock, increase in crop pests such as locusts and emergence of invasive
species that affect crop germination. Also, excessive rains cause floods and
damage the crops. This situation has been causing shortage of food and
SE
pastures in various parts of the country leading to starvation and deaths of
livestock. Figure 6 shows the area affected by drought.
U
E
N
LI
N
O
R
FO

Figure 6: Photograph showing an area affected by drought

Source: https://www.voanews.com/africa/less-severe-drought-forecast-horn-africa

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Destruction of infrastructure

Heavy rainfall damages various infrastructures such as bridges, roads, and

power transmission lines. For example, in March 2020, the Kiyegeya Bridge
in Kilosa District, Morogoro Region, which connects Dodoma and Morogoro
Regions, collapsed due to floods caused by heavy rains. Excessive rainfalls
have most often damaged railway infrastructures and affected transportation
services in the country. Figure 7 shows the damaged Kiyegeya Bridge.

LY
N
O
SE
U
E
N

Figure 7: The damaged Kiyegeya bridge in Morogoro Region

LI

Source: https//www.eatv.tv/slider/naibu-waziri-wa-ujenzi-awasili-daraja-la-kiyegeya-lililosombwa-
na-maji-morogoro
N

Precautions to reduce the effects of climate change

O

Human activities are highly responsible for climate change. There are various
precautions that human beings can take to reduce the impacts of climate
change. Some of these precautions include the following:
R

(i) Provide appropriate public awareness on the challenges of climate

FO

change. Proper education helps people to make right decisions related

to climate change and its effects;

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(ii) Reduce the use of DO
fossilNOT
fuels DUPLICATE
to run automobile engines and other
machineries. Use of renewable energy sources such as solar, biogas,
natural gas, geothermal and wind energy should be promoted;

(iii) Control deforestation by reducing the use of firewood and charcoal.

People should be encouraged to use natural gas and standard stoves
to reduce the amount of firewood and charcoal used for cooking;

(iv) Plant trees in open and deforested areas. Trees help to absorb excessive
carbon dioxide in the atmosphere and provide us with oxygen. In return

LY
this strengthens the ozone layer and protects us from harmful radiation
and global warming;

(v) Conserve water sources and use water resource efficiently and

N
effectively to reduce the effects of drought and shortage of rainfall; and

O
(vi) Plant drought-tolerant and early mature crop varieties to ensure food
security when there is drought. Farmers should also be advised to follow
good agricultural practices to increase production especially when
SE
rainfall is little. It is also important to improve crop storage facilities.
U
Activity 4
E

1. In a group of four pupils, discuss how to deal with the effects of

climate change in your area, and then present it to the class.
N

2. With the supervision of the subject teacher, visit the meteorological

LI

station, and assess the changes of the elements of climate recorded

in five consecutive years. Identify the most affected element and
N

then report about climate change in the area.

O

Exercise 4
R

Answer the following questions:

FO

1. Name three products that are made of cotton.

2. Explain how climate of a place is identified.

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3. DObenefi
Briefly outline four NOTts DUPLICATE
of understanding the climate zones in
Tanzania.
4. Briefly describe elements that indicate climate of your region.
5. Briefly describe climate of the region where you live.
6. How does climate affect human activities in your region?
7. List three things you have learned about the highland zone in
Tanzania.

LY
8. Briefly explain the difference between climate and weather.
9. Describe four characteristics of the Coastal zone and the main
economic activities taking place in this zone.

N
O
Vocabulary
Altitude height above the sea level

Biogas SE
gas produced by the biological breakdown of organic
matter such as animal or domestic wastes in the
absence of oxygen
U
Carbon dioxide toxic gas which is colourless, tasteless and odourless.
This gas is caused by the burning of fossil fuels
E

Coral reefs a rock formed by small marine organism called polyps

N

where fish lay eggs

LI

Ecology the relationship between living things and their

environment
N

Fossil fuels fuels that are derived from the accumulation of dead
O

plants and animal remains buried for a period of 1 000

000 years or more
R

Greenhouse gas gas that absorbs and emits radiant energy in the
atmosphere
FO

Kraal an enclosure for keeping cattle or sheep

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Chapter Tanzanian traditions and
Four customs

Introduction

In Standard Six, you learnt about the concept of culture, you analysed and

LY
explained the importance of the Tanzanian culture to the nation. In this
chapter, you will assess the roles and learn aspects of the pre-colonial
Tanzanian traditions and customs and how to promote a positive culture.

N
You will also assess the effects of bad pre-colonial Tanzanian traditions and
customs for the purpose of eradicating them from the society so as to set

O
the base for development in the society. The competencies that you will gain
in this chapter, will help you to maintain and promote the good Tanzanian
traditions and customs and get rid of the bad ones.
SE
Think
U

1. Traditions and customs.

E

2. Tanzanian traditions and customs.

N

The concepts of tradition and custom

LI

Tradition is a way of life that a society has set for itself and relates to every
N

member of the community. Tradition guides members of the community on

how best to live in that community. It is directly related to the history and
O

culture of a particular society. This includes rituals in mourning and burial

ceremonies, boys’ and girls’ initiation as well as marriage ceremonies.
R

Customs are the common practices, norms or legal systems of a particular

community. Customs are, thus, social principles that enforce traditions.
FO

For example, burial ceremonies are a tradition while burial principles and
practices are customs. Similarly, informal education through initiation is a
tradition, but the principles used in carrying out the initiation are customs.

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Traditions and customsDO
are NOT DUPLICATE
created and passed down from one generation
to the next. A tradition starts as a custom which is formed by an individual
or group behaviour and thereafter spreads to the whole society. When
people in a certain community get used to these customs they influence
the traditions. Traditions and customs may be lost if they are ignored or
abandoned. It is therefore, important for a society to carefully maintain
and promote appropriate traditions and customs. Besides, it is important
to note that bad customs and practices that emerge and get used to in the
society are strongly condemned. When bad customs and practices are not

LY
condemned they may influence the tradition of a society and become part of
it. With change of time, traditions and customs become outdated and may
contradict the interests of the society. It is, therefore, our responsibility to get

N
rid of the outdated and bad traditions.

O
Activity 1

SE
Ask your parent or guardian about the old customs and traditions of your
community and then:
U
1. Write down those traditions in your exercise book.
2. Name good traditions that should be maintained.
E

3. Identify bad traditions.

N

4. Explain why those traditions are inappropriate or bad.

LI

Role of traditions and customs

N

Basically, traditions and customs take a big portion in the study of culture.
O

Traditions and customs reflect the way of life of a particular society including
how the society lives, interacts and relates with other societies. Traditions and
customs also show the different practices in the society. These may include
R

beliefs, education, values, skills, experience, parenting and behaviour. They

also reflect the way these practices are acquired and passed on to the next
FO

generation. In this regard, traditions and customs are important as they

express social identity and distinguish one society from another. They also
bring social wellbeing of the society and promote development of the nation.

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Activity 2

Ask your parent or guardian about the traditions and customs of your
society related to parenting, values, behaviour and then write about:
1. Parenting in your community.
2. The values of your society.

LY
3. Behaviours and practices of your community.

The role of pre-colonial traditions and customs

N
O
Before colonialism, Tanzanian communities had their own traditions
and customs. However, traditions and customs of those communities
differed due to the presence of different economic, social, administrative,
SE
and environmental systems. The role of traditions and customs of those
communities focused on economic growth, promotion of moral values
and good behaviour as well as passing on informal education and beliefs
U
of a particular society. Generally, traditions and customs aimed at setting
principles of life in those societies. The pre-colonial traditions and customs
had the following specific objectives:
E

(i) To honour and promote good behaviour;

N

(ii) To cherish hardworking. Work was regarded as the foundation of

development;
LI

(iii) To encourage equality in production, distribution of resources and their

N

ownership;
O

(iv) To encourage the sense of dignity and respect to other people. This
was done to encourage good conduct and discipline in a particular
society
R

(v) To encourage good parenting and nurturing in the community;

FO

(vi) To value indigenous knowledge and technologies in promoting

development of a respective community;

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DO NOT
(vii) To empower members of theDUPLICATE
community to develop their lives while
upholding and adhering to the rules and regulations of their community;
and

(viii) To build a culture of cooperation, solidarity, brotherhood, patriotism,

love and a spirit of mutual support in the community.

The elderly and adults taught, guided and passed on traditions and customs
of respective communities to the youth and children. Chiefs and elders
were the main promoters and custodians of traditions and customs in their

LY
communities.

Elements of the pre-colonial traditions and customs

N
The roles of the pre-colonial traditions and customs were divided into various
aspects, which are good values and morals, education, parenting as well as

O
beliefs and religion.

SE
The role of traditions and customs in building values and morals

The following things were emphasised in instilling good morals and values:

(i) Caring for the elderly, children, people with disabilities and the poor.
U
The community was taught to serve individuals in those groups;

(ii) Accountability and hard working. Laziness and dislike of work were
E

condemned in all communities. People were encouraged to love their

work and work hard;
N

(iii) Respect to elders and older people in the community. Elders were
LI

respected and believed to be more knowledgeable than the younger

ones. For example, parents were called after their children’s names
N

like Mama Maliganya, Baba Lugane so as to respect them as parents;

O

(iv) Cooperation in all matters of happiness and sadness such as wedding

and funeral;
R

(v) Hospitality to guests. Our communities were encouraged to love and

help guests;
FO

(vi) Good relationships in the community. Quarrels and conflicts were

discouraged; and

(vii) Respect for traditional beliefs, ritual sites and ritual objects.

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DO NOT DUPLICATE
Activity 3

Ask your parent or guardian about the values of your community and,
then:
(a) Mention the things that were emphasised and considered as good
moral values in the community.
(b) Briefly explain how good moral values may be maintained in the

LY
modern society.

N
The role of traditions and customs in education

O
The role of traditions and customs was to provide education to the community.
Education focused on teaching and passing on skills, experiences and

SE
knowledge of the community to the younger generations. The elderly and
knowledgeable persons were responsible for the provision of education.
There was no formal schools as those in the modern times. Young people
U
were taught different skills and knowledge about war, hunting, traditional
medicine and healing, blacksmithery, pottery, traditional beliefs and the
history of the community. The teaching and learning were done in peer
E

groups, at home and during initiation ceremonies. This kind of education

focused on the following;
N

(i) Healing, especially in the prevention and treatment of various human

LI

and animal diseases;

N

(ii) Encouraging a spirit of cooperation, brotherhood and love;

(iii) Insisting on respect for human dignity and law observance; and
O

(iv) Security, defense and protection against natural disasters and enemies.
R

Although, communities had similar roles in providing education, they

FO

provided education in relation to their traditions, customs and the surrounding

environment. This was done in order to strengthen the social, economic and
environmental systems of the areas in which they lived.

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Exercise 1 DO NOT DUPLICATE

Answer the following questions:

1. Explain the role of traditions and customs in education for the modern
society.
2. Elaborate how education is used to promote customs and traditions
in the modern society.

LY
The role of traditions and customs in parenting

Parenting skills and experiences enabled the communities to maintain their

N
traditions and customs in the process of upbringing children in the society.
Parenting began at conception to the puberty age when persons were

O
identified as grownups or adults. The process of parenting and nurturing
focused on various things including food. For example, a pregnant woman
was advised to eat certain kinds of food and perform certain activities in
SE
order to get a healthy baby. Parenting was also done in order to instil good
moral values and behaviour in the society. Family was the focal point of
parenting and upbringing in the community. In addition, the whole community
U
was involved in the parenting and development of children. Similarly, the
community took the responsibility of preparing and nurturing all children so
that they may conform to good moral values of the respective community.
E
N

Activity 4
LI

Ask your parent or guardian about traditions and customs in parenting,

N

then:
O

(a) Explain how parenting was done in your community.

(b) Briefly explain how to maintain good parenting in the community

R

based on traditions and customs.

FO

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DO
The role of traditions and NOT DUPLICATE
customs in beliefs and religion

In the pre-colonial societies, beliefs and religions were built on the foundations
of the traditions and customs of the respective communities. People believed
in the existence of God or gods who had the power to control all things.
These beliefs influenced how people related with God, gods or great natural
objects such as the sun, great mountains, caves, rivers, and forests. So,
people believed that God or gods controlled and made final decision on
everything in life. In this context, communities were taught and believed in

LY
their own traditional beliefs and worship. Each community had its own way of
worshiping known as rituals. These rituals were performed in special places,
such as graveyard, under large trees, on mountains, in forests, in caves,

N
at crossroads, in lakes, in oceans and on large rocks. Choice of the ritual
place depended on the type of the ritual. These rituals were usually led and

O
performed by elders or clan leaders. For example, The Nyumbanitu Forest
in Njombe Region is one of the most popular ritual sites for many purposes.

SE
Some of these purposes include prayers to God through ancestors in order
to get blessings, rain, good harvest, and perhaps to remove misfortunes
or tragedies in the community. Communities also worshipped through their
U
ancestors. During worshipping, people gave offerings such as animals, local
brews and grains. All these were done for the sake of maintaining traditions
and customs. The community believed that disobeying rituals would cause
E

problems in the society. Even when tragedy happened, the community

members believed that it was the result of not worshipping. Ritual traditions
N

and customs in the community were passed on from one generation to the
next.
LI

In some societies, rituals involved traditional ceremonies with an aim of

N

worshiping. This also aimed at teaching people good moral values of their
O

respective community. Similarly, people were advised to fulfil and adhere to

rituals in order to avoid misfortunes and disasters. Religious beliefs were also
accompanied by the use of traditional medicine to treat and prevent various
R

diseases. Traditional medicines were provided by elders, traditional healers

and midwives for treating various diseases. In addition, these traditional
FO

healers and elders healed through rituals and divination.

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Bad Traditions and DO NOT DUPLICATE
Customs
Bad traditions and customs are still a big problem in many Tanzanian and
African communities. Some of them are a major source of gender violence
and sexual harassment. With modern development, communities have the
responsibility to embrace positive change that promotes the wellbeing of the
society. People should not abandon their traditions and customs. Some of
the bad traditions and customs that have existed since pre-colonial times
including gender and sexual violence, Female Genital Mutilation (FGM),

LY
early marriages for girls, superstition, killing of the elderly and people with
albinism as well as inheriting widows, however, must be abolished.

Effects of bad traditions and customs on pre-colonial Tanzanian

N
societies

O
During this period, communities relied heavily on ideas and advice from
elders, especially traditional leaders and healers. This situation went hand
in hand with bad beliefs such as superstition and sorcery. As noted above,
SE
bad traditions and customs during this period resulted in the killing of the
elderly and people with albinism, and female genital mutilation (FGM). Also,
they caused sexual harassment and the exclusion of people with disabilities
U
such as lepers. Such people were excluded, hidden and even killed in some
societies. This is because community members believed that living with such
people could bring misfortunes because they were cursed.
E

Impact of bad customs and traditions in the post-colonial

N

Tanzanian society
LI

Despite the presence of laws prohibiting and punishing perpetrators of harmful

traditions and customs, such traditions still persist in some communities.
N

Examples of these harmful traditions in the modern societies include sexual

harassment, sexual violence, and female genital mutilation (FGM). These
O

practices have negative impact to the health of the victims, especially during
childbirth, including an endless bleeding which may cause death. All these
R

impacts lead to serious violation of human rights.

FO

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DO NOT DUPLICATE
Activity 5

Ask your parent or guardian about the bad customs and traditions of your
community and also apply the knowledge you have learnt in Standard Six
and then:

(a) Mention some bad traditions and customs.

LY
(b) Discuss with your peers how to deal with bad customs and traditions.

(c) Identify ways to get rid of bad traditions and customs in modern

N
society.

(d) Discuss with your peers the importance of religious beliefs in modern

O
society.

SE
Ways to eradicate the bad post-colonial traditions and customs
Tanzanian societies acknowledge that culture is a pillar of any nation. Soon
after independence various efforts were made to encourage, promote and
U
maintain good traditions and customs. For example, in 1962 the government
formed a special ministry to oversee all cultural issues in the country. Todate,
the government and civil society organisations continue to fight against bad
E

traditions and customs that violate human rights, especially to women and
children. Essentially, these efforts are being implemented by civil society
N

organisations in support of the government in order to eliminate the violation of

human rights and gender-based violence in the society. These organizations
LI

also help to mobilize communities and local governments to fight against

the violation of the rights of women, children, the elderly, and people with
N

disabilities. This is done in order to provide sustainable development to

O

these groups.

The various efforts made by the projects funded by civil society organisations,
R

the international community and government are aimed at changing the

perceptions of the beneficiaries of those projects about bad traditions and
FO

customs. Emphasis is placed on supporting the victims through reporting

cases of gender and children violence to authorities and taking precautions
to defend the victims. Another effort made is to strengthen systems and

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institutional structures, DO NOT
so that, DUPLICATE
these problems may be quickly identified and
addressed.

The government cooperates with civil society organisations to protect and

defend victims of violence in the community. The government, in collaboration
with civil societies, has put in place various techniques in order to eradicate
bad traditions and customs. The techniques include:

(i) To mobilize the society through rallies, road shows and public adverts
aimed to provide education and awareness about the impact of sexual

LY
violence and other kinds of violence;

(ii) To organise capacity building for training some professionals, traditional

and religious leaders and those who lead the fight against bad traditions

N
in their areas;

O
(iii) To build stakeholders’ network against gender-based violence and to
use institutions and people who are role models in eradicating gender-

SE
based violence. One of such example is the formation of the Tanzania
Gender Network Programme (TGNP);

(iv) To provide education and awareness to the community through media

U
such as leaflets, radio and television programmes, newspapers and
magazines. That can also be done through sports and drama in various
social events;
E

(v) Creation and promotion of platforms to fight gender-based violence

N

through children groups which work as ambassadors in defending their

rights; and
LI

(vi) To provide civic education on the rights of persons with disabilities as

well as children and women’s rights in fighting against harmful traditions
N

and customs in Tanzania.

O

Therefore, it is important to form social platforms to fight against gender-

based violence, monitoring and reporting incidents to relevant institutions.
R

There is also a need to put in place techniques to eradicate gender-based

violence. With the government support, we can build the foundations of
FO

maintaining appropriate traditions and customs in our society.

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Exercise 2 DO NOT DUPLICATE

Answer the following questions:

1. Explain how media can promote or destroy the traditions and customs
of our society.
2. Identify the roles of traditions and customs to Tanzanian communities.
3. Name some techniques that can be used to develop good traditions
and customs.

LY
4. Explain how colonialism affected the development of traditions and
customs of our society.
5. Mention the steps taken to promote traditions and customs of the

N
post-independence society.

O
Write TRUE for a correct statement and FALSE for an incorrect state-
ment in the space provided.

