Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

SOCIAL STUDIES SYLLABUS

GRADE 8-9

P repared and Published by the Curriculum Development Centre

P O. Box 50092
Lusaka
2013

1
Copyright

© All rights Reserved. No parts of this syllabus may be produced, stored in a retrieval manner, transmitted in any
means without the prior consent of the copyright owner.

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Vision
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems

3
Preface
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training and Early
Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in 1999 when the Ministry of
Education commissioned five (5) curriculum studies which were conducted by the University of Zambia. These studies were followed by a review of the lower
and middle basic and primary teacher education curriculum. In 2005 the upper basic education National survey was conducted and information from
learners,parents,teachers, school managers, educational administrators, tertiary institutions traditional leaders civic leaders and various stakeholders in education
was collected to help design a relevant curriculum ,.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on curriculum held
in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic, technological and political
developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that give learners skills
to access, criticize analyze and practically apply knowledge that help them gain life skills. Its competences and general outcomes are the expected outcomes to be
attained by the leaners through the acquisition of knowledge, skills, techniques and values which are very important for the total development of the individual
and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing, setting high
expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Junior Secondary School as defined and
recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION,SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

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Acknowledgement

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity to make
suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their valuable contributions,
which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the Directorate of
Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource and Administration, the
Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia, schools and other institutions too numerous to
mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the production of the syllabus.

C.N.M Sakala (Mrs)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL TRAINING AND EARLY EDUCATION

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Table of Contents
Copyright........................................................................................................................................................................................................................................................................ 2
Preface ........................................................................................................................................................................................................................................................................... 4
Acknowledgement ......................................................................................................................................................................................................................................................... 5
Introduction ................................................................................................................................................................................................................................................................... 7
RATIONALE ..................................................................................................................................................................................................................................................................... 9
GENERAL OUTCOMES ........................................................................................................................................................................................................................................... 9
GRADE 8 ................................................................................................................................................................................................................................................................... 10
TOPIC ....................................................................................................................................................................................................................................................................... 10
8.1 Man the Social Being ................................................................................................................................................................................................................................... 10
8.2 Basic map Reading Techniques .................................................................................................................................................................................................................... 12
8.3 Pre-colonial Societies in Zambia .................................................................................................................................................................................................................. 12
8.4 Man and the Environment ........................................................................................................................................................................................................................... 15
8.5 Political Development in Zambia ................................................................................................................................................................................................................ 20
8.6Governance......................................................................................................................................................................................................................................................... 21

GRADE 9 ................................................................................................................................................................................................................................................................... 24
TOPIC ....................................................................................................................................................................................................................................................................... 24
9.1 Foreign Influence on Zambia ....................................................................................................................................................................................................................... 24
9.2 Development in Zambia ............................................................................................................................................................................................................................... 26
9.3 Economic Development ............................................................................................................................................................................................................................... 29
9.4Governance......................................................................................................................................................................................................................................................... 31
9.5 Regional and International Organisations ................................................................................................................................................................................................... 33
APPENDIX ONE:........................................................................................................................................................................................................................................................ 34
SCOPE AND SEQUENCE CHART – GRADES 8 AND 9 ................................................................................................................................................................................................. 34

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Introduction
The new junior secondary school (Grade 8-9) social studies syllabus is one of the steps taken towards the implementation of the Curriculum reforms in the
Zambia Education System. This syllabus takes into account our National Education Goals and the structure of the various disciplines that contribute to the subject
called “Social Studies”

It aims at achieving in all- rounded development of a leaner who is capable of making meaningful contribution to society. Hence the outcomes of this syllabus are
centred on analytical innovative creative and constructive skills.

Further, this syllabus emphasises on the various approaches adopted in learning such disciplines in a spiral design of topics which are developed from simple to
complex in breadth and depth.

It is therefore the ultimate goal of their syllabus to develop into the learner‟s knowledge and skills that will help them understand their social political and
economical world they can think and function effectively.

TEACHING METHODOLOGIES
The teaching methodologies recommended should be learner centred. These include:
a) Activity learning (individual/pair/group)
b) Educational visits (visits to various relevant institutions and organisations)
c) Role play
d) Debate
e) Demonstration
f) Question and answer technique
g) Teacher exposition

TIME ALLOCATION
The learning area shall cover a period of seven years. From Grade 1 to 4, learners shall have six (06) periods of thirty (30) minutes duration each per week. Grades 5 to 7
learners shall have six (06) periods of forty (40) minutes duration each per week.

