P7 Readers

7
TOGETHER
WE CAN WIN!
Stories for Primary 7 Learners
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April, 2016
The sample drafts in this preview were compiled and edited by Spectacle Learning Media
in collaboration with the National Curriclum Cevelopment Centre of Uganda with support
and guidance from Protect Education in Insecurity and Conflict, a Programme of Education
Above All. The current drafts have not received official approval by the NCDC/PEIC for
publication and distribution in Ugandan primary schools, and should not be duplicated in
any form without the express permission of NCDC and PEIC.
For further information about the Project and anticipated next stages, please contact:
Grace Baguma, Director, NCDC, bagumag@gmail.com
Margaret Sinclair, Technical Adviser, PEIC, MSinclalr@eaa.org
Jean Bernard, Senior Partner, SLM, spectaclelearningmedia@gmail.com
Table of Contents
PART ONE: Stories .................................................................................................. 1
Introduction .......................................................................................................................................................... 1
1. Understanding and Controlling our Emotions ................................................................................. 2
Mary Gets Some News ...................................................................................................................................... 2
2. Caring for Others ........................................................................................................................................... 7
The First Aid Heroes ......................................................................................................................................... 7
3. Not Stereotyping ......................................................................................................................................... 12
No Longer Enemies ........................................................................................................................................ 12
4. Including Others ......................................................................................................................................... 17
Ali, the Super Striker ..................................................................................................................................... 17
5. Not Bullying .................................................................................................................................................. 22
A Lesson for Life .............................................................................................................................................. 22
6. Cooperation and Teamwork .................................................................................................................. 29
Mwumbus Story .............................................................................................................................................. 29
7. Negotiation .................................................................................................................................................... 35
An Orange Shared .......................................................................................................................................... 35
8. Forgiveness and Reconciliation ........................................................................................................... 43
You and Your Children Deserve Peace: The Story of Nelson Mandela .................................... 43
9. Protecting Our Environment ................................................................................................................. 48
Mulo, the Mountain Man ............................................................................................................................. 48
10. Review .......................................................................................................................................................... 58
A Song for All .................................................................................................................................................... 58
Skills and Values Review .............................................................................................................................. 60
Sample Examination Questions ................................................................................................................ 61
Part Two: More Activities for Learners ................................................................. 64
A Note for Teachers ........................................................................................................................................ 64
Vocabulary Building and Group Work ................................................................................................... 66
Glossary ............................................................................................................... 76
PART ONE: Stories

Introduction
Dear Primary 7 Learner,
This reading book will help you lead a peaceful, happy life as a citizen
of your community, of Uganda and of the world. As you are
completing your primary education, you will soon move on to the next
stage of your life. If you master these skills, you will be a happier
person and be able to shape a better future for your community and
your country. The readings in this book will also help you think
critically and gain more advanced reading and writing skills.
PART ONE of the Primary 7 Reader tells you more about the important
skills and values that will help you to live in harmony with other
people and with the world around you:
Understanding and controlling our emotions

Caring for other people and wanting to help them (empathy)
Avoiding stereotypes (biased view of others)
Including others, even if they are different
Not bullying
Cooperation and teamwork
Negotiation
Forgiveness and reconciliation
Protecting our environment
Most of the stories in this book are about children and young people
just like you. There is also a true story about great African leader,
Nelson Mandela. As you read these short stories, think about how you
can apply the lessons from them to your own life. Always remember
the Golden Rule:
Treat others as you would like them to treat you.

In PART TWO, you will find some fun activities to help you improve
your reading skills and to apply what you have learnt from the stories
to your own life. You can do these on your own, with your friends or in
class with the help of your teacher. There is also a special section that
contains sample questions to help you succeed in passing your
examinations.
1. Understanding and Controlling our Emotions

Human beings all have emotions. We can all feel happy, sad,
angry, or afraid at different times in our lives. How many
other emotions can you name? Share some examples with
your classmates.
Emotions are not bad, but if we lose control over them it can
cause problems. For example, it is normal to be upset when
we lose a contest or a game. However, if we get very angry or
sad, we should try to bring our emotions back under control
so we do not harm ourselves or others.
As you read Marys story, notice how she and her family
members try to control their emotions.
Mary Gets Some News

Mary was a happy girl with many friends. She was 12 years old
and lived with her parents and grandmother in Gulu District. She
was always smiling and polite to her schoolmates, teachers and
other people in her community. One day her class teacher
announced they would be voting for a new class prefect.
One boy shot up and said, I nominate Mary for class prefect. She
is a friendly girl and a good student. She has never fought with
anyone.
Yes, yes! Mary for class prefect, another girl said.
Another classmate put up his hand and said he wanted to be
voted class prefect too. His name was Robert, and he was also an
excellent student. Roberts friend seconded his nomination.
There were now two candidates. Both Mary and Robert gave
speeches to the class. They explained what they would do as
leaders of the class. Finally, the class voted and Mary emerged as
winner with 55% of the votes.
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Part One: Stories
It is my pleasure to declare Mary as the new class prefect of

primary seven, the class teacher announced.
Bob was sad but he congratulated Mary and promised to help her
with her duties. Mary thanked him and said they would all work
together to improve their school. When she offered to make him
her special assistant, he smiled and quickly accepted.
As she walked home, Mary became more and more excited. She
couldnt wait to tell her parents. My parents will be very proud of
me, she said to herself.
At home, she told her family the good news. Grandmother broke
into a little dance. Mary and her mother joined in the happy
dance.
Questions:
Why did everyone like Mary?

Why did Marys classmate nominate her for class prefect?
What was the name of the other candidate?
How do you think Mary felt when the teacher announced the winner?
How do you think Robert felt? How did Mary help him feel better?
That night, Marys father came home from work with a wide
smile on his face. I have some wonderful news! he said.
Father, I have great news too! Mary said excitedly.
She told her father about the election for class prefect. He was
happy for his daughter. He hugged her. But then he went on to
tell them about his own good news.
I am getting a new job in Kampala with much more pay.
Oh, said Mary, trying to hide her disappointment.
Marys mother gasped and fell into a chair. She had not
expected this. Her grandmother went into the kitchen.
What about Grandmother? wailed Marys mum. She will be
very lonely in the big city. She doesnt speak any English.
Mary tried to stay calm. Father, she said quietly, All my
friends are here. I am the new class prefect. I have made
promises to my classmates and my teacher.
But Marys father was getting angry. He did not have the
patience to listen.
You only think of yourselves, he complained. What about me?
I have to work so hard here for little pay. I only want to make a
better life for all of us.
Questions:
What was the great news Marys father wanted to tell the family?
Why were May and her mother disappointed?
What made Marys father angry??
What do you think will happen next?

Part One: Stories
Just then, Uncle Onet came into the house and heard the family
arguing. Marys father was shouting, while Mary and her mother
were in tears.
What is going on? demanded Uncle Onet. He was looking
straight at Marys father.
Try to control yourself, my brother, he said. Anger is bad for
your blood pressure. And besides, it makes everyone miserable.
Try counting from 1 to 10 slowly, and take deep breaths.
OK, brother, you are right. Onetwo.three he began and
sat down.
Then Uncle Onet turned to Mary and her mother.
Everyone take some deep breaths, he said. Then we can
discuss the problem.
Marys grandmother had been listening from the kitchen and
came into the room.
I also have some news, she announced in a shaky voice. I need
some medical treatment in Kampala. I didnt tell you because I
thought we could not afford to live there. Now I can come with
you to get treatment. And I can come back to the village
afterwards and stay with the rest of the family.
But what about Mary? asked mother.
She can stay at Uncle Onets place until the end of the school
year, said grandmother. Then she can start secondary school in
the big city. She is a pleasant girl. I am sure she will have no
trouble making new friends.
Questions:
How did Uncle Onet help his brother control his anger?
What was grandmothers news? Why had she kept this a secret?
How did grandmother help Mary accept the idea of moving to Kampala?
Yes, Grandmother, said Mary, suddenly feeling very cheerful

again. and I will be able to ride in a lift, go to the zoo and so
many other things! I will carry some gifts back home for my
friends during the holidays and tell them all the nice stories from
the city, Mary said. She was no longer feeling sad.
Thank you! they said all at once to Grandmother and Uncle
Onet.
That night, the whole family went to bed dreaming of their new
life in Kampala. Mary wondered what her new school uniform
would look like. But Mary was especially happy because she was
going to stay with her uncle long enough to finish primary school
and keep her promises to her friends and her teacher.
Story Summary
Discuss with a friend or small group. Report your answers to the class.
1. Describe the process in which Mary was elected as class prefect.
2. What are the duties of class prefect at your school?
3. Which characters in the story do you think were best at managing their
emotions? Explain your choices.
4. Share your own experience in managing your emotions after receiving
some good or bad news.

Part One: Stories
2. Caring for Others

Our emotions can mirror those of other people. We feel
happy when others are happy. We feel sad when someone is
hurt or hungry, and we want to help. We feel good when we
care for others. This is called empathy. It is the best quality
we have as human beings because it helps us live together in
peace.
The First Aid Heroes is a story about helping others. As you
read, notice how the children changed their attitudes and
behaviours once they started caring for others.
The First Aid Heroes

Stop pinching me, Opio. The teacher will see us, Masaba said.
Sshh.sshh Lower your voice. Have you seen Samalies face?
asked Opio.
No, I havent, Masaba said as he turned behind to look at
Samalie. Her face is as fat as a calabash, he said. Ha ha.ha
ha. He was unable to control the laughter.
When the teacher heard the laughter, she turned away from the
chalkboard to look at Masaba, wondering the cause of the
laughter.
Masaba simply pointed to the direction of Samalie who was by
then trying to hide her face under the desk. Suddenly, she
stormed out of the classroom and ran as fast as her legs could
carry her. The teacher was puzzled.
The teacher looked at Masaba sternly. Masaba, please tell me
what is going on.
Its not me who was laughing at Samalie, madam, said Masaba.
It was Opio who showed me, and then I just couldnt control
myself. I think Samalie was stung by bees. Her face is swollen.
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The teacher looked at Masaba and Opio sternly. That is not good
behaviour, she said. We should not make fun of Samalies
misfortune. Yes, madam, whispered Masaba, hanging his head
in shame.
Go out and look for Samalie, continued their teacher. You have
to say sorry to her because you have hurt her feelings. Let her
come back to class first and we will give her first aid.
Questions:
Why were the children laughing>

Why did Samalie run out of the classroom?
What did Masaba think had happened to her?
What did the teacher tell the children to do?
Outside the classroom, Opio and Masaba found Samalie behind

the classroom block. She was sitting under a big tree, crying.
Please Samalie, we are sorry for laughing at you. Forgive us. Let
us go back to class, Masaba said.
I cant go back, cried Samalie. Everyone will laugh at me and
call me names. They will draw cartoons of my swollen face on the
blackboard. No!
They told her that the teacher was going to give her first aid to
treat her swollen face. They said all the children were sorry. So
she finally agreed to come back to class.
Meanwhile in class the teacher had stopped the lesson so as to
give attention and care to Samalie. She asked one of the
students to go to the headmasters office and bring back the first
aid kit.
When Samalie walked into the class, she was shy and
embarrassed but had stopped crying. Opio and Masaba walked
quietly behind her, hanging their heads in shame.
The teacher warmly patted Samalie on the back. Tell me what
happened, she said gently.