6.
SE
The colonialists came to promote the traditions and customs of our
societies. _________
U
7. Parents and guardians can help to maintain the traditions and customs
of our society for the present generation. _________
8. Sports and arts in the society are important tools in promoting and
E

developing traditions and customs in the country. _________

N

9. Drug use, immorality, alcoholism and laziness promote customs and

traditions in the country. _________
LI

10. Imitating all the behaviours that emerge in the society regardless of
their consequences is to keep up with time. _________
N
O
R
FO

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Transportation
DO NOT DUPLICATE
and
Chapter cooperation between
Five Tanzania and other
countries
Introduction

In Standard Six, you learnt about the cooperation between Tanzania and
other African countries after independence. You also learnt about the
reasons as well as the methods that were used to establish and strengthen

LY
the cooperation. In addition, you learnt about the advantages and challenges
of maintaining cooperation. You also learnt about the precautions to be
taken before and after establishing cooperation. In this chapter you will

N
describe the available means of transportation between Tanzania and other

O
countries. You will also learn how these means of transportation maintain
good relations between Tanzania and other countries and their contribution
to the economic development of the country. The competencies gained from
SE
this chapter will help you to use the available means of transportation as an
opportunity to earn your personal, family and national income.
U
Think
E

The meaning of transportation.

N

Means of transportation.
LI

Means of transportation and its contribution to development in your area

of residence.
N
O

The concept of transportation

Transportation is a system of moving persons and goods from one place
R

to another by various means. The means of transportation can be through

land, air and water. Transportation by land uses roads, railways and
FO

pipelines. Pipelines are used to transport oil, water and gas. Water transport
uses ships, boats, canoes, and ferries. Similarly, air travel uses aeroplanes
and helicopters. Tanzania has been building, improving and strengthening
transport routes in various parts of the country.

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Activity 1

Identify the means of transportation available in your region.

Transportation, economic development and cooperation between

Tanzania and other countries

LY
Transportation is an important sector that stimulates economic development.
The sector also serves to build and strengthen diplomatic relations between

N
Tanzania and other countries. Tanzania has been able to attract economic
development and strengthen diplomatic relations through the three means

O
of transportation.

Land Transportation
SE
Land transportation includes railway, roads and pipelines. The transportation
by roads is done through trucks, cars, buses, motorbikes, bicycles and animals
U
such as donkeys and camels. Similarly, there are freight and passenger
trains that use railways. One of the examples of railway transport is the
Tanzania and Zambia Railway Authority (TAZARA). Land transportation has
E

improved the relations between Tanzania and her neighbouring countries.

This is evidenced by improved economic and social relations, specifically in
N

trade and industry.

LI

Economic relations in the trade sector have mainly focused on transportation

of imported and exported food and cash crops. Similarly, land transport attracts
N

growth and development of industries. This is because it facilitates reliable

transportation of raw materials and manufactured goods. Transportation has
O

also led to the growth of towns in centres along the transportation routes.
Food vending and services offered by some centres along the route provide
R

citizens with income for their livelihood. Citizens in such areas have their
incomes and settlements improved, thus, development of their areas.
FO

Transportation has enabled the Tanzanian communities to interact, socialise

and build relations with people from other countries who come to the country.

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DO NOT
Land transport also includes DUPLICATE
pipelines that transport water, oil and gas. This
type of transportation stimulates economic growth because it is easy and
safe. Figure 1 shows the TAZARA line and the oil pipeline from Tanzania to
Zambia (TAZAMA oil pipeline). Oil and gas pipelines can pass underwater
and on land, depending on the nature of the environment. This situation
provides an opportunity for citizens to be self-employed or employed by
other people or institutions and, thus, improve personal and national income.
The transported gas is used to produce energy required for domestic and
industrial use.

LY
N
O
SE
U
E
N
LI
N
O

Figure 1: TAZARA Railway and TAZAMA oil pipeline from Tanzania to Zambia
R

Exercise 1
FO

Answer the following questions:

1. Mention the uses of land transportation in the country.
2. Identify the benefits of transportation in Tanzania.

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Water Transportation DO NOT DUPLICATE

Water transportation takes place in oceans, seas, lakes and navigable rivers.
Through oceans, Tanzania uses marine transport to connect with other
countries such as Kenya, Somalia, the Seychelles, Mozambique, South Africa
as well as Asian countries. Lake Victoria connects three countries namely,
Kenya, Uganda and Tanzania. Lake Tanganyika, one of the deepest lakes
in Africa, extends across the borders of the United Republic of Tanzania, the
Democratic Republic of Congo, Burundi and Zambia. Lake Nyasa connects
Tanzania, Malawi and Mozambique.

LY
Water transportation has significantly contributed to the growth of cooperation
between Tanzania and other countries. The contribution of transportation

N
sector through water has a significant impact on the Tanzanian economy.
Trade between Tanzania and other countries has expanded due to the

O
availability of reliable maritime transport to the Great Lakes and countries
along the Indian Ocean coast. For example, Lake Victoria is one of the major

SE
means of transportation of various goods between Tanzania, Kenya and
Uganda.

Similarly, water transportation has significantly improved the agricultural

U
and industrial sectors. This is because of the convenient transportation of
agricultural inputs and equipment from European and Asian countries. This
situation has provided opportunities for trade and employment to the local
E

people thus, improving the income of individual Tanzanians and the nation
as a whole. The export of industrial raw materials and industrial products
N

contributes to the economic growth of Tanzania and other countries. The

development of water transportation services has also led to the growth of
LI

national and international markets such as the Kibirizi International Fish

Market in Kigoma, Kirumba Fish and Sardines Market in Mwanza, and
N

Kibaigwa Maize Market in Dodoma.

O

Exercise 2
R

Answer the following questions:

1. Classify the means of transport available in Tanzania.
FO

2. What development activities can be done using the means of transport

available in your area?

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Air transportation DO NOT DUPLICATE
Air transportation is carried out by aeroplanes and helicopters. Some of the
international airports in Tanzania are Julius Nyerere International Airport
(JNIA, Dar es Salaam), Kilimanjaro International Airport (KIA, Kilimanjaro)
and Abeid Amani Karume International Airport (Zanzibar). Other airports are
in Mwanza, Arusha, Songwe-Mbeya, Tabora, Bukoba, Kigoma, Dodoma and
Mtwara. The government has continued to improve air transport by expanding
the existing airports to the required international standards. For example,
Julius Nyerere International Airport has been upgraded from two to three

LY
passengers’ buildings. This has facilitated air transport and transportation
both at the domestic and international levels.

N
The presence of international airlines in the country has facilitated
transportation from Tanzania to other countries in the world including European

O
countries, United Arab Emirates, India, America, Ethiopia, Kenya, Uganda,
Rwanda and South Africa. Also, through air travel, tourists, investors, traders

SE
and government officials have been visiting Tanzania easily for various
purposes including economic and social activities. The number of tourists
to Tanzania from European, American and Asian countries is growing each
year. The development of tourism has stimulated the growth of personal
U
income and Gross Domestic Product (GDP) because of the expanded
tourism-related services such as accommodation and food services, health
services, sports and recreation. Similarly, business persons use this means
E

of transport to export and import goods and raw materials including flowers,
sculptures and traditional goods like ornaments and traditional clothes. Just
N

like other modes of transportation, air transport has also increased and
LI

maintained economic cooperation between Tanzania and other countries in

the world.
N

Advantages of the means of transportation

O

In general, the means of transportation have been the catalyst for economic
and social development in Tanzania. Tanzania has been earning revenues
from taxes levied on the use of transport routes. It has also been increasing
R

her national income through taxes from roads tolls, port and airport duties.
FO

Transportation has helped the nation to import various goods that are not
produced locally or are not produced in sufficient amount to meet our local
demand. Examples include machines and spare parts for running large and
small industries.

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DOlocal
Transportation has attracted NOT DUPLICATE
and foreign investors to invest in various
sectors in Tanzania due to the improved investment environment. The arrival
of international experts and investors to Tanzania has benefitted the country
through the influx of scientific and technological skills. This contributes to
economic development of the country. Transportation of crops and raw
materials from one area to another has increased the incomes of individuals
in areas where the means of transportation originate or pass through. Sales
of goods and products to neighbouring countries have also contributed to
economic development in the country. Citizens of the countries bordering

LY
Tanzania have been doing business in the country, thus, increasing their
individual and national incomes.

N
Exercise 3

O
Answer the following questions:
1. How do the means of transportation promote economic development

2.
in Tanzania? SE
By using examples, identify three major means of transportation
which are available in Tanzania.
U
3. Briefly explain how the means of transportation have maintained
cooperation between Tanzania and neighbouring countries.
E

Write TRUE for a correct statement and FALSE for an incorrect state-
N

ment in the space provided.

LI

4. TAZAMA oil pipeline has helped in transporting copper ore in Zambia.

________
N

5. Transport routes are important in promoting the economic

development of Tanzania and the neighbouring countries. ________
O

6. The TAZARA railway has strengthened economic, political and social

R

cooperation between Tanzania and Zambia. ________

FO

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Impacts
DO of the
NOT DUPLICATE techniques
Chapter used for the struggle of
Six
independence in Africa
Introduction

In Standard Six, you learnt about liberation movements on the African

continent. You also learnt about reasons for the anti-colonial movements
and the strategies used to fight for independence. Similarly, you learnt about

LY
African heroes in the liberation movement, and the methods that were used
to fight for independence in African countries. Moreover, you learnt about the
challenges of independence in Africa and the lessons learnt from the heroes

N
of Africa. In this chapter, you will analyse the methods and movements that

O
have succeeded in fighting for independence. Similarly, you will assess the
methods and movements used to fight for independence. The competencies
gained from this chapter will enable you to choose the right approaches in
SE
solving challenges and making right decisions in the society.
U
Activity 1

1. With the help of the teacher, create a short role play to illustrate the
E

life of an independent family. Play it in the classroom.

N

2. Ask your parent or guardian about the meaning of a free country.

Identify issues that make a country to be free.
LI

3. Write the answers of your parent or guardian in your exercise book,

N

and then present to the class.

O

African independence movements

The aims of struggle for independence in African countries were almost
R

similar. Africans fought for their independence through their nationalist

leaders and freedom fighters in various parts of Africa. These nationalist
FO

fighters wanted to develop their African systems of governance, economic

production, traditions and customs. This emanated from the discriminative,
oppressive and exploitative nature of the colonial rule in Africa. The colonial
rule overexploited African resources like land and minerals. The colonial

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s system was also based DO NOT DUPLICATE
on favouritism, racism, tribalism and religionism
aimed to divide Africans. Therefore, in attempt to fight against colonialism,
Africans used various methods of struggle for independence.

The choice of method to be used in the struggle for independence in

Africa depended on the nature of the colonial masters. There were three
main techniques used in the struggle for independence. The first one was
negotiation. This technique was also called constitutional change. The
second technique was armed struggle; and the third was through revolution.

LY
Independence through negotiation

This technique was commonly used in many African colonies. Through this

N
technique, independence was gained following social, economic, and political
pressures that existed during those days. Some of the tactics used by liberation

O
leaders included establishment of political parties; providing civic education;
holding peaceful demonstrations; and establishment of newsletters, leaflets

SE
and newspapers. Additionally, strikes by workers and peasants were some
of the tactics used by the people to struggle for independence. Eventually,
independence was granted after agreements between the nationalist
leaders of the major political parties and the representatives of the colonial
U
governments. Tanzania mainland, formerly Tanganyika, is one of the African
countries that gained independence through negotiations on 9/12/1961.
Mwalimu Julius Kambarage Nyerere, under the TANU party, led talks and
E

struggles for independence from the British colonial rulers. Other countries
N

were Ghana in 1957, Uganda in 1962, Zambia and Malawi in 1964.

LI

Effects of independence struggle through negotiation

The negotiated independence had many outcomes to African countries. The

N

following are some of those effects:

O

(a) Independence was achieved without bloodshed. This was possible

due to the pressure put on the colonialists;
R

(b) Introduction of multi-party systems in the colonies. These parties

fought for independence of their countries. Their goal was to govern
FO

their countries replacing the colonial governments. For example,

in Tanganyika parties such as TANU, ANC, UTP and AMNUT were
formed;

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(c) Establishment of DO NOT
political DUPLICATE
party branches across the country. These
branches served as centres for spreading ideologies and messages
from the top leadership. Similarly, these branches were also responsible
for receiving the views and grievances from the members;

(d) The colonial government banned their civil servants from joining
political parties. Those who violated the order were dismissed.
Therefore, a political party leader had to choose either to remain in
the colonial government employment or serve in a political party. For
example, Mwalimu Julius Kambarage Nyerere once resigned from

LY
his teaching job at St. Francis College. The school is currently known
as Pugu Secondary School. Mwalimu did this in order to continue
with the independence movement as the TANU party leader. He,

N
thus, continued to lead the people of Tanganyika in the struggle for
independence. Figure 1 shows Mwalimu Julius K. Nyerere addressing

O
TANU members during a political rally.

SE
U
E
N
LI
N
O

Figure 1: Mwalimu Julius K. Nyerere addressing TANU members during a

R

political rally
FO

(e) Active political party leaders were suppressed, harassed, threatened

and imprisoned just to silence them. These leaders were determined
to expose the evils of colonialism and the benefits of independence
for their countries. For example, Mwalimu Nyerere of Tanganyika was

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DOtwoNOT
accused of opposing DUPLICATE
district commissioners. Judgement of his
case was a fine of Tshs 3 000.00 or six months imprisonment. He paid
the fine and continued with the struggle.

Exercise 1

Answer the following questions:

1. Mention four effects of struggling for independence through
negotiation.

LY
2. Briefly describe the two goals of various political parties established
during the colonial period.
3. Identify two aims of political parties establishing branches during the

N
independence movement.

O
4. Briefly explain two reasons for the colonialists to persecute the
leaders of powerful nationalist political parties.

SE
U
Activity 2
E

In your groups, briefly describe the two lessons you have learnt about the
challenges that faced leaders of the liberation movement. Present your
N

answers to the class for discussion.

LI

Independence through armed struggle

N

This technique was used to fight for independence in colonies that had a
good number of European settlers. The settlers owned large tracks of fertile
O

land and mines. They also established factories and large plantations for
crop production and livestock keeping in the colonies. Other settlers became
R

citizens in the colonies and were not ready to leave their possessions. In
general, the settlers were economically and politically powerful. Examples
FO

of countries that had settlers include Algeria, Angola, Kenya, Southern

Rhodesia (Zimbabwe), Namibia, South Africa, Mozambique, and Guinea
Bissau. The liberation movements in these colonies used arms to struggle

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for independence. Africans DUPLICATE
also appealed for support from Non-Aligned
countries. A good example of such countries is China and Cuba. The
nationalist political parties provided military training to young people.
They trained young people to fight the colonial forces. They also sought to
destroy properties, settler settlements, infrastructure and investments of the
colonialists until independence was achieved.

Impacts of armed struggle for independence

The following are the impacts of the armed struggle for independence:

LY
(a) Freedom was gained through bloodshed and the destruction of several
properties. The settlers, citizens, militants and leaders were killed

N
during the battles;

O
(b) Leaders and freedom fighters were forced to live in exile in friendly
countries;

(c)
SE
These liberation wars lasted for many years. For example, liberation
struggles took ten years in Mozambique and Angola; 24 years in
Namibia; and 33 years in South Africa. This affected many Africans;
U
(d) Military training and coordination of liberation struggles were done in
exile because of the restrictions posed by the colonialists. For example,
the Mozambican FRELIMO militants and South African ANC activists
E

were hosted by Tanzania where they received military training;

N

(e) Presence of refugees in some African countries as a result of wars

in their country. For example in Tanzania, Ruvuma, Mtwara and Lindi
LI

Regions hosted many refugees from Mozambique;

(f) Several party leaders and militants were imprisoned to weaken their
N

parties and suppress the independence movement. The pressure from

O

the public, however, increased and independence was achieved; and

(g) Many leaders of the liberation movements were brutally murdered;

R

for example Eduardo Mondlane of Mozambique, the then Portuguese

colony. The assassination aimed at intimidating other leaders and their
FO

supporters to stop demanding for independence.

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Exercise 2 DO NOT DUPLICATE

Answer the following questions:

1. Explain the reasons why some colonies fought for independence
through armed struggles.
2. List the countries that gained independence through warfare.
3. Explain what happened in the countries that hosted freedom fighters
from various countries in Africa.

LY
4. Briefly describe the effects of independence through armed struggle.

Independence through revolution

N
This technique was used when the colonialists handed over power to their few

O
puppets instead of handing it over to the majority. The colonialists wanted to
ensure that their interests were protected even after independence. In addition,
they wanted the settlers or feudal lords (Mamwinyi) to retain the status of the
SE
ruling class and the Africans to be treated as slaves in their own country
after independence. Examples of the countries that gained independence
through revolution in Africa are Zanzibar and Egypt. Patriots were forced to
U
overthrow the established puppet governments. The tactics they used were
similar to the armed struggle. The leaders of the liberation movement formed
and trained special revolutionary
E

forces. The revolutionary leaders

N

formed their own governments that

included various groups of citizens.
LI

They also established diplomatic

relations with friendly countries in
N

order to get material and financial

O

support. Figure 2 is a picture of the

first President of Zanzibar Sheikh
Abeid Amani Karume as one of the
R

leaders of the revolution.

FO

Figure 2: The first President of

Zanzibar Sheikh Abeid Amani Karume
and the leader of Zanzibar revolution

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The effects of the revolution

The following are the effects of the revolution:

(a) Puppets and settlers had to surrender to the mass after the revolution;

(b) True independence for the majority was achieved. It was often a true
independence because every citizen felt being part of the struggle for
independence;

(c) Citizens formed their own governments;

LY
(d) People died and many properties were destroyed during the fight; and

(e) Countries that earned their independence through revolution maintained

N
political, economic, and social changes.

O
Exercise 3

Answer the following questions:

1. SE
Briefly explain the reasons why some colonies gained independence
through revolution.
2. What were the negative effects of gaining independence through
U
revolution?
3. Briefly explain the reasons for your answers to question 2.
E
N

Exercise 4
LI

Answer the following questions:

N

1. Write TRUE for a correct statement and FALSE for an incorrect

statement in the space provided.
O

(a) Wages for African colonial civil servants working in the colonial
government were deducted as soon as they joined in the
R

liberation movements. _________

FO

(b) Africans received social welfare services similar to those given

to Europeans before independence. _________

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(c) DO NOT DUPLICATE
Peaceful demonstrations did not help in the struggle for
independence. _________

(d) African traders imported fewer commodities during colonial era.

_________
2. Fill in the blank spaces provided bellow.

(a) FRELIMO militants received military training in _________ and

succeeded in bringing true independence to Mozambique.

LY
(b) In the struggle for independence, some of the African countries
that gained their independence through revolution were
_________ and _________.

N
(c) Mwalimu Julius K. Nyerere succeeded in leading the Tanganyika

O
independence movement as the leader of the _________.