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ASSESSMENT
It is expected that learners will be assessed periodically to determine whether the intended outcomes have been internalised and competences mastered. For the sake of this,
teachers are advised to conduct Continuous Assessments, whether weekly or fortnightly or monthly. A mid-term assessment would also be ideal so that where deficiencies
are observed some remedial measures are put in place. However, it is strongly recommended that an end-of-term assessment be conducted at each grade level.

It is the Ministry’s intention to conduct aptitude examinations after completing the Lower Primary School Level for purposes of selection to Grade 5. Those learners who will
not meet the cut-off point will be made to repeat but using remedial measures before they can proceed to Grade 5. At the same time, another aptitude examination will be
conducted after completing Upper Primary School Level for selection to Grade 8 or Form 1 as the case may be. Those learners who won’t meet the cut-off point will be
expected to repeat Grade 7.

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RATIONALE

The term “Social Studies” is here used to identify a new study area that has been introduced at junior secondary school level (Grades 8 and 9). It does not denote a
political school of thought, a philosophy, a doctrine or a form of organisation. It only refers to this new learning area on human relationships and behaviour. It is
an inter-disciplinary programme with a contemporary orientation incorporating some aspects of Civic Education, Geography and History that were previously
taught as separate subjects in the former curriculum.

The syllabus further takes into account national educational goals and the structure of the various disciplines that contribute to the subject “Social Studies”. For
instance, one of the main National Goals is the “achievement of an all-round development of the learner through self-reliance of an individual”. It is for this
reason that the specific outcomes of the syllabus aim mostly at equipping the learner with productive skills. The syllabus emphasises the various approaches
adopted in learning such disciplines in an integrated manner. The subject matter is arranged in a spiral manner, that is, dealing with the same topic, moving from
the simple to the complex, while at the higher grades the study extends in breadth and depth. The syllabus takes into account factors of space, time perspective,
political and socio-economic changes.

GENERAL OUTCOMES

Integrated Social Science aims at developing an understanding of the economic, political, civic, cultural, geographical and historical factors which influence social
development;

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GRADE 8

GENERAL OUTCOMES KEY COMPETENCES AT GRADE 9 LEVEL

 Create an understanding of relationships between man and the environment
 Develop skills needed to read and interpret maps, charts and diagrams
 Create an understanding about why and how we learn about the past.
 Develop an understanding of political development and governance in
Zambia since 1964
 Show understanding of human rights by participating in human rights activities in
school and community
 Show understanding of civic education by participating in gender advocacy in
school
 Show understanding of civic education by participating in anti-corruption activities
in the community
 Demonstrate knowledge and skills of directions by guiding other people
 Measure distances
 Interpret relief features in the local environment

CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES
8.1.1 Learning about 8.1.1.1 State reasons for learning  To understand the present  Analysis of learning  Appreciati
8.1 Man the past about the past  To project the future about the past on of
the Social  Oral traditions, written records, events in
Being 8.1.1.2 Discuss various methods used anthropology, archaeology, the past
to learn about the past linguistics  Appreciati
 Measuring time: BC, AD, on of
8.1.1.3 Describe measurement of time Decade, Generation, Century,  Computation of methods
in history Millennium time used to
learn
about the
past
 Appreciati
on of
events
over a
period of
time
8.1.2 Origins and 8.1.2.1 Describe different versions of  Scientific and Biblical  Analysis of sources  Appreciati

10
Development of the origins of man of historical on of the
Man 8.1.2.2 Discuss the stages in the  Proconsul Africanus, information origins of
development of man Kenyapithecus,  Identification of the man and
Australopithecus, Zinjanthropus, stages through the stages
Homo-Habilis which man has in his
developed developm
8.1.2.3 Describe the periods through  Periods: Stone Ages (Early,  Classification of ent
which man has lived Middle, Late) and Iron Ages periods through
(Early and Late) which man has
lived  Appreciati
on of the
periods
through
which
man has
lived

