STRAND 1 PEOPLE POPULATION AND RELATIONSHIPS.pptx

1. SOCIAL STUDIES GRADE 8

2. STRAND 1: PEOPLE, POPULATION AND
RELATIONSHIPS

3. SUB-STRAND 1.1: SCIENTIFIC THEORY
ABOUT HUMAN ORIGIN

4. SPECIFIC LEARNING OUTCOMES
By the end of the Sub Strand, the learner should be able to:
•Explore the scientific theory about human origin,
•Illustrate changes that took place in humans as a result of
evolution,
•Draw conclusions on common understanding of origin of
humanity based on the scientific theory,
•Develop a sense of humanity based on common origin.

5. SUB-STRAND 1.1: SCIENTIFIC
THEORY ABOUT HUMAN ORIGIN
The Evolution Theory
• This is a scientific theory that explain the origin of man through a
slow process of change called evolution. The theory was stated in
1859 by Charles Darwin in his book “on the origin of species’’.
He argues that plants and animals must have evolved from simple
life forms and transformed (changed) slowly over millions of
years through environmental adaptation, mutation and natural
selections( mutation-change).
Why is
Africa
considered
as the
cradle of
humanity?

6. MUTATION
It is the abrupt change inform
dictated by climate or genetic
components.

7. NATURAL SELECTION
It is when the stronger species out compete the weaker
ones for resources. Adaptation is the last stage where
surviving species isolate themselves as they adapt to
the new environment; it’s therefore a process of
natural but continuous changes from a lower simpler
state or species.

8. THE IMPORTANT ASPECTS OF DARWIN
THEORY.
1. All organisms are uniquely different based on hereditary factors
from birth.
2. Although many young organisms are produced, few manage to
survive and develop to maturity.
3. Organisms that mature and reproduce are able to adapt to existing
environmental e.g. by mutation.
4. In view of limited resources, even after mutation it’s only the fittest
animal survives but the weak ones become extinct.
5. Isolation and adaptation is the final stage in the evolution process.

9. THE EVOLUTION OF MAN
•Evolution is the process of slow or gradual change;
it’s believed that living things were not in the form
we see them today. The earliest living things are
believed to have appeared 200 million years ago.
Man experienced physical and cultural changes over
millions of years; he thus transformed a primitive
form to the state he is in today.

10. •Man therefore shared a common ancestor with
apes. Mans particular family group is called
HOMONIDAE while that of the apes is called
PONGIDAE through evolution and
environmental adaptation, man separated from
his ancestors and took his own life of
development. Hominids therefore appeared
which was man-like (rather than ape-like)
forming the ancestors of the human family.

11. •Scientists widely believed that
AFRICA is the cradle of mankind
before moving to EUROPE and
ASIA. Existing evidence shows that
the earliest apes lived around LAKE
VICTORIA and RIFT VALLEY.
Archaeological sites include.Rusinga

12. •Over the years man ancestors lived in forests.
Climate changes about 15 million years ago
gave way to savannah grassland. Man ancestors
changed both physically and mentally to cope
up competition for food increase and affected
man’s physical status. Man became more
upright in posture.

13. •Island Fort tenan. Kariandusi. olorgesailie. Koobi
fora. Gambles cave.Omo river valley.Olduvai
Gorge.
•The evolution of man is believed to have passed
through the following stages from the earliest apes
to the emergence of Homo sapiens.

14. 1. AEGYTOPITHECUS
He probable earliest ancestor of man and apes
discovered in Egypt. It’s about 33 million years
old and weighs about 4 kgs, it was herbivores, it
moved on fours and had a tail.

15. 2. DRYOPITHECUS/AFRICANUS/PROCONSUL
They were discovered in Rusinga Island. It dates back
to about 25 million years. It had long teeth, ate fruits,
smooth forehead, and projecting face, moved on fours
and lived in forests.

16. 3. KENYAPITHECUS (RAMAPITHECUS)
It lived about 12 million years ago.
Discovered at fort ternan , it weighed
about 18-36 kgs, had small teeth, had a
lager brain and walked on two legs.