Vocabulary
SE
Warfare fighting in a war with a particular type of weapon
U
E
N
LI
N
O
R
FO

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Chapter Development in post-
Seven independence Tanzania

Introduction

In Standard Six, you learnt about the modern invasion of post-independence

Africa, the concepts of liberation and modern methods of invasion. Similarly,

LY
you learnt about the effects of modern invasion and struggles against that
invasion. In this chapter, you will analyse the economic, political, social and
cultural development achieved in Tanzania since independence. Also, you

N
will learn about development challenges in Tanzania and how to address
them. The competencies gained from this chapter will help you to appreciate

O
the efforts of Tanzanians to bring about development after independence
and participate in protecting and promoting such development.

SE
Think
U
The concept of development.
E

How to identify aspects of community and national development.

N

The concept of development

LI

Development is the process of transforming from low to the high levels

in the political, economic, social as well as scientific and technological
N

aspects. Development must take into account human rights, appropriate

traditions, customs and the protection of national unity. Development must
O

also be sustainable and meet the needs of the people. This means that
development should be for the well-being of the people. Sustainable
R

development is the transformation that meets the needs of the present

without compromising the ability of future generations to meet their own
FO

needs. This kind of development can take place in various areas of economy,
politics, social services and culture. Economic development focuses on the
transformation of production by the use of science and technology, which
simplifies operations. For example, in production areas such as farms,

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factories and mines. Economic DUPLICATE
development influences transformation of
other sectors like infrastructure as well as social services which include
health, education, water and electricity. Development of social services
creates political stability in the country thus enabling leaders and citizens to
bring about national development.

Activity 1

LY
Visit the surroundings of your school and then do the following things:

N
(a) Identify the number of classrooms
(b) The number of teachers and pupils

O
(c) The number of toilets

SE
Despite many economic, political, cultural and social challenges facing the
country due to the impact of the colonial system, Tanzania has been able to
U
bring about development in various areas from 1961 to the present. Such
achievements can be divided into three main phases. These phases are:

(a) The first phase, from 1961 to 1966;

E

(b) The intermediate phase, from 1967 to 1985; and

N

(c) The current phase, from1986 todate.

LI

Development strategies during the first phase (1961 – 1966)

N

This was a transitional period to change the inherited colonial system and
strengthen the country’s policies. Soon after independence, the country did
O

not have a strong economy. This was due to lack of stable infrastructure,
industries, and limited number of professionals such as economists,
teachers, engineers, doctors, nurses, agronomists, and veterinarians. These
R

professionals could play a significant role in supervising and managing various

FO

sectors thus bringing about the country’s development. This situation made
Tanzania and many African countries to depend on their former colonialists
in many developmental issues. To eliminate such dependence, Tanzania

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implemented various economic, DUPLICATE
political, and cultural development
strategies which include the following:

(a) Economic development

This was the earliest period of building the economy after independence.
Although political independence had been achieved, the major means of
production were still owned by few people, especially European capitalists. The
means of production included factories, farms, transport and communication
facilities as well as large-scale crop and livestock farms. Despite the fact that

LY
the major means of production were owned by the minority, the independent
government of Tanzania began to set strategies for improving her economy. It
started by improving various means of transport and communication such as

N
roads, railways and post offices. The government took all these precautions
in order to facilitate transportation of agricultural tools, crops, and people.

O
For example, in 1963 the railway line from Mruazi-Korogwe station to the
Ruvu junction was built. This railway line was built to connect Tanga and the
SE
Central railway line. The government also built roads in some of the urban
and rural areas to improve transportation services. Similarly, domestic and
foreign markets were expanded to facilitate trade of locally produced raw
U
materials and products. These efforts aimed at eliminating the export-based
production system that always depended on exportation of raw materials. In
addition, the government established the three-year and five-year economic
development plans in 1961-1964 and 1964-1969, respectively. These plans
E

aimed at increasing the production of cash crops.

N

(b) Social development

LI

After independence, only few people accessed social services such as

N

health, education, water and electricity. These services, to a great extent,

were set up by the colonialists and provided according to race and religion.
O

Services were few compared to the population. Therefore, development in

the community focused more on improving health and education services. In
the first step the government abolished racial segregation in the provision of
R

health and education services. The government built schools, colleges and
FO

hospitals. For example, the University of Dar es Salaam, which started as a

College of the University of London in October 1961 became a Constituent
College of the University of East Africa in 1963. Dar es Salaam Teachers’

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College famously known as NOT DUPLICATE
Chang’ombe Teachers College was established
in 1964 to improve provision of education services in the country through
the expansion of primary and secondary school enrolment. This aimed at
increasing the number of professionals who could bring about community
development. During this period racial discrimination in education and health
care was abolished.

(c) Political development

Political development between 1961 and 1966 involved various steps

LY
in building a post independent Tanzania. The first step was gaining
independence from the British rule on 9th December 1961. On that day, the
British flag was lowered and the Tanganyikan flag was raised. The next step

N
was for Mwalimu Julius Kambarage Nyerere to resign as Prime Minister of
Tanganyika in January 1962 for ten months so as to strengthen TANU and lay

O
foundation of the new nation of Tanganyika. The third step was for the white
people to hand over power to Africans through the policy of Africanisation.
SE
The fourth step was the presidential general election in November 1962,
in which Mwalimu Julius Kambarage Nyerere was elected the President
of the Republic of Tanganyika from 9th December 1962. The fifth step was
U
the establishment of the National Service (Jeshi la Kujenga Taifa - JKT) in
1963 as well as the establishment of the Tanzania People’s Defence Force
(TPDF) early in 1964. This was a civilian army that replaced the former
Tanganyika Rifles Army which was the colonial defence force. The sixth step
E

was the unification of Tanganyika and Zanzibar on 26th April 1964 to form the
N

United Republic of Tanzania. The seventh step was the abolition of multi-
party system and introduction of the single party- system, between 1964 and
LI

July 1965. The eighth step was the first one-party election that was held in
September 1965.
N

(d) Cultural development

O

During this period, the government made great efforts to maintain the
Tanzanian culture. Emphasis was on language, dressing, food and
R

entertainment. In this period Kiswahili was declared as the national language,

FO

which aimed to unite all the communities.

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Exercise 1 DO NOT DUPLICATE
Answer the following questions:
1. Explain how improvement of infrastructure such as roads and railways
can bring about economic and social development of the country.
2. Identify aspects of social development between1961-1966.

Challenges that faced the first phase development strategies

LY
(1961-1966)
Despite the development achievements obtained immediately after
independence, there were various challenges facing those development

N
efforts. The first challenge was the shortage of industries that would process

O
the locally produced raw materials. The second was the shortage of domestic
and foreign markets to sell those locally produced goods. This problem led
to the exportation of raw materials that were sold at lower prices. In relation
SE
to that, the government lost revenues because the country’s major means
of the economy, such as factories, large-scale farms and banks were still
owned by a few people including foreigners.
U
Moreover, education that was provided did not meet the needs of Tanzanians
at that time. For example, instead of encouraging education for self-reliance,
the education policy that was inherited from the colonial government focused
E

more on preparing few people for white collar jobs. There was also a shortage
N

of teachers and poor infrastructure that resulted into having fewer children in
school and many school-age children were left without education. Similarly,
LI

there was a shortage of water and health services. Most of the health
facilities had the shortage of medical equipment and drugs. In addition, the
N

social services facilities were located more in white settlements while many
African-occupied areas were left without reliable infrastructure and social
O

services.
R

Activity 2
FO

Identify the challenges that the country faced during the first phase of
the development.

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Development in the second DUPLICATE
phase, 1967 -1985
This was a period of positive and fundamental changes in the political,
economic and social services. This was achieved by overcoming the
challenges that existed in the first phase of development.

(a) Political development

In terms of political development, Tanzania decided to adopt the policy of

Socialism and Self-Reliance. This policy was adopted during the Arusha

LY
Declaration on 5th February 1967. The aim was to ensure that the major means
of economic development were owned by all citizens for their development.
Socialism and Self-Reliance was effectively implemented under the policy of

N
one-party system of Tanganyika African National Union (TANU), which later,
became Chama Cha Mapinduzi (CCM). The policy of Socialism and Self-

O
Reliance and the one-party system contributed greatly to the national unity,
solidarity, and peace.

SE
Another important political step during this period was the strengthening
of regional cooperation among East African countries. Thus, Tanzania
in collaboration with Kenya and Uganda established the East African
U
Community in 1967. The cooperation, however, collapsed in 1977. One of
the reasons for the collapse was that Tanzania and Kenya did not accept the
actions of the dictatorial government of Idd Amini, the President of Uganda
E

from 1971-1979.
N

Before the break-up, the East African Community had achieved a number
of things including strengthening the spirit of brotherhood and unity among
LI

the member states. Also, the member countries established East African
Corporations for the purpose of improving infrastructure that connected
N

member states. Those corporations included the East African Airlines,

Railways, Harbours and Post offices. These efforts aimed at stimulating
O

economic growth and the national incomes of member states as well as

strengthening defence and security in the region.
R

This period also witnessed two other political developments in Tanzania. The
first step was to merge the two ruling political parties, TANU from mainland
FO

Tanzania and Afro-Shirazi Party (ASP) from Zanzibar in 1977. The move also
coincided with “Chama Kushika Hatamu” (Party Supremacy). In November
1985 Mwalimu Julius Kambarage Nyerere willingly retired as President of

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the United Republic ofDO NOT DUPLICATE
Tanzania. This decision laid the foundation of the
peaceful and democratic transfer of national leadership from one presidency
to another in Tanzania.

(b) Economic development

As a political philosophy that emerged from the Arusha Declaration, Socialism

and Self-reliance, provided the direction for economic development. During
this period, the government owned all major means of production and
encouraged the implementation of development policies and strategies to

LY
eliminate economic dependence. Thus, the government worked hand in
hand with the citizens to bring about national development. The development
efforts aimed at improving domestic revenue to reduce foreign dependence.

N
To respond to various development challenges, the government supported
peasants and livestock keepers with modern methods of farming and animal

O
husbandry. The government also established and encouraged cooperative
unions.
SE
Similarly, the government established and developed various industries
including textile industries such as MWATEX (Mwanza), MUTEX (Musoma),
KILITEX (Arusha) and Urafiki Textile (Dar es Salaam). Others were leather
U
processing and production industries, matchbox industry, car spare parts
and Mang’ula machinery industry. Moreover, the government established the
Arusha General Tyre factory in 1971, building materials factories, cigarette
E

factory (TCC), and Scania truck assembly factory (TAMCO) at Kibaha.

N

Following the establishment of these industries, the government established

public corporations and banks. For example, the National Bank of Commerce
LI

(NBC), the Cooperative and Rural Development Bank (CRDB) and the
Tanzania Postal Bank (TPB). Similarly, the government built industries for
N

value addition of the local products. Also, means of transportation were built
O

and improved. Whole-sale shops known as Regional Trading Companies

(RTC) and village cooperative shops were established. The government
made public all social services related to food and meat production,
R

transportation, distribution and sale of essential commodities such as sugar,

cereals and cooking oil. The services were provided by public companies
FO

and other institutions such as National Food and Agriculture Corporation

(NAFCO), National Milling Corporation (NMC), Regional Transport Company
(RETCO), cooperative unions and cooperative shops.

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These economic activitiesDO NOT
were DUPLICATE
guided by the policy of nationalisation and
rural development. This policy aimed at centralising all means of production.
Rural development involved establishment of both Ujamaa and development
villages.

Activity 3

LY
1. With the help of the subject teacher, prepare a song or recite a poem
about the second phase economic development from 1967 to 1985
and its successes.

N
2. Identify four achievements that Tanzania has gained as a result of

O
the cooperation with other East African countries.

(c) Social development SE

There were various social developments following the Arusha Declaration
of 1967. The declaration led to the nationalization of social services that
U
were owned by individuals or religious institutions. The nationalised social
services included schools, colleges and hospitals. The aim was to improve
provision of education and health services to people. The government’s
E

decision opened opportunities for more Tanzanians to get education from

N

primary school to university because the government sponsored all these

levels of education. Primary education was compulsory for every school-age
LI

child. Tanzania adopted the Education for Self-Reliance Policy as a strategy

of implementing the Arusha Declaration. This policy aimed at preparing
N

young Tanzanians to be self-reliant in their lives after school.

O

In 1974 the government approved the provision of free education through

the Musoma Resolution which promoted the Universal Primary Education
(UPE). Primary education was made compulsory to all school-age children.
R

Likewise, the government provided adult education for all adults who were
illiterate. These initiatives stimulated the individual and national economic
FO

development because people were able to read and understand messages

related to health, improved agricultural techniques and animal husbandry.

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DOdevelopment
Another stage of social NOT DUPLICATE
was the establishment of Ujamaa
villages from 1968–1973 and later development villages from 1973 – 1976.
These villages were established as part of the implementation of the Arusha
Declaration. This made it easier for the government to provide social services
to more people, including health, water, and education. During this period,
each village was required to have a dispensary and a primary school. Every
three villages were required to have a health centre. Similarly, there was an
increase of employment opportunities for the people due to an increase in
industrial and agricultural activities and, thus, improved living conditions.

LY
(d) Cultural development

N
Developmental changes spread throughout the country, thus, many
Tanzanian societies embraced the Tanzanian culture and love to all people.

O
Kiswahili was strengthened as the national language that united more than
120 Tanzanian ethnic groups. Kiswahili became the language of teaching

SE
and learning in primary schools. After recognising the importance of Kiswahili
to Tanzanians, the government established the National Kiswahili Council
(BAKITA) for the purpose of developing and promoting the language. This
U
period also witnessed the establishment of the National Arts Council of
Tanzania (BASATA) with the aim of promoting and developing Tanzanian art.
Likewise, Tanzanian dressing style adhering to the morals and dignity of the
E

community was promoted and people were encouraged to put on Tanzanian

cultural clothes such as khanga and kitenge. Traditional food stuff was also
N

emphasised. Sports activities such as athletics, football and volleyball were

highly developed during this period.
LI

Exercise 2
N

Answer the following question:

O

Briefly describe the political development that took place during the second
R

phase from1967 to1985.

FO

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Challenges that faced DO NOTdevelopment
national DUPLICATEin the middle phase,
1967 to 1985

In spite of the development made in this phase, Tanzania faced various

challenges. Tanzania faced many economic problems caused by global
economic crises. There was high oil prices in the Middle East between 1973
and 1979. Tanzania also suffered from severe droughts in 1974 and 1975.
The drought caused severe food shortages and the government spent a lot
of money to import food. Similarly, collapse of the East African Community

LY
(EAC) in 1977 forced Tanzania to establish its own corporations in order to
attain economic liberation.

The Kagera War between Tanzania and Uganda that lasted from 1978 to

N
1979 also seriously affected the country’s economy. The war forced Tanzania
to spend large sums of money to fight against Idd Amin, the then President

O
of Uganda. Moreover, the International Monetary Fund (IMF) and the World
Bank (WB) between 1979 and 1985 terminated financial support to Tanzania.
SE
The WB also prohibited other countries to support Tanzania because the
country opposed its structural Adjustment conditionalities.

In general, these challenges led to economic collapse, thus, the nation

U
lacked capital to develop and strengthen economic and social activities. All
these misfortunes and problems led the nation to adopt free market and
privatisation policies from 1986.
E
N

Activity 4
LI
N

Ask your parent or guardian about the political and social developments
O

that happened in Tanzania from 1986 to 1992.

R

The current development phase, from 1986 todate

The development processes in Tanzania from 1986 todate have focused
FO

on addressing problems that existed from the mid-1970s to the mid-

1980s. Development has also focused on improving economic and social

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development and increasing DUPLICATE
domestic revenue collection. This was done
in order to reduce foreign economic dependence. Various development
policies were adopted and implemented so as to improve the economy in
the country.

(a) Political development

Some Tanzanians demanded political change from one-party to multi-party

political system. The movement for these changes began in 1985. Later,
in 1990, the Father of the Nation, Mwalimu Julius Nyerere, allowed the

LY
process by having a transparent debate on the establishment of a multi-
party system. In 1991, President Ali Hassan Mwinyi, the second President of
the United Republic of Tanzania, formed a presidential commission of inquiry

N
on one party or multiparty political system. The commission was under the
chairmanship of the former Chief Justice Francis Nyalali and it aimed at

O
collecting Tanzanians’ views on whether they needed the single or multi-
party system. In 1992 the Nyalali Commission recommended that Tanzania
SE
should adopt a multi-party system, a step that was officially reached in July
1992. In addition, Tanzania’s decision to adopt the multi-party system was
also the condition of the World Bank and Western nations. After 1992, the
U
government registered 13 political parties including Chama cha Demokrasia
na Maendeleo (CHADEMA), the National Convention for Construction
and Reform (NCCR–Mageuzi), Tanzania Labour Party (TLP), and the
Civic United Front (CUF). The ruling party, Chama cha Mapinduzi (CCM),
E

was also re-registered. The first multi-party general elections were held in
N

1995. That allowed greater political competition, increased democracy, and

improved media freedom than ever before. Accountability, transparency and
LI

productivity increased the freedom of civil society organizations to encourage

and promote development. Multi-party elections have been conducted in
N

Tanzania after every five years since1995 todate.

O

(b) Economic development

Tanzania is a member to various international institutions, such as the World

R

Bank (WB), the International Monetary Fund (IMF), World Trade Organization
FO

(WTO), African Development Bank (AfDB) as well as the United Nations (UN).
The WB and IMF once imposed conditions to Tanzania so as to implement
the Economic Recovery Program (ERP) which was adopted in 1986 after
economic crises that began in the mid-1970s.

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During this period, development DUPLICATE
process in Tanzania went hand in hand with
the establishment of a free market economy. This is an economic system
in which the government creates an enabling environment for the private
sector to participate in the economic activities of the nation. The enabling
environment includes formulation, management and implementation of
policies that facilitate economic production. The government no longer
engages itself in production. This type of economy allows individuals and
private companies or institutions to own the means of production as opposed
to what was practiced between 1967 and 1985.

LY
The adoption of a free market economy was one of the results of economic
restructuring programmes. Thus, the government changed her economic
policy to give room for the implementation of the privatisation policy in

N
the country. Also this period witnessed investment in constructions and

O
development of industries. Similarly, privatisation of parastatal organisations,
factories and farms took place. The country continued to improve her
economy and participated in the economic competition with other countries.
SE
Also, there have been improvements in the means of transport such as,
roads, bridges, expansion of the Dar es Salaam port, as well as construction
of ferries and markets. Figure 1 shows the pedestrian bridge at Furahisha in
U
Mwanza City.
E
N
LI
N
O
R
FO

Figure 1: Pedestrian Bridge at Furahisha in Mwanza

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(c) Social development

Socially, the development process focused on improving social services such

as health, education, housing, water and electricity. In the health sector, the
government and private organisations built and upgraded hospitals, health
centres and dispensaries. They also provided community health education
in various parts of the country. Similarly, in the education sector, more
secondary schools have been built in each ward, thus increasing the number
of student enrolment in secondary schools and tertiary institutions including
colleges and universities. Other achievements include the expansion and

LY
improvement of teaching and learning infrastructure, the increase of the
number of teachers and graduates; thus helping to reduce illiteracy in the
country.