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 8.2.1 Maps and 8.2.1.1 Explain the difference between  Map: plan  Drawing of maps  Appreciat
8.2 Basic diagrams a map and diagram.  Diagram: pictorial presentation and diagrams ion of
map Reading 8.2.1.2 State characteristics of a map  Symbols, key, direction, grid  Identification of map
Techniques systems, scale, elevation characteristics of a reading
map technique
8.2.1.3 Describe the location of a  Four and six figure grid  Location of places s
place or point on a map reference system and description of
8.2.1.4 Identify directions of places on  Latitude and longitude direction on a map
a map  Compass and bearing
 Bearing and distance
8.2.1.5 Measure distances on a map
 Distance along a straight line  Measuring of
 Distance along a winding course distances
8.2.2 Map Reading 8.2.2.1 Interpret relief features
and  Contour lines: escarpment,
interpretation valleys, plateaux, plains,
gap/saddle/col  Interpretation of
8.2.2.2 Identify drainage patterns relief features
 Drainage patterns: trellis, radial,
8.2.2.3 Identify cultural features dendritic
 Settlements, transport networks,  Identification of
land-use, communication drainage systems
networks and cultural features
8.3.1 Origins and 8.3.1.1 Describe the origins and  From the Luba and Lunda  Appreciat
8.3 Pre- movements of movements of the Bantu Empires and the Lakes Region ion of the
colonial the Bantu speaking people of East Africa into Zambia origins
Societies in Speaking 8.3.1.2 Identify the historical locations  Northern: Bemba, Mambwe  Classification of the and
Zambia Peoples of different Bantu ethnic  Muchinga: Namwanga, Bisa areas where various movemen
groups in Zambia  Luapula: Lunda Bantu ethnic groups ts of the
 North-western: Luvale, Lunda, settled in Zambia Bantu
Kaonde  Awarenes
 Western: Aluyi s of the
 Central: Lenje, Swaka areas
 Lusaka: Soli where
various
 Copperbelt: Lamba-
Bantu
 Southern: Tonga, Ila, Toka-Leya
groups

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  Eastern: Chewa, Nsenga, settled in
Tumbuka Zambia
8.3.1.3 Describe the spread of farming  From Fertile Crescent in the
and iron-working into Zambia Middle East to Nile Valley,
In‟gombe Ilede, Isamu Pati,
Kalundu
8.3.1.4 Discuss the importance of  Analysis of the  Appreciat
technology of the Bantu  Iron for tools, farming for food importance of ion of the
speaking people security technology among origins
the Bantu and
spread of
iron-
working
and
farming
 Appreciat
ion of the
importanc
e of
technolog
y
8.3.2 Decentralised 8.3.2.1 Identify the major  Tonga, Ila, Lenje, Soli  Identification of
societies decentralised societies in major centralised
Zambia and decentralised
societies in Zambia
8.3.2.2 Discuss the main features of  Political, social, economic and  Analysis of the  Appreciat
decentralised societies cultural features main features of the ion of
centralised and the main
decentralised features
8.3.3 Centralised
8.3.3.1 Identify the major centralised  Bemba, Luyi, Lunda, Chewa, societies of
societies Ngoni centralise
societies in Zambia
d
8.3.3.2 Discuss the main  Political, social, economic and societies
features of decentralised cultural features

13
 societies  Importance of culture to any  Analysis of the
8.3.3.3 Explain the importance of society importance of  Sense of
culture to any society culture to society belonging

14
 8.4.1 Physical and 8.4.1.1 Describe Relief levels of  Land below 900m, between  Appreciat
8.4 Man and cultural Zambia 900m and 1200m and land ion of the
the features of above 1200m above sea level relief
Environment Zambia levels of
8.4.1.2 Locate the major drainage  Lakes, rivers and swamps  Identification of Zambia
features of Zambia Zambia‟s major  Location
8.4.1.3 State the cultural features of  Road and railway network, drainage and of major
Zambia settlements, plantations, bridges cultural features drainage
and
cultural
features
8.4.2 Weather and 8.4.2.1 Describe weather and climate  Weather: state of the on a map
climate of atmosphere at a given place and of
Zambia time Zambia
 Climate: average conditions of  Identification of  Differenti
the atmosphere over a period of elements of weather ation of
time weather
8.4.2.2 State the elements of weather  Elements of weather:  Measurement of from
and their measurement temperature, rainfall, sunshine elements of weather climate
 Weather instruments:
thermometer, rain gauge,
sunshine recorder
8.4.2.3 Explain factors influencing
 Seasons, distance from the sea,  Identification of  Awarenes
weather factors influencing s of the
prevailing winds, latitude,
altitude weather elements
of
8.4.2.4 Describe the climate of weather
 Tropical
Zambia and how
to
 Temperature and rainfall  Analysis of the measure
8.4.2.5 Analyse effects of climate on effects of climate on them
human activities characteristics
 Global warming and climate human activities and  Appreciat
8.4.2.6 Analyse the impact of human vice versa ion of the
activities on climate change