Part One: Stories
During break time, I was playing hide and seek with my friends.
I climbed a guava tree to hide and was stung by bees. After the
break, I sat in the back of the class because I didnt want anyone
to laugh at me, she said.
Its all right, said the teacher as she opened the first aid kit and
took out a tube of ointment. She carefully read the directions for
treating bee stings. She then instructed Masaba to apply the
ointment to Samalies face to reduce the inflammation and pain.
I am sorry about the accident, Samalie. There is nothing to be

embarrassed about. It could happen to anyone, the teacher said.
She asked Opio and Masaba to apologize to Samalie and the
whole class.
We are sorry for laughing at Samalie. It is rude and unkind. We
promise never to do it again, Opio and Masaba said.
The teacher turned to the class. Some accidents can be avoided
by taking precautions, she told the children. However, if an
accident occurs, we should seek first aid and treatment. Do you
know what first aid is? she asked.
9
Questions:
How did Opio and Masaba persuade Samalie to return to class?

How did the teacher make Samalie feel better?
Why did Opio and Masaba apologize to Masaba?
How would you answer the teachers question?
One girl in the class put up her hand.

Madam, I know all about first aid, she said proudly. First aid is
the treatment we can give to sick or injured people
before they can get to a doctor or nurse. But you
have to know exactly how to help them safely. I am a
member of the Boy Scouts and Girl Guides Club. We
learnt about it in the last camp we held.
The teacher was very happy to hear this. She encouraged other
students in the class to join the Boy Scouts and Girl Guides Club.
Opio, Masaba, Samalie and other classmates joined the club.
They became good friends.
In the Club, they learnt many things. They learnt the proper
methods for helping sick and injured people safely. Masaba was
particularly excited by the words of the Scouts Promise:
The Scouts Promise

On my honour, I promise that; I will do my best, to do
my duty, for God and my country, to help other people at
all times and to obey the Scouts Law.
He memorized it and recited it proudly to his parents and his
friends.
Opio, Masaba, Samalie and their classmates soon became first aid
heroes in their school and village. They learnt and practiced the
values of empathycaring, sharing and helping others. They
visited sick and injured people in their homes to comfort them
with love and care.
10

Part One: Stories
Questions:
Why did the children decide to join the Boy Scouts and Girl Guides Club?
Why did the people in their school and village call them first aid
heroes?
What professions do you think Opio, Masaba and Samalie will decide to
follow?
Samalie enjoyed helping others so much that she decided to

study became a nurse, while Masaba became a teacher. Opio
joined the Army and became a medic. In each of their
professions, the first aid heroes always remembered the lesson of
the bee sting and the wise words of their teacher about caring for
others. They always remembered the skills they learnt from the
Girl Guides and Boy Scouts Club. The first aid heroes continued to
help people whenever there was an accident, a sudden illness, or
any kind of emergency.
Story Summary
1.
2.
3.
4.
Who are the main characters in the story? What happened to each one?
Why was the bee sting an important lesson for all three characters?
Do you think that empathy is important in your life? Why or why not?
Recall an event (something that happened) from your life which taught
you an important lesson. Describe what happened and what you learnt
from it.
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3. Not Stereotyping
Stereotypes are general ideas about people
and things. Our minds use stereotypes to save
time. When we stereotype people, we think that
all members of a certain group are the same.
For example, we may believe that all girls are
weak and unable to play sports. In fact, every
person is different and has different talents.
The Crested Cranes -National Womens Football

Team of Uganda
Many different groups of people live in Uganda, each with
its own customs, language and way of life. Stereotyping of

people from group different than your own can be harmful.
It causes bad feelings that can lead to conflict and wars. As
you read this story, notice how Michael learns not to
stereotype a group of people who are different. Not
stereotyping other peoples will help to build a peaceful
future for Uganda and the whole world.

No Longer Enemies
With my hands, just my bare hands, boasted the old man, I
fought 20 Ami warriors and single-handedly drove them back
many miles.
From his bed, Michael recognized the voice. He had heard it
many times. It was Okon. Every other night he passed by
Michaels home on his way to his house. He was staggering back
and forth, holding the bottle of local brew. Okon was old and
weak. But whenever he drank, he would move around the village
swearing and boasting.
12

Part One: Stories
There were so many negative tales about the Ami people. Twelveyear-old Michael had grown up hearing these stories. To
Michaels people, the Ami were all things that were badbad
character, bad behaviour, thieves, killers and so on. They were
cattle rustlers who never kept their word.
The Ami were historical enemies of Michaels people. It is the
duty of our young men to fight the Ami, the elders always said.
We must take revenge for all the suffering that they have
brought to us over the years.
The young men from the community dreamt of one day fighting
the Ami, especially if they ever came to steal cattle from their
village. It was the best way of becoming famous and a hero in the
community.
Questions:
What did the old man from Michaels village boast about?
How far away from Michaels village did the Ami people live?
Why did the young man in the village dream of? Why?
Do you think Michael believed the negative stereotypes about the Ami?
Why or why not?
13
Michael and his sister, Jean, were both happy at home and at
school. Their father was a farmer and their mother was a
seamstress. Together, their parents made just enough money to
pay keep their children in school. They believed girls needed to
have a good education, and that both of their children should
have an equal chance for a better life.
One day, at the end of the first term, their father suddenly
announced that the family would be moving to the district capital.
I can make more money there, he announced. Our farm is
failing due to lack of rain. I can get a job there as a driver and
your mother can open a new shop. She will have a lot more
customers in the city.
The news came as a shock to Michael and Jean. They were scared
of starting in a new school. Their teacher in the village had often
told them, When I taught in the city, the students were all much
better than you. They all speak English very well and study hard.
Jeans friend told her, Students in the city think that village
children are all stupid. They bully the students who come from
villages.
Questions:
What did Michael and Jeans parents do to make a living?

Why did they want to keep both children in school?
Why did their father decide that they needed to leave the village?
Why were the children scared to move to a new school?
What stereotype did the teacher have about children in the city?
At the new school in the district capital, Michaels teacher told

him to share a desk with another boy called Jonas. Michael was
feeling very frightened. The school was much bigger than in the
village. He did not know where to find the toilet or what to do
between lessons. Jonas was a kind boy with a lot of empathy. He
showed Michael the way to the toilet and to the playground at
break. They played with Jonas friends, Adam and Mark. Then he
took Michael back to the classroom so he would not get lost.
14

Part One: Stories
Jeans teacher told her to sit with a girl called Margaret. Margaret
was very talkative and soon made Jean forget that she was a new
student. Margaret looked after Jean all day, and they played with
Margarets friends, Pamela and Dorcus.
Soon Michael and Jean loved going to school. The children there
came from many different areas of Uganda, so they mostly spoke
English with one another. Michael helped Jonas with mathematics.
Jean helped Margaret with spelling. They made lots of friends.
At the end of the term, each student had to perform a traditional
dance from their ancestral area. Michael was shocked to find that
Jonas was from the Ami village. So was Jeans friend, Margaret.
And their other friends were from many different parts of
Uganda. Michael was humbled and felt ashamed for the anger
and hatred that he had always had against the Ami.
Later that year, Michael returned to his village for a visit.

I dont want to fight the Ami any more, he said to his uncle. All
of us are Ugandans. I am proud to be a Ugandan, I am proud to
be an African, and I am proud to be a citizen of the world. If I do
well in school and university I want to become an astronaut.
Michaels uncle looked surprised, but he opened his ears and
listened.
15
I should like go to the International

Space Station, continued Michael, and
do science experiments with people from
all over the world.
Questions:
How did Jonas show empathy towards Michael?
Why was Michael shocked when he saw Jonas dance?
How did he feel when he realized that his friend was from the Ami
group?
What did he tell his uncle?
How do you think his uncle responded to Michaels words?
When they were older, Jonas visited Michaels village and was
welcomed by the elders. At Michaels wedding, Jonas was his best
man, while Michael became a godparent to one of Jonas children.
Jean and Margaret decided to start a business together after they
graduated from secondary school. Their friendship managed to
unite communities that had once been the fiercest of enemies.
Story Summary
1. Can you tell the story in your own words? Tell the main events to a friend,
then explain what you learnt from the story.
2. Look through the story again. Make a list of all the stereotypes you find..
3. Suggest some ideas that may help people in your school and community
avoid harmful stereotypes about others.
16

Part One: Stories
4. Including Others
No one wants to feel left out or lonely. Sometimes people
are not included in games and other activities because they
have disabilities. Sometimes they are left out for other
reasons. They may look different, or they may come from
different places and speak different languages. Inviting
others to be our friends, especially those who are new or
different, makes us all feel happy. We should always make
an effort to include everyone and not discriminate against
anyone.
In this story, you will read about the experience of refugee
children from Somalia at their new school in Uganda. As you
read the story, look for the reasons why the new children did
not have new friends right away. What was the turning point?
What helped the school children learn not to discriminate
against their new Somali classmates?

Ali, the Super Striker
Ali and Asma were refugee children
from Somalia. Ali was 10 and Asma
was 8 years old when their town was
attacked. As the rebel soldiers were
dragging their father away, he shouted
to them. Run, run! As fast as you can!
Ali and Asma ran away with their
mother in the middle of the night with
only a little food and the clothes on
their backs. They walked and walked.
They slept out under the stars. They
ate whatever food they could find.
17
They met people who gave them water and helped them find the
way. At last, they reached a refugee camp in Uganda.
The children felt safe in the camp, but their heads were still filled
with the sounds of gunfire and people screaming in pain. Every
night, they woke up with terrible nightmares.
Mama, I am afraid, cried Asma, They are coming after us!
Its all right, dear, said her mother. It is only a dream. You are
safe here.
Where is papa? cried Ali. Where did they take him?
Dont worry, dear. He will find a way to join us. She smiled
confidently, but in her heart she was very worried.
Ali and Asmas mother was a doctor. She was able to help care
for the other refugees. Luckily, Ali and Asma went to the camp
school. The teachers there were very kind and helped them catch
up with their studies.
In time, the family moved to a small house of their own in the
town. As time passed, the childrens memories of the war in
Somalia were gradually beginning to fade, but they still missed
their father. Their new neighbours were kind to them, and the
community was very happy to have a new doctor.
Ali and Asma were happy to go to their new school in Uganda.
They wanted to make new friends. But they knew how to speak
only a few words of English, like yes, no and thank you. No
one at their new school in Uganda spoke Somali, and the lessons
were all in English. The head teacher put Ali in Class 4, and Asma
in Class 2, even though they were already 12 and 10 years old.
Questions:
18
Why did Ali and Asmas family leave their country?

How did they get to Uganda?
Why did the children have nightmares?
What did the children want?
Why did the head teacher put them in class 4 and class 2 at their new
school?