N
In this period, also, the public and private institutions invested in settlements,

O
the energy sector and water supply services. The economic restructuring
program wanted the government to introduce fees in education, water, energy

SE
and health services. Thus, the government introduced user charges in every
social service. Citizens were supposed to contribute to the services they
received from government institutions. However, from 2016 the government
introduced free education programme in government schools from pre-
U
primary to form four. Figure 2 shows Muhimbili - Mloganzila National Hospital,
in Dar es Salaam.
E
N

Activity 5
LI
N

1. Mention the economic and social developments achieved in the

country since 1985.
O

2. Name the benefits of free education in the country.

R
FO

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LY
N
O
SE
Figure 2: Muhimbili - Mloganzila National Hospital, Dar es Salaam

(d) Cultural development

U
This period of multi-party democracy has been accompanied with an
expansion of mass media, freedom of expression, civil society organisations,
E

development of sports, arts and growth of science and technology. This

situation has encouraged interactions between Tanzania and other countries,
N

especially those in Europe, Asia and America. This interaction has an impact
on the Tanzanian culture, for example dressing styles, education, types of
LI

food, entertainment, language and many others.

N

Challenges facing the country’s development process from 1986

todate
O

Despite the progress that Tanzania has achieved from 1986 todate, there are
still various economic, political, social, and cultural challenges. During this
R

period, the country has suffered from inadequate revenue due to poor revenue
collection systems. Some private sector and companies initially did not pay
FO

taxes, which led to the government’s failure to create an enabling investment

environment. There was a failure in developing the privatised means of
production, contrary to government expectations. Many resources such as

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minerals have been owned DUPLICATE
and looted by foreign capitalist companies. In
addition, due to low income of most Tanzanians, some citizens failed to pay
for various social services such as education, health, electricity, transport
and water. Such situation made the government to provide free education
from pre-primary to form four from 2016. In terms of health, the government
pays part of the cost of healthcare for citizens who have joined the National
Insurance Health Fund. Another big challenge is that there is a growing gap
between the rich and the poor.

Methods used to address the current development challenges

LY
The government has put in place various strategies to address the current
developmental challenges. The first strategy was to establish stable and

N
reliable tax collection systems which have minimised the loss of revenue.
Similarly, the government has established strong systems to control and

O
monitor ownership, mining and sale of minerals. One of those precautions is
the creation of mineral markets in each region; this has improved the revenue
collections. In addition, the construction of the Mirerani Wall is among the
SE
latest strategies to control Tanzanite smuggling and tax evasion.

The government continues to promote patriotism, so that people can value

U
and protect national resources. Additionally, the government has been
able to improve public companies such as Air Tanzania, Tanzania Railway
Company (TRC), Tanzania Telecommunications Company Limited (TTCL)
E

and Tanzania Posts Corporation (TPC) so that they generate high profit.
On the other hand the government has banned manufacturing, distribution
N

and use of plastic bags to protect the environment. On the political field,
the government has committed resources on improving the relationships
LI

between political parties.

N
O

Activity 6
R

List the aspects of economic and social development that currently exist
FO

in your region.

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Exercise 3 DO NOT DUPLICATE

Answer the following questions:

1. Compare and pick the right match between the development
strategies in Column A with their achievements in Column B in the
space provided.

Column A answers Column B

(i) Nationalisation of (a) democracy and freedom

LY
the major means of of information in the
production country

N
(ii) Educational (b) opening of state
strategies from 1986 universities, religious

O
to present organisations and
individuals
(iii) Strategies for
economic recovery
from 1986 to the
present
SE
(c) construction of modern
railways and the
purchase of aeroplanes
U
(iv) Multi-partism (d) community development

(v) Modern economic (e) reduction of infectious

movement and epidemic diseases
E

(f) increased students’

N

(vi) Provide health

education enrolment in higher
LI

education
(vii) Provision of free
(g) increase the students’
N

education in the
enrolment in primary and
country
secondary education
O

(viii) Giving loans to

various groups (h) Socialism and Self-
Reliance Policy between
R

1967 to 1985
FO

(i) privatisation and free

market

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Write TRUE for a correct DUPLICATE
statement and FALSE for an incorrect
statement in the space provided.
2. The Arusha Declaration had a plan to remove settlers from the
country. __________
3. Inadequate capital is a major challenge in bringing development in
the country. __________
4. Tax evasion contributes to delay in the achievement of the nation’s
development plans. __________

LY
5. Construction of roads, railways and airports cannot bring about social
development in the country. __________

N
6. The free market policy reduces the value of domestic goods and
industries. __________

O
Answer the following questions:
7.

8.
achieved since 1986. SE
Identify the aspects of economic development that Tanzania has

Describe the educational progress achieved in Tanzania since 1986.

U
9. Identify the economic development challenges that faced Tanzanian
economy from 1967 to 1986.
10. Explain modern economic strategies and how they can solve the
E

current development challenges.

N

Vocabulary
LI

Africanisation to replace the European or white staff in the government

with Africans
N

Challenges things that hinder certain efforts

O

Plans Strategies to achieve the national development goals

R

Strategies Activities to be done so as to achieve certain intended goals

FO

System a social or economic arrangement that guides certain people

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Chapter
Eight Uses of maps

Introduction

In Standard Six, you learnt about drawing and reading a map of your local
region and that of Tanzania. You also learnt about drawing and reading a
map related to your environment. In this chapter, you will learn to differentiate

LY
between latitudes and longitudes. You will also learn how to use these lines
to identify and indicate different places on the map. In addition, you will learn
how to calculate time of different places using longitudes. The competencies

N
gained will enable you to identify and indicate locations on the map and

O
calculate time.

The Concept of Latitudes and Longitudes

SE
Different lines are used to present information on a map. Longitudes and
latitudes are among the lines that help you to use the map. In order to use
these lines, you are required to understand what they mean and their rules.
U
The Earth is spherical in shape. It is divided by imaginary horizontal lines
known as latitudes and vertical lines known as longitudes, as shown in Figure
1. The Earth’s vertical Prime line known as longitude of Meridian or Prime
E

Meridian divides the Earth into

two vertical parts with that of the
N

East, equal to that of the West.

LI

Likewise, another Earth’s Prime

line is called Equator. The line
N

divides the Earth into two equal

parts known as hemispheres:
O

the Northern and the Southern

Hemispheres. Latitudes and
R

longitudes are presented by

degrees. These degrees are
FO

presented with a special symbol

of o, for example 360o.

Figure 1: Latitudes and Longitudes

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Latitude DO NOT DUPLICATE
Latitudes are imaginary parallel lines drawn on the Earth’s surface North
and South of the Equator. Equator is the latitude with zero degree (0˚) as
presented in Figure 2. This line divides the Earth into two equal Hemispheres;
the Northern Hemisphere and Southern Hemisphere. Latitudes are drawn
parallel to the Equator, therefore; they don’t meet anywhere. The degree
of a latitude is counted from the Equator and is identified depending on the
Hemisphere. Other important latitudes are; the Tropic of Cancer with 23½
degrees North of the Equator; the Arctic Circle with 66½ degrees North of

LY
the Equator; the Tropic of Capricorn with 23½ degrees South of the Equator;
and the Antarctic Circle
with 66½ degrees South

N
of the Equator. These
important latitudes form

O
circles whose degrees
increase from the Equator
towards the North and
the South. The Equator
line is the only latitude
SE
U
that makes a great circle.
The line of Equator helps
in locating short routes in
water and air transport.
E
N

Figure 2: Latitudes
LI

Longitudes
N

Longitudes are imaginary vertical lines drawn on the Earth’s surface from
O

the North to the South Pole. Prime Meridian or Greenwich Meridian is the
longitude with zero degree (0˚) which is drawn at the middle of the Earth
as shown in Figure 3. Longitudes are drawn East and West of the Prime
R

Meridian. The Earth has a total of 360 degrees. From the Prime Meridian,
other longitudes are drawn after every 15 degrees towards the East and
FO

West until they reach 180 degrees on the two sides.

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Every longitude makes DO NOT DUPLICATE
North Pole

a great circle. Latitudes

Prime Meridian
and longitudes differ
in various ways as
presented in Table 1.

LY
N
O
South Pole

Figure 3: Longitudes

Latitudes
SE
Table 1: Differences between latitudes and longitudes

Longitudes
U
1. Latitude with zero degree (0˚) is Longitude with zero degree (0˚) is
known as the Equator. known as the Prime Meridian.
2. Equator is the only latitude that Every longitude makes a great
E

makes a great circle which divides circle that divides the Earth into
N

the Earth into two equal parts two major parts.

which are Northern and Southern
LI

Hemispheres.
N

3. Latitudes are lines drawn parallel Longitudes are vertical lines and
to the Equator. they all meet at the North and
O

South Poles.
4. Latitudes are measured from zero Longitudes are measured
R

degree at the Equator (0˚) up from zero degree, at the Prime

to 90 degrees (90˚) towards the Meridian (0˚), up to 180˚ towards
FO

Southern or Northern Hemisphere. the East or West.

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Latitudes DO NOT DUPLICATE
Longitudes

5. Latitudes help to show the Longitudes are used to show

distribution of regions with different the differences in time between
climatic characteristics. one part of the earth relative to
another.

Exercise 1

LY
Answer the following questions:
1. Explain the meaning of longitude and latitude.
2. Draw a diagram of the Earth and indicate the important latitudes and

N
the Prime Meridian.

O
Uses of Latitudes and Longitudes

(a)
SE
Latitudes and longitudes have the following uses:

To show location on the map: Latitude and longitude lines are used
to show location of points and regions on the Earth’s surface. For
U
example, Tanzania is located between latitude 1˚ and 12˚ South and
between longitude 29˚ 30ʹ and 40˚ 35ʹ East as presented in Figure 4;
E

(b) To measure distance on the map: When lines of latitude and longitude
meet, they form a point of intersection. The point of intersection
N

identifies or locates a particular point on the Earth’s surface. Therefore,

two points of intersection could be used to show location that can
LI

be used to measure the distance between them. Every point on the

Earth’s surface is an intersection point with some degrees of latitude
N

and longitude. For example, point “A” is located at latitude 0˚ 00ʹ

and longitude 35˚ 00ʹ East and point “B” is located at latitude 5˚ 00ʹ
O

South and longitude 40˚ 00ʹ East. Due to the use of the latitudes and
longitudes, the distance between these two points can be calculated
R

as shown in Figure 4;
FO

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LY
N
O
SE
U
E
N
LI
N

Figure 4: Intersection points of latitudes and longitudes at points A and B

O

(c) Longitudes determine days and dates of different places on the Earth
with reference to the International Date Line;
R

(d) To locate air and marine transport routes. It helps captains and pilots to
FO

locate the shortest routes to a destination;

(e) Longitudes help to calculate local time of a particular place on the

Earth’s surface; and

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(f) DO NOT
Latitudes help to identify DUPLICATEof climate of different areas
the characteristics
on Earth depending on their distances from the Equator. Temperature
decreases as you move away from the Equator towards the Northern
or Southern Hemispheres.

Calculation of time at places on the map using longitudes

Longitudes enable people to calculate local time at different places on the
Earth. It is important to understand basic rules that enable us to calculate
local time by using longitudes. Moreover, it is important to understand ways
of identifying a longitude of a particular place by using local time. You should

LY
understand that, the complete rotation of the Earth on its own axis is equal to
360 degrees. The Earth takes 24 hours to complete that rotation. Therefore,
the Earth takes one hour (or 60 minutes) to complete a rotation of 15 degrees.

N
This means that when the Earth rotates on its own axis, it takes 4 minutes

O
to rotate 1 degree (1˚) of longitude. Therefore, we can understand the basic
rules used to calculate time of a particular place as follows:

(i)
SE
If the Earth takes 24 hours to complete one rotation of 360 degrees,
how much time will it take to complete 15 degrees?

Solution: 360˚ 24 hours

U
15˚ hours?
E

Then, use the cross multiplication method (×)

N

15˚ × 24 hours
360˚
LI

360
hours
360
N

= 1 hour
O

Therefore, the Earth will take 1 hour to rotate 15 degrees.

(ii) If the Earth takes one hour to rotate 15 degrees, how much time will it
R

take to rotate one degree?

FO

Solution: 15˚ 1 hour

1˚ hours?

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Then, use cross multiplication methodDUPLICATE
(×)
1˚ × 1 hour
15o
1 hour
15

Remember that 1 hour is equal to 60 minutes

Therefore;

LY
60 minutes
15
= 4 minutes

N
O
The Earth therefore, will take 4 minutes to rotate 1 degree.

According to these facts, the following time is taken by the Earth to rotate on
its own axis in different degrees of longitudes:

(a) 4 minutes to rotate 1 degree (4 minutes

SE 1˚)
U
(b) 1 hour to rotate 15 degrees (1 hour 15˚)

(c) 24 hours to rotate 360 degrees (24 hours 360˚)

E

These rules are important because they are used to calculate time of a
particular place.
N

Read the following example that shows how values of longitudinal degrees
LI

are used to get the time taken by the earth to rotate the respective degrees,
then; answer the questions that follow.
N
O

Example:

If the Earth takes 1 hour to rotate 15 degrees, how much time will it take to
R

rotate 90 degrees?
FO

(a) Observe the following rule:

15˚ 1 hour

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(b) Solution: DO NOT DUPLICATE
15˚ 1 hour

90˚ hour?

(c) Find the ratio by multiplying 90 degrees by one hour, and then divide
by 15 degrees

90˚ × 1 hour
15˚

LY
(d) Divide 90 degrees by 15 degrees

N
90˚
15˚

O
=6

(e) SE
The obtained answer from step “d”, should be multiplied by 1hour, i.e.
6 x 1= 6 hours.

(f) Therefore, the Earth will take 6 hours to rotate 90 degrees.

U
Exercise 2
E

Answer the following question:

If the Earth takes 1 hour to rotate 15 degrees, how much time will it take to
N

rotate each of the following degrees?

LI

(a) 180˚
N

(b) 225˚

(c) 120˚
O

Calculation of local time using longitudes located on the same side

R

and different sides of the Prime Meridian

FO

You can calculate local time of two areas that are located on the same
side, that is; both on East or both on West of the Prime Meridian. Also,
you can calculate local time of areas located in two different sides of the
Prime Meridian that means one on the East and the other on the West.

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Remember that when calculating DUPLICATE
time of two places located on the same
side, for example, East to East, or West to West, you are supposed to find
the difference of the degrees by subtracting the degrees of the two places.
But when calculating the time between two areas located in two different
sides, one on the East and the other on the West, you are supposed to
add the degrees of the two places. This is due to the rotation of the earth
on its axis. The more you move towards the East time difference increases
while the more you move towards the West, time difference decreases. It is
important to understand that the earth’s rotation on its axis from West to East

LY
makes those on the eastern side of the Prime Meridian to experience sunrise
and sunset earlier than those on the western side of the Prime Meridian.

N
Calculation of local time using longitudes located on the same side of
the Prime Meridian

O
Example 1:

SE
If it is 9.00 A.M at town “A” located at longitude 30˚ East, what will be the
local time at town “B” located at longitude 60˚ East?

Solution
U
Steps to follow:

(a) Find the difference in degrees of longitudes between town “A” and
E

town “B”. Since both towns are located in the Eastern side of the Prime
N

Meridian, differences in degrees of longitude are found by subtracting

the degrees of longitudes of the two towns.
LI

60˚ – 30˚ = 30˚

N

(b) Find the difference in time between town “A” and town “B”.
O

Since we don’t have time of town “B” and the longitudinal difference
between the two towns “A” and “B” is 30˚, we can find the time by
using the fact that, the Earth takes 1 hour to rotate 15 degrees.
R

1 hour 15˚
FO

Hours? 30˚

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DOmultiplication
Then, use the cross NOT DUPLICATE method (x)

30˚ × 1 hour
= 2 hours
15˚

The difference in time between town “A” and town “B” is 2 hours.

(c) Find the time of town “B” by adding or subtracting the difference in time
between town “A” and town “B”

LY
Since town “B” is located East of town “A” hence, it is ahead in time.
Therefore, add the difference of 2 hours to the time of town “A” which
is 9:00 A.M.

N
9 + 2= 11

O
9:00 A.M + 2 hours= 11:00 A.M

SE
Therefore, the local time of town “B” which is located on longitude 60˚
East will be 11:00 A.M
Example 2:
U
If it is 9.00 A.M at town “D” located 15˚ West. Calculate the local time of town
“E” which is located at 45˚ West.
E

Solution:
N

Steps to follow:
LI

(a) Find the difference in degrees of longitudes between town “D” and
town “E”. Since these towns are both located on the West of the Prime
N

Meridian, the difference in longitudes is found by subtraction.

O

45˚ -15˚ = 30˚

(b) Find the difference in time between town “D” and town “E”
R

Because we do not have time for town “E” and the longitudinal difference
FO

between the two towns “D” and “E” is 30˚, we can find it by using the
fact that the Earth takes 1 hour to rotate 15 degrees.

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1 hour 15˚ DO NOT DUPLICATE

Hours? 30˚

Then, use cross multiplication method (×)

30˚ × 1 hour
= 2 hours
15˚

Therefore, the difference in time between town ”D” and town “E” is 2
hours.

LY
(c) Find the time of town “E” by adding or subtracting the difference in time
between town ”D” and town “E”

N
Although the two towns are located in the West of the Prime Meridian,

O
town “E” is located farther away from West than town “D”. This means
town “D” is ahead in time than town “E”. Therefore, to calculate the
time for town “E”, we subtract 2 hours from the time of town “D” which
is 9.00 A.M

9–2=7
SE
U
9:00 A.M - 2 hours=7:00 A.M

Therefore, the time of town “E” located at 45˚ West will be 7:00 A.M
E

Calculation of local time using longitudes located on different sides

N

of the Prime Meridian

Example 3:
LI

If the local time of town “C” located at 45˚ East is 1:00 P.M, what will be the
N

local time of town “D” which is located at 15˚ West?

O

Solution:
Steps to follow:
R

(a) Find the difference in degrees of longitude between town “C” and town
FO

“D”. Because these towns are located in two different sides of the Prime
Meridian, that is East and West, the difference in degrees of longitude
is found by addition.

45˚ + 15˚ = 60˚

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DO
(b) Find the difference NOT
in time DUPLICATE
between town “C” and town “D”

Since we do not have time of town “C” and the longitudinal difference
between the two towns “C” and “D” is 60˚, we can find it by considering
the fact that the Earth uses 1 hour to rotate 15 degrees.

1 hour 15˚

Hours ? 60˚

Then, use the cross multiplication method (×)

LY
60˚ × 1 hour
= 4 hours
15˚

N
The difference in time between towns “C” and town “D” is 4 hours.