15
 factors
influenci
ng
weather
 Awarenes
8.4.3 Forests and 8.4.3.1 Describe the types of  Closed, open forests and s of
their products vegetation found in Zambia swamps Zambia‟s
climate
 Analysis
of the
8.4.3.2 Identify type of tree species  Indigenous and exotic tree  Identification of effects of
species Zambia‟s major tree climate
species and forest on human
products activities
and
8.4.3.3 Identify forest products and  Products: timber, honey, climate‟s
their uses mushrooms, herbs, fruits, tubers, impact on
vegetables, fuel wood, human
caterpillars activities
 Uses: food (honey, fruits,  Awarenes
mushrooms, caterpillars, s of the
vegetables, tubers), energy types of
(wood fuel) construction vegetatio
(timber) medication (herbs) n found
8.4.3.4 Explain the importance of  Their uses  Analysis of the in
conserving and preserving importance of Zambia
forests conserving and  Awarenes
8.4.4 Farming 8.4.4.1 Describe the different  Lozi system (litapa, lishanjo, preserving forests s of the
traditional types of shifting matema, mazulu)  Description of different
cultivation
 Transhumance traditional types of types of
 Chitemene shifting cultivation tree
 Mambwe (Fundika) species
 Millet, sorghum, cassava, found in
lentils, groundnuts Zambia
8.4.4.2 State the main crops grown

16
 under traditional shifting  Identification of  Appreciat
cultivation crops grown under ion of the
shifting cultivation various
8.4.4.3 Explain the effects of shifting  Deforestation, soil erosion,  Analysing the products
cultivation on the environment leaching, carbon emission, effects of shifting derived
rainfall variability cultivation on the from
environment forests

8.4.4.4 Describe commercial farming  Large-scale, mechanisation, use

of chemicals to control weeds,
diseases and pests, use of  Conservat
artificial fertilisers ion and
8.4.4.5 Identify the major cash crops  Maize, tobacco, cotton, coffee,  Identification of preservati
grown under commercial wheat, sugarcane, banana, Zambia‟s major on of
farming pineapple, tea cash crops and their forests
 Growing areas and conditions growing conditions  Awarenes
s of the
different
8.4.4.6 State characteristics of  Foreign-owned, labour  Analysis of the types of
estate/plantation agriculture intensive, long-term investment, characteristics of traditional
large capital outlay, irrigation, plantation shifting
processing done on site, export agriculture cultivation
oriented and the
8.4.4.7 State factors influencing  Diseases and pests, pasture,  Identification of the main
commercial livestock farming markets, water scarcity, factors influencing crops
traditions, thefts commercial grown
livestock farming under
these
systems
8.4.4.8 Explain the impact of
 Deforestation, pollution, soil  Analysis of the  Appreciat
commercial farming on the impact of ion the
erosion, displacement of human
environment commercial farming effects of
and wildlife
on the environment shifting

17
8.4.5 Fishing 8.4.5.1 Locate the major fisheries in  Lakes: Kariba, Tanganyika, cultivatio
Zambia Mweru, Bangweulu n on the
 Rivers: Zambezi, Kafue, environm
Chambeshi-Luapula, Luangwa ent
 Swamps: Lukanga, Barotse
flood plains
 Fish farms  Awarenes
8.4.5.2 Identify the types of fish found  Breams, babble, tiger-fish,  Identification of s of
in Zambia bottle-fish, Nile perch (buka- the types of fish commerci
buka), fresh water sardines found in Zambia al
(kapenta) farming
8.4.5.3 Describe fishing methods used  Gill and seine nets, baskets,  Description of the activities
in Zambia fishing lines, motor boats, methods used to and the
dugout canoes, spears catch fish in major
Zambia crops
8.4.5.4 Describe fish processing
 Smoking, sun drying, salting,  Processing of fish grown
methods. under this
freezing, caning
8.4.5.5 State the challenges facing the
 Marketing, storage,  Analysis of the system
fishing industry
transportation, over fishing, bad challenges facing  Appreciat
fishing methods the fishing ion of the
industry in Zambia characteri
 Restocking, annual fish bans,
8.4.5.6 Suggest possible solutions to and their possible stics of
fish farming
challenges facing the fishing solutions plantation
industry agricultur
e
 Awarenes
s of the
factors
influencin
g
commerci
al
livestock
farming

18
  Awarenes
s of the
impact of
commerci
al
farming
on the
environm
ent
 Appreciat
ion of the
location
of
Zambia‟s
major
fisheries,
the types
of fish
found in
Zambia,
the
methods
used to
fish them
and how
to process
fish