Part One: Stories
For the first week at their new school, Ali and Asma sat silently
and watched, feeling sad and frightened I am older than all my
classmates, complained Ali to his mother that evening. And I
look different. They all stare at me as if I am from another planet.
It makes me feel very stupid.
Be patient, she advised him. It will not take long for you to
catch up, but you must learn English well first.
One day after school, some boys were playing football as Ali and
Asma stood aside, watching. The ball rolled to where they were
standing. Ali could not stop himself. He ran quickly with the
football, dribbled, dodged the other players, turned and shot the
ball straight into the goal.
GOAL! one boy shouted, as he quickly ran to embrace Ali.
The boys name was Gabriel. He was the captain of the school
team. He could not believe that the new boy who spoke that
strange language was so good at football.
19
He was not just a refugee in their minds but he was also a

footballer like them. Three boys shook his hand and invited him
to join the team.
Ali was excited. He quickly fit in with the team. He was playing as
a striker. He didnt understand much of the English they spoke
but it didnt matter now. Football was the language that united
them all.
Questions:
Did Ali and Asma feel included at their new school at first? Why or why
not?
Do you think their mothers advice was helpful?
What did Ali do to make the other boys admire him?
Do you think Asma was also happy? Why?
When their mother came to pick up Ali and Asma, she was
surprised but happy to see Ali playing with the other boys. She
stayed with Asma and watched until the game ended. Ali was
tired and was sweating but he was happy. It was the first time he
was truly happy since coming to Uganda.
See Ali, I knew you would make new friends, said Asma. She
was feeling happy for her brother.
Yes my sister, you were right. We were able to overcome our
differences because of football. I am sure you will find a way to
make new friends too, said Ali.
Asma smiled quietly to herself. She knew her time would come.
One day, Gabriel asked Ali and Asma to go to his home to play.
He had lots of brothers, sisters and cousins, and before long
Asma had friends, too.
Ali continued to play football and enjoy his new friends.
Whenever his school was playing, he wore jersey number nine. He
became known as the super striker because he scored so many
goals. Asma joined her friends every day at break time and on the
20

Part One: Stories
weekends, too. They soon spoke English just as well as their

schoolmates.
One day, as they arrived home from school, their mother was
standing in front of their house. I have a surprise for you both,
she said and opened the door. There stood their father, looking
very tired and a little older.
Father!!!! they both cried loudly and rushed to hug him.
My dear children, I am so happy to see you. You have grown so
tall and strong!
We thought we would never see you again in this life, said Ali.
I was lucky, explained their father. My captors were going to
kill me or force me to fight. When I told them I was a dentist, they
allowed me to live. Their leader urgently needed a dentist, you
see. Finally, after two years, I was able to escape.
Once again, life for Ali and Asma was good. Both of were very
successful at their studies. At last, they did not feel like refugees
anymore. They had become used to the Ugandan community, and
the Ugandan community had become used to them.
Story Summary and Discussion

1. Give two reasons why Ali and Asma felt excluded during their first week
at their new school in Uganda.
2. What was the turning point in the story (the point at which they began to
feel included)?
3. How did the football team benefit by including Ali?
4. How did the community benefit by welcoming the whole family?
5. Tell your own story of including others who are different.
21
5. Not Bullying
Bullying is a problem in schools all over the world. It
happens when one student uses words or actions to hurt or
frighten others. Bullying can be physical, such as hitting,
pushing or taking something from someone. It can also be
emotionalfor example, when the bully tells lies about
someone. In some places, students even use the Internet or
smartphones to bully other children.
Bullying in all its forms is wrong. All schools want
to stop it because it makes children feel bad and
want to drop out of school. A bully may be a boy
or a girl.
No one wants to be bullied, but sometimes we do not
know what to do about it. When this happens, we should
tell the bully to stop and tell a teacher right away.
As you read the story of Sera and Bongo, notice the reasons
why they have become bullies. Think about how they can
change their behaviours and build a better future for
themselves and their community.

A Lesson for Life
Sera and Bongo lived a miserable life at home. They were never
allowed to play with other children, not even their neighbours.
They spent most of their time working in the garden or doing
household chores. Their father, Mr. Osuna, often got drunk,
shouted and beat the children. They would always hide from him
when they heard him at the door. Their mother wanted to protect
them, but she was afraid that her husband would beat her, too.
At school, Sera and Bongo wanted to feel important. They
wanted to hurt and take things from the younger children, so
they became bullies. Sometimes they would beat their victims,
just as their father beat them.
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Part One: Stories
One day, at break time, Sera and Bongo saw a little girl sitting by
herself. Her name was Martha. Bongo looked around to see that
there were no teachers nearby.
Give me those sweet bananas or I will hit you! said Sera.
No! said the little girl firmly, They are mine.
Sera pulled the girls hair and
grabbed the bananas from her
school bag.
The little girl, who was only six
years old, started to cry. I am
going to tell my teacher and my
parents, she sobbed.
You had better not tell anyone,
stupid little girl, said Bongo in a,
loud, fearful voice, or I will do
worse things to you
Questions:
Why were Sera and Bongo unhappy at home?

How did they behave at school?
What did Sera steal from the little girl?
Do you think the little girl will report the bullying to her teacher or
parents? Why or why not?
Sera and her brother Bongo bullied many other children and
made them very unhappy. All of them were afraid to tell their
parents or their teachers. Some children stopped going to school.
One day, Marthas teacher saw her sitting alone at break time
with her head in her hands. All the other children had gone out
to play. What is wrong? asked Mrs. Oketcho gently? Why are you
so quiet and sad these days?
Nothing, said Martha. I am okay.
23
Then where is your smile? asked the teacher. Dont you like
school?
Martha suddenly burst into tears. Im afraid to go outside, she
cried. Some of the big children are bullies. They steal my snacks
and pull my hair.
Give me their names right now, demanded Mrs. Oketcho.
Come with me. We are going to report to the head teacher.
No! cried Martha, they will hurt me even more!!
Dont be silly, said Mrs. Oketcho, we cannot let the bullies
win.
So Mrs. Oketcho took Martha straight to the head teacher. Sera
and Bongo happened to see them passing by on the way to the
head teachers office. Sera started to frown and look worried.
Dont worry, said Bongo. She is too scared to say anything.
But inside, Martha told her whole story while the head teacher
listened sympathetically.
You are a brave girl, said Mrs. Samira. Thank you for telling
me the truth. The other teachers and I have suspected that
something was very wrong. Many children seem to be unhappy
and some have stopped coming to school. Bullying is not allowed
at our school. Please tell me the names of the children who have
done this to you.
Questions:
Why didnt Martha want to tell anyone about the bullies?

What did the teacher decide to do?
Was the head teacher angry at Martha? Why or why not?
Do you think Martha will give her the names of the bullies?
Their names are Sera and Bongo, said Martha firmly. And I am
not the only one. They bully a lot of younger children like me
every day.
Dont worry, said Mrs. Samira kindly, It will not happen again.
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Part One: Stories
The next day, Mrs. Oketcho called all the students in the school
together for an assembly.
There have been some reports that there is bullying going on in
our school, she announced to the whole group. Please, if this is
happening to you, you must come to report it to me privately. Do
not be afraid. We must not let this continue.
One by one, the victims came to Mrs. Oketchos office.
Bongo beats me and takes my money and snacks, said one.
Last week, he threw my ball onto a nail and it burst. He fights
with many children. He is bigger and stronger than us.
Sera is a bully too, reported another. She pulls our hair, calls
us names and hides our books and pens. She threatens that her
father will kill us if we dare touch or report her to the teachers.
I have heard enough, thought Mrs. Samira, and immediately
called Sera and Bongo to her office.
Many children have accused you both of bullying them, she
said. Is it true?
At first they denied any wrongdoing. Those children are liars,
they said. What are their names?
Oh, no, said Mrs. Samira. Why do you want to know their
names? You have just proved to me that their stories are true.
At that, Sera and Bongo broke down crying and admitted their
guilt.
We are sorry, they pleaded. Please do not tell our parents. Our
father will beat us.
Bullying is not allowed at this school, repeated Mrs. Samira. It
is a serious offense that must be punished. You will be
suspended from school for two weeks. During that time we shall
meet with your parents. Your father should not beat you, but you
also must learn not to cause suffering to others.
25
Questions:
Was Marthas story true? how do we know?

What actions did Mrs. Samira take?
How did she know that Sera and Bongo were lying?
When Mr. Osuna first heard about the meeting with Mrs. Oketcho,
he refused to go.
Why is the head teacher inviting me to a meeting? he grumbled.
I have paid all the fees. If my children have misbehaved, they
should be punished severely. I dont have the time to go to
school.
However, his wife knew that something was very wrong because
Sera and Bongo were not going to school. They were sitting at
home looking sad and upset. She went to see the head teacher
with her children.
I am sorry to tell you, but your children have been suspended
from school, said the head teacher. They have been bullying the
other children. They have no friends, and many children are
afraid of them. It is a serious problem.
Sera and Bongo began to cry and beg for mercy. It is true, said
Sera. We ask for forgiveness.
Their mother too, got out of her seat and knelt down. I ask you
to bear with me, madam. My husband lost his job. He is not
helpful at all. He shouts a lot, beats these children and gets
drunk every day.
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Part One: Stories
Now, I understand why Sera and Bongo were misbehaving. I am

sorry to hear about your situation at home, but we cannot make
an exception when it comes to bullying. Your children must serve
the punishment.
But. continued Mrs. Samira, there are ways our school
community can help your family. You must convince your
husband to come with you to the parents group. They can
counsel you on ways to guide your childrens behaviour.
She then turned to Sera and Bongo. This is the rule. You will not
be allowed to come to school for two weeks. After that, you will
meet in my office with each of the children you have bullied and
you will apologize to them. You must also sign a promise never
to bully anyone again. Do you understand?
Yes, they both said at the same time.
One more thing, continued Mrs. Samira, Look at the sign on my
wall. What does it say?
Sera and Bongo read the Golden Rule together:
TREAT OTHERS AS YOU WOULD LIKE THEM TO TREAT YOU.
Always remember these words, said Mrs. Samira, and take
them to heart. Then you will have friends and be happy.
27
After much begging and persuading, Mr. Osuna finally agreed to

attend the parents group for the good of the children. When Sera
and Bongo returned to school, they apologized to each of the
younger children they had bullied. With the help of their teachers
they even formed a school club called The Golden Rule Club to
prevent bullying and to keep their school a safe and happy place
to learn.

1. Retell the main parts of the story in your own words.
2. Do you agree with the way the head teacher handled the problem?
3. Is it possible for bullies to change their behaviour? Give reasons for your
answer.
4. Is bullying a problem at your school? If yes, give some examples. How do
the teachers deal with it?
5. What more do you think schools and communities can do to prevent
bullying?
28

Part One: Stories
6. Cooperation and Teamwork

It is important for people everywhere to learn to cooperate
with each other. For example, people around the world
cooperate to provide relief to victims of disease, wars and
natural disasters. They sometimes do this through
humanitarian organizations such as the International Red
Cross and Doctors Without Borders. Can you think of some
more examples?
In Uganda, communities have always cooperated to grow
food and stay safe. Raising children was everyones shared
responsibility. Parents and grandparents used stories and
songs to teach young people the traditional values of
generosity and consideration toward others.
In modern companies and organizations, employers also
want their workers to be good at cooperation and
teamwork. If all of the people around the world try to
cooperate more, we will solve problems and have a more
peaceful life.
Mwumbus Story
Once upon a time, in Kazo village, there lived a boy called
Mwumbu. He was the only child of a humble family. Mwumbu
lived with his family on the slopes if a very high and beautiful
mountain. Mwumbus mother was a kind and generous person
who was loved by all the village women. She taught them how to
weave baskets and mats. She also taught the young girls how to
plait hair in different styles. Many boys and girls learnt how to
dance and play local musical instruments from her.
Like most of the other men in the village, Mwumbus father was a
wood-cutter and charcoal burner. He went to the forest every day
29
to cut trees for firewood and to make charcoal. He sold the

charcoal in the market in a nearby town to get money for his
family to buy food and to send the children to school. Life was
good for Mwumbus family for many years, but over time, it
became more difficult for his father to find wood. The forest was
disappearing. The tall and mature trees were all cut, and the
wood-cutters had to walk a longer and longer way each day to get
to the remaining forest. Each man raced to the forest to get there
first and cut the most wood before the others arrived. Some of
them were working for charcoal dealers, who took huge loads of
charcoal to Kampala in their big lorries. Sometimes fights broke
out among the wood-cutters and their families.
At school, Mwumbu had learnt about caring for the environment.
He knew that cutting down trees would cause deforestation, and
that deforestation could lead to drought and other disasters.
Because the village was on a steep mountain slope, it was
especially vulnerable to mudslides.
One day he asked his father, Why dont the people in our village
plant more trees? We shall not have any more rain if they cut all
the trees. Without rain, we will not be able to grow food.
Questions:
Where was Mwumbus home village located?

