Social Studies Lesson Plans-2021

TO
SOCIAL STUDIES
(GEOGRAPHY, HISTORY AND CIVIC EDUCATION)
GRADE 8 AND 9 LESSON PLANS BOOKLET
MUNTENGWA WILFRED (Dip Ed, BEd & MEd)-LIBALA STAGE III SECONDARY SCHOOL
LYAPA BETTY (Dip Ed & BEd)-ARAKAN GIRLS SECONDARY SCHOOL
LUPWISHI GEORIGETTE (BA.Ed)-DAVID KAUNDA STEM SCHOOL
MUYUNDA WINNIE (Cert Ed, Dip Ed & BA.Ed)-TWIN PALM SECONDARY SCHOOL
BANDA NANCY (BA.Ed)-LIBALA SECONDARY SCHOOL
NTITIMA MARY (Dip.Ed)-NORTHMEAD SECONDARY SCHOOL
LUKWESA NATASHA (BA.Ed)-NYUMBA YANGA SECONDARY SCHOOL
MALUZA CHOOLWE (Dip Ed & BA. Ed)-LIBALA STAGE III SECONDARY SCHOOL
NJOVU TECKSON (BA.Ed)-PRIVATE SCHOOL
NDALAMA SARAH SEMBA (BA.Ed & MA-HSD)-CHAKUNKULA SECONDARY SCHOOL
LUYELE AGNESS (Dip Ed & BA.Ed)-CHIBOLYA SECONDARY SCHOOL
PHIRI BETTY (BA.Ed, MSc-ENRM)-MUNALI BOYS SECONDARY SCHOOL
@2021
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SOCIAL STUDIES GRADE 8 CONTENT-2021
LESSON NUMBER: One (01)
COMPONENT: Geography
TOPIC: Man and his environment
SUB TOPIC: Introduction to Geography
LESSON REFERENCES:
1. Progress Grade 8 Social Studies Learners Book
2. Achievers Grade 8 Social Studies Learners Book
3. Haantobolo Junior History Learners Book
4. Chilumunda Junior History Learners Book
5. Ntalasha Civics Grade 8 Learners Book
6. Our Khetiwe Grade 8 and 9 Social Studies
LEARNING OUTCOMES:
a) Define geography
b) Explain importance of studying geography
c) Describe the location of Zambia
1. Define Geography
 It is the study of the earth as a home of man. Geography comes from the two Greek
words Geo and Graphia. Geo means Earth whereas Graphia means Drawing or
Describing.
 In addition Geography can also be defined as the study of man and his environment.
The Environment includes living things such as plants, animals, insects and non-living
things; soil, mountains and rocks.
2. Explain importance of studying geography
1) To know our immediate environment
2) To develop skills to read and interprets maps and photographs
3) To understand and appreciate our environment
4) To make learners of global events
5) To make learners aware of environmental issues such as climate change, pollution, soil
erosion, deforestation etc.
6) To enable learners have career opportunities in Agriculture and Tourism
7) To enables learners to have a good understanding of the earth‘s processes such as
weather, climate, denudation and river processes
8) To enables learners to have writing skills such as research or report papers, essay, data
representation, etc.
9) To enables learners to have knowledge on location of different physical and cultural
features of the earth.
3. Describe the location of Zambia
a) LOCATION OF ZAMBIA
Zambia is located in the Central Southern Africa.
b) SIZE OF ZAMBIA
The total area of Zambia is about 752000 square kilometres (sqkm2)
c) ZAMBIA AND HER NEIGHBOURS
Zambia is completely surrounded by 8 neighbouring countries namely Tanzania, Malawi,
Mozambique, Zimbabwe, Botswana, Namibia, Angola and Democratic Republic of Congo
(DRC).
d) Zambia is a land locked country
1) What is a land locked country?
It is a country surrounded by other countries and has no sea coast.
2) List down the advantages of Zambia’s land locked country position
1. It is easy to import and export goods to and from neighbouring countries
2. Zambia‘s tourism is promoted through package tours arrangement in collaboration
with other countries for example Zimbabwe
3. It houses a number of regional and international organisations due to its central
location for example; Zambia houses COMESA headquarter.