17. 4. AUSTRALOPITHECUS (ZINJATHROPUS)
They were earliest hominids closer to man
known as southern ape man, lived in the
savannah about 4 million years ago found in
olduvai gorge founded by Mrs. Mary leaky.
These were four types of austrolopithecus.

18. i. Robustus( strong built with powerful claws
and teeth)
ii. Africanus which was smaller and slender.
They had enlarged skull and jaws, walked
upright with bipedal gait about 1.5 metres
tall. Others include
iii.Amensis (found at kanapoiand alia bay)
iv.Afarensis(lived between 4 abd 3 million
years ago.) Boisei

19. FEATURES OF THE AUSTRALOPITHECINES.
• Had an upright posture as he walked on two legs
• Had hairy body.
• Was short and small slender body.
• Was strongly built with heavy shoulders
• Had a large brain capacity of about 500cc.
• Large face with a low forehead and stereo-scopic vision.
• Large jaws and teeth.
• Weighed 30-68kg

20. 5. HOMO HABILIS
A handy man or practical man. He was man-like
and could group objects and make tools which
lived about 2 million years ago. His brain
capacity was about 500-800 cm3.

21. FEATURES OF HOMO HABILIS.
•Large brain capacity of about 775 cc.
•Bigger body stature of about 5 feet.
•Face and skull like that of modern man.
•Used elementary speech.
•Well developed thumb like of modern man

22. 6. HOMO ERECTUS
It means upright man lived in Africa about 1
million years ago. He was claver, made achelian
tools like the hand axe. He invented fire, he had
a higher brain capacity between 750-1100cm3.

23. FEATURES OF HOMO ERECTUS.
•Had upright posture.
•Large brain capacity.
•Made refined tools.
•Communicated well using speech.
•Was large in stature of 5.5 feet tall.
•Possessed a prominent brow ridge over the eyes.

24. 7. HOMO SAPIENS
It means intelligent or thinking man, it’s the
name given to modern man. He had small teeth
with steep rounded head. He had a higher brain
capacity to about 1000-1800 cm3. He hunted,
gathered and practised fishing. There are 3 sub
species.

25. I. RHODESIAN MAN
•Had straight legs and walked with
long strides.
•Had large brain capacity.
•Had great ridges over his eyes

26. II. NEANDERTHAL MAN
•It was heavily built with brow-ridges.
•Large brain capacity.
•Was intelligent and skilled in using
his hands.
•Ate meat from animals.

27. III. CRO-MAGNON MAN.
•He was taller
•Had a thicker brow ridge.
•He painted pictures.

28. FEATURES OF HOMO SAPIENS.
•Had straight legs.
•Walked on twos with long strides.
•Had a large stature of about 6 feet tall.
•Had small teeth.
•Had a steep well rounded forehead.
•1800 cc. Brain.

29. 8. HOMO SAPIEN SAPIEN
•The most advanced creature to appear on
earth.
•They were taller, slimmer and more
intelligent. He started domesticating crops
and animals and building huts, he led a
settled life.

31. CULTURAL AND ECONOMIC PRACTICES OF
EARLY MAN.
The culture of early man can be understood through
the study of Stone Age or Palaeolithic periods. The
early period of hum history mean man’s tools and
weapons were mainly made of stone, bone and wood.
The things they made and used formed their material
culture, archaeologists have divided stone age in three
categories.

32. 1. THE OLD STONE AGE (LOWER PALAEOLITHIC)
300,000-200,000 YEARS AGO.
•Man led a simple life.
•He made few simple tools.
•Weapons and tools are referred to as oldowan or pebble
tools.
•He made acheulian tools in the second phase of old stone
age.
•Archeulian tools were made by homo-eretus.
•Clothing- was hairy and walked naked.

33. •Shelter- did not build houses but slept on trees
in forest. They used store, caves and rock as
shelters.
•These are aegytopethecus and drypethicus.
•They ate raw meat, plants, birds and eggs.
•They did hunting, gathering and collected food.
•There communication was through gestures,
growling and whistling.