Why did all the village women love his mother?
What did his father do for a living?
Why did the wood-cutters sometimes fight?
Why was Mwumbu worried?
My son, explained his father. There is a problem here in this

community. In the past, we used to cooperate to help and protect
each other. We raised animals and grew our own food. We
sometimes hunted in the forest and always shared the meat. We
only cut as much wood as we needed, and we shared everything
that we owned, as our elders taught us to do. We lived in
harmony with nature. But nowadays, people in this village no
longer cooperate. Each man works to get money for himself and
30

Part One: Stories
his own family. Nobody cares about saving the environment for
all of us. We shall soon suffer the consequences of our actions
unless we work as a team.
Mwumbu thought about his fathers words. Something must be
done, he said to himself. He remembered the lessons they had
learnt in the Wildlife Club at school. They had worked together
with the science teacher to start nursery beds and also plant fruit
trees in the school compound. Mwambu decided to talk to his
science teacher, Mr. Maumbe, about the problem.
Questions:
How had life changed for the people in Mwumbus village?

Why do people no longer care for the environment?
Why did Mwumbu think that something must be done?
What did he decide to do?
After school one day, Mwumbu politely approached his teacher.

Sir, he said. There is a big problem facing our community, and
most of the people are too blind to see it. We must do
something.
Yes, Mwumbu, you are right, answered Mr. Maumbe. The
situation has become very serious.
My father says that people no longer cooperate and work as a
team as they did in the past, said David.
Yes, that is true, said Mr. Maumbe. We have tried to teach the
children here at school to protect the environment, but we cannot
wait any longer for the community to take action. We must help
them.
What should we do? asked Mwumbu? How can we convince
people to cooperate?
First they must recognize the problem, said Mr. Maumbe. Only
then can we help them find solutions. We shall call a meeting of
the Wildlife Club and invite the whole community. We can ask
31
them to talk about the problems they are facing from

deforestation. We can show them some of the things we are
doing here on the school grounds.
And so, the Wildlife Club invited everyone to their meeting-parents, village leaders, children, and elders. When the time for
the meeting came near, drums were sounded to remind the
people to come. Mr. Maumbe, who was a highly respected person
in the community, addressed the group first.
My brothers and sisters, he began. I think you all know that we
have a big problem in our community. Our people have cut all
the trees in the forest without planting new ones. We do not get
enough rain, even during the rainy season, and our crops are
slowly dying. I will first ask young Mwumbu here to speak to you
about the things we are doing at school. Then I will invite you to
talk about how we can all cooperate to save our village.
Dear parents and elders, started Mwumbu, as you can see here
on the school grounds, we members of the Wildlife Club have
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Part One: Stories
started a new project. We have worked together to plant nursery

beds planted and fruit trees. The trees are just now beginning to
bear delicious fruit. We can eat some of the food we grow and sell
some of it in the market.
We have learnt so many things about protecting our natural
environment. For example, we have learnt that there are new
ways to cook food without using so much wood and charcoal.
And I learnt about reforestation, said Nakato. It means planting
new trees in place of the ones that have been destroyed. Our
forest is almost completely gone, but with cooperation and
teamwork we can bring it back to life.
And I learnt that we do not have to destroy trees to get
firewood, chimed in their classmate, Rose. We can cut the old
branches and those that have fallen to the ground.
That is what we used to do! called out an elder sitting at the
front of the group, bent over her walking stick. She was not able
to see but had listened very carefully. We used the leaves and
bark from many of the trees growing in the forest for medicines
and many other things. We only took the dead branches for
firewood, and we shared everything we had.
Questions:
What did Mwumbu and his teacher decide to do? Why?

Did Mwumbu and the other students contribute to the meeting?
What did the elder contribute?
What do you think the whole community will do next?
At last, the village chief stood and thanked Mr. Maumbe and the
children for calling the meeting and sharing the things they had
learnt. We know that the problem is serious, he told the group.
Our village was once beautiful and prosperous. There was plenty
of food and people were happy. Today our village is dying. People
have started to fight and steal from each other. We must look to
the past for the knowledge and wisdom to save it, but also to the
33
future. We need to understand more of these new methods for

bringing our village back to life. Does anyone here have
something to say?
Mwumbu recognized the voice of his father from the back of the
gathering. Yes, he said firmly. I suggest that we wood-cutters
organize a community project to replant the trees that have been
destroyed. It is our responsibility.
Thank you, sir, said Mr. Maumbe. That is an excellent idea. If
there are no objections, let us hold another meeting here at the
same time next week to decide on the goals of the project and
how each of us can contribute. Do you all agree?
Yes, said the village chief.
Yes, said the elders.
Yes! shouted the children and their parents. Together, we will
make our village a happy place to live again.
Then everyone joined in a joyful dance to celebrate their
commitment to a better future for themselves and their children.
Story Summary
1. Retell Mwumbus story in your own words.
2. Give examples from the story of a problem caused by deforestation.
3. What did Mwumbus father suggest? Do you think his idea will succeed?
What do you think the next steps will be.
4. Why is it important for people in Ugandan communities to cooperate in
protecting the environment?
5. Give more examples from your own life of ways to protect the natural
environment.
34

Part One: Stories
7. Negotiation
When people disagree, they sometimes lose control of their
emotions. They can get very angry and fight with each other.
Fighting between families, communities and nations causes
great suffering and loss of life.
To stop a disagreement from getting worse, we can use
negotiation skills to find a win-win solution to the
problem. Negotiation has several stages:
1. Say what has happened: Each side tells it story while
the other side listens.
2. Identify needs: Each side speaks in turn.
3. Brainstorm many solutions: Think of actions that
could please both sides and help them to compromise.
4. Agree on a win-win solution: Each side gets some of
the things that it wants.
5. Make a public agreement, keep your promises and
try to reconcile.
The story, An Orange Shared, is written in the form of a
drama you can enjoy performing with a small group of your
classmates. In the drama, you will see how a small argument
between friends can grow into a fight. You will also see how
a good negotiator can help them.
An Orange Shared
Characters:
Ruth: 13 years old, in Primary Seven at a small school in the
suburbs of Kampala. She is hardworking, helps with housework at
home. Her father is policeman and her mother is a teacher. Loves
her grandmother and is protective of her young brother, Mark.
35
Sarah: 13 years old. Studies in Primary Seven in a city school.

She comes from a wealthy family and lives in a modern house.
Her father is a successful businessman. She is a gifted baker.
Mark: 5 years old. Ruths younger brother.
Sarahs mother
Teacher Zamzam: The head teacher at Sarahs school
Fruit vendor
Onlookers (market patrons)
Scene I: Ruths home, outside the house
Ruth: Mother, I have finished washing my clothes. I have finished
washing the dishes too. Can we go now?
Mother: Not yet, dear. I know you want to take your brother to
visit Grandmother, but it is still too early. The compound still
needs sweeping.
Jean: All right, mother, I will help sweep the compound. Can we
go after that?
Mother: Okay, but make sure to pack some drinks. Its going to
be a very hot day.
(Mother enters the house)
Ruth: (now sweeping the compound, calling out). Okay, mother.
Ill pack some water for both of us.
(a few minutes later, Mark excitedly runs from inside the house)
Mark: Ruth! Ruth! Lets go, I am ready. Can we leave now? I cant
wait to see Grandmother.
Ruth: Just a minute. Let me go inside fetch my bag. I will pack
some water for us, too. Are you sure you can walk all the way
there, little brother?
Mark: Oh, yes! Look at how strong I am!
(demonstrates by kicking a ball or showing his arm muscle)
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Part One: Stories
(Ruth goes inside the house and returns holding a bag).

Ruth: Bye, bye mother. We are off to Grandmothers place.
Mother: (hearing only her voice coming from inside the house).
Take good care of your little brother. Remember the traffic rules
and do not let him wander off. Remember, dangers are
everywhere.
Ruth: Yes, mama. Dont worry. I know the rules.
Mother: and I forbid you to take a boda-boda, do you hear me?
Your cousin was very badly hurt while riding with one of those
crazy drivers. He almost lost his leg.
Ruth: Yes, mama. We will walk all the way. Please trust me.
Mother: Give my greetings to Grandma. And remember to return
early before it is dark.
(Ruth and Mark head out of the homestead on their way to
Grandmothers home which is about 5 kms away, toward the city
centre)
Questions:
What did Ruth have to finish before leaving to visit her grandmother?
How was she planning to get to her grandmothers house?
What are some of the dangers Ruth might face on the way to her
grandmothers house?
What did Ruths her mother forbid her daughter and son to do? Why?
Scene II: The Argument

(Ruth and Mark have reached a crowded market area. They
approach a fruit stall. Both are hot and tired, but Mark is almost
ready to faint from the heat. Another girl, Sarah, approaches the
same stall from a different direction.)
Mark: I am so thirsty. Our water is all gone. Look Ruth, there is an
orange. I want it! Please buy it for me.
(Ruth and Sarah speaking to the fruit vendor at the same time)
37
Ruth (to the vendor): Please madam, may I have that orange?
Sarah: (arriving at almost the same time, pointing to the same
orange) Ill have that orange over there.
Vendor: Girls, there is only one orange left. Only one of you can
have it.
Ruth: Of course it has to be me. My little brother saw it first.
Sarah: No way. I was the one who saw it first. I was just coming to
get it. Here! (rudely sticking out her hand to the vendor with a
10,000 shilling note. The vendor does not take it, letting it fall
into the empty box)
(There is some confusion. Sarah takes the orange from the stall.
Ruth, becoming angry, grabs it from her. They both begin
pushing each other and fighting for the orange. Meanwhile, Mark
starts crying.)
Vendor: Girls, girls! Please stop! You dont have to fight. We can
solve the problem.
Sarah: There is nothing to solve. I saw the orange first and I am
the one to take it. She and her foolish little brother can go and
look elsewhere for another orange. This one is mine.
(The fight continues. They are now pushing and shoving. Ruth is
hitting Sarah with her bag. The orange has been dropped into the
dirt several times. Mark crept under the stall and is hiding. The
fruit vender sees him and picks him up to sit next to her)
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Part One: Stories
Questions:
What did both girls want?