 Awarenes
s of the

19
 challenge
s faced by
the
fishing
industry
in Zambia

8.4.6 Tourism 8.4.6.1 Identify the major tourist  National parks, water falls,  Identification of  Awarenes
attractions in Zambia historical sites, traditional Zambia‟s major s of
ceremonies, water sports tourist attractions Zambia‟s
tourist
8.4.6.2 State the advantages and  Advantages: foreign exchange  Analysis of the attraction
disadvantages of tourism earnings, cultural exchange, advantages and s
infrastructural development, disadvantages of  Appreciat
employment tourism ion of the
 Disadvantages: trafficking in advantage
trophies, diseases, prostitution s and
8.4.6.3 Explain the importance of  Cultural heritage, sustainable  Analysis of the disadvant
conserving tourism resources development, recreation importance of ages of
conserving tourism tourism
resources  Conservat
ion of
Zambia‟s
tourism
resources
8.5.1 Introduction 8.5.1.1 Explain the meaning of civic  Meaning of civic education:
8.5 Political to Civic education Study of political, social,
Development Education cultural and economic and
in Zambia environment
8.5.2 Zambia‟s path 8.5.2.1 Outline Zambia‟s path to  Zambia‟s path to independence:   Appreciati
to independence independence 1890-1964 on of
Zambia‟s
independe
nce

20
 8.5.3 Symbols of 8.5.3.1 Describe symbols of national  Symbols of national identity  Identification of the  Appreciati
National Identity identity such as symbols of national on of the
National Flag and Coat of Arms identity symbols
of national
8.5.3.2 Explain the value of national Value of National symbols identity
symbols  Respect
for
symbols
of national
identity
8.6.1 Systems of 8.6.1.1 Identify systems of governance  Systems of Governance:  Promotion
8.6Governance Governance democracy (good) and of justice
dictatorship ( bad) governance in society
8.6.1.2 Describe the characteristics of  Good Governance e.g
good and bad governance  Identification of good
consultation, rule of law,
and bad Governance
citizen participation etc


Bad Governance e.g. no
consultation, non participation
in decision making, absence of
rule of law etc,
8.6.1.3 Identify institutions that  Institutions of Governance such  Effective
promote good governance as Anti-Corruption communication
Commission, Human Rights through lobbying and
Commission, Civil Society advocacy
Organisations, etc
8.6.2 Constitution 8.6.2.1 State types of constitutions  Types of constitutions:  Identification of  Appreciatio
Written and unwritten different types of n of a good
constitutions constitutions constitution
8.6.2.2 Explain the importance of a  Importance of a constitution e.g.
Constitution Supreme law of the land
8.6.3 Citizenship 8.6.3.1 State qualifications of Zambian  Qualifications for Zambian  Identification of  Awareness
citizenship citizenship: by birth or qualifications for of the
naturalisation Zambian citizenship qualificatio

21
 8.6.3.2 Describe qualities of a good  Qualities of a good citizen:  Analysis of qualities ns for
citizen loyalty, honesty, respect for of good citizenship Zambian
human rights etc citizenship
and
8.6.3.3 State rights, duties and  Rights: health, life, voting, etc qualities of
responsibilities of a Zambian  Duties: pay tax, obey laws, a good
citizen report crime, etc citizen
 Responsibilities: personal,  Respect for
family and community. human
rights

 Responsibil
ity and hard
work
8.6.4 Political 8.6.4.1 Describe a political party  Group of people coming  Promotion
organisation together to promote a political of honesty
agenda and
8.6.4.2 Describe a one party political  Existence of one political party  Differentiation of integrity.
system.  Existence of more than one one party
8.6.4.3 Describe multi-partism political party democracy from
multi-party
democracy
8.6.4.4 State the advantages and  Advantages: wider freedom of
disadvantages of multi- political choice
partism.  Disadvantages: interparty
conflicts, costly to manage etc
8.6.5 Elections 8.6.5.1 Explain types of elections  Types of elections: Presidential,  Identification of  Knowledge
parliamentary, local different types of of the
government (general or Elections electoral
tripartite), by-elections process
8.6.5.2 Describe the electoral process  Electoral procedure:
delimitation, registration, etc
 Election management
8.6.5.3 Describe the role of the