34. 2. THE MIDDLE STONE AGE (MIDDLE
PALAEOLITHIC) 200,000-50,000 YEARS AGO.
• Man changed his life marked by great improvement.
• Changes were attributed to superior brains.
• Tools and weapons were improved to smaller scrappers, spears and
choppers.
• Shelter- man had known rock shelters and later livedin caves for
more security, after hunting.
• Food- hunting improved due to lighter shaper and specialized
weapons. They invented fire and startedcooking his own food in
neutralizes poisons.

35. •Clothing- man wore animal skins; he
made shells and necklaces and painted
his body with red ochre and oil.
•Communication- man improved in
gesture and growing began to use clicks
and grants.
•Tools- they were called sangoan tools.

36. HOW THE INVENTION OF FIRE CHANGED
MAN’S LIFE.
•Man could warm himself during cold night.
•The flames of fire could be give him light at night.
•Fire enables man to cook roots and roast meat thus
increasing availability of food because a variety of
roots and seed could now be cooked and eaten.
•Fire used for hunting and confining animals in
certain areas.

37. •Fire was used for fighting away wild animals.
•It improved tool making as it hardened the tip of
wooden tools.
•Early communication was through smoke and fire
signals. It thus improved communication.
•Fire was used as food preservative e.g drying meat
and fish.
•It made hominids to migrate through the world from
the savannah.

38. 3. NEW STONE AGE (UPPER PALAEOLITHIC)
50,000-15,000 YEARS AGO.
•It’s also referred to as late Stone Age.
•It’s associated with homo sapiens.
•Man made great advances socially, politically and
economically. There was technological advancement.
•Advanced tools called microliths had straight sharp
cutting edges glued on bone and wood e.g sickles,
arrowheads, spears, bows, arrows, knives, slings,
daggers and saws.

39. •Shelter- he made shelter using tree branches and
grass. Wall and roofs were decorated with animal
paintings.
•Food- domesticated plants and animals and thus
began agriculture. He continued to hunt and
gather.
•Communication- he developed a cruel form of
spoken language.
•Rock art- drew pictures of animals and painted
them. Specialized in basketry and pottery.

40. •Religion- started performing rite to and
ceremonies in the belief to influence natural
forces like rain, drought and death. Human were
buried with their tools and possessions.
•Government- man led a settled life in
permanent shelters. The social life led to setting
up of rules and laws. This made some people
specialize in leadership.

42. SUB - STRAND 1.2 : EARLY
CIVILISATION

43. SPECIFIC LEARNING OUTCOMES
By the end of the Sub Strand, the learner should be able to:
1. Describe the Swahili civilization along the East African
coast,
2. Show how the best practices from early civilisations
have contributed to the modern world,
3. Appreciate the best practices of early civilization to the
development of the modern world.

44. EARLY CIVILISATION
•The Indus civilization was the earliest known urban
culture of the Indian subcontinent—one of the world's
three earliest civilizations, along with Mesopotamia and
ancient Egypt.
•Whatever the type of empire, there were many factors
that influenced the creation, growth and decline of those
empires. Those factors include philosophy, political
systems, technology, trade, and military developments.
Why is
heritage
important to
society?

45. •This coastal region, which today stretches
along the eastern edge of Africa from
Somalia in the north to Mozambique in the
south, is known as the Swahili Coast and is
home to a unique culture and language—a
multicultural polyglot of African, Arab, and
Indian Ocean peoples.

46. WHY DID THE SWAHILI CIVILIZATION
DEVELOP IN EAST AFRICA?
•Increased contact with the Islamic world then would
have led to the integration of local African and Arab
traditions, creating an indigenous Swahili culture. A
blend of these two interpretations exists with
accounts of Arab merchants marrying local women,
which created a distinctive Arab-African Swahili
culture.