Why did they lose control of their emotions?
What did the fruit vendor try to do?
Which girl do you think should get the orange?
Do you think they will find a win-win solution?
Scene III: The Negotiation

(Enter Teacher Zamzam. She is enjoying a walk to the market to
do some shopping)
Teacher Zamzam: What is going on here? Girls! Stop fighting
immediately!
(The girls suddenly stop fighting. The orange is dropped down)
Teacher Zamzam: Tell me, what is the problem? (to Sarah) Who
is this girl? Why are you fighting with her?
Sarah: (in a high-handed tone) I have no idea who she is. She
wants to buy the orange, but I saw it first. I even gave the money
to the vendor. Please, teacher, tell this girl to go away. I need it
now.
Teacher Zamzam: (turns to Ruth) And who are you? Are you girls
friends?
Ruth: (angrily) She is no friend of mine. I dont even know her.
She thinks just because she is from the city she can have
anything she wants.
Vendor: They are fighting over an orange. I have only one left
and each of them is insisting on taking it.
Teacher Zamzam: Over an orange? Is that true, girls?
Ruth: (pointing at Sarah) I wanted that orange for my little
brother and she took it for herself.
Sarah: I saw it first. It was mine, but she jumped in ahead of me.
Teacher Zamzam: Where is your little brother? I dont see him.
39
Ruth: (looking around, distressed). Oh, no! Mark! Mark! Where

are you?
Mark: (he is sitting with the vendor, eating a mango from the
stall) Ha! Ha! Here I am!
(By this time a small crowd has gathered around the fruit
vendors stall, eager to see what is going on)
Teacher Zamzam: (speaking sternly to both girls) That is enough.
First of all you must calm down and agree to stop fighting. If you
do not, I will call the police this minute. It is against the law to
fight and they will arrest you both. Do you understand?
Ruth: (both hanging their heads meekly) Yes, madam.
Sarah: All right, but I am going to tell my father about this. He is
an important man.
Teacher Zamzam: (giving the orange back to the vendor and
money back to Sarah). Both of you listen to me. First, Sarah you
can tell your story. Then, Ruth, you can tell yours. Both of you
must keep quiet while the other listens.
Sarah: My aunt sent me to the market to buy an orange. We are
making a birthday cake for my father, and we need some orange
peel for the frosting. I rushed to the market, and saw that there is
only one orange left. I really need it.
Teacher Zamzam: Thank you, Sarah. Ruth, now it is your turn.
Ruth: We were on our way to our grandmothers house. It was a
long walk and we had already finished our water. My brother was
getting very hot and thirsty, so when he saw that delicious, juicy
orange he begged me to buy it for him. He really needs it.
Teacher Zamzam: I see. Thank you Ruth. So Sarah, you only need
the peel for your cake and Ruth, you want only the part of the
orange your brother can eat. Can you think of a good solution?
(at that point the onlookers all raise their hands. Both Ruth and
Sarah begin to smile)
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Part One: Stories
Ruth: Let Sarah take the peel for her cake and give the inside part
to my brother.
Sarah: Yes, that is just what I was thinking. We can share the
cost.
Teacher Zamzam: Perfect. That is a very good win-win solution.
But first, you must both apologize to each other and to the
vendor for causing such a big disturbance.
Ruth: I am very sorry. (the two girls hug each other and apologize
to the vendor)
Sarah: So am I.
Teacher Zamzam: Then you must promise me that you will stand
by your agreement. The people here are witnesses.
Sarah and Ruth: (together, firmly) We agree.
Questions:
What were the stages of the negotiation?

What was the solution? What were some other possible solutions?
What do you think would have happened if the teacher had not
stepped in?
Scene IV: The Resolution

(Ruth gets a knife from the vendor. She removes the peel carefully
and gives the inside of the orange to Sarah)
Teacher Zamzam: Good, everybody is now happy. Do you see
how silly and harmful it is to fight? Ruth, you could have lost
your brother. Sarah, you could have embarrassed your father.
When you disagree with someone, always try to find a solution
that meets some of each others needs BEFORE you start to fight.
(Ruth, Sarah and Mark are now happy and smiling)
Teacher Zamzam: Now shake hands. Get to know each other
better. You never know, you will soon need each others help.
That is how the world works.
41
Sarah: I am sorry about the fight, but I am happy to meet you.

Lets be friends. Perhaps the next time you come to the city you
can come to my home and I will teach you how to bake.
Ruth: Thank you, Sarah. I would love that. When I come I will
bring an orange with me!
Sarah: Ha, ha, okay. Come along, Mark and Ruth. Lets walk
together. I will show you where my house is and then you can
continue on the way to your grandmothers. Does she have a
telephone?
Ruth: Yes, she does, but I do not.
Sarah: (pulling a cell phone out of her bag) Here, my friend. You
can call her so she will not be worried.
(Together, the three children wave goodbye to Teacher Zamzam
and the fruit vendor)
Ruth, Sarah, and Mark: Thank you! Thank you! Goodbye!
(The girls walk off together happily, holding hands with Mark.The
teacher is seen shaking hands and smiling with the fruit vendor)
The End
Story Summary
1. Retell the story in your own words (if there are four members in your
group, each person can describe a scene in turn).
2. What do you think the two girls learnt from the incident? Will they
remember the lesson for the rest of their lives? Why or why not?
3. Explain how an argument over something small can grow into a big and
harmful fight. Can you think of more examples?
42

Part One: Stories
8. Forgiveness and Reconciliation

We all experience conflict at some time in our lives. Some
conflicts are small and are easy to resolve peacefully, such
as in the story of Ruth and Sarah (see An Orange Shared in
1.8 above). Others are not so easy, especially when they
have been going on a long time and both sides feel strongly
that their side is right. These conflicts are at risk of
growing into violent fights or wars.
Whether a conflict is big or small, we must try to forgive
and reconcile when it is over, even with our former
enemies. We can only do this if we realise that every person
has value as a human being. Forgiveness and
reconciliation may take a long time, especially when people
have been hurt or killed and their communities have been
destroyed. However, it is the only way to put an end to the
conflict so that all people may live in peace.
The true story of Nelson Mandela gives us a very inspiring
example of how to forgive and reconcile. As you read the
story, look for the signs that led him to become one of the
worlds greatest champions of forgiveness and
reconciliation.

You and Your Children Deserve Peace: The Story of Nelson
Mandela
Long ago, there was a young boy who lived in South Africa with
his mother and father. His great-grandfather was a king, and his
father was a chief. His name was Rolihlahla Mandela. There were
no roads to or from his village, only footpaths that connected the
fields and pastures where the animals grazed. The family lived in
a hut and ate maize, sorghum, pumpkin and beans. Water came
43
from the springs and streams in the area, and all cooking was
done outdoors. From the age of five, the young boy looked after
his familys sheep and cows. In his free time, he loved playing
traditional African games among the fields and rocks surrounding
his village.
Soon the boy started primary school. He was proud to be the first
child in his family to go to school. The teacher called him
Nelson, as it was customary in South Africa for teachers to give
the students English names. When he was nine years old, his
father died. He was adopted by the chief of the Thembu people
and lived in a grand palace. While he was there, he heard many
stories from the past about how African people had had managed
to resolve their conflicts and live in peace long before the white
people came. He continued to study hard in school and started
university, where he learnt about some of the problems that black
South Africans were facing in their own country.
Questions:
Where was Rolihlahla Mandelas childhood like? Do you think he was

happy?
Why did the teacher give him an English name?
What kind of stories did he hear from elders when he was living in the
grand palace?
What did he learn about when he went to university? How do you think
he felt about it?
A few years later, Nelson Mandela went to live in Johannesburg,

the capital of South Africa. There, he began to study law and
joined a movement against apartheid called the African National
Congress. Under the apartheid system, white South Africans
called Afrikaners lived separately from black South Africans and
had many more rights and privileges. During this time, Nelson
Mandela started his own law office and became a leader of the
movement to fight against apartheid. He became known to his
family, friends and supporters as Mandiba.
44

Part One: Stories
In 1962, at the age of 44, Mandiba was arrested for leading a

strike and other actions against apartheid. At his trial, he said
this:
During my lifetime I have dedicated myself to the
struggle of the African people and I have fought against
white domination and I have fought against black
domination. I have cherished the ideal of a democratic
and free society in which all persons live together in
harmony and with equal opportunities. It is an ideal
which I hope to live for and to achieve. But if needs be, it
is an ideal for which I am prepared to die.
Questions:
What did Nelson Mandela study in Johannesburg?

What is apartheid? How did the system work in South Africa?
What kind of organization was the African National Congress?
By what name did his family and friends know him?
What was he prepared to die for?
Why was he arrested?
At Nelson Mandelas trial the judge said he and his friends were
guilty of crimes against the government. He was sentenced to life
in prison and was sent to a very cold and desolate place called
Robben Island.
Nelson
Mandela in
prison at
Robben
Island
45
There, he was forced to work all day breaking up rocks outside in

the prison yard. Living there was so difficult that he got a disease
called tuberculosis, which badly damaged his lungs.
However, while he was a prisoner, he made friends with his
guards and found the time to study for another law degree
through a University of London special programme. He also wrote
the story of his own life. He became very popular in his own
country and known all over the world as a champion for justice
and equality. Over these years, there was growing international
pressure to end apartheid in South Africa and to free Nelson
Mandela. At last, he was released in 1990 after 27 years.
Soon after his release, Nelson Mandela continued to work with his
friends in the African National Congress. They wanted to change
the constitution so that the government could no longer
discriminate against black citizens of South Africa. Instead of
fighting, Nelson and his group decided to negotiate with Frederik
Willem de Clerk, the Afrikaner president, to achieve their goals.
As a result of these negotiations, black South Africans were
finally able to vote. Mandela and de Clerk were both given the
Nobel Peace Prize in 1993 for their work toward ending
apartheid, and in 1994 Nelson Mandela was elected as the first
black president of South Africa.
Questions:
46
How long did Mandela spend in prison?

What was his life like on Robben Island? How do you know?
What signs do you notice of his ability to reconcile?
How he and the African National Congress want to change the
government?
Who did he negotiate with to make this change?
What famous prize did they win and for what?

Part One: Stories
In 1995, South Africa hosted the

Rugby World Cup. On this
occasion, President Mandela
showed his support for the
mostly white South African
team. He wore the same colours
as the players and presented the
cup to the white team captain
when South Africa won the
championship. Black and white
people all cheered together
when the Springboks, the South
African team, beat the New
Zealand All Blacks. The final
score was 15-12.
After he retired, Nelson Mandela continued his work to promote
peace, justice and equality for all people. His life finally ended in
2013 at the age of 95, but he will always be remembered for his
leadership and his lessons to the world on the power of
forgiveness and reconciliation. In his words:
Forgive others, not because they deserve forgiveness, but
because you and your children deserve peace.
1. What new details did you learn from this story about Nelson Mandela?
What things did you already know?
2. What did Nelson Mandela do to show support for the mostly white South
African rugby team? What message did this send to South Africans and to
the rest of the world?
3. In your own words, explain why forgiveness and reconciliation are
necessary to building peace.
47
9. Protecting Our Environment

When natural disasters such as earthquakes, volcanoes
and storms occur, it is important for people to know how
to protect themselves. Sometimes nature sends us
warning signs before a disaster happens so we prepare
for it or can move to a safer place. Other disasters can
happen without warning. When this happens,
communities can save lives by cooperating with others to
get help and begin to rebuild their lives.
In Uganda, the most frequent disasters are floods,
drought and landslides. Conflicts and wars also cause
great suffering to people and destruction to our
environment. We can prevent conflicts among
communities by using negotiation and conflict resolution
skills. As you read the story of Mulo the Moutain Man,
take note of some of the warning signs that nature sends.
Also notice the different ways people can help prevent
future disasters by protecting their local environments
and living in harmony with nature and with each other.
Mulo, the Mountain Man

The earthquake
Mr Mulo was a good farmer and a good man. He had a small
family of four people: his wife, a son and a daughter. The name
of his son was Nyanga and his daughter was called Nani. They
lived on the side of Kalo Mountain, which had once been a
volcano.
One night, something strange happened. Suddenly, the whole
house the house was shaking, and he was afraid. He woke up his
wife and his children.
Nyanga! Nani! Wake up,he shouted.
48

Part One: Stories
What is happening? Nyanga asked. Is it the volcano?