4. It hosts a number of regional and international conferences.
3) List down the disadvantages of Zambia’s land locked country position
1. Zambia hosts a lot of refugees due to war in the neighbouring countries
2. Zambia has to pay tax for using other countries‘ ports and other transport networks
3. Goods are sometimes smuggled in and from the neighbouring countries. For example
mealie meal and maize
4. Cross border crime is high because of long borders with neighbouring countries.
LESSON CONCLUSION: The teacher will conclude by making serious emphasis on the lesson
outcomes
LESSON EVALUATION: The teacher will evaluate the lesson by giving homework to learners
based on the lesson outcomes taught.
HOMEWORK
1. Describe the importance of geography
2. Discuss the advantages and disadvantages of Zambia‘s landlocked position
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LESSON NUMBER: Two (02)
COMPONENT: History
TOPIC: Man the social being
SUB TOPIC: Introduction to History
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define History
b) State the reasons for learning about the past
c) Discuss various methods used to learn about the past
1. Define History
 History is the studies of the past activities of man in relation to his environment. The
word History comes from a Greek word ―Historia‖ which means to “search for” or to
“inquire”
 The History was coined in 5BC by Herodotus who is also known as the father of History
2. State the reasons for learning about the past
1. By studying history you can know your family tree. This way you can learn who your
grandfather or grandmother was.
2. To understand the origin and development of human beings.
3. To understand other people‘s culture
4. It reveals to us the mistakes that our ancestors made. By knowing the mistakes, we are able
to avoid them.
5. Understanding history makes us know the causes and effects of events and avoid conflicts.
6. Respect for our ancestors achievements.
7. To project the future.
8. To understand the present.
9. Understanding history gives us a sense or feeling of belonging to a certain group of people.
3. Discuss various methods used to learn about the past
1) Oral tradition: this is history passed on from one generation to the other by the word of
mouth. For example it is passed through story-telling, poems, songs, proverbs and riddles.
However, this method is unreliable and does not provide visible or recorded evidence about
the past as information is sometimes distorted and inaccurate.
2) Written records: this is history learnt from a written source. For example books, journals,
letters and magazines. Some of the earliest writing was invented from ancient Egypt called
Hieroglyphics about 196 B.C. Much later in the 15c A.D. printing was invented. It is the
most reliable methods of learning about the past.
3) Archaeology: this is the study of ancient remains. Archaeologists study pre-historic cultures
by excavating material events that people left behind. Duration is determined by using the
Radio Carbon Dating 14 machine or C14. It is the most accurate method.
4) Anthropology: this is the study of culture of a group of people. For example dress, food,
religion and behaviour. This method help to reconstruct the past through the observation of
cultural products
5) Linguistic evidence: this is the study of languages. Historians are able to trace the origins
of people through their languages. People with similar languages are believed to have
originated from the same place.
6) Genetics: the scientific study of hereditary and passing on of characteristics from parents to
off springs
7) Photographic visual sources: these are historical drawings and paintings. These include
pre-historic art of various kinds, the drawings and painting depicting various kinds of life
the early people led for example the Bushmen
8) Information and Communication Technology: This is learning of the past through internet,
television and radio. For example EBS Radio.
outcomes
HOMEWORK
1. Discuss the reasons for learning History
2. Describe the methods of learning history
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LESSON NUMBER: Three (03)
COMPONENT: Civic Education
TOPIC: Political Development in Zambia
SUB TOPIC: Introduction to Civic Education
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define Civic Education
b) Explain the importance of learning Civic Education
1. Define Civic Education
 Civic education is the study of our political, social and cultural and economic issues.
 The Political issue includes Political Organization, Constitution, Governance, whereas the
Social and Cultural Issues include Corruption, House of Chiefs, Human rights and
Conflict. The Economic issues include Budget, Money, Trade and Regional Organization.
2. Explain the importance of learning Civic Education
1. It helps to form competent, active and responsible citizens.
2. It enables citizens to be aware of their fundamental rights and freedoms.
3. It enables citizens to participate in voluntary organizations such as workers unions, women‘s
associations, community organisations, etc.