47. HOW DID SWAHILI DEVELOPAS A LANGUAGE
ALONG THE EAST COAST OF AFRICA WHY IS IT A
MIXTURE OF BANTU AND ARABIC?
The language dates from the contacts of
Arabian traders with the inhabitants of the east
coast of Africa over many centuries. Under
Arab influence, Swahili originated as a lingua
franca used by several closely related Bantu-
speaking tribal groups.

49. WHAT WERE SOME OF THE CONTRIBUTIONS
FROM EARLY CIVILIZATION TO TODAY'S
WORLD?
•They built cities and invented forms of writing.
They learned to make pottery and use metals.
They domesticated animals, and they created
fairly complex social structures with class
systems.
•The rise of agriculture and trade allowed people to
have surplus food and economic stability.

50. • Industrial development in the ancient Kingdom was based on
simple skills. Copper and tin were used in ancient Egypt to make
items. Today, most of the industries use metals and alloys to make
construction and infrastructural equipment.
• The modern irrigation technology borrows a lot from the ancient
irrigation techniques such as shadoof irrigation. This has been
applied in the agricultural sector.
• The hieroglyphics form of writing in Egypt used to keep
records developed into modern writing and education.
• Tools such as jembes or hoes used in farming today were
developed in the ancient civilization.
• The political structure of the modern government resembles the
government structure adopted in early civilization.

51. FACTORS THAT LED TO THE GROWTH OF
EAST AFRICA CITY-STATES.
Bantu migration and arrival of the Arabs.
• Migration of Bantu speaking people to the east African coast where
they interacted with the Arabs.
• Bantus practiced agriculture while Arabs were traders. This helped
in the establishment of trading centres that grew into city-states.
Trade.
• There were trading activities between the East Africa merchants and
traders from India, China, Persia and Arabia.
• The East African cities exported agricultural products and slaves.

52. Monsoon winds.
• Facilitated the movement of vessels of traders to travel from one
coast to another.
Rise of Islam.
• Conversion of Islam linked Swahili states to massive trade
networks that crossed the coastal area.
Good deep natural harbours.
• The natural harbours along the coast ensured the safe docking of
vessels.
Swahili language and culture.
• City-states are considered the product of Swahili language and
cultural heritage.

53. SUB - STRAND 1.3 : TRANS- SAHARAN
SLAVE TRADE

54. SPECIFIC LEARNING OUTCOMES
By the end of the sub- strand, the learner should be able to:
a) Identify factors that led to development of Trans-Saharan slave
Trade in Africa,
b) Describe the organization of Trans- Saharan slave trade in
Africa,
c) Outline the effects of Trans-Saharan slave trade in Africa,
d) Participate in promotion of social justice in the society,
e) Desire to promote social justice in a society.

55. TRANS- SAHARAN SLAVE TRADE
Regional trade
•It’s the exchange of goods conducted between two or
more geographical regions like trans-Saharan trade.
The trans-Saharan trade
•It was conducted between North Africa and West Africa.
It derived its name from crossing of the Saharan desert
by traders.
Why do
people
subject others
to slave
trade?

56. ORIGIN
• It’s not clear when this trade started, merchants were
travelling o n horse drawn chariots between north and
West Africa, due to increased aridity, the volume of trade
decreased, but with the introduction of the camel from
Asia the trade was revived. The Arabic who originally
settled in parts of North Africa and from there they started
moving south, first as traders and later as settlers.

57. DEVELOPMENT
•The camel which was used as a means
of transport made it easier to travel and
conduct trade across the hot and hostile
desert as the camel could withstand
extremely harsh conditions.

58. • Strong kingdom. There were strong
kingdoms like Ghana, Mali and
Songhai. The rulers ensured that the
trade prospered and that trade routes
were secure.

59. • The tuaregs. They served as guides to the
caravans as they were conversant with the
desert routs. They guarded the caravans
against hostile desert communities who
sought to rob them; they acted as middlemen
and maintained oases through providing food
stuffs.

60. • This lead to growth of trans-Saharan
trade through refreshment and
replenishing supplies.
• As islam spread through the region, it
served to unify the traders as brothers
and sisters.