22
 Electoral Commission of
Zambia(ECZ)
8.6.5.4 Identify electoral malpractices  Electoral malpractices: rigging,  Identification of
cheating electoral  Awareness
malpractices of electoral
malpractice
s
8.6.6 Central 8.6.5.5 State organs of government  Central government:  Identification of  Appreciatio
Government Legislature, Executive, organs of n of
Judiciary government and different
8.6.6.2 Describe functions of  Functions of Central their functions functions
government Government: of
Law making, implementation, governmen
enforcement t organs
8.6.7 Local 8.6.7.1 Explain the history of local  History of local government  Appreciatio
Government government in Zambia from 1964 to present n
8.6.7.2 State the functions of local  Collection of levy, enacting and of the
government enforcing by-laws etc decentralis
ed system
8.6.8 House of 8.6.7.3 Identify roles of traditional  Providing leadership in the  Identification of the of
Chiefs rulers community, custody of role of traditional governmen
traditional values and land, etc rulers t
8.6.8.2 State the composition of the  Three representatives from each
House of Chiefs province
8.6.8.3 Explain the role of the House  Advising government on
of Chiefs traditional issues

23
 GRADE 9

GENERAL OUTCOMES KEY COMPETENCES AT GRADE 9 LEVEL

 Develop an understanding of the relationships between industrial  Show understanding of human rights by participating in human rights activities in
development and resources that Zambia is endowed with school and community
 Develop skills to read and interpret maps, charts, statistics and diagrams  Show understanding of civic education by participating in gender advocacy in
 Create an awareness of the consequences of Western European school
Colonialism  Show understanding of civic education by participating in anti-corruption activities
 Develop an Understanding, Respect and Promotion of Human Rights in the community
 Develop an understanding and appreciation of the skills for economic and  Show ability to interpret information from a map, chart, diagram, statistical data
social development
CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
9.1.1 Development 9.1.1.1 Explain the motives behind  Social, economic and political  Analysis of the
9.1 Foreign of Slavery and „slavery‟ and the „slave motives behind
Influence on Slave Trade trade‟ up to the sixteenth slavery and slave
Zambia century trade
 Social, economic, political  Analysis of the  Awareness
9.1.1.2 Assess the effects of slave effects of slave trade of the effects
trade on the African on African societies of slave
societies trade on
 West Africa, Central Africa,  Drawing a map African
East Africa, North Africa showing slave trade societies
9.1.1.2 Locate the main Slave Trade  Europe, Africa and America routes in Africa
routes in Africa
9.1.1.3 Describe the Triangular  William Wilberforce and
Slave Trade Abraham Lincoln  Appreciate
9.1.1.4 Identify people who were the role
instrumental in the abolition played by
of slavery and slave trade slave trade
abolitionists
9.1.2 Arrival of 9.1.2.1 Assess the aims of European  Social, political, economic,  Awareness
Europeans imperialism and the religious, humanitarian of the aims
scramble for Africa of European

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 imperialists
9.1.2.2 Describe the exploration of  West Africa, Southern, Central
Africa by Europeans Africa, East Africa, North
9.1.2.3 State the results of European Africa  Analysis of the  Awareness
imperialism in Central  Social, political, economic, results of European of the
Africa religious imperialism in results of
Central Africa European
9.1.3 European  Identification of imperialism
occupation of 9.1.3.1 Identify the agents  Missionaries, hunters and agents
Central instrumental in European concession seekers
Africa occupation of Central Africa  John Cecil Rhodes and the
British South Africa Company
 Northern Rhodesia under the
BSA Company  Analysis of the role
9.1.4 African 9.1.4.1 Describe African resistance  Primary resistance primary and
Reaction to to colonialism
 Secondary resistance secondary resistance
Foreign Rule 9.1.4.2 Describe the struggle for
 Southern Rhodesia (Zimbabwe),
in Central independence in Central
Northern Rhodesia (Zambia)
Africa Africa
and Nyasaland (Malawi)

 Analysis of the
9.1.4.3 Describe the Central African reasons for and
Federation of 1953 to 1963  Social, political, economic against the Central
9.1.4.4 Discuss reasons for and African Federation
against the Central African  Analysis of the
Federation successes and
 Successes and failures of the
Federation failures of the
Federation
9.1.4.5 Assess the successes and
failures of the Federation

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 9.2.1 Mining 9.2.1.1 State the major minerals  Copper, cobalt, coal, precious  Identification of  Appreciation
9.2 Industry mined in Zambia stones, nickel major minerals of the major
Developm 9.2.1.2 Describe methods of mining  Open and shaft mining found in Zambia minerals
ent in Zambia and the methods found in
used to mine them Zambia and
9.2.1.3 Discuss the contribution of  Employment, foreign  Analysis of the how they are
mining to the socio- exchange, economic contribution of mined
economic development development, social amenities, mining to socio-  Appreciation
infrastructural development economic of the
9.2.1.4 Discuss the impact of  Pollution, land degradation, development and contribution
mining on the environment displacement of humans and its impact on the of mining to
animals environment socio-
9.2.2 Manufacturing 9.2.2.1 Describe factors influencing  Raw materials, power,  Analysis of the economic
and Food the location of industries transport, labour, markets factors influencing development
Processing the location of and its
Industries industries impact on
9.2.2.2 State the types of  Steel making, textiles, leather,  Classification of the
manufacturing industries furniture, brick/block making, different types of environment
pottery industries  Appreciation
9.2.2.3 Identify the types of food  Milling, caning, confectionery, of different
processing industries beverage types of
industries
9.2.2.4 Explain challenges faced by  Cost of raw materials, capital,  Analysis of the found in
manufacturing and competition, transport, storage, challenges faced by Zambia
processing industries market, technology the manufacturing  Appreciation
and processing of the
industries challenges
facing the
manufacturi