4. It helps citizens to acquire proficiency in monitoring and correcting policies and laws of their
country.
5. It helps to facilitate the development of knowledge, skills and values in pupils.
6. It enables to produce knowledgeable learners who are aware, can make decisions, judge
and act based on human rights and social responsibilities.
7. It enables citizens to be analytical, innovative, creative and constructive mind which will
cherish and safeguard individual liberties and human rights.
8. It helps to produce learners who can express one‘s own ideas freely, exercise tolerance for
other people‘s views and maintain discipline and hard work for the sake of personal and
national development.
9. It enables pupils to contribute to the promotion of democratic values and sustenance of
democratic systems by making them understand, cherish and defend its equality.
10. It enables pupils to understand, cherish, promote and protect the equality between men and
women, human rights, the rule of law, representative governance etc.
11. Civic is related to people‘s duty, right and responsibilities in participating in the way their
community is organized.
12. Civic education helps you understand how to interact with the people and organization that
govern your community and the country.
13. The government as well as the organization such as political parties, offer civic education
programmes, especially to help young people prepare for their responsibility as citizens.
outcomes
HOMEWORK
a) Explain the importance of learning Civic Education
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LESSON NUMBER: Four (04)
SUB TOPIC: Physical and Cultural Features
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define Physical features
b) Describe the physical features of Zambia
1. Define Physical features

 There are natural features such as mountains, rivers, streams, swamps, hills, highlands,
islands and lakes.
2. Describe the physical features of Zambia
1) The Main rivers of Zambia
1. The Zambezi River
It is the longest river in Zambia and all other big rivers in Zambia end in it. Zambezi River starts
from Kalene hills in Mwinilunga in the North Western province of Zambia. It flows into Angola and
re-enter Zambia near Chavuma. It then flows through Western province, Southern and
Mozambique before entering the Indian Ocean. In addition Zambia got its name from Zambezi
River.
2. The Kafue River
It is the second largest river in Zambia. It starts from the Zambezi-Congo watershed in the North
West of Chingola. It then flows South wards through the Copperbelt and then south west wards
towards the Lukanga swamps in Central province. Thereafter, it flows west and south wards and
forms the Kafue flats, then east wards into the Zambezi River near Luangwa (Feira) district. It is the
polluted river in Zambia.
3. The Luangwa River
It starts at from Luangwa- Malawi watershed in Mafinga Hills. It joins Zambezi River at Luangwa
district. A tributary is when a small river joins a big river.
4. The Chambeshi-Luapula River
The Chambeshi-Luapula River is regarded as one river because in the Northern Province it is called
Chambeshi while the same river is Known as Luapula in the Luapula Province. It starts from the
Mbala Highlands as Chambeshi river enters lake Bangweulu and re-emerges as Luapula River. It
then enters Lake Mweru and from Lake Mweru it joins the Luvua River which flows into the Congo
River.
2) The Main lakes of Zambia
1. What is a Lake?
It is a body of water that collects in hallow or depression inland.
2. Name the types of Lakes of Zambia
There are three types of lakes found in Zambia.
a) Depression Lakes (U-Shaped): These are lakes formed by erosion of the land
forming a hollow or depression. Water then collects in the depression forming a lake.
These include;
i. Lake Bangweulu-It is one of the lakes not shared with another country and it
is found in Luapula province.
ii. Lake Mweru-It is a depression lake found in Luapula province. It shared
between Zambia and Congo DRC.
iii. Lake Mweru-wa-Ntipa-It is a depression lake found in Northern Province. It is
not shared with any other country.
b) Rift Valley lakes-These are lakes formed as a result of land sinking down forming a
deep depression. Water then collects in the valley forming a lake. These includes;
i. Lake Tanganyika-It is a rift valley lake found in Northern Province. It is shared
by Tanzania, Congo DRC and Zambia.
c) Man-made or artificial lakes-These are lakes formed when a dam is built across a
river valley. Water collects behind the dam forming a lake. This include;
i. Lake Kariba-It is a man-made lake or artificial lake found in Southern Province. It
is shared between Zambia and Zimbabwe. A man-made lake is created by
building a dam (wall) across a river to block the water. The water that collects
behind the dam wall forms a lake.
ii. Lake Itezhi Tezhi- It is a man-made lake or artificial lake found in Southern
Province. It is not shared with any country.