61. • Wealthy merchants. They financed
the caravans as an investment that
hoped would bring those profits.

62. • The availability of trade commodities
like, gold, ivory, slaves, leather, kolanuts,
pepper and gum were readily available in
the West Africa. Similarly the
commodities such as salt, horses,
weapons, iron tools, cloth, silk, beads,
cowries shells, glass ware and dries fruit.

63. ORGANIZATION
•Wealthy merchants in the North African
financed the caravans. It was done where
merchants gathered commodities and commits
them to their employees who would organise
caravans and they would commit their
merchandise as loans to their traders who would
then organise caravans.

64. •The traders would collect commodities that
were in demand in West African such as horses
and weapons. The trader’s would team up with
other traders to form a caravan. The caravans
would be made up of several hundreds of
people.
•The traders would engage the services of the
tuareg or Berber guides, also known as takshifs
who would guide the caravans to the locations
with the highest demand at the time.

65. •During their trips, the traders would
engage local agents who would serve
as intermediaries.
•There were two types of trade routes
used namely, the main or primary
routes and the secondary routes.

66. 1.The western route. It began at fez in Morocco and
went through Sijilmasa, then Taghaza, Timbukutu,
Audaghast and ended in the Niger belt.
2.The central route. This route began in Tunis
through Ghat, Agades, Kano and ended within the
Hausa state.
3.The eastern route. This route started from Tripoli
then went through Murzuk ,Bilma and finally
ended at Njimi in Karnem Bornu.

67. DIFFICULTIES ENCOUNTERED BY TRADERS
•The journey was long and tiring, sometimes
the caravan traders ran out of supplies for
themselves and animals.
•The caravans encountered insecurity in the
desert like robbers and terrorisms which were
hostile.

68. •The routes in the desert changed frequently, the
caravans would occasionally get lost.
•The desert climate was harsh with very high
temperatures during the day and very low at
night.
•There was a language barrier between the traders
and the desert communities
•Blinding sand storms hampered the progress of
the caravan.

69. •The caravans were always danger of attack by
various desert creatures such as scorpions and
snakes.
•The takshifs would turn against the employers
and attack and rob them.
•There was rivalry among traders over the
monopoly and control of trade and trade
routes.

70. FACTORS THAT LEAD TO DECLINE OF THE
TRANS-SAHARAN TRADE
•The gold and salt fields got exhausted reducing
supply
•Fall of empires like Songhai caused political
instability and insecurity in the region
•External invasion by morocco cost destruction of
some commercial centres like Gao and
Timbukutu

71. • The rise and growth of trans-Atlantic trade rendered
trans-Saharan trade unpopular
• European trading activities along West African coast
undermine the trade
• Abolition of slave trade from the 1840s denied the
traders a main trade‘ item’
• The tuaregs changed their roles as guides and
became robbers of the caravans
• The desert condition like sand storms and desert
insects.

72. IMPACT
•The trade provided an important link
between western Sudan and North Africa.
•It stimulated the growth of small
settlement which later grew into big
ancient towns.

73. •It created a new social class in western
Sudan.
•The trade brought about islamisation of
people in West Africa.
•New types of goods were introduced to the
people of West Africa.
•They built schools and university were
Arabic literature and philosophy were taught.

74. SUB - STRAND 1.4: POPULATION
GROWTH IN AFRICA

75. SPECIFIC LEARNING OUTCOMES
By the end of the Sub Strand, the learner should be able to;
•Explore causes and effects of population growth in Africa,
•Examine types and effects of migration in Africa,
•Illustrate demographic trends in Kenya,
•Create awareness on the effects of population growth in the
community,
•Appreciate the impact of migration on population growth in
Africa.

76. POPULATION GROWTH IN AFRICA
•Definition: The annual average
rate of change of population size,
for a given country, territory, or
geographic area, during a specified
period.

77. CAUSES OF POPULATION GROWTH IN AFRICA
•Increase in the birth rate. ...
•Decrease in death rate. ...
•Type of marriage. ...
•Religion. ...