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9.2.3 Power and 9.2.3.1 Describe renewable and non  Renewable: hydro-electricity,  Classification of ng and
Energy renewable sources of power solar power, wind, geo-thermal sources of power processing
Generating and energy  Non-renewable: petroleum, and energy industries
Industries coal, nuclear, wood fuel, bio-  Conservatio
gas n of non-
renewable
9.2.3.2 Identify institutions dealing  Copperbelt Power Company,  Identification of sources of
in power and energy. Zambia Electricity Supply institutions dealing power and
Corporation, Energy in power and energy
Regulation Board energy  Awareness
of the
institutions
9.2.4 Social 9.2.4.1 Explain population concepts  Population density, census, dealing in
Development: growth rate, birth rate, power and
Population mortality rate energy
9.2.4.2 Describe the population  High density, medium density generation
distribution of Zambia and low density areas  Awareness
of
population
9.2.4.3 State factors leading to rapid  Early marriages, high fertility  Analysis of factors concepts
population growth in rate, poverty leading to rapid  Awareness
Zambia population growth of
in Zambia population
distribution
in Zambia
 Rural-urban, urban-urban,  Classification of  Appreciate
9.2.4.4 Explain population urban –rural and rural-rural population factors
migration in Zambia migration in leading to
Zambia rapid
 Food security, low  Analysis of the population
9.2.4.5 State the impact of HIV and productivity, high death rate, impact of HIV and growth in
AIDS on the population AIDS on Zambia‟s Zambia
population  Awareness
of

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 movements
people make
in Zambia
 Appreciate
the impact
of HIV and
AIDS on
,,,,,,,,,,,

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 9.3.1 Money 9.3.1.1 Explain the concept money  Coins or bank notes used as  Identification of  Appreciation
9.3 Economic medium of exchange various bank coins of the value
Development 9.3.1.2 Describe the Characteristics  Characteristics of money: and note, their of money
of money portability, durability characteristics, and
functions
9.3.1.3 Outline the function of  Functions of money: medium of
money exchange, measure of value
 Law of law of supply and
9.3.1.4 Explain the law of supply demand:
and demand. Inflation and deflation
 Laundering: fraud, deceit, false  Awareness
9.3.1.5 Describe money laundering pretences of the forms
activities. of corruption
9.3.2 Budget  Plan of income and expenditure  Planning income  Awareness
9.3.2.1 Explain budget and expenditure of fiscal
 Individual, family and national discipline
9.3.2.2 Describe types of budgets
 Income and expenditure
9.3.2.3 Identify features of a budget
 Taxes, donor funding etc
9.3.2.4 Explain sources of National
Budget
 Control measure, transparency,
equity, accountability etc  Promotion of
9.3.2.5 Explain the importance of a interdependen
budget  Tax evasion, corruption, theft,
ce
9.3.2.6 Identify the challenges fraud etc
associated with budget  Identification of
implementation

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9.3.3 Trade 9.5.3.1 Describe local and  Local trade: buying and selling different types of  Awareness
international trade of goods and services within the trade and of different
country challenges types of
 International trade: buying and trade
selling of goods and services
between countries
 Chain of distribution: producer,
manufacturer

 Poor transport and

9.5.3.2 Identify the challenges
associated with local and
international trade
9.5.3.3 Identify crimes associated
with trade
communication, unfair
competition, poor quality of
products, counterfeit products,
porous borders, inadequate
harmonised standards
 Smuggling, counterfeit
products, human and drug
trafficking, fraud, corruption,