Danger! danger! cried their father. Get down on the floor, away
from the furniture. Cover your head with your arms!
Its an earthquake, Nani shouted, but the volcano may erupt,
too!
The volcano did not erupt that night, but the family was very
frightened. This was the first time they had such a disaster. The
earthquake only lasted for a few minutes, but Mr Mulos house
developed a big crack in the front wall.
The next day, the talk at school was about the earthquake. Our
house has a big crack, said Nyanga to his friends. They kept on
wondering what causes an earthquake. Why was Kalo Mountain
making so much trouble now?
That day, Mr Mugo, the school head teacher explained more
about the earthquake. He also taught the class about volcanoes.
He told the children that there is hot molten rock under a volcano
called magma. When it presses strongly on rocks, sometimes
there are earthquakes. When the pressure gets very strong, the
volcano may erupt and send hot gases and rocks up into the air.
Hot molten rock called lava then flows down the side of the
volcano.
Are we safe? asked Nani.
We are definitely not, said Mr Mugo. The volcano has existed
quietly for many years without erupting. Now it is becoming
active again.
Mr Mugo called for an assembly before the children left. He told
the children to tell their parents to watch out for earthquakes and
for signs like animals moving strangely in one direction.
The children were worried and when they reached home they told
their parents what they had learnt.
What shall we do? Mrs Mulo asked her husband.
49
Do not worry, my dear. Tomorrow I will travel to visit our

relatives in the hills of Sere. I will tell them what is happening. If
they agree, we should go and live with them. We will be out of
danger if the volcano erupts.
The next day, Mulo started the long journey to his sisters home.
When he arrived, he told her the story of the earthquake. Their
elderly mother also listened carefully. Both of them were
shocked.
This has never happened in my lifetime, said Mrs. Mengeni in a
shaky voice. The earthquake means that the volcano is
awakening. You and your family are in great danger.
Please, Mulo, added his sister. Go back quickly and prepare
your family to move away from Kalo Mountain immediately. You
can come and live with is here. We have a lot of land. You can
start a farm here and build a house on our compound.
Questions:
Where did Mulo and his family live?

Why was the whole family frightened?
What was Nani worried about?
What signs did Mr. Mugo tell the children to watch for?
What did his sister advise him to do?
What do you think the family will do next?
The new family farm

Mulo returned the next day and told his family to prepare to leave
the village. The children objected, but they also knew from Mr.
Mugos lesson that the volcano may become active again soon.
They advised their friends and their families to leave, too, but
many of them refused to listen.
My parents said that the mountain is sleeping. It has not
erupted for hundreds of years and it will never happen again.
Some of the villagers, including Mr. Mugo, packed up his
belongings and moved far away from Kalo Mountain. Mulos
50

Part One: Stories
family left quickly and started a new farm near his sisters
compound in the nearby Sere hills. Three months later, after their
first harvest, they saw smoke rising in the distance from Kalo
Mountain. They heard that the volcano had erupted. Many people
and animals had died. The children felt sad that their friends had
not listened to their warnings.
Mr Mulo was very a very successful farmer. The rains were good
that year, so his crops grew well and the children were happy at
their new school. Everyone in the family helped with the farm.
Mrs. Mulo opened a new tailoring shop and had many satisfied
customers. She made beautiful clothes and her prices were
reasonable.
The following year, Mr. Mulo was able to build a bigger house
and buy lots of animals. His herd of cattle grew to be the largest
in the whole area. He made friends with all of his neighbours, and
they always helped each other with the harvest. When people
asked him why he became such a great farmer, he boasted:
51
I am a mountain man. I am
strong and I am courageous. I
have many skills, and I can get
along with everyone. And I
know how to
protect my
family from disasters. I take
care of the environment, and I
know natures warning signs.
The storm
One day, early in the rainy season, he saw some big, dark clouds
gathering in the distance. There were flashes of lightning in the
clouds and he could hear the sound of thunder.
Get inside! shouted to his wife and children. Stay away from the
walls! The rain pounded down on the roof as the flashes grew
closers. The huge BOOM! BOOM! of the thunder sounded all
around them. It was so loud that they covered their ears and
cried.
Finally, the storm passed and everyone in the family was safe. But
there was a big flood a few miles away. The pastoral people who
lived there lost nearly all their animals. The people lost their food
stocks too, and they were desperate. How could they live with no
animals?
Soon Mr Mulo heard people saying that the pastoralists planned
to attack him and other farmers and take their animals. He was
worried.
Questions:
52
Why did the friends of Mr. Mulos family decide not to move away from
the mountain?
What happened to their village?
What warning signs did Mr. Mulo notice that a storm was coming?
Why did he tell his family to move away from the walls of their house?
What happened to the pastoral people? Why were they desperate?
Why was Mr. Mulo worried? What do you think he could do?

Part One: Stories
The negotiation
Mr. Mulo did not wait. He was worried about the threat from the
pastoralist community, so he decided to take action. He went to
their leader, Mr. Okiru, carrying with him some sacks full of
maize and sorghum.
The leader smiled and said, We thank you, sir. I shall share this
among our hungry families. But I am worried for your sake. Some
of the young men in our community are saying, The farmers
cows are on land that belonged to our ancestors. We should take
their cows for ourselves.
Mr Mulo went home and told his family. His son Nyangi said,
Father, we should negotiate. We learned how to do that at
school.
Mr Mulo asked, What do you mean? Negotiate?
Nyanga said, Negotiate means that we look at our needs and we
look at the other peoples needs, and we reach an agreement that
gives something to each side.
What do we need? ask Mr Mulo.
We need safety for ourselves and for our cows; and maybe there
are some other things that we can do if we make friends with the
pastoralists, said Nyanga.
What do the pastoralists need? asked Mr Mulo.
Of course, they need some cows to start new herds. They need
food. They need a school. Lots of things, said Nyanga.
I must talk to the village elders, said Mr Mulo. He asked the
school teacher, Mr Bullen, to join them and explain about
negotiation and conflict resolution.
The elders met and Mr Bullen explained to them the five steps
that help solve problems between people.
53
Agree to listen to each others stories and show respect, said

Mr Bullen. Then look to the future and think about how life can
be better for your children.
What does each side want? What does each side need most? he
continued. You must agree on what is the real problem. Then
think of as many ways of helping both sides as you can.
Find how each side can get some things it wants what we call
a win-win solution.
Make an agreement, keep your promises and try to reconcile.
Thats a lot to remember, said Mr Mulo.
I will give you a chart, said Mr Bullen.
Mr Bullen went to the school to get the chart. He carried it back
to the meeting place and gave it to the elders. Some of them
could not read it, so Mr. Bullen took a lot of time to explain. They
sat under a tree and talked about it for many hours.
FIVE-STEP NEGOTIATION CHART
1. What happened? Each side tells its story and the

other side listens.
2. What are your future needs? What is it that you
really need most? Each side speaks in turn.
3. What are possible solutions? Think of actions
that could please each side and help find a
compromise.
4. Agree on a win-win solution: Each side gets
some things that it needs.
5. Make a public agreement, keep your promises
and try to forgive and reconcile.
54

Part One: Stories
Questions:
What has happened?

What do the farmers need?
What do the pastoralists need?
Could you explain the chart?
Do you think the elders will agree to negotiate?
After two days, the elders of the farmers and the pastoralists met
together at the school. Mr. Bullen agreed to be the mediator. To
show hospitality, the school children performed traditional
dances for the visitors. Afterwards, the older children were
allowed to sit quietly and listen to the elders discussions.
Mr Bullen first asked the pastoralists to tell everyone about the
floods. Then he asked the farmers to explain their worries.
After this, Mr Bullen said, The past is the past. Let us now
discuss a better future, for the sake of our children. We must
look to the future.
What do you need most from? he asked the pastoralists.
We have no cows left, said Mr Okiro. We need to start our
herds again. And we need a new and stronger bridge, because
the flood destroyed our bridge to the main road. And we need
food, because we lost everything.
What do you need? Mr Bullen asked the farmers.
We need security so that we can plant crops and keep cows,
said one of the farmers. And we need a drainage canal that will
protect this whole region from floods. And a better road.
Mr Bullen listed all the needs everyone on both sides mentioned.
Now let us come up with some good ideas so that we can be
friends and solve these problems, he said.
The discussions went on for an hour, and then another hour, and
then another hour.
55
The resolution
Mr Bullen listened carefully to everybody. Then he wrote down a
proposal and read it aloud.
1. Food: the farmers will give food to families who lost
everything in the flood.
2. Cows: the farmers will give cows to help the pastoralists
start their herds again.
3. Land: the pastoralists will let the farmers stay on their
present land without disturbance.
4. Drainage: a drainage canal will be dug, on land mostly
belonging to the pastoralists because this land leads to the
river. Farmers and pastoralists will work on this together,
one day per week.
5. Bridge and road: both sides will go together to their Member
of Parliament and local authorities and request stronger
bridges and roads that will not be damaged by heavy rain.
6. Football field: both sides will clear a football field together,
on a dry area of pastoralist land, and we will have a football
club for all young people. This will help with reconciliation.
The elders agreed. They made a committee to meet regularly and
make sure that these promises were kept.
Questions:
How did Mr. Mulos children help avoid a crisis?