O
(c) Find the time of town “D” by adding or subtracting the difference in time
between town “C” and town “D”.
SE
To find the local time of town “D”, we subtract 4 hours from the time of
town “C” which is 1:00 P.M. because town C is located on East while
town “D” is located on West.
U
Thus, 1:00 P.M – 4 hours = 9:00 A.M
E

Therefore, the time at town “D” located at longitude 15˚ West will be
9:00 A.M.
N

Note: If the given time is of a place located on the West of the Prime
LI

Meridian, you are required to add the difference in time between town
“C” and town “D” to get the time of a town located in the East of the
N

Prime Meridian.
O

Exercise 3
R

Answer the following questions:

1. Calculate the local time of Malindi town in Kenya which is located at
FO

longitude 40˚ East if it is 3:00 P.M at Tunis in Tunisia which is located

at longitude 10˚ East.

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2. Calculate the local DO
time NOT
of townDUPLICATE
“N” which is located at longitude 60˚
West, if it is 1:00 P.M at town “M” which is located at longitude 30˚
East.
3. Find the local time of town “X” which is located at longitude 65˚ West
if it is 10:00 P.M at town “Z” which is located at longitude 10˚ West.

Calculation of longitude of a place using local time

LY
We can find the longitude of a place if time at the two places and the degrees
of longitudes of one place are known.

N
Example 4:

O
Find the longitude of town “Y” whose local time is 3:00 P.M, if it is 1:00 P.M
at town “Z” which is located at longitude 40˚ East.

Solution

Steps to follow:
SE
U
(a) Find the difference in time between town “Y” and town “Z”
3:00 P.M – 1:00 PM= 2 hours
E

(b) Find the difference in longitudes

N

Since we have the difference in time between town “Y” and town “Z”,
which is 2 hours, we can find the longitudes by considering the fact that
LI

the Earth takes 4 minutes to rotate 1˚.

N

Convert the hours into minutes:

O

1 hour 60 minutes

2 hours minutes?
R

Then, use the cross multiplication method (×)

FO

2 hours × 60 minutes
= 120 minutes
1 hour

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DOinto
Convert the minutes NOT DUPLICATE
degrees

1˚ 4 minutes

? 120 minutes

Then, use cross multiplication method (×)

1˚ × 120 minutes
4 minutes
120˚
= 30˚

LY
4

(c) Find the longitude of town “Y” by adding or subtracting the degrees

N
obtained from the given degrees of town “Z”.

O
Because the local time at town “Z” which is located at longitude 40˚
East is behind that of town “Y”, we therefore, add 30˚ to the given 40˚
of town “Z”.

40˚ + 30˚ = 70˚

SE
The longitude of town “Y” will thus, be 70˚ East.
U
Exercise 4
E

Answer the following questions:

N

1. Write the names of the latitudes with the following degrees:

LI

(a) 23½˚ North

(b) 66½˚ North
N

(c) 23½˚ South

O

(d) 0˚
(e) 66½˚ South
R

2. If it is 10:00 A.M at town “Y” which is located at longitude 40˚ East,

FO

what will be the time at town “P” which is located at longitude 55˚
East?

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3. DO
Find the local time of NOT
Tanga DUPLICATE
in Tanzania which is located at longitude
39˚ East, if it is 12:00 noon at Kinshasa in the Democratic Republic
of Congo (DRC) which is located at longitude 14˚ East.
4. Find the longitude of town “X” whose time is 4:00 P.M, if it is 2:00 P.M
at town “Y” which is located at longitude 56˚ West.

Choose the most correct answer and write its letter in the box
provided.

LY
5. Which of the following towns will experience sunrise earlier?

(a) A town located at 40˚ East

N
(b) A town located at 45˚ West

(c) A town located at 45˚ East

O
(d) A town located at 40˚ West
6.
SE
Which of the following areas will experience sunset earlier?

(a) Kasese 30˚ East

(b) Tanga 39˚ East

U
(c) Kisumu 35˚ East

(d) Bujumbura 29˚ East

E

7. One of the following is not the use of latitudes

N

(a) To show location on the map

LI

(b) To locate air and marine transport routes

N

(c) To calculate time of a place

O

(d) To calculate distance between places on the map

Write TRUE for a correct statement and FALSE for an incorrect one in
R

the space provided.

FO

8. The local time of the countries located in the Eastern side of the Prime
meridian is ahead of that of the countries located in the Western side
of the Prime Meridian. ___________

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9. DO isNOT
The Prime longitude calledDUPLICATE
Equator. ___________
10. The Earth uses more than 24 hours to complete one rotation with
360˚. ___________
11. Latitudes and Longitudes are used to show location on photos.
___________
12. The Equator line divides the Earth into two main parts which are the
Eastern and the Western Hemispheres. ___________

LY
Vocabulary

N
Degrees a unit of measurement of angles used to locate
points on the Earth’s surface

O
Great circles circles that divide the Earth into equal parts. Each
longitude makes a great circle

International Date Line

SE
an imaginary line on the earth’s surface located
at longitude 180˚ which is used to separate
calendar dates
U
Intersection point a point where two lines meet
E
N
LI
N
O
R
FO

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Chapter
Nine Solar system

Introduction

In Standard Six, you learnt about the solar system and the Earth’s
movements and their effects. Also, you learnt about solar and lunar eclipses

LY
and their effects. Moreover, you learnt how to plan your activities based on
the changes of weather and seasons of the year resulting from revolution
of the Earth. In this chapter, you will learn more about the solar system

N
and atmosphere. You will also learn the concept and the importance of the
ozone layer, how human activities affect the ozone layer and measures to

O
control ozone layer depletion. The developed knowledge and skills from this
chapter will enable you to understand the solar system, the atmosphere and
its layers. Also, the competencies gained will help you to analyse activities
SE
that are environmentally friendly and that protect the ozone layer. Similarly,
these competencies will help you to understand the measures to control
human activities that affect the ozone layer.
U

The Solar system and the atmosphere

E

The universe is made up of more than one billion of galaxies. The solar
N

system is one of the galaxy systems. The Solar System comprises the Sun,
planets, satellites, asteroids, meteors, atmospheric dusts and snows. The
LI

sun is centred in this system. Earth is the third planet in the solar system
that is about 150 million kilometres (150 000 000 kilometres) away from the
N

Sun. Like other planets, the Earth is surrounded by a layer with a mixture of
O

various gases. This layer is called atmosphere.

Atmosphere
R

The atmosphere is a layer of various gases surrounding the Earth. It is

divided into four major layers. These layers are troposphere, stratosphere,
FO

mesosphere and thermosphere as shown in Figure 1. Each layer is

characterised by specific temperature and air pressure.

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LY
N
O
SE
U
E
N
LI

Figure 1: Layers of the atmosphere

N

Troposphere
This is the lower layer of the atmosphere from the earth’s surface. The height
O

of this layer is estimated between 0 to 10 kilometres from the earth’s surface.

Human beings and other living things live in this layer. All human activities
R

take place in this layer. Passenger and cargo flights operate in this layer. In
the troposphere, temperature decreases as altitude increases.
FO

Stratosphere
Stratosphere is found between the troposphere and the mesosphere. The
height of this layer is estimated between 10 to 50 kilometres from the earth’s

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surface to the sky. Rarely passenger and cargo planes fly in the lower part
DO NOT DUPLICATE
of this layer when there are heavy clouds in the troposphere. This layer
is very important as it supports life of living organisms due to the ozone
layer that protects the Earth from the sun’s intense rays. In the stratosphere
temperature rises as height increases. This is because the ozone layer
absorbs the ultraviolet rays.

Mesosphere
Mesosphere is a layer in the atmosphere that is found above the stratosphere.
The height of this layer is estimated between 50 to 85 kilometres from the

LY
earth’s surface. This is a very cold layer. In this layer, temperature decreases
as altitude increases to about -90 degrees Centigrade (-90 ºC) at the
mesopause.

N
Thermosphere

O
Thermosphere is the highest atmospheric layer. This layer is found above
the mesopause. The height of this layer is estimated between 85 to 1 000
SE
kilometres from the earth’s surface. In this layer temperature is very high; it
is estimated to about 2 000 degrees Centigrade due to increase in altitude.
The increase in temperature is caused by various atoms and molecules that
U
absorb ultraviolet and x-rays radiation from the sun and are thus split and
heated. Due to this atmospheric structure, temperature varies between day
and night and in different seasons of the year. In this layer, radio waves are
E

reflected, so it is a very important layer for communication.

N

Exercise 1
LI

Answer the following questions:

1. What is atmosphere?
N

2. Mention four layers of the atmosphere

O

3. In which layer of the atmosphere do human activities take place on a

daily basis?
R

4. Name three examples of radio stations available in Tanzania that rely

on the rays reflected from the thermosphere for broadcasting.
FO

5. Name three advantages of the troposphere to human life.

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The ozone layer DO NOT DUPLICATE
The ozone layer as shown in Figure 2, is the lower part of the stratosphere
that filters almost all harmful ultraviolet rays from the Sun. The ozone layer lies
between 20 to 30 kilometres above the earth’s surface. This layer countains a
high concentration of ozone gase. Ozone is a molecule that contains oxygen
atoms. This ozone molecule contains a total of three oxygen atoms and
is produced and destroyed in the stratosphere. This layer contains higher
concentration of ozone molecules than other parts of the atmosphere. The
ozone layer prevents almost all of the ultraviolet rays from penetrating the

LY
earth’s surface. It thus serves as a filter for strong solar radiations such as
x-rays and ultraviolet rays from the sun to prevent them from reaching the
earth’s surface and causing harm to living organisms. Due to absorption

N
and prevention of strong harmful solar radiation from the Sun, ozone layer
protects us from diseases such as skin cancer and other health defects.

O
Unfortunately, chemicals used in refrigerators, perfumes, insecticides and
fire extinguishers have been producing gases that have depleted the ozone
SE
layer in the atmosphere. Also, melting snow in poles produces chemicals
that affect the ozone layer. This effect is more pronounced in the North and
South poles. This condition causes holes in the ozone layer called ozone-
U
holes. A good example include the ozone holes in Antarctic. Emergence of
these holes allows intense radiation of ultraviolet to penetrate and reach the
earth’s surface where it affects living organisms including human beings.
E
N
LI
N
O
R
FO

Figure 2: The ozone layer

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Importance of the ozoneDO NOT DUPLICATE
layer

The ozone layer is important to living organisms because it is useful in the

following ways:

(a) Filtering strong solar radiation: strong solar radiation, if not filtered in
the ozone layer, would be very dangerous to living organisms such as
humans, animals and plants. These living organisms are affected by
ultraviolet solar radiations which cause diseases such as skin cancer,
eye cataract, damage to skin cells and skin aging. The filtering of strong

LY
solar radiations reduces the possibility of harm to human beings and
other living organisms; and

(b) Controlling the amount of temperature that is required on the Earth’s

N
surface: as solar radiation travel to the earth’s surface some of them

O
are filtered into the ozone layer. The filtered radiation fail to reach the
Earth’s surface. This reduces the effects of global warming.

Exercise 2
SE
Answer the following questions:
U
1. Briefly explain the meaning of the ozone layer.
2. In which atmospheric layer is the ozone layer found?
E

3. What is the most abundant gas in the ozone layer?

N

4. What do you think would happen to living organisms if the ozone

layer was not there? Explain.
LI
N

Effects of human activities on ozone layer

O

Life of human beings depends on the environment they live in. In order to
survive and meet their development needs, human beings need to engage
in various activities such as transportation, agriculture, animal husbandry
R

and energy production. These activities have been producing gases that
FO

destroy the ozone layer. These gases are produced from man-made
compounds such as chlorofluorocarbons (CFCs), halogen, bromine, and
hydro-chlorofluorocarbons (HCFCs).

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DO
Ozone depleting gases NOT
have DUPLICATE
been used by humans in various activities
such as in air conditioners in cars, homes, offices, and in refrigerators as
shown in Figure 3(a) and (b). Others include insecticide aerosol, as well as
additive solvents in domestic and industrial steam applications. Due to their
effect on the ozone, use of CFCs has been replaced by HCFCs. The HCFCs
contribute to global warming too but they are much better than the CFCs.
The following details explain different human activities that produce harmful
gases contributing to depletion of the ozone layer.

(a) Production and uses of air conditioners and refrigerators: Air

LY
conditioners and refrigerators, as shown in Figure 3, are important and
mostly used in tropical countries to preserve food and medicine. They
are also used to control temperature in buildings and cars. The gases

N
used in these appliances are known to deplete the ozone layer;

O
(b) Use of pesticides: Ozone depleting gases are used in factories that
produce pesticides for fumigation as well as spraying. Some of them

(c)
SE
are also used to clean various electrical appliances;

Mattress manufacturing: Some of these ozone depleting gases such

as chlorofluorocarbons and hydro-chlorofluorocarbons are used in
U
manufacturing of mattresses;

(d) Making firefighting equipment: Dangerous ozone depleting gases such

as Halogen have been used in firefighting systems;
E

(e) Use of solvents: Some of the ozone depleting gases such as carbon
N

tetrachloride are used as solvents for various industrial and domestic

activities. These activities include cleaning, use of steam laundingry
LI

machines, and in chemical and pharmaceutical industries; and

N

(f) Use of sprayers: chlorofluorocarbons can also be used as an aerator in

aerosol sprays such as incense, paint or mosquito repellent.
O
R
FO

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LY
N
O
(a) A refrigerator (b) An air conditioner

SE
Figure 3: Examples of devices that emit ozone depleting gases
Sources: https: // thubajvc.files.wordpress.com / 2014/02 / fridge.jpg
U
Activity 1
E

With the supervision of a subject teacher, visit a nearby factory, observe

N

activities in the factory, and write a report on what you have observed in
LI

relation to depletion of the ozone layer.

N

Measures to control the depletion of ozone layer

O

The following are different measures to control depletion of the ozone layer:
R

(a) Purchasing air conditioners and refrigerators that emit less ozone-
depleting gases;
FO

(b) Purchasing aerosols that contain less ozone-depleting gases;

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(c) To avoid leakage DO
of airNOT DUPLICATE
conditioning gas in cars and refrigerators during
repair or maintenance;

(d) To use alternative raw materials to manufacture industrial goods such

as mattresses, solvents, inks and pesticides in order to get rid of
hazardous gases that deplete the ozone layer;

(e) Use of modern technology to manufacture quality air conditioners for

homes, cars and factories;

(f) To control importation of air conditioners and refrigerators that emit

LY
more ozone depleting gases. The best air conditioners and refrigerators
are those that are energy efficient and produce very small amounts
of ozone depleting gases. These products often contain instructions

N
about efficiency in energy use; and

O
(g) Improving technology in industrial machinery by installing air filters
to prevent harmful gases and dusts chemical air from reaching the
atmosphere.
SE
Despite the various measures to control depletion of the ozone layer in 1987
many countries in the world signed an agreement, in Montreal city in Canada,
U
to reduce the use of ozone depleting gases. The Montreal Agreement is
also ratified by the government of Tanzania. This agreement has brought
a significant reduction in the use of ozone depleting gases. More similar
E

efforts are still needed to ensure that ozone layer is not damaged. These
efforts will protect the lives of living organisms on Earth. Although industrial
N

activities, transportation, energy production and agriculture are essential to

human development, it is important to conduct these activities carefully. If we
LI

are not careful, the ozone layer could be depleted severely. Consequently,
the lives of the current and future generations will be at risk.
N
O

Activity 2
R

Discuss with your fellows how to control human activities that could
FO

cause depletion of the ozone layer. Compile your answers and present
them in the class.

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Exercise 3 DO NOT DUPLICATE
Answer the following questions:

A: Choose the most correct answer and write its letter in the box
provided.
1. One of the following affect stability of the ozone layer:

(a) Wind

LY
(b) Oxygen

(c) Lightning and rain

N
(d) Chlorofluorocarbons
2. The ozone layer is part of the lower layer of

O
(a) Troposphere

(b)

(c)
Stratosphere

Mesosphere
SE
U
(d) Thermosphere
3. In which layers are the harmful rays filtered?

(a) Ozone
E

(b) Mesosphere
N

(c) Thermosphere
LI

(d) Troposphere
N

4. One of the following is an ozone depleting gas found in industrial

smoke.
O

(a) Oxygen

(b) Bad smell

R

(c) Chlorofluorocarbons
FO

(d) Winds

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5. Which of theDO NOTeffects
following DUPLICATE
may be caused by ultraviolet solar
radiations?

(a) Skin diseases in human beings

(b) Insect breeding

(c) Burning shrubs

(d) Decrease of temperature on earth

LY
B: Fill in the blanks
6. Ultraviolet solar radiations are filtered in ___________ before
reaching the Earth’s surface.

N
7. Some of the gases that deplete the ozone layer are ___________

O
and ___________.
8. Harmful solar radiation, if not filtered, can cause _____________

9.
and ___________ to human beings.
Ozone layer is important
SEbecause ___________ and
___________.
U
C: Answer the following questions
10. In which layer of the atmosphere do daily human activities take
E

place?
N

11. In which layer of the atmosphere do large cargo planes fly?

12. Explain how living organisms may be affected if the ozone layer
LI

is depleted.
13. Describe how you can control depletion of the ozone layer in
N

your area.
O

14. Briefly describe the characteristics of each of the four layers of

the atmosphere.
R
FO

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D:
DO NOT DUPLICATE
Observe the following picture, then answer the questions that
follow

LY
N
O
SE
U
15. What is a farmer in the picture doing?
16. Name disadvantages of the activity done by the farmer in the
E

picture in relation to the depletion of the ozone layer.

N

Vocabulary
LI

Absorption a process by which one thing is absorbed by another

N

The universe is the space that holds galaxies stars, planets, meteors,
and other bodies that float in the sky as a single object
O

Ultraviolet rays a type of solar radiation with short waves of 10 to 400

R

milliwatts (mW)

X-rays radiation of short wave length that can penetrate objects

FO

and show what is inside or give images of structures

inside the objects

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Chapter Population and
ten settlements
Introduction

In Standard Six, you learnt about the resources available in Tanzania and the
places where they are found; the contribution of these resources to national

LY
development; challenges associated with the use of these resources in
Tanzania and ways to address them. You also learnt about the factors that
contribute to resource degradation in Tanzania and the precautions needed

N
to protect and conserve those resources. In this chapter, you will learn
about population and use of resources; settlements; the way population and

O
settlements affect production activities; and factors influencing distribution
of population. You will also identify effects of rapid population growth and
ways to control them. The competencies gained in this chapter will help
SE
you to discover the relationship between population and development in the
society.
U
The concept of resources
E

Remember
N

1. Resources available in Tanzania.

LI

2. Natural resources.
N

3. Man-made resources.
O

4. Examples of renewable resources.

Population and resources use

R

Human beings form the most important component for development of

FO

a nation. Development, use and maintenance of resources available in

the nation depend on human engagement in the process. Population
and settlements play an important role in sustainable use of resources.
While overpopulation leads to overexploitation of resources and resource

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DO NOT
degradation, small populations leadDUPLICATE
to underutilization of the available
resources.