3) Name the main uses of rivers and lakes in Zambia
1) Farming
2) Hydro-Electric Power(HEP)
3) Tourism
4) Water Supply
5) Fishing
6) Transport
7) Settlement
8) Boundary
9) Minerals
10)Building materials
4) What is a Swamp?
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It is a wetland area usually found near lakes or rivers. The swamps are not totally under water like
lakes or rivers but they remain wet and soggy all year round.
i. Name the swamps found in Zambia
1. Bangweulu swamps
2. Busanga swamps
3. Lukanga swamps
4. Mweru-wa-Ntipa swamps
5. Kafue flats
6. Luena flats
ii. Name the importance of swamps in Zambia
1. Supports the well growth of plants
2. Home too many wild animals and birds
3. Traps water from reaching human settlement which can cause floods
4. Purify the water by filtering the dirty floating on water
5. Source of water for humans and animals
6. Source of fish
outcomes
HOMEWORK
1. Describe the physical features of Zambia

LESSON NUMBER: Five (05)
COMPONENT: History
SUB TOPIC: Learning about the past
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the measurement of time used to learn about the past
1. Describe the measurement of time used to learn about the past
1) Time can be defined as the passing of seconds, minutes, hours, days, weeks, months, and
years. Time can also refer to the past time (time that is gone)
2) EXPLANATION OF TIMINGS
Decade…………………………………..period of 10years
Generation…………………………….period of 30years
Jubilee…………………………………….period of 50years
Century…………………………………..period of 100years
Millennium……………………………….period of 1000years
3) Time charts and timelines are one way in which we can write history. They show different
things and events which happened in the past.
4) Chronological order is the order which shows events in the sequence in which they
happened from birth to death.
5) A.D (Anno Domini) is a Greek word which means „the year of our Lord‟ Anno Domini is
sometimes referred to as Common Era, Christian Era or Current Era. Anno Domini is used to
count the years that came after Jesus Christ was born. Dates in the A.D are measured
forward.
6) B.C (Before Christ)-these are events which happened before the birth of Jesus Christ. The
years in B.C are counted backwards.
7) How to calculate centuries?
i. Centuries are calculated by simply adding one (1) to the hundreds.
ii. Divide a year given by 100
iii. Add 1 to the answer found, ignoring the decimal point.
iv. The first century is from 0 to 99. The second century extended from AD 100 to 199. e.g A.D
1892+1 =19th century
8) How to calculate years ago for A.D
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 Years ago for A.D are calculated by subtracting the year given from the year now.
 How to calculate years ago for A.D For example: How many years ago is 1835?
2013 - 1835 = 175 years ago
NOTE: Subtract the year given (2013) from the year now (1835).
9) How to calculate years ago for B.C.
 B.C means ‗Before the birth of Jesus Christ
 All the events that happened before the birth of Christ are written with the letters B.C in
front of them. B.C 752
10)How to calculate years ago for B.C
 Time before the birth of Christ is counted backwards.
 The years ago for B.C are calculated by adding the year when the event happened to the
year now.
 For example: How many years ago is B.C 752?
2013 + 752 = 2770 years ago.
11)How to convert years into centuries.
 Divide a year given by 100
 Add 1 to the answer found, ignoring the decimal point.
Example: In what century were the following years?
a) 560
b) 910
c) 1620
d) 1423
Solutions
a) 560/100 =5.6
5 +1=6th century
b) 910/100=9.1
9+1=10th century
c) 1620/100=16.2
16 +1=17th century
d) 1423/100=14.23
14 + 1=15th century
outcomes
HOMEWORK
3. Write a chorological order of your life time from birth to date
LESSON NUMBER: Six (06)
SUB TOPIC: Zambia‘s path to independence (1890 to 1964)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Outline Zambia‘s path to independence (1890 to 1964)
b) Describe the features of colonial rule in Northern Rhodesia
A. Define Describe the features of colonial rule in Northern Rhodesia