What were the wins for each side?
What were the wins for everyone?
What do you think of the resolution?
What did the elders do to be sure both sides would keep their
promises?
Mr Bullen asked the Uganda Red Cross to set up a branch in their

area, to help deal with floods and other disasters. He asked
Nyanga and Nina and their classmates to become Red Cross
volunteers, and to bring pastoralist youth to join, too.
In the years that followed, both the villagers and the pastoralists
kept their promises. The two communities lived in peace, and
56

Part One: Stories
worked together to make rules to protect their environment for

their children and grandchildren.
1. What natural disasters are mentioned in the story? How did Mr. Mulos
family respond to each one?
2. What kinds of natural disaster have occurred in your area of Uganda?
What are the warning signs?
3. Give your own example of how a conflict could be resolved through the
five-step negotiation process described in the story.
57
10. Review
Sing or say this song to help you remember all the skills and
values in the stories you have read (to the tune of Hes Got the
Whole World in His Hands).
A Song for All

We all have emotions, yes, we do
We all have emotions, yes, we do
We all have emotions, yes we do
They make us human, yes, they do.
We have empathy for others, yes, we care
Empathy means we care.
No stereotyping, no, no, no
Stereotypes, we say NO!
Include everyone so they belong
Everyone should belong.
Dont bully people, thats so bad
Bullies are weak and bad.
Cooperation, teamwork, both are good
We work together, thats so good.
58

Part One: Stories

Negotiate
Negotiate
Negotiate
Negotiate
together, find win-win

to find win-win.
Forgive
Forgive
Forgive
Forgive
and
and
and
and
reconcile, its the path to peace

reconcile for peace.
Protect
Protect
Protect
Protect
our environment, what do you say?

it every day.
Ugandans from the North, were all one,

Ugandans from the South, were all one,
Ugandans from the East and West, were all one,
All Ugandans, we are one. (Shout) HOORAY!
59
Skills and Values Review

What skills and values do the examples show? Choose from
the list in the box.
including others, protecting our environment, caring for others
(empathy), forgiveness and reconciliation, cooperation and
teamwork, negotiation, not bullying, not stereotyping
The first aid heroes visited sick and injured people in their homes to
comfort them with love and care.
After some time, the children began to make friends with the children
from Somalia.
Sera and Bongo signed a promise to always live by The Golden Rule.
In the past, people always worked together to get food and protect
each other.
Teacher Zamzam helped the two girls at the market reach a win-win
solution.
After his release from prison, Nelson Mandela decided to work with
the white Afrikaner government so that all of the people of South
Africa could achieve their goals.
Mr. Mulo wanted to avoid a conflict with the pastoralists so that their
children could live is peace and avoid future disasters.
60

Part One
Sample Examination Questions

Try to answer these questions without looking back at the
readings. Write your answers in your copybook. Then check to
see if you were correct.
Section A: Fill in the blank in each sentence with an appropriate word
from the box.
stereotype, disasters, teamwork, included, control,

signals, solution, guilt, aid, together
1) It is normal to feel angry, sad, or exited, but we should try to

our emotions.
2) Empathy is the best quality we have as human beings because it helps us
learn to live
in peace.
3) First

is the treatment we can give to sick or injured people
before they are able to get to a doctor or nurse.
4) When we
people, we think that al members of a certain
group are the same.
5) Sometimes children do not feel
at school because they look
different or speak different languages.
6) Many employers consider cooperation and
to be
important skills for success at work.
7) When the bullies admitted their
them from school.
, the head teacher suspended
8) Instead of fighting, we can use negotiation skills to find a win-win

.
9) Deforestation can lead to drought and other natural
10) Sometimes nature sends us warning
happens, and sometimes it does not.
before a disaster
61
Section B (option 2): Match the terms on the left with their definitions on
the right.
empathy
including others
stereotype
bullying
cooperation
negotiation
forgiveness
reconciliation
A. Hurting other people, especially those

who are younger and weaker
B. Working together as a team
C. Becoming friends again after a
disagreement or conflict
D. Feeling with and caring for others
E. Making others feel welcome in your
group
F. The process of finding a solution to a
disagreement or conflict
G. Accepting an apology from someone
who has treated you badly
H. A biased view of others, such as all girls
are weak.
Section C
Write a short response to each of the following:
1) Name an emotion that may cause people to fight.
2) Describe a quick and easy method for keeping our emotions under
control.
3) Name two ways in which stereotypes can be harmful.
4) Describe one advantage of including others in our games and other
school activities.
5) State one reason why some children become bullies.
6) Mention two things children can do when they have been bullied.
7) Give three examples of natural disasters that occur in Uganda.
8) Describe one way that communities in Uganda can protect the
natural environment.
Section D
Put the following steps of the Five-Step Negotiation Chart into the correct
order (1, 2, 3. 4, 5):
62

Part One
Agree on a win-win solution: Each side gets some

things it needs.
What are possible solutions? Think of actions that
could please each side and help find a compromise.
What happened? Each side tells its story and the other
side listens.
Make a public agreement, keep your promises and
try to forgive and reconcile.
What are your future needs? What is it that you really
need most? Each side speaks in turn.
Section D
Write at least two complete sentences to answer each of the following
questions:
1) What is The Golden Rule? Why is it important for people to
remember?
2) Why is it important to find win-win solutions when people disagree?
3) Which of the skills and values you have read about in this book are
most important for your life? Why?
4) What is going on in the picture below? Why was this an important
moment for South Africa and for the world?
63
Part Two: More Activities for Learners
A Note for Teachers

Dear Teacher,
Your students will love the stories and activities in this book because they will
help them build knowledge and skills for their lives as young citizens of Uganda.
The stories can be used in support of a subject area or for independent reading
with minimal teacher supervision. The Conflict and Disaster Risk Management
(CDRM) topics may be linked to several subject areas, such as social studies,
science and life skills. English teachers may use the lessons to improve students
reading comprehension and vocabulary skills.
Part One of this reader has ten chapters, or lessons, each of which is designed to
be completed within one or two class sessions. The first nine stories focus on
specific CDRM topics, such as emotional awareness, negotiation, protecting the
environment, and so on. The tenth chapter is a review lesson consisting of
activities that help learners recall the terms and concepts introduced throughout
the readings. Each lesson consists of:
1. Introduction to the topic
A brief explanation of the CDRM skills and values that the reading will focus
on, such as empathy, including others, negotiation and so on.
2. Reading
A 5-10 page narrative that illustrates CDRM skills and values.
The main goal of each reading is for students to deeply comprehend and
reflect on the values, skills and behaviours embedded in the story. Most of the
characters and stories are fictional and are told from the point of view of
upper primary age children. After introducing the main topic, it is advisable to
read the whole story aloud while students listen and read along silently. Then
learners can read it in sections in small reading groups or by themselves. The
questions provided at turning points of each story should be used for whole
class or small group discussion.
3. Story summary and discussion
At the end of each story, you will find a set of more general, open-ended
comprehension questions. The purpose of these is to help learners grasp
the main story themes and to reflect ways they are connected to their
own schools, families and communities.
The tenth chapter of Part One is a review, in which you can lead learners
to sing a song and do other activities to help them recall the CDRM topics
covered in the first nine chapters. The review chapter also contains set of
64

Part Two
sample questions to help learners gain experience in responding to

typical test questions as they prepare for the Primary School Leaving
Examinations.
4. More Activities for Learners
The second part this book contains additional learning activities designed
to engage learners in building their vocabulary and general reading
comprehension skills. These activities should take place after learners
have read and discussed each story. If there is enough time, it is best to
use them during the same class session to ensure that learners
understand the key messages of the stories. They will also help learners
apply the positive values, skills and behaviours highlighted in the stories
to their own lives.
65
Vocabulary Building and Group Work

Story 1: Mary Gets Some News
Word Power
1. Look back at the story and find these key words: class prefect,
nomination, candidate, emerge, congratulate, assistant,
disappointment, patience, demand, miserable, treatment
2. Use each key word in a sentence of your own.
3. Complete each sentence with the correct form of the word in brackets.
As she walked home, Mary became more and more
. (excite)
When her father announced his news, Mary tried not to show her
. (disappoint)
Marys father was beginning to get
Mary started to feel
life in Kampala (joy).
. (anger)
again when she thought about her new
Group Work
Work with a small group of your classmates. Choose one or more of these
activities.
1. Role-play the story of Anne, her parents, her grandmother and Uncle
Onet.
2. Think about the emotions you feel when you get different kinds of
news. With your group, make a list of events that make you feel:
a. happy
b. surprised
c. sad
d. disappointed
e. angry
Share your list with another group.
3. Think about a time when you received some news that changed your
life. Tell your story to the group.
66

Part Two
Story 2: The First Aid Heroes

Word Power
1. Look back at the story and find these key words: pinch, calabash,
swollen, first aid, embarrassed, shame, first aid kit, bee sting,
directions, apologize, recite, Girl Guides, Boy Scouts
3. Complete the phrases to describe someone. Try to use your
imagination.
Example: Her face was swollen as fat as a calabash.
as
as
as
as
quiet as
tall as
fast as
strong as
Now use your phrases in complete sentences.

Example: Peter can run as fast as an antelope.
Group Work
activities.
1. Role-play the story of the First Aid Heroes (Masaba, Opio, Samalie, and
classmates, teacher)
2. Reread the last paragraph of the story. Notice what professions are
mentioned. Then, with your group, brainstorm a list of other
professions in which people help and care for others. Write your
answers in a web diagram like the one on the next page. Add more
boxes and professions to complete the web.
3. Share your groups web diagramme with the whole class. Make a list
of the professions that members of your class may wish to follow.
Discuss what steps students should take after primary school to
prepare for these professions.
67
HELPING
PROFESSIONS
doctor
MEDICAL
nurse
Story 3: No Longer Enemies

Word Power
1. Look back at the story and find these key words: single-handedly,
stagger, swear, boast, rustler, revenge, shocked, traditional,
ancestral, humbled, citizen, astronaut, Space Station
3. For each negative word used to describe a person, think of a positive
word. Then write complete sentences like this one to describe people
you know.
Example: Jonas is a good boy who likes to help his classmates.
Negative
Positive
bad good
stupid
selfish
hateful
weak
lazy
68

Part Two
Share your sentences with your group.
Group Work
activities.
1. Role-play the story, No Longer Enemies (Michael, Uncle Okon, Jean,
Michael and Jeans parents, teacher at the district school, Jonas,
Margaret, other friends)
2. Reread the last paragraph of the story. Then, with your group, discuss
the things in your life that you are most proud of. Then share with
your group what you would like to be when you finish your schooling
and explain why.
Story 4: Ali, the Super Striker

Word Power
1. Look back at the story and find these key words: refugee, attack,
drag, gunfire, nightmare, stare, embrace, unite, overcome, captor,
urgently
3. For each sentence, change the word in brackets to the correct form.
Example: At last the reached a refugee camp in Uganda. (refuge)
a) Their mother smiled
, but in her heart she was very
worried. (confident)
b) The Ugandan boys were surprised to learn that Ali was a
just like them. (football)
c) Asma smiled
to herself. (quiet)
d) After they learned English, both Ali and Asma were
at
their studies. (success)
Group Work
activities.
1. Role-play the story of Ali, the Super Striker (Ali, Asma, their mother,
Gabriel, their teammates, Asmas friends, their father ).
69
2. What are some of the reasons why people are forced to leave their
homes? With your group, describe some of the problems refugees
from wars and natural disasters must face.
3. With your group, make a list of the things that you and your
classmates can do to welcome new students to your school. Share
your list with the whole group and discuss with your teacher how your
suggestions can be put into action.
Story 5: A Lesson for Life

Word Power
1. Look back at the story and find these key words: miserable, grab,
demand, frown, sympathetically, brave, suspect, assembly, victim,
dare, liar, guilt, cause, suspend, misbehave, exception, counsel,
apologize, privately, persuade
3. Write the correct forms of the word in the chart below. Then choose
the best word from the chart to fill in the blank in each sentence.
verb
noun
adjective
sympathise
sympathy
sympathetic
agree
agreeable
apology
apologetic
persuasion
persuasive
except
exceptional
adverb
agreeably
exceptionally
Exa
mple: The bullies finally apologized to their victims.

a) They made an
never to bully anyone again.
b) Mrs. Samira listened to the childrens mother

.
c) However, she refused to make an
to the
rule.
d) She finally
Mr. Osuna to join the parents group
for the good of the children.
70

Part Two
Group Work
activities.
1. Role-play the story, A Lesson for Life (Sera, Bongo, their mother and
father, their victims, Mrs. Samira, members of the Golden Rule Club).
2. Take turns acting without words. Demonstrate what it looks like to:
listen to someone sympathetically
speak to a crowd persuasively
look at someone disagreeably
refuse to do something firmly
sob uncontrollably
Choose a member of your group to demonstrate one of the actions to
the whole class. Let them guess which action it is.
3. With your group, imagine that you are starting a Golden Rule Club
similar to the one in the story. Make a plan for the club that includes:
the purpose or mission of the club
rules for who can join
rules for how the leaders will be chosen
a list of activities for the coming year
Also include any requirements your school has for the formation of
student clubs. Present your plan to the whole class.
Story 6: Mwumbus Story

Word Power
1. Look back at the story and find these key words: humble, generous,
plait, disappear, mature, deforestation, vulnerable, mudslide, drought,
disaster, harmony, environment, consequence, wildlife, nursery bed,
contribute, reforestation, prosperous, goal, wisdom
3. Use words from the story to complete the crossword puzzle below.
71
Down
Across:
1. plant again
2. not selfish
3. black, solid cooking fuel
4. mass of wet earth falling down a

steep slope
6. prolonged dry period without

rain
8. skin of a tree
5. older respected person in the

community
7. work together to accomplish
something
9. open to attack or damage
10. living things, especially
animals living in nature
Group Work
activities.
1. Role-play Mwumbus story (Mwumbu, his parents, Mr. Maumbe, other
Nakato, Rose, other members of the Wildlife Club, community
members, village chief, elders).
2. With your group, identify an environmental problem in your school or
community. Use the following questions to guide your discussion of
the problem:
72

Part Two
What is the name of the problem?