Population

Population is the total number of people living in a particular area, such as,
village, ward, district, region or country in a particular period. Population
includes people of all ages and both sex. These people may be of the same
or different faith, ethnic group, nation, and with different levels of education.
These people may be living together or scattered.

LY
Sources of population data

N
Number of people in an area can be obtained through various methods,
including population census, research, births and deaths registration,

O
immigration statistics, local travel information, as well as data from local
government offices on the number of people immigrating into and emigrating
a particular area. Some of these methods are described below:

Population and housing census

SE
U
Population and housing census is a process of counting and recording
number of people of a given area such as village, ward, division, district,
region or country. It is the process of collecting, processing and disseminating
E

demographic data of a particular area at a particular time for a specific

reason. During census, everyone is supposed to be counted. All people, from
N

children to elders, both, females and males, employees and non-employees,

all are supposed to be counted during the census day. The censuses also
LI

shows the time and place it was conducted. There are two types of census.
The first type is the one that involves counting of people basing on their
N

place of residence. This type is known as de jure. The second type of census
involves counting of people according to where they will be found by an
O

enumerator on the enumeration day. This type of census is known as de

facto.
R

In Tanzania, census is conducted after every 10 years. The last population

FO

census in Tanzania was held in 2012. According to the 2012 population

census, Tanzania had 45 million people. According to the National Bureau of
Statistics, Tanzania’s population is growing rapidly. By 2020, the number of
Tanzanians was estimated to be more than 59.8 million.

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DO NOT
For a census to be effective, DUPLICATE
the following things must be considered:

(a) A person should be counted at the place where he or she will be

found by the enumerator on the day of the census or at their place of
residence;

(b) The type of questionnaire and the questions to be used should consist
of relevant information required by the government;

(c) Recruitment of people who will be involved in the census and the way
to train them;

LY
(d) Provision of public information about census exercise and its importance
to the people and the whole nation;

N
(e) Provision of sufficient equipment and means of transport to enumerators;

O
and

(f) Using the best technology for collecting, processing and disseminating
census data.
SE
In general, this exercise requires adequate preparation and high level of
citizenry participation to ensure its success.
U
Population and housing surveys

In this method, detailed information about an individual, family or part of

E

the population in a given area is taken to represent the entire population.

N

In population and settlements, survey method is used. Survey refers to the

sampling and collection of information about all persons in the sampled
LI

households. In a survey, basic information such as production, consumption

and public services is collected and processed in order to get detailed
N

information. Results from the sample taken represent the total population
present in that area.
O

Births and deaths registration

R

Births and deaths registration is one of the method used to obtain population
data of a particular area at a given time. This method involves collection of
FO

information about a total number of children born in a particular area at a

certain period of time and a total number of human deaths. This information

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DO NOT for
is available in offices responsible DUPLICATE
registration of births and deaths.
Additionally, the total number of births and deaths in a particular area can be
used to determine the number of people present in that area over a given
period of time. This method helps to access data easily, although many
countries use census to obtain population data. However, in many countries
especially the developing ones, there are challenges of obtaining data on
births and deaths. This is caused by several reasons, including unwillingness
of people to provide such data.

LY
Migration information

Population in a particular area is also obtained by using information available

from migration offices. This information includes the number of people

N
immigrating a particular country and applying for permanent citizenship
after the fulfilment of the required conditions of a particular country. It also

O
includes, the number of people moving outside the country.

Exercise 1
Answer the following questions:
SE
1. Explain the meaning of resources.
U
2. Name two advantages of human resources in the area you live.
3. Explain the meaning of population.
E

4. List four things that the government should consider in order for the
N

census to be successful.
LI
N

Activity 1
O

1. Observe your birth certificate and list all available vital information.
R

2. What information would you like to be added or removed from the

FO

certificate? Give reasons for your proposal.

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DOof NOT
3. Find the population DUPLICATE
the following areas:
(a) Your home
(b) Your classroom
4. In groups of four students, using a variety of sources such as books,
atlases, websites and the web link, search the following information
and present it to the class:
(a) An East African country with a human population almost similar to
Tanzania.

LY
(b) The most populated country in East Africa and four reasons for
such a population.
(c) The least populated country in East Africa. What do you think

N
could be the reasons for the low population in that country?

O
Settlements

Think
SE
U
1. Meaning of settlement
2. Types of settlements
E

3. How settlements can affect production activities

N

Human beings normally live in houses and have relatives with whom they
LI

live in their houses. The area in which humans live is called a settlement.
Thus, settlements are places where people live and establish an interactive
N

community. Settlements are not just the presence of a house or a shape of

a town or village, but include activities and services that take place, such
O

as production activities, education and health services, culture, recreational

sites and panorama. Settlements can be nucleated especially in cities due
R

to a high population, or scattered for example in villages where there is a

low population. Settlements facilitate various economic activities such as
FO

production activities, business and tax collection due to the concentration and
interaction of people. Thus, settlements improve the individual’s economy
and the nation as a whole. Additionally, settlements facilitate the provision of
social services.

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Types of settlements DO NOT DUPLICATE

Settlements can be divided into two main types: urban and rural. Figure 1
is an example of urban settlement, while Figure 2 is an example of rural
settlement.

LY
N
O
SE
U
Figure 1: Urban settlement
E
N
LI
N
O
R
FO

Figure 2: Rural settlement

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DO2,NOT
By observing Figure 1 and DUPLICATE
you can identify characteristics of settlements.
Some of these characteristics are as follows:

(a) Buildings in the urban settlement are close to each other compared to
rural settlement. This situation is caused by a higher population density
in urban areas than in rural areas;

(b) Urban settlements are associated with better economic and social
services than rural settlements; and

(c) Urban settlements are associated with construction of better and

LY
modern houses compared to rural settlements.

Settlement patterns

N
Settlements can be built in a variety of patterns. These patterns are

O
divided into three categories. The first pattern is linear settlement.
In this settlement pattern, houses are built along the road, railway, lake or
river. This pattern is influenced by access to linear infrastructure such as
SE
road, railway line, and water ways as well as business opportunities.

The second type of settlement pattern is of houses built close to each

U
other in one place. This type of settlement pattern is known as nucleated or
clustered settlement. The houses are built in clusters in order to be closer
to the existing social services such as schools and hospitals. Also, this form
E

of settlement is found on centres of economic activities such as markets,

industries, mining, and tourism. Often these social services and economic
N

activities are limited and very essential; hence causing people to live closer
to them.
LI

The third type of settlement pattern is known as dispersed or scattered

N

settlement. This is caused by the availability of sufficient land that makes

people build their houses in a scattered form so as to be surrounded by farms.
O

All in all, the three types of settlement patterns are affected by geographical
factors such as landform, soil fertility, natural hazards, land and conservation
R

laws. Figures 3, 4 and 5 show the three settlement patterns.

FO

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LY
N
O
SE
Figure 3: Linear settlement
U
E
N
LI
N
O
R
FO

Figure 4: Nucleated settlement

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LY
N
O
SE
U
Figure 5: Scattered settlement

Effects of population on production activities

Population and settlements in a particular area play an important role on

E

production activities. In this section, you will learn how population size affects
N

production activities of a particular area as explained below.

LI

Underpopulation

Production activities depend on the number of people living in a particular

N

area. When an area has a low population (underpopulated) than the available
O

resources, these resources will be underutilised. This leads to stagnation

of the economy and other development activities. A small population in an
area can affect production activities in a variety of ways. Some of the effects
R

include:
FO

(a) Shortage of manpower for production activities such as agriculture and

industry;

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DOmarkets
(b) Shortage of goods and NOT DUPLICATE
in a particular area: a small population
normally has low purchasing power. This situation can lead to low
demand of the goods produced. Thus, production decreases to
correspond with the market size. The result of this situation is economic
stagnation;

(c) Underutilisation of resources, such as minerals, land, wildlife, water

and forests: small population results in underutilisation of land and
other resources. This situation makes people unable to achieve the
targeted development goals;

LY
(d) Poor living conditions: due to low production, people’s living standards
may also be poor; and

N
(e) Shifting cultivation and informal settlements: The existence of a small
population in a large area causes people to engage in shifting cultivation

O
and informal settlements. People burn forests and cut down trees to
clear land for agriculture and housing. This leads to soil erosion and
SE
shortage of rainfall; hence low production.

Underpopulation can also be an advantage to the community to achieve

sustainable development if their resources are utilised appropriately.
U
Overpopulation
E

When an area is overpopulated, its population size exceeds the available

resources. This affects production activities. People overutilise the available
N

resources than their capacity to regenerate. High population of an area

especially when majority have low education can affect the quality of
LI

production activities. Some of these effects are as follows:

N

(a) Environmental degradation: a high population causes environmental

degradation because demands exceed the capacity of the available
O

resources leading to shortage of resources such as land, water and

wildlife. This situation may lead to soil erosion, thus reducing productivity
R

in a cultivated land;

(b) A high population causes pollution due to the increased production and
FO

consumption activities that are taking place in the area;

(c) Decline or depletion of resources: a high population causes

overutilisation of existing resources such as minerals and land. This

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leads to depletion,DO NOTorDUPLICATE
decline deterioration of these resources;

(d) Increased cost of social services: a high population requires a lot of

money for the government to provide social services, such as education,
health, transport and other services;

(e) Unemployment: As the population increases more than the economic

activities, it affects the labour market. This situation leads to the problem
of unemployment; and

(f) Shortage of land and food: as the population increases, farms are

LY
changed into residential areas. This causes the decline in agricultural
land and food production. This situation leads to food shortages in the
country or a particular region. For example, Kilimanjaro Region faces

N
land shortages due to high population and settlements.

O
However, if overpopulation is coupled with the availability of appropriate
technology and markets for agricultural products, it becomes an important
element for development. Use of technology stimulates discovery of better
SE
ways of using the resources in small area and thus increase productivity in
agriculture. Large population size, therefore, can increase production.
U
The effects of settlements on production activities

A settlement is a place where people live and perform various activities.

E

Settlements can be of one family house, a village, a town or a city. As

indicated earlier, there are two types of settlements, urban settlements
N

and rural settlements. The types of settlements and their patterns affect
production activities.
LI

Urban settlements
N

Urban settlements have a large population size in a small area, thus houses
O

are crowded. Towns vary in the way they are planned and constructed. Towns
can be planned or unplanned. Towns can grow vertically by constructing
storey buildings. They also grow horizontally by extending constructed
R

areas. These conditions of urban construction and growth affect production

FO

as follows:

(a) Urban planning: planned towns facilitate production activities as they

are built according to land requirements for various production activities

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and service delivery.DO NOT DUPLICATE
Unplanned settlements affect production because
the layout does not consider different production needs. They often
lead to conflict in land use hence failing to conduct some economic
activities. Similarly, informal settlements affect the construction of
infrastructure to facilitate production activities and service delivery. This
situation hinders production and service delivery, thus urban poverty
increases; and

(b) Growth of towns: vertical and horizontal growth of towns has different
effects on production. When towns grow vertically, construction of

LY
storeys cause overcrowding of people in a small area. This can facilitate
the construction of infrastructure and service delivery. Crowded areas
also provide a lot of business opportunities. But horizontal expansion

N
of towns increases the cost of constructing infrastructures and service
delivery. Many sub-urban areas lack infrastructure and services to

O
facilitate production activities. This situation affects production and
makes the urban economy poor.

Rural settlements
SE
Rural settlements are relatively underpopulated compared to urban
U
settlements. Some of the rural settlements are scattered whereas, others
are nucleated. All these types of settlements are found in Tanzania, although
nucleated settlements are more common because of the socialism and self-
E

reliance policy of 1970’s that emphasised formation of Ujamaa villages.

These settlement patterns have different effects on production activities
N

in rural areas. In overcrowded villages, distance between houses is short

because houses are close to each other. The distance between houses
LI

and workplaces such as farms, however, is long. In scattered settlements,

there is a long distance between residential areas. Since houses are built on
N

farms, the distance between houses and farms or workplaces is short. Rural
O

settlements affect production as follows:

(a) Long distances between houses and farms: this affects agriculture as it
R

becomes more expensive and difficult to maintain the farms if the farmer
has to walk long distances back and forth. This affects transportation of
FO

agricultural inputs to the farm and of crops from the farm to homes and
to the market. Also, it affects the farmer’s ability to manage efficient
use of resources;

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(b) Closeness of the DO NOT
houses: DUPLICATE
closeness of houses has the advantage of
facilitating construction of both physical and social infrastructures as
well as, provision of production services. To improve agriculture, people
need to be empowered by having infrastructures such as roads and
markets. They also need access to services such as health. Education
on the best way to use these resources is also very important. All these
are easily done if people’s residents are close to each other. Also,
administrative services and community participation become much
easier to execute;

LY
(c) Long distances between houses: If houses are scattered, construction
of infrastructures and provision of social services will be affected, as it
will be more expensive. This will undermine efficient use of resources

N
and affect production; and

O
(d) Short distances between settlements and farms: When a home is
closer to the farm, it simplifies production. The farmers spend less time
and energy to reach the work place and to access other services such
SE
as energy, water and construction materials.

Exercise 2
U
Answer the following questions:
A. Fill in the blanks
E

1. The place where human beings live and establish an interactive

society is called ____________.
N

2. Settlements can be divided into two types which are

LI

____________ and ____________.

3. The type of settlement pattern characterised by crowded houses
N

in a small area is called ____________.

O

4. Linear settlement pattern is influenced by ____________ and

____________.
B. Answer the following questions
R

5. What is the relationship between population and settlements?

FO

6. List five effects of high population on production activities.

7. List five effects of low population on production activities.

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Population distribution DO NOT DUPLICATE

People do not live in one place; they are distributed in different places.
This situation makes different areas in a region or country to have different
population distributions. In this section, you will learn the concept of population
distribution and its causes.

The concept of population distribution

Population distribution is the way in which population is spread out in a

LY
particular area due to various geographical, political, historical, economic
and social factors. The distribution of people varies from one area to another.
Some areas are crowded, while others have scattered settlements, and

N
some are completely uninhabited. People on the earth’s surface are, thus,
unevenly distributed.

O
Distribution of people in the regions of Tanzania varies considerably. Some
regions have greater population size than other regions as shown in Figure
SE
6. Dar es Salaam, Mwanza and Kagera Regions have large population
sizes. The least populated regions are Lindi, Njombe and Katavi. Among
the causes of such distribution are access to natural resources, economic
U
opportunities, social services and soil type.
E
N
LI
N
O
R
FO

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LY
N
O
SE
U
E
N
LI
N
O

Figure 6: Population distribution in Tanzania by 2016

Source: National Bureau of Statistics, April 2016

R

Factors influencing population distribution

FO

There are various factors that influence population distribution. The following
are some of the factors:

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Geographical factors DO NOT DUPLICATE

Soil type, climate, vegetation and landscape contribute greatly to the

distribution of population. Areas with fertile soils are more populated than
areas which are less fertile, for example some areas of the Kilimanjaro
Region with volcanic soils are highly populated. Various activities such
as agriculture and livestock keeping take place in fertile areas as the soil
favours farming and grazing.

Highland areas are usually less populated compared to lowlands because

LY
it is more difficult to construct houses and conduct economic activities in
mountainous compared to lowland areas. Areas with moderate temperatures
and humidity such as some parts of Kilimanjaro, Arusha, Iringa, Kagera, and

N
Mbeya Regions are densely populated because they are good for agriculture.
Arid and semi-arid areas such as Dodoma, Singida, and Tabora Regions

O
have low population because of droughts that affect agriculture and the
lives of the people in general. Dense forest areas are home to wild animals

SE
and tsetseflies. This situation can affect pastoral activities, so people do not
prefer to establish settlements near those areas.

Economic factors
U
People like to live in areas that allow production activities, such as trade,
agriculture, fisheries and industries. Areas with large farms, mining and
E

large cities also attract more people to settle. Many cities, like Dar es Salaam
and Mwanza, have among other things, many business opportunities that
N

motivate many people to migrate into those areas. These areas provide
employment opportunities. Most retailers prefer to stay in places where
LI

markets are widely available.

N

Social factors
O

Availability of quality healthcare, education, transport and communication,

security as well as markets attract people. For example, the presence of
R

many academic institutions in the city of Dodoma, such as the University

of Dodoma (UDOM), the Institute of Rural Development Planning (IRDP),
FO

College of Business Education (CBE) and the Mineral Resources Institute

(MRI) have contributed significantly to attracting people into the city.

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Activity 2

Work with your classmates in groups of 4 on the following tasks:

1. Identify the settlement types and patterns in your area.
2. Explain how housing status affects production activities in your area.
Present your work to the class.

LY
Exercise 3
Answer the following questions:

N
1. Explain how geographical, economic, and social factors affect

O
population distribution.
2. Use the map of Tanzania in Figure 6 to identify regions with:
(a) Large population sizes.

3.
(b) Small population sizes. SE
Explain three factors influencing population distribution in Question
U
2 (a) and (b).

Factors affecting population

E

Factors that affect population are attributes that cause the population to
N

increase or decrease in a particular area. There are various factors that affect
population such as the increase or decrease of birth rates and death rates;
LI

uncontrolled increase of immigrants compared to emigrants; and increase or

decrease in life expectancy. These factors are described in detail as follows:
N

(a) Fertility: This refers to the number of children born in a particular

O

geographical area at a particular time. When children born outnumber

those who die, it leads to an increase in population. For example, in
many Sub-Saharan African countries fertility rate is high, so there is
R

a growing population. While the decrease in the number of children

FO

born leads to a decrease in population. For example, many developed

countries have low fertility rates as the result the population size is
small.

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DO NOT
(b) Mortality: When deaths DUPLICATE
are higher than the number of children who
are born, the population of an area declines. For example, the countries
with continued wars or those herd hit by pandemic diseases such as
COVID-19 experienced loss of many lives, and hence decline in their
population size. So far, decrease in the number of deaths leads to an
increase in the population size of the area.
(c) Migration: When the number of immigrants is higher than emigrants,
the population of a particular area increases. For example, Tanzania
has been receiving refugees and other immigrants from various

LY
countries such as Rwanda, Burundi and Democratic Republic of
Congo. Therefore, in countries of their origin the population decreases
while in Tanzania the population increases.

N
Controlling the factors affecting population size

O
There are some factors that may affect the population size of a particular
geographical area. These factors can be controlled. There are several ways
that are used to control population as follows:

(a)
SE
Reproductive health education should be provided to community
U
members so that they can plan to have a specific number of children.
Besides, efforts should be made to prevent early pregnancies by
educating the community about its negative effects. In addition,
education should be provided to the community about the benefits of
E

having a sufficient and productive workforce in the community;

N

(b) Deaths can be controlled by improving healthcare, nutrition,

LI

infrastructure, educating the community about good health and

reducing or preventing accidents;
N

(c) The government has to control illegal immigration because it contributes

significantly to population growth in a particular area;
O

(d) Improve access to education to youths: Access to education services

in the country can control population growth. For example, many girls
R

who spend much of their time in schools often do not get into early
FO

marriage or have children at a young age. Thus, childbearing age is

increased; and

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(e) Women should beDO NOT
given DUPLICATE
more opportunities to participate in economic
activities and development. Women who participate in economic
activities and development often have a lower number of children than
those who are not engaged in economic activities.