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 9.4.1 Fundamental 9.4.1.1 Describe fundamental  Freedoms and privileges that a  Identification of  Respect for
9.4Governance Human Rights human rights person has by virtue of being Human rights and |Human
human. their violations rights
 Universal Declaration of
Human Rights(UNDHR)
 Rights: Civil and Political,
Economic, Social and Cultural
and Collective rights.
9.4.1.2 Explain the United Nations  Background to UNCRC
Convention on the Right of
the Child (UNCRC).
9.4.1.3 Identify factors that lead to  Human rights violations: Lack
human right violations of information, corruption etc
9.4.1.4 Discuss obstacles to  Obstacles to reporting human
reporting human rights rights violations: Fear of
violations victimisation, lack of support,
etc
 Government Institutions :
9.4.1.5 Identify institutions and Police-VSU, Human Rights
organisations that promote Commission etc  Awareness
human rights in Zambia of
 Non-Governmental
institutions
Organisations:
that promote
Amnesty International, Young
human
Women Christian
rights in
Association.(YWCA)etc
society.

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9.4.2 Corruption 9.4.2.1 Explain corruption  Giving some gifts in return for  Identification of  Promotion
a favour different types of of integrity,
corruption Transparenc
9.4.2.2 Explain the causes of  Causes of corruption: greedy, y and
corruption poverty etc accountabili
9.4.2.3 Explain the effects of  Effects of corruption :Poverty, ty in society
corruption poor leadership, compromised
standards.
9.4.2.4 Describe the role of the  Saying no to corruption,
community in fighting reporting corruption to relevant
corruption authorities.
9.4.2.5 Identify the institutions and  Institutions : Anti-Corruption
organisations that Commission (ACC), Police,
spearheads the fight against Courts etc
corruption in Zambia  Organisations : Transparency
International (TIZ),FODEP,
etc.
9.4.3 Conflict 9.4.3.1 Describe conflict  Misunderstanding and quarrels  Promotion
Resolution between people of peace and
harmony in
society.
9.4.3.2 Identify levels of conflict in  Individual, family, community,  Identification of
society National and international. levels of conflict,
9.4.3.3 Explain the causes of  Wars, economic, deprivation, causes of conflict,
conflict. discrimination, ethnicism, effects and conflict
genocide etc resolution
 Disunity, destruction of strategies
9.4.3.4 Discuss effects of conflict infrastructure, environmental
degradation, refugees.
Solutions to conflict
 Application of conflict
9.4.4.5 Identify solutions to resolution methods, Peace
conflicts education, democratic
governance

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 9.5.1 Regional 9.5.1.1 Identify regional organisations  SADC, COMESA, NEPAD,  Identification of  Appreciation
9.5 Regional Organisations to which Zambia is a member African Union various regional of SQAM
and organisations  Promotion of
International 9.5.1.2 Outline structure of regional  Different structure of regional  teamwork
Organisations organisations organisation
9.5.1.3 Explain functions of regional  Standardisation, quality
organisations assurance, accreditation and
metrology of products and
services (SQAM)
9.5.1.4 Discuss benefits of Zambia‟s  Ease of trade through SQAM for
membership to regional products and services
organisations
International 9.5.1.5 Identify international  The Commonwealth and United
Organisations organisations Nations
9.5.1.6 Describe membership and  Membership and structure of
structure of these International Organisations
organisations.
9.5.1.7 Discuss the functions of these
 Functions of International
organisations
Organisations
9.5.1.8 Outline specialised agencies of
 Specialised Agencies of United
the United Nations
Nations Organisation

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APPENDIX ONE:

SCOPE AND SEQUENCE CHART – GRADES 8 AND 9

Grade 8 9

Theme
Man the Social Being  Learning about the past
 Origins and development of Man
Basic Map Reading  Maps and diagrams
Techniques  Map reading and interpretation
Pre-colonial Societies of  Origins and movements of the Bantu speaking people
Zambia  Historical settlement areas of the Bantu in Zambia
 Farming and iron working in Zambia
 Centralised societies
 Decentralised societies
Environment in Zambia  Physical and cultural features
 Weather and climate
 Forests and their products
 Farming
 Fishing
 Tourism
Political Development in  Civic education
Zambia  Symbols of national identity
Governance  Systems of governance  Fundamental human rights
 Constitution  Corruption
 Citizenship  Conflict Resolution
 Political Organisation
 Elections
 Central Government
 Local Government
 House of Chiefs
Foreign Influence on Zambia  Development of slavery and slave trade
 Arrival of Europeans
 European Occupation of Zambia
 African Reaction to Foreign Occupation

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  Zambia‟s path to independence
Development in Zambia  Mining Industry
 Manufacturing and Food Processing Industries
 Power and Energy Generating Industries
 Social Development: Population
 Economic Development:
 Money
 Budget
 Trade
Regional and International  Regional organisations
Organisations  International Organisations

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