78. •Improved medical services. ...
•Attitude towards family size. ...
•Early marriage. ...
•Illiteracy.

79. WHAT ARE 5 POSITIVE EFFECTS OF RAPID
POPULATION GROWTH?
•Increased supply of labor.
•Increased productivity.
•Increased consumption.
•Higher quality of living.

80. WHAT ARE 4 NEGATIVE EFFECTS OF
POPULATION GROWTH?
•Rapid growth has led to uncontrolled
urbanization, which has produced
overcrowding, destitution, crime, pollution,
and political turmoil. Rapid growth has
outstripped increases in food production, and
population pressure has led to the overuse of
arable land and its destruction.

81. Migration in Africa has been of three types:
1. Intra-and inter-country (internal)
movements of people within the
continent;
2. Movement from outside into the
continent;
3. Movement from the continent outward.

82. THE ADVANTAGES AND DISADVANTAGES OF
MIGRATION INCLUDE VARIOUS FACTORS
•The advantages include a more flexible
labour market, and a larger pool of skills,
•The disadvantages include crowding,
congestion, and increased demand for
public services due to immigration.

84. SUB - STRAND 1.5 : SOCIO -CULTURAL
DIVERSITY AND INCLUSION

85. SPECIFIC LEARNING OUTCOMES
By the end of the Sub Strand, the learner should be able to;
a) explore social cultural diversities in Kenya,
b) explain ways of building a healthy self-esteem in social
cultural diversity and inclusion,
c) describe the impact of emotions on self and others,
d) managing peer pressure in a culturally diverse
environment,
e) Appreciate social cultural diversities in Kenya.

86. SOCIO -CULTURAL DIVERSITY AND
INCLUSION
•Socioeconomic diversity refers to the
diversity in people's education
background and financial status.
How can we
demonstrate
respect and
appreciation
of Social
Cultural
Diversity and
Inclusion?

87. WHAT ARE THE 5 SOCIO ECONOMIC
ASPECTS?
•Social and economic factors include factors such as income,
education, employment, community safety and social
support.
•However, its key development challenges still include
poverty, inequality, youth unemployment, transparency and
accountability, climate change, continued weak private
sector investment, and the vulnerability of the economy to
internal and external shocks.

88. WAYS TO CELEBRATE CULTURAL
DIVERSITY IN THE COMMUNITY.
1. Holiday Celebrations
2. Music and Art
3. Multicultural Library
4. Guest Speakers and Interviews
5. Show and Tell
6. Role-Playing

89. 7. Games From Around the World
8. Global Pen Pals
9. Cultural Bulletin Board
10. Learn a New Language
11. Multicultural Fair

90. SPECIFIC LEARNING OUTCOMES
By the end of the Sub Strand, the learner should be able to;
a) identify situations that lead to conflicts in the family,
b)apply peaceful ways of resolving conflicts in the family,
c) design strategies for effective communication in
resolving conflicts,
d)build healthy relationships to promote peace in the
family,
e) show empathy with survivors of conflicts in the family,

91. SUB - STRAND 1.6 : PEACEFUL CONFLICT
RESOLUTION IN THE FAMILY
Conflicts Resolution
•Conflict means serious disagreement between
people resulting from each opposing views or
interest like armed struggle.
•Conflict resolution is the working out of a
settlement to defuse or solve a conflict.
How can
resolving
conflicts help
us live
peacefully in
the
community?

92. CAUSES OF CONFLICTS
i. POLITICAL CAUSES.
•Differences among political parties over ideology or
policies.
•Failure to uphold the laws of a country.
•Denial of citizens’ rights.
•Improper conduct of elections.
•Border disputes.

93. ii. ECONOMIC CAUSES.
•Un-equal allocation of economic resources.
•Disputes over natural resources.
•Differences between employers and workers.
•Differences over trading policies, e.g. tariffs
among nations.
•Failure to adhere to contractual obligations.

94. iii. SOCIAL CAUSE.
•Religious differences among people.
•Cultural intolerance between communities.
•Influx of refugees from neighbouring countries
leading to pressure on resources.
•Mistrust between family and community
members.
•Tribalism, nepotism and racism within a nation.