Activity 3

Visit both densely and sparsely populated areas, and then:

LY
(a) Identify factors that affect the population in those areas.

N
(b) Explain how you would involve yourself in controlling the factors you
identified in those areas. Present your work to the class.

O
Rapid population growth
SE
Rapid population growth refers to the fast increase in the number of people
at a particular place. As the population grows faster than the level of produc-
U
tion, it creates problems in the community. In many developing countries,
population growth is even greater than economic growth. This is due to high
fertility rate, increase in average life expectancy as well as a significant rapid
E

increase of migrants such as refugees.

N

Effects of rapid population growth

LI

There are various effects of rapid population growth in the community. These
effects include: environmental degradation resulting from high demand
N

for shelter and cultivation; an increase of vulnerable street children; and

increased crimes. Other effects include famine as a result of overpopulation;
O

outbreak of diseases caused by environmental degradation. In addition,

rapid population growth contributes to environmental pollution caused by
R

low income of the people and the congestion making them unable to dispose
wastes properly. Furthermore, it leads to shortage of social services such
FO

as schools, hospitals, drugs, safe maternity, and transport; shortage of

resources and unemployment. This is due to population growth that does
not correspond to the country’s economic growth.

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DO
Controlling the effects of NOT
rapid DUPLICATE
population growth

Effects of rapid population growth can be controlled through the following

ways; the community should be educated on environmental protection;
prevention of early pregnancies by educating girls; family planning education
should be provided to community members so as to reduce the rate of
new births; the government or individuals should create new employment
opportunities for people and provide entrepreneurship education that will
enable more people to become self-employed.

LY
Exercise 4
Answer the following questions:

N
1. Name two factors that contribute to rapid population growth.

O
2. Distinguish between rapid population growth and population growth.
3. Using four different ways, explain how you can control rapid population
growth in your region.
SE
Exercise 5
U
Answer the following questions:
E

A. Choose the most correct answer and write its letter in the box
provided.
N

1. What is the correct way to get the population data of a particular

area?
LI

(a) Holding a Meeting

N

(b) To register persons in political parties

O

(c) Conducting a population and housing census

(d) Register the number of livestock owners in the country

R

2. Settlement refers to
FO

(a) presence of housing

(b) the place where people live
(c) empty area

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DO NOT
(d) the shape DUPLICATE
or appearance of a city
3. Low population refers to:
(a) the situation where the population is so high; hence
resources are used effectively
(b) the condition of the population in the area
(c) the situation where the population is so low; hence
resources are underutilised

LY
(d) the decline of the population

B. Fill in the blanks

N
4. _________ is a pattern of houses built along the road.

O
5. The increase of population in Tanzania is caused by _________
and _________.
6. Human deaths can be controlled by _________ and _________.
7.
SE
The city of Dar es Salaam is growing rapidly because of
_________.
U
8. The growth of Dodoma city is contributed by _________.
9. Census in Tanzania is conducted after every _________ years.
10. In Tanzania a population and housing census showing a
E

population of 45 million people was conducted in the year

N

_________.
LI

C. Write TRUE for the correct statement and FALSE for an

incorrect statement in the space provided.
N

11. Majority of Tanzanians live in urban areas. _________

O

12. Deaths of people in an area are a cause of population growth.

_________
13. Controlling early pregnancies is one of the methods of controlling
R

rapid population growth. _________

FO

14. Population is the total number of people living in different areas.

_________

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D: DO questions
Answer the following NOT DUPLICATE
15. Describe three methods used to find population data in Tanzania.
16. Describe four effects of rapid population growth in your area.
17. Briefly explain how low population and settlement affects
production activities in the area.

Vocabulary

LY
Emigration act of leaving one’s own country to settle permanently in
another country

N
Immigration the act of someone coming to live in a different country

O
Migration movement of people from one place to another that involves
temporal or permanent change of areas of residence within

Urban
the country
SE
is an area surrounding a town. Most inhabitants of urban
areas have non-agricultural jobs
U
E
N
LI
N
O
R
FO

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Economic
DO activities
NOT DUPLICATE
Chapter in the East African
Eleven
Community
Introduction

In Standard Six, you learnt about different economic activities in member

states of the East African Community. You also learnt how these activities

LY
influenced good relations between Tanzania and other countries. In this
chapter, you will learn and compare different economic activities and their
advantages in the East African Community. The competencies gained from

N
this chapter will help you to identify and engage in different economic activities
at the family, national and international levels. Also, the competencies gained

O
will help you to utilize economic opportunities available in the East African
Community.

Countries in the East African Community SE

East African Community (EAC) is a regional economic integration that consists
U
of six countries, namely; Tanzania, Kenya, Uganda, Rwanda, Burundi and
South Sudan. These countries vary in land size and population (Table 1 and
Figure 1). For example, Tanzania has the largest area and population size.
The second largest country is South Sudan, although it is the fourth in terms
E

of population size. Kenya is the third in terms of land area but second in the
N

population size. The fourth country in land area is Uganda, which is the third
in population size followed by Burundi which is the fifth. The last country with
LI

the smallest land area is Rwanda.

N

Table1: Population and land area of countries in the East African Community
No. Country Area (Km2) Estimated population size
O

by 2019
1 Tanzania 945 090 54.2 million
R

2 Kenya 582 646 47.8 million

3 Uganda 236 000 39.0 million
FO

4 Rwanda 26 338 12.1 million

5 Burundi 27 834 11.7 million
6 South Sudan 619 745 12.3 million
Source: East African Community (https://www.eac.int/eac-partner-states)

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DO NOT DUPLICATE

LY
N
O
SE
U
E
N
LI
N
O
R

Figure 1: Member states of the East African Community

FO

Major economic activities in the East African Community

The citizens of the East African Community engage in various economic
activities to generate their income. The main economic activities in the

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DO
EAC include agriculture, NOT DUPLICATE
industry, trade, mining, livestock keeping, fishing,
tourism and transportation. Some of these economic activities have led to
integration among the East Africans. These activities are carried out by the
governments and their institutions, individuals and private companies. The
income generated from these economic activities contribute to the economic
growth and development of the East African countries. The following are
explanations on some of the main economic activities in the member states
of East African Community.

LY
Crop farming

Crop farming is an economic activity that involves production of various food

and cash crops. The main cash crops cultivated in the East African countries

N
include coffee, cotton, tea, palms, cashew nuts, sisal, sugarcane, tobacco,
vanilla flowers and cloves. Food crops include maize, bananas, cassava,

O
groundnuts, rice, bulrush millet, cashew nuts, wheat, beans, millet, sweet
potatoes, Irish potatoes and coconuts. These crops are cultivated in different
SE
parts of the East African countries. Growth of each of these crops depends
on specific climate and types of soil. These crops are grown in almost every
member states of the East African Community, although some countries
U
cultivate them in larger quantities. For example, cotton and coffee are mainly
produced in Tanzania, Burundi, Kenya, and Uganda. Maize, beans, wheat,
rice and sorghum are mainly cultivated in Rwanda, Burundi, Tanzania, South
Sudan, and Kenya. When the food crops are produced in large quantities
E

they are also sold as cash crops.

N

Farming activities in these East African countries are mainly done by small-
LI

holder farmers or peasants. These farmers practice subsistence farming

mainly to produce food crops. Only small quantities of their harvests are
N

sold for buying non-food items that are needed by their households. These
farmers get little and poor yields because they use poor farm inputs such as
O

hand-hoes, and depend mainly on rainfall.

Large-scale farmers usually cultivate commercial crops. They use modern

R

inputs such as machines like tractors for farm preparation, sowing, weeding
and harvesting. Large scale-farmers usually rely on irrigation schemes. After
FO

harvesting, they sell some of their crops within the country and the rest are
exported. Cash crops increase the income of individual farmers and improve
economic growth of the East African nations.

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DOfarming
Both, small and large scale NOT have
DUPLICATE
a lot of advantages. Small scale
farmers depend on farming for subsistence while large-scale farmers
produce crops in large quantities for sell in order to earn money for their
development. Also, crop farming is one of the most important sources of
foreign exchange for the East African countries. A large proportion of the
population is employed in this sector. Employment opportunities in the
farming sector include preparation of farms, sowing of seeds, weeding,
harvesting, packaging and transportation of crops. In addition, crop farming
has contributed to the establishment of various processing and manufacturing

LY
industries. These industries depend on farm products for their raw materials.
For example, clove is used to manufacture ointment, tooth paste, food spices
and soap. These industries have created jobs to many people in the East

N
African member states.

O
Industry and trade

Industrial activities include processing of raw materials to produce different

SE
types of products. The industrial sector also provides services that are
important for economic development and for the wellbeing of people. The
East African countries have established and developed different industries.
U
These industries produce different products such as clothes, shoes, building
materials, agricultural inputs, beverages, veterinary and human medicine,
furniture and educational materials. Most of the industries get their raw
materials from agriculture, livestock and natural resources.
E
N

Industrial development has promoted growth of trade in the East African

Community. In this community, there are small, medium, and large scale
LI

business persons. In general, there are individuals, companies, governments

and their institutions that engage in different types of businesses. These
N

businesses aim at promoting the economies of the East African community

in general. The traded goods are from the manufacturing, agriculture,
O

and service sectors. The service sector includes health, communication,

electricity and education. The East African countries have created a good
environment for trading among the member states by removing some taxes
R

on goods and services. Also, the EAC member states have eliminated trade
FO

barriers to facilitate the movement of goods and services among them.

The East African countries produce industrial products. These products

include clothes, shoes, beverages, cement, food products, cosmetics, paints,

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DO NOT
pharmaceuticals, veterinary DUPLICATE
medicines, and herbicides. Other products are
insecticides, medical supplies, chemicals (acids, caustic soda), electrical
appliances, plastic goods and livestock products. Apart from these commonly
produced goods, Rwanda also produces cell phones. South Sudan is known
for the production of crude oil. Industrial development has contributed
to growth of the business sector. Many people within the East African
Community have been self-employed in the business sector. Industrial and
trade activities have also contributed to the rise of income of individuals and
the East African nations. Growth of industries has certainly added the value

LY
of raw materials and products in the countries of East African Community.

Activity 1

N
O
Use various sources of information such as books and the internet, to get
the following information:

SE
(a) Names of two industries from each of the countries in East African
Community that produce similar products.

(b) (i) List the raw materials that are used to manufacture those products.
U
(ii) Explain the benefits gained from the respective industrial activities.

Present your responses to the classroom.

E
N

Mining
LI

There are huge deposits of various types of minerals in all the EAC member
N

states. These minerals include Tanzanite, diamond, gold, tin, coal, copper,
iron ore, mica, lime, petroleum, natural gas and salt. All these are mined in
O

different parts of East African countries. Two types of mining are conducted
in these countries. There are small scale and large scale mining. Small scale
mining is done by small scale miners who only use simple and traditional
R

tools. Large scale mining is carried out by large miners or mining companies.
FO

Large scale miners use modern and large excavation and processing
machines. In all East African member states, large scale mining is mainly
done by foreign companies with huge financial investments.

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DOprotects
Every East African country NOT DUPLICATE
its minerals so that they each may
benefit from their resources. Governments have been proposing different
means of protecting their mineral resources. For example, the government
of Tanzania has built a security wall surrounding Tanzanite mines in Mirerani,
Manyara Region. Moreover, the Tanzanian government has also established
mineral markets in each region so as to protect the mineral business against
smuggling and black market.

Tanzania has various minerals including gold, Tanzanite, tin, diamond, coal,
copper, iron ore, natural gas, and salt. Minerals that are found in Kenya

LY
include gold, soda ash, coal, and limestone. Gold, copper, iron, salt, mica,
petroleum, and limestone are found in Uganda. South Sudan also has several
minerals such as iron ore, copper, gold, zinc, and silver. South Sudan has a

N
huge amount of crude petroleum oil. Minerals found in Burundi include gold,

O
uranium, copper, and limestone. For the case of Rwanda, gold is mined in
abundance. So far, some of the types of minerals mined are common in all
member states of the East African Community.
SE
The mining sector has many advantages. It provides employment opportunities
to people and contributes to the growth of the national income. In addition,
some minerals are used as decorative and industrial raw materials. Likewise,
U
minerals are used in construction industry and manufacturing of utensils.
Some minerals such as coal, natural gas, and petroleum are used as source
of energy.
E

Exercise 1
N

Answer the following questions:

LI

1. List two types of minerals found in all the countries of the East African
community.
N

2. Which type of mineral is only found in Tanzania?

O

3. Differentiate between small scale and large scale farming.

4. Identify five crops which are used as industrial raw materials, and,
R

mention two products that are produced from each crop.

FO

5. Briefly, describe two advantages of using modern inputs in agriculture.

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Livestock keeping DO NOT DUPLICATE

Livestock keeping is among the economic activities in the East African

countries. Livestock keeping involves rearing domestic animals, fish
farming (aquaculture), beekeeping (apiculture). Livestock keeping provides
employment and commodities. Some of these commodities are milk, meat,
leather, skin, and wool. Therefore, it provides food and it is one of the major
sources of income because livestock keepers may sell meat, skin, milk, and
manure. Livestock keeping has benefitted many East Africans because it
has provided employment and contributed to the national income.

LY
Livestock keeping is widely practiced and very popular in East African member
states. However, fish farming and beekeeping are not widely practiced. The

N
domestic animals in Tanzania include cattle, goats, sheep, pigs, chicken,
and ducks. Popular animals that are kept in Burundi include goats, cattle,

O
chicken and ducks. Ugandans mostly keep cattle, chicken, goats, ducks,
horses, donkeys and rabbits. Also, in Kenya, cattle, goats, camels, chicken,

SE
donkeys and ducks are reared. In Rwanda, cattle, goats, chicken and pigs
are kept in large quantities. South Sudan keeps cattle, goats, and sheep.
Thus, there are some common animals that are found in all East African
countries.
U
Fishing
E

Fishing is an economic activity that involves catching fish from different water
bodies such as ocean, sea, lakes, ponds, dams, and rivers. Fish are caught
N

by using different methods such as hook and line, fish traps, nets, fish fence
and others. Fishing is mainly done for the purpose of food and income. In
LI

East Africa, fishing is one of the major sources of income generating activities
because many people are employed by fishing companies or are self-
N

employed in the sector. Fishing in the EAC member states is done in various
O

water bodies including the Indian Ocean, Lake Victoria, Lake Tanganyika,
Lake Nyasa, Lake Kyoga, Lake Edward, Lake Turkana, Lake Kivu, Lake
Albert, major rivers and several dams. Some of these water bodies are
R

trans-boundary, as they are shared by two or more countries. For example,

Lake Victoria is shared by Tanzania, Kenya, and Uganda. Whereas, Lake
FO

Tanganyika is shared by Tanzania and Burundi.

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DO NOT
Fishing has many advantages to theDUPLICATE
East African countries. It leads to the
availability of fish which provides fish fillets for food, a good source of protein.
Also, it provides us with numerous products such as oil, glue, skin, decorating
materials and fertilizers. Fish provides raw materials for plastic utensils and
clothes. Moreover, fish bones are important ingredients in animal feed, while
fish oil is used as human medicine. On top of that, the fishing sector is one
of the sources of foreign currency, thereby; contributing to economic growth
of the East African countries. For example, Tanzania is a good exporter
of Nile perch fillets to Europe. Also, fishing activities provide employment

LY
opportunities to the people of East African Community.

Exercise 2

N
Answer the following questions:

O
1. List East African water bodies in which fishing activities are conducted.
2. List five fish products.
3. SE
Briefly, describe five advantages of livestock keeping in East African
countries.
U
Tourism

Tourism is an activity that involves the movement of a person or a group of

E

people visiting attractions in a place outside their usual environment. They

visit those places for leisure, business or learning. There are two major types
N

of tourism; domestic and international tourism. Domestic tourism involves

LI

people of a given country travelling from their localities to certain destinations

within the country, while International tourism involves people of a given
N

country travelling from their localities to a certain destination outside their

countries for learning, training, business, and leisure or recreation.
O

The tourism activities that take place in the countries of the East African
Community are sports tourism, conference tourism, academic tourism
R

and commercial tourism. Tourism is also done by visiting recreational and

tourist attractions such as beaches, national parks, game reserves and
FO

historical sites. Tourism also takes place in desert areas, waterfalls and
various fascinating landscapes. Other tourist attractions include historical
monuments and unique landscapes such as Mount Kilimanjaro.

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Almost all East African DO NOT
member DUPLICATE
states have protected tourist attractions. For
example, Tanzania has several national parks such as Serengeti, Ruaha,
Mikumi, Kilimanjaro, Katavi, Mkomazi, Tarangire, Udzungwa, Saadani,
Mahale, Burigi-Chato, Nyerere from part of the legendary Selous game
reserves, and Gombe. Similarly, there is Ngorongoro conservation area with
beautiful scenery. In this area, wildlife coexists with Maasai pastoralists.
Ngorongoro conservation area is famous to both domestic and international
tourists. Other tourist attractions in Tanzania include, game reserves such as
Moyowosi and Ugalla. Many tourists visit various natural landscapes such

LY
as Mount Kilimanjaro and the beaches on the Indian Ocean. Furthermore,
there are historical monuments and historical sites like the National Museum
and house of culture in Dar es Salaam, House of wonders and the Old Fort

N
in Zanzibar, historical paintings at Kondoa-Irangi, scenic land of Isimila in
Iringa, Olduvai (Oldupai) Gorge in Arusha, and the old fort buildings and

O
other monuments in Bagamoyo and Kilwa.

In Kenya, there are various tourist attractions. These include the Tsavo,
SE
Sibiloi, Maasai Mara and Ruma National Parks. Similarly, there are historical
sites and the Indian Ocean beaches in Mombasa and Lamu. Fishing and
mountain climbing are also very popular tourist activities in Kenya. In Uganda
U
there are various tourist attractions such as Queen Elizabeth, Mount Elgon,
Semuliki, Mount Ruwenzori, Kidepo Valley, and Kibale National Parks. Also,
tourists like to visit Murchison falls National Park, and Bujagali falls in the
E

Nile River near Jinja.

N

Rwanda is rich in wildlife. There are various national parks with many wild
plants and animals. Some of the national parks in Rwanda are Akagera,
LI

Nyungwe, Volcanoes and Mukura-Gishwati. Akagera is one of the biggest

national parks in Rwanda that consists of various wild animals and plants. In
N

Burundi and South Sudan, tourism has not been developed enough due to
political instability. Despite the existing political instability, tourism in South
O

Sudan and Burundi is going on. Examples include the popular national parks
of Nimule, Lantoto, Bandingilo, and Shambe in South Sudan. Some of the
R

game reserves in South Sudan are Fanikang and Juba. Burundi is known
for cultural tourism. Tourists visit areas with traditional dances and festivals.
FO

Burundi also has Rusizi, Kibira, and Ruvubu National Parks.