What has been the main cause (or causes) of the problem?
What effect has the problem had on the community?
How can the problem be solved?
Who can help solve the problem?
What are the first steps that can be taken right away?
Report a summary of your groups discussion to the whole class.
Story 7: An Orange Shared

Word Power
1. Look back at the story and find these key words: brainstorm,
compromise, reconcile, suburb, gifted, compound, fetch, vendor,
arrest, delicious, peel, incident, disturbance, witness, resolution, cell
phone
3. Explain the meaning of the underlined word in each sentence.
Example: The two girls agreed on a win-win solution.
win-win means that both sides win
a) Teacher Zamzam was a good negotiator.

a negotiator is a person who
b) She threatened to call the police and have the girls arrested.
When the police arrest someone they
c) The girls brainstormed different ways to solve their argument.

When we brainstorm, we
d) The people standing near the fruit vendors stall were witnesses.
A witness is a person who
73
Story 8: You and Your Children Deserve Peace: A True Story

Word Power
1. Look back at the story and find these key words: forgive, reconcile,
palace, privilege, domination, apartheid, democratic, society, ideal,
cherish, trial, sentence, desolate, tuberculosis, justice, equality,
constitution, elect, host, rugby
2. Use one of the key words from the list to complete each sentence.
a) While he was in prison, Nelson Mandela caught a terrible disease
called
.
b)
was the name of the system that

separated South Africans because of their race.
c) Nelson Mandela wanted a
government in
which everyone would have the right to vote.
d) After he was freed from prison, the people of South Africa
as their president.
e) Nelson Mandela fought for justice and
all of his
life, but he also showed his ability to reconcile with former
enemies.
Group Work
Work with a small group of your classmates. Prepare for and role play an
imaginary press conference.
1. Imagine that you are a group of reporters who have been invited to a
press conference by President Mandela just after he became the
President of South Africa.
2. Choose a member of your group to act the role of Nelson Mandela.
Take turns asking your questions. (Note: the President should first
give a brief statement to the press and then invite questions).
Remember to be polite and wait until you are called on.
3. Write a brief report of your groups press conference and report what
happened to the whole class.
74

Part Two
Story 9: Mulo, the Mountain Man

Word Power
1. Look back at the story and find these key words: volcano, earthquake,
erupt, pressure, lava, relative, desperate, boast, pound, lightning,
thunder, pastoral, pastoralist, drainage canal, Parliament
2. Use the key words in sentences of your own.
3. Unscramble the letters to make a word that fits each definition.
a) AVAL hot, molten rock
b) PDEETSAER without hope, despairing
c) N00LVAC a mountain that has an opening at the top for hot
rock and steam to escape
d) TITSSAALPO person who makes a living by raising livestock
e) UTHDREN loud sound of a flash of lightning
Group Work
Work with a small group of your classmates. Choose one or more of the
following activities.
1. Role play the story of Mulo, the Mountain Man (Mulo, Mrs. Mulo,
Nyanga, Nani, Mr. Mugo, Mrs. Mengeni, Mr. Lokiru, Mr. Bullen)
2. On the left side of the chart below, make a list of the natural disasters
that have or may affect your area of Uganda. In the middle, make a list
of the warning signs. On the right, add a list of suggestions for how
people can do to protect themselves.
DISASTERS
WARNING SIGNS
WHAT TO DO
3. Choose one of the disasters listed in your chart. With your group,
design a poster to display at your school to help people recognize the
warning signs and protect themselves.
75
Glossary
AIDS
Acquired Immune Deficiency Syndrome: a disease that causes the bodys

immune system to become too weak to fight many infections
behaviour
the way a person acts, especially towards others
brainstorm
to collect many ideas from people in a group as a way of solving a
problem
bully
(v.) to threaten or harm someone smaller and weaker

(n.) a person who uses strength or power to harm others
climate change
long-term changes in climate and weather patterns believed by scientists

to be caused by human activity
compromise
settling an argument through agreement by both sides
conflict
a serious argument or disagreement that may be resolved quickly or may

continue for a long time and may lead to violence or war
conflict resolution
a way for two or more sides in a conflict to find a peaceful solution
cooperation (n.), cooperate (v.)
working together towards the same objective or goal
disaster
something that happens suddenly, such as an accident or storm, that

causes great damage or loss of life; disasters may be human-made or
natural
disaster risk management (DRM)
a way to organize people and actions to make people safer when there is
a risk of disaster
discriminate
to treat others differently, especially because of their ethnic group,

religion, gender, age, or where they come from
emotion
a feeling, such as happiness, sadness, or anger
empathy
ability to understand the feelings of another person
76

Glossary
environment
everything around us, especially the natural world
forgive (v.), forgiveness (n.)
stop feeling angry and blaming someone
include (v.), inclusion (n.)
to bring others in as part of a group
natural resource
supply of something such as water, oil, and minerals that people can use
to produce what they need or want
negotiate (v.), negotiation (n.)
trying to reach an agreement with others during or after an argument
Nobel Peace Prize
a prize awarded every year in Oslo, Norway to someone who has made an
outstanding contribution to world peace
reconcile (v.), reconciliation (n.)
becoming friends again and living together in peace
reforestation
the organized planting of trees and other forest plants in areas where
they have been cut or destroyed
refugee
a person who has been forced to leave their country because of war or
fear of persecution
resource
a supply of something, such as water, oil, and minerals that people can
use to produce what they need or want
risk
the possibility of danger or loss
skill
the ability to do something
stereotype
thinking that of all members of a group have the same characteristics
values
the things we believe are most important in life and that guide the way
we think and act
77
"We are all human beings, and we have the same emotions.
Let's find win-win solutions to all our problems."
-- Dr. Margaret Sinclair
Technical Adviser, Protect Education in Insecurity and Conflict
The stories in this book are about building peace,
promoting a sense of national identity, and living in
harmony with the beautiful natural environment of Uganda
ideas that young readers will bring home from their
classrooms to share with their their families and
communities.
Like children everywhere, Ugandan pupils can succeed at
becoming fluent readers through sustained exposure to
materials about topics that interest and inspire them. The
stories in this book were written by Ugandan primary
school teachers for children to enjoy while engaging them
in issues that are relevant to their own lives. At the same
time, the stories strengthen learners' grasp of important
knowledge, skills and values for learning to live together
SKILLS AND VALUES FOR LIFE and disaster risk management that are already
understanding our emotions
embedded in the Ugandan national curriculum.
empathy
Teachers can use the stories, guided discussions and
avoiding stereotypes
group activities in this book to highlight these
including others
connections. Beyond the classroom, the skills and
not bullying
values they learn will help empower them to create a
cooperation and and teamwork
better and brighter future as citizens of Uganda and
negotiation
of the world.
forgiveness and reconciliation
care for the environment
The Primary 7 Reader was developed by the National Curriculum Development Centre
of the Republic of Uganda as part of the project, 'Mainstreaming Conflict and Disaster
Risk Management into the Curriculum' in cooperation with Protect Education in
Insecurity and Conflict, a Programme of Education Above All. The supplementary
reading materials produced uner the auspices of the Project are linked to key CDRM
topics in the national curriclum and designed to enhance children's emerging literacy
skills while building personal and social competencies for life. The materials have been
produced in highly appealing, learner friendly formats with accompanying teachers'
notes that make them easy to facilitate, even in large classes:
Primary 1-3 WALL CHARTS

Primary 4-5 READING CARDS
Primary 6-7 STORY BOOKS

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7

PART ONE: Stories

Understanding and controlling our emotions

Treat others as you would like them to treat you.

1. Understanding and Controlling our Emotions

Mary Gets Some News

It is my pleasure to declare Mary as the new class prefect of

Why did everyone like Mary?

Yes, Grandmother, said Mary, suddenly feeling very cheerful

2. Caring for Others

The First Aid Heroes

Why were the children laughing>

Outside the classroom, Opio and Masaba found Samalie behind

I am sorry about the accident, Samalie. There is nothing to be

How did Opio and Masaba persuade Samalie to return to class?

One girl in the class put up her hand.

The Scouts Promise

Samalie enjoyed helping others so much that she decided to

The Crested Cranes -National Womens Football

Many different groups of people live in Uganda, each with

its own customs, language and way of life. Stereotyping of

What did Michael and Jeans parents do to make a living?

At the new school in the district capital, Michaels teacher told

Later that year, Michael returned to his village for a visit.

I should like go to the International

Why did Ali and Asmas family leave their country?

He was not just a refugee in their minds but he was also a

weekends, too. They soon spoke English just as well as their

Story Summary and Discussion

Why were Sera and Bongo unhappy at home?

Why didnt Martha want to tell anyone about the bullies?

Was Marthas story true? how do we know?

Now, I understand why Sera and Bongo were misbehaving. I am

After much begging and persuading, Mr. Osuna finally agreed to

Story Summary and Discussion

6. Cooperation and Teamwork

to cut trees for firewood and to make charcoal. He sold the

Where was Mwumbus home village located?

My son, explained his father. There is a problem here in this

How had life changed for the people in Mwumbus village?

After school one day, Mwumbu politely approached his teacher.

them to talk about the problems they are facing from

started a new project. We have worked together to plant nursery

What did Mwumbu and his teacher decide to do? Why?

future. We need to understand more of these new methods for

Sarah: 13 years old. Studies in Primary Seven in a city school.

(Ruth goes inside the house and returns holding a bag).

Scene II: The Argument

What did both girls want?

Scene III: The Negotiation

Ruth: (looking around, distressed). Oh, no! Mark! Mark! Where

What were the stages of the negotiation?

Scene IV: The Resolution

Sarah: I am sorry about the fight, but I am happy to meet you.

8. Forgiveness and Reconciliation

Where was Rolihlahla Mandelas childhood like? Do you think he was

A few years later, Nelson Mandela went to live in Johannesburg,

In 1962, at the age of 44, Mandiba was arrested for leading a

What did Nelson Mandela study in Johannesburg?

There, he was forced to work all day breaking up rocks outside in

How long did Mandela spend in prison?

In 1995, South Africa hosted the

9. Protecting Our Environment

Mulo, the Mountain Man