95. CATEGORIES OF CONFLICTS
•Individual against individuals.
•Individual against the state.
•Communities against communities.
•State against state.
•Methods of resolving conflicts.

96. 1. ARBITRATION
•It’s a neutral person who is appointed to
solve a conflict amongst people.

97. 2. DIPLOMACY.
•It’s an art of negotiation between individuals or
countries to resolve conflicts and may involve
creating understanding and room for
reconciliation.

98. 3. LEGISLATION.
•It’s done by the parliament through
passing of legislation that control
conflicts.

99. 4. USE OF ELDERS.
•Parties involved appear before the elders who
listen to them and come up with a solution.

100. 5.RELIGIOUS ACTION.
•Religious leaders have been called upon
several tomes to resolve political and social
conflicts in Kenya.

101. 6. COURT ACTION.
•Legal action as a method of conflict
resolution can be taken up by any of the
parties in conflict.

102. 7. POLICING.
•The presence of the police helps to control
crime that brings about conflicts.

103. 8. INTERNATIONALAGREEMENT
•International agreements on boarder security
and utilization of natural resources are a
method of conflict resolution between
countries.

104. THE PROCESS OF RESOLVING CONFLICTS.
a. Legal process.
•The constitution of Kenya empowers the judiciary to
resolve conflicts; the judiciary has established courts
throughout the country with powers to solve cases.
•There are cases which the parties at conflict may take
to court or have them settled out of court.

105. •The accused will attend court in person or
through an advocate on a given date as both
parties are allowed to call witnesses.
•When all parties are through with their
testimonies, a date is set for the verdict or
judgement where the verdict is delivered and if
any party dissatisfied is given chance to appeal to
higher courts.

106. B. CIVIL CONFLICTS.
•They are brought to attention of the court directly by
the complainant in person, through a sympathiser or
a lawyer. A process referred to filing a case. The
court will study facts presented by the complainant
after which it determines if to file a case against the
accused. It may dismiss or allow the case to continue.

107. C. CRIMINAL CASES.
•They are reported to police who arrest the suspects,
interrogate them, record statements and investigate the crime.
•They present the suspect before a court of law and prosecute.
The suspect may be releases on bond as the case proceeds.
•All parties in this conflict must be heard and their evidence
considered, they are allowed to hire lawyers after which the
magistrate sets a date for the verdict.

108. d. ARBITRATION.
•The process of solving conflicts out of court
includes identifying the source of the conflict
by the parties concerned. The party’s agents
call on each other to sit and iron out their
problems.

109. e. NEGOTIATION.
•This is where the mediator is called and
negotiates on the behalf of the parties
involved in the conflict.

110. f. ARMED FORCES.
•A state of emergency can be declared in cases
of serious social conflict or in the event of
breakdown of law and order.

111. EFFECTS OF CONFLICTS.
• Massive displacement of people, they become refugees.
• Fear and insecurity due to anarchy.
• Losses of lives as people are killed.
• Destruction of property.
• Starvation due to crops destruction and disruption of agriculture
activities.
• People become poor due to economic decline.
• Human suffering and misery becomes widespread.

112. ASSESSMENT
1. Explore the scientific theory about human origin on formation of personal identity.
2. Identify situations that may lead to conflicts in family.
3. Describe peaceful ways of resolving conflicts in the family.
4. Describe the Swahili civilisation along the East African coast.
5. Describe the organization of Trans- Saharan slave trade in Africa.
6. Outline effects of Trans- Saharan slave trade in Africa.
7. Examine types and effects of migration in Africa
8. Explain ways of building a healthy self-esteem in social cultural diversity and inclusion.
9. Illustrate changes that took place in humans as a result of evolution.
10. Apply peaceful ways of resolving conflicts in the family.
11. Manage peer pressure in a socially culturally diverse environment
12. Illustrate demographic trends in Kenya.
13. Show how the best practices from early civilizations have contributed to the modern world.