Tourism in East African countries has so many advantages. Some of the

advantages include providing employment to citizens, growth of the national

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DO NOT
income, source of foreign currency, DUPLICATE
catalyst for improvement of infrastructure,
business, transportation, and communication activities. Tourism also
contributes to the growth of other sectors such as agriculture and livestock
keeping. It also contributes to the development of arts and cultural activities.

Exercise 3
Answer the following question:
List three areas in Tanzania where people can visit to learn about the
following things;

LY
1. Ancient history
2. Natural scenery

N
3. Wildlife

O
Exercise 4

A. Answer the following questions:

1.
SE
List four products that are manufactured by East African
industries.
U
2. Explain two advantages of each of the following crops:

(a) cotton
E

(b) maize
N

(c) clove
LI

3. Identify three types of tourist attractions available in East

African countries.
N

4. Explain the meaning of the following terms:

O

(a) tourism

(b) livestock keeping

R

(c) fishing
FO

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B. Write TRUE for DO NOTstatement
a correct DUPLICATE
and FALSE for an incorrect
statement in the space provided.
5. Food crops are grown exclusively for food. _________
6. Coffee, cotton, and clove are among the cash crops.
_________
7. Mining benefits miners’ families only in East Africa. _________
8. The increase in Gross Domestic Product (GDP) is one of the
benefits of economic activities. _________

LY
N
Vocabulary

O
Agricultural inputs essential items for agriculture including drugs, fertilizers,
seeds, and tools

Caustic soda SE
powerful chemical substance used to make strong
soaps and cleaning reagenty

Crude oil naturally occurring, unrefined petroleum

U
Herbicides toxic chemical substances that are used to destroy
unwanted plants, especially weeds
E

Insecticide toxic chemical substance that is used for killing insects

N
LI
N
O
R
FO

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DO NOT DUPLICATE
Chapter Entrepreneurship
Twelve
Introduction

In Standard Six, you learnt about categories of entrepreneurship, qualities of

an entrepreneur, advantages of being an entrepreneur, and important things
to consider in entrepreneurial activities. Likewise you analysed challenges

LY
facing the Tanzanian communities in utilizing the opportunities available in
their environments. You also learnt how to address those challenges. In this
chapter, you will learn about entrepreneurial activities and how they contribute

N
to economic growth. You will also analyse the opportunities available from

O
the means of transport and transportation in your environment. Also, you
will evaluate the effects of illegal practices in entrepreneurial activities. The
competencies gained from this chapter will help you to identify opportunities
SE
available in the means of transportation for increasing your income. Also, it
will help you to follow the appropriate methods of conducting entrepreneurial
activities to get rid of losses.
U
Think
E
N

1. About entrepreneurial activities.

2. About the contribution of entrepreneurial activities to the growth of
LI

production.
N

Entrepreneurial activities
O

Entrepreneurship is a creative activity that is done by a person or a group

of people by identifying available opportunities and using them to create,
R

advertise and run small businesses to earn income. Such creativity or

innovation, involves one’s skills and knowledge in solving the challenges
FO

facing a particular society. In entrepreneurship, various activities are done

such as; agriculture, animal husbandry, food processing, decoration,
tailoring, and trade. Entrepreneurial activities can be operated by an
individual, a group of people, company or in partnership. Entrepreneurship

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can help entrepreneursDO NOTincome
to earn DUPLICATE
and pay taxes to the government,
thus, contributing to the country’s economic growth. The following are some
of the entrepreneurial activities and how they contribute to economic growth:

Agriculture

Agriculture is an economic activity that involves food and cash crop

production. Entrepreneurs opt for high-yielding, fast-growing and marketable
crops. Crop farming can be very cheap, and can produce yields in a very
short time. Examples of farming include, gardening of horticultural crops

LY
such as amaranths, spinach, tomatoes, onions, and peppers. Planting and
harvesting time ranges from three weeks to three months depending on the
crop.

N
O
Animal husbandry

Animal husbandry is another productive activity that entrepreneurs can use

to increase their income. An entrepreneur can raise a variety of livestock
SE
such as cattle, goats, fish, bees, chickens and rabbits. In the process, the
entrepreneur can employ creativity by providing them with feeds enriched
with recommended nutritional requirements. These efforts are carried out by
U
entrepreneurs in order to access market opportunities based on the quality
of the livestock and their products. Innovative animal husbandry provides
an entrepreneur with quality products such as milk, meat and hides. These
E

products can further undergo value addition and be sold. When these products
are sold, they provide an entrepreneur with an income that contributes to
N

the growth of personal income and that of the nation. By doing this, the
LI

entrepreneur is also able to solve the challenges facing his/her community.

N

Tailoring

Tailoring is a skill that is used to sew several pieces of fabric into something
O

else, to make various stitches using thread and needle. Needlework helps to
promote creativity that enables entrepreneurs to produce quality products.
R

Selling these products enables the entrepreneur to earn an income, thus,

meeting their daily needs. Innovation in needlework enables entrepreneurs
FO

to create the best products that can compete in local and international
markets. Entrepreneurs can also participate into exhibitions’ and trade fairs,
such as Sabasaba to attract customers and earn more income.

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Business DO NOT DUPLICATE
A business is an activity that involves the purchase and sale of goods or
services. Entrepreneurs ensure innovation by distributing or adding value to
products and services needed in a particular society. The value of a product
or service may increase depending on its quality. Quality of a product is
determined by its preparation, packaging or an environment where it is made
or sold. Attractive and good language to customers, honesty in pricing and
selling exact weighted products, good appearance of entrepreneurs, and
timely availability of goods or services can increase faithfulness and sales.

LY
The main goal of any business is to make profit. Business can be done by an
individual, a group of people, a company, or by a partnership between one
person and another, one community and another or one country and another.

N
An entrepreneur has to abide to all the rules, regulations and procedures
set forth by government authorities in doing businesses. They have to add

O
value for the purpose of improving quality of goods or services. This helps in
attracting more customers and getting higher profits.

Activity 1
SE
U
1. Explore one entrepreneurship opportunity that is available in your
society.
E

2. Explain how that opportunity can contribute to development in your

N

community.
LI

Exercise 1
N

Observe the following pictures and answer the questions that follow:
O
R
FO

1 2

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DO NOT DUPLICATE

3 4
1. Describe the activities taking place in pictures 2 and 3.

LY
2. How do activities in those pictures support development of an
individual or the economy of a nation?

N
3. Name three products you can get from the activity in picture 2?

O
4. Explain the importance of the activity shown in picture 3 in relation to
empowering entrepreneurs economically.
5.
SE
What is the entrepreneurial activity shown in picture 4? Explain how
this activity can bring about economic development and reduce in
your community.
U
6. Name three advantages that are related to the activity in picture 1

Entrepreneurship opportunities available in the transportion

E

sector
N

Think
LI
N

1. Various means of transportation.

O

2. Entrepreneurship opportunities available in the transportation sector.

R

Entrepreneurs can use one of the three available means; land, water and
air transportation in transporting passengers and goods. Transportation can
FO

be facilitated using vehicles, motorcycles, bicycles, oxcarts, aeroplanes,

ships, human beings and others. In addition, an entrepreneur can also use
such opportunities to do various other businesses; selling food and drinks,

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DO fiNOT
telecommunications services, DUPLICATE
nancial services, hotels and guest houses as
well as toilet services. When an entrepreneur provides these services, it is
an opportunity that increases their income. The following are explanations of
some opportunities arising from the transportation sector:

Transportation: An entrepreneur can design and improve the means of

transporting passengers and goods in various ways such as motorcycles,
taxis, buses, boats and canoes. Creativity may be used to attract more
customers through increased number and quality of transport means as
well as arranging convenient service schedules and distances covered.

LY
Transportation business can be done locally, from one region to another,
or internationally involving various countries. The transport business can
benefit the entrepreneur financially as well as the country’s economy.

N
Hotels and restaurants: This business may be run near passenger or truck

O
stations. Most often passengers need the convenience of beverages, food
and accommodation near these stations. Many entrepreneurs engage in

SE
hotel and restaurant services. Entrepreneurs can benefit from the customers
entering and leaving the area. In this way, they can earn an income and
improve their lives. Success in this investment, however, requires creativity,
honesty, self-discipline, smartness and hygiene.
U
Small businesses and services: The transportation sector provides
opportunities for small businesses such as food, fruit and beverages vending,
E

telecommunications, electronic financial services as well as selling clothes

and packaging materials. Passengers’ high demands for refreshments
N

provide an entrepreneur the opportunity to supply these products and earn

LI

money.
N

Exercise 2
O

Answer the following questions:

1. Name three means of transportation used by entrepreneurs to
R

transport their products.

FO

2. Name the benefits that an entrepreneur can get through transportation.

3. Briefly explain five opportunities from the transportation sector.

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DO
Side effects of illegal NOT DUPLICATE
practices in entrepreneurship

Think

1. The meaning of illegal practices in entrepreneurship.

2. Four illegal practices in entrepreneurship.
3. Consequences of engaging in illegal practices in entrepreneurship.

LY
Although entrepreneurship is a courageous practice to do business, such
courage does not allow an entrepreneur to do illegal practices. Illegal practices

N
in entrepreneurship are practices used by some entrepreneurs to make

O
huge profits. Such illegal practices may cause problems to an entrepreneur.
Illegal practices in entrepreneurship that give an entrepreneur illegal income
are dangerous to the development of their business. Such practices have
SE
negative effects to an entrepreneur, customers and the nation.

Illegal practices in entrepreneurship

U
The following are some of the illegal practices done by some entrepreneurs:

(a) Tax evasion: This is an illegal way in which entrepreneurs avoid

E

paying taxes by not disclosing the place where a business item is

produced. This allows them to provide to authorities false information
N

on the magnitude of their business. Some entrepreneurs collude with

dishonest employees of the Tanzania Revenue Authority (TRA) to
LI

avoid paying the correct taxes. Tax evasion is a serious offence all
over the world because it denies a nation of the expected revenue,
N

thus, hindering the country’s economic growth. In many countries, it

O

is associated with “economic sabotage”. When a country’s income

is denied by entrepreneurs, it affects the government's capacity to
provide essential social services such as infrastructure. It also has a
R

significant social, economic and political impact. Many countries have

enacted strict penalties for tax evasion and malpractices in business.
FO

Thus, in order to support the collection of government taxes, buyers

are advised to claim receipts for all payments they make.

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(b) DO NOT DUPLICATE
Selling expired products: Some unfaithful entrepreneurs sell
expired products. This is dangerous to the consumer since that may
cause health risks. Expired products can even cause death. For
example, a patient who takes expired medication may get seriously
harmed or remain uncured by the medications. Expired drugs may
become poisonous to the consumers. It is therefore important for the
entrepreneur to observe quality specifications and standards of their
products. The user is also advised to check the expiry date of any
product they wish to buy.

LY
(c) Running a business without permits: In order for a business to
be legal, an entrepreneur must have all required permits. Such
permits include Taxpayer Identification Number (TIN), business

N
license, tax assessment or identity cards for small entrepreneurs.
Business permits are issued by the respective government authority

O
to any entrepreneur who wants to do business in the country. Some
entrepreneurs do business without required permits from the relevant

(d)
SE
government authorities. This situation affects the country’s economy.

Cheating in weights and measures: Some entrepreneurs cheat

on measurements of products they sell or produce. For example, an
U
entrepreneur may pack sugar in a package that shows the weight of
one kilogramme, but in reality, it is less than one kilogramme. This
situation affects the consumer by getting less value for the paid amount.
E

At the same time the entrepreneur is earning an illegal profit. It is

the entrepreneur’s responsibility to ensure that he or she submits the
N

weighing tools to an agency responsible for inspection and approval at

LI

least once a year. Also, the entrepreneur should use standard volume
packaging, for example avoiding over loading bags.
N

(e) Sale of substandard products: Some entrepreneurs sell substandard

products which can cause negative impact to the user. Entrepreneurs
O

must submit samples of their products to the Tanzania Bureau of

Standards (TBS) for quality assurance. They then may be licensed
R

to use the TBS mark of quality. An entrepreneur who buys a product

and sells it to a customer should ensure that the product has required
FO

quality standards approved by TBS.

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(f) DO NOT ItDUPLICATE
Sale of illegal products: is important to be aware that, not all
products in the market are legal. Some entrepreneurs sell illegal
products to earn money which is not good practice. For example, there
are products that are prohibited in the country such as cosmetics that
contain poisonous ingredients. But there are dishonest entrepreneurs
who sell these products and expose their consumers to serious health
risks. Entrepreneurs are advised to avoid engaging in illegal trade.

Exercise 3

LY
Answer the following questions:
1. Explain the meaning of business permits.
2. List five illegal practices done by some entrepreneurs.

N
3. Briefly describe the three illegal practices used by some entrepreneurs.

O
Impact of illegal practices on entrepreneurship
SE
There are many economic and social consequences resulting from illegal
practices in entrepreneurship as follows:
U
(a) Loss of government revenue: A large portion of government
revenue or Gross Domestic Product (GDP) is obtained from tax. Tax
evasion by some entrepreneurs denies the nation of its revenue. This
E

situation hinders development activities by the government, including

N

infrastructure development and improvement of social services.

Entrepreneurs need to be honest in order to facilitate national
LI

development.

(b) Harmful effects to consumers: Consumers have experienced harmful

N

side effects from using expired products such as food and medicines.
The expired products are often sold by dishonest entrepreneurs
O

and purchased by unsuspecting customers. There has also been

use of products without adherence to quality standards. Low quality
R

products include building materials, cosmetics, and clothes. These

products have been dangerous, poisonous or harmful to consumers.
FO

For example, use of sub-standard construction materials have led to

construction of low quality buildings. Consequently, such buildings
may develop faults or even collapse in a short time.

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(c) DO NOT DUPLICATE
Closure of entrepreneur’s business: When inspection by the
responsible authority discovers that a business is run on unlawful
means that business may be shut down. Also, the business can be shut
down if it is found to have caused harm to the community. Similarly,
an entrepreneur can be prosecuted and severely punished. Illegal
and unlawful business activities are a challenge to the government
and pose a serious threat to the country’s economy and environment.
Many countries, including Tanzania, have enacted strict laws aimed at
controlling entrepreneurs who violate business ethics by engaging in

LY
illegal business practices. Closure of a business tarnishes the image
of an entrepreneur to the community, relatives and family.

N
Ways to control illegal practices in entrepreneurship

(a) Educating the community: The community should be educated on

O
the need to observe quality standards. Everyone should avoid buying
and selling illegal, substandard and expired products. This knowledge

SE
will help consumers to observe carefully all relevant issues, including
products expiry dates. In so doing, they can avoid health problems
which could be experienced after using such products.
U
(b) Educating entrepreneurs: Entrepreneurs should be educated on the
importance of doing business in accordance with the laws, regulations
and procedures of the country. This education will help them to follow
E

the rules and regulations of the business and avoid doing illegal
businesses. It will also help entrepreneurs to operate their businesses
N

efficiently and freely. Furthermore, it will enable them to obtain various

instructions and permits from the government regulatory agencies
LI

before starting a business or distributing goods.

N

(c) To enact and implement laws to control illegal business practices:

These laws will help entrepreneurs to do legal businesses and avoid
O

penalties for not following the required procedures in the businesses.

The laws will help entrepreneurs plan and strategize improvement
R

of their businesses by selling and buying quality products. This will

increase income and promote business growth. Necessary legal
FO

actions should be taken to entrepreneurs and their business partners,

who violate the country’s laws and regulations. The punishment will
be a lesson to all entrepreneurs and customers of illegal products.

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DOwill
These punishments NOThelpDUPLICATE
them change and realise the importance
of doing legal business for economic development of their families and
the community at large.
(iv) Controlling the use of products obtained from illegal practices: This
strategy will cause entrepreneurs and partners who are involved in
such illegal businesses to lose customers. The entrepreneur may, thus,
realize the need for lawful business practices. If product consumers
provide necessary cooperation, it will help contain illegal and unlawful
business practices in the country.

LY
Activity 2

N
O
Work with your fellow pupils in groups to discuss the following questions:

1. What are illegal practices in business, which can hinder the country’s

2.
economic development? SE
What are the effects of the practices identified in question number 1
to the economy and society?
U
3. What are the most effective ways of controlling illegal practices in
entrepreneurship?
E

4. Why do you think identified ways in question number 3 are the best
in controlling illegal practices in entrepreneurship?
N

Present your work in class.

LI

Exercise 4
N

Answer the following questions:

O

A. Fill in the blanks

1. Three effects of illegal practices in entrepreneurship:
R

(a) ________
FO

(b) ________
(c) ________.

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 FOR ONLINE USE ONLY
B. DO NOT
Match items in column A withDUPLICATE
those in column B by selecting
the correct answer from column B, then write its letter in the
space provided.

Column A Answer Column B

2. Specialists (a) Tanzania Revenue
who verify and Authority (TRA)
approve the
weights and (b) Weights and Measurement

LY
measurement Agency (WMA)
tools for various
products.

N
(c) One of the methods
3. Illegal practices in
of controlling illegal
entrepreneurship

O
businesses
4. Government
authorities
that monitor
the quality of
SE
(d) Tanzania Bureau of
Standards (TBS)
entrepreneurs’
U
products. (e) Affects Government
5. Entrepreneurs Revenues
who evade
E

paying taxes (f) Road Agency

are easier to
N

be identified
(g) Tanzania Minerals Audit
when audits are
LI

Agency (TMAA)
conducted by
__________.
N

(h) It brings more revenue to

6. To educate the
Central Government
O

community on
the importance
of buying quality
R

products.
FO

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 FOR ONLINE USE ONLY
C. Write TRUE for DO NOTstatement
a correct DUPLICATE
and FALSE for an incorrect
statement in the space provided.
7. Illegal business practice is a proper and legitimate way for some
entrepreneurs to supplement their incomes. __________
8. Entrepreneurs are advised to avoid engaging in illegal selling of
harmful cosmetics. __________
9. Tax evasion by some entrepreneurs denies the nation to earn
revenue. __________

LY
10. The quality of products of entrepreneurs is certified by the
Tanzania Revenue Authority (TRA). __________

N
11. One way of controlling illegal practices of entrepreneurs is to
provide education to entrepreneurs and the general public.

O
__________
12. Explain the meaning of business that uses illegal practice.

SE
13. Name four ways of cheating on weights and measures which
can be avoided by entrepreneurs.
U
Vocabulary
Creativity involving the use of original ideas to generate something
E

new
N

Honesty the quality of being upright and fair

LI

Opportunity a chance one can use to implement a business idea and

increase income
N

Self-disciplined the ability to make yourself do things you know you should
O

do even when you do not want to

R
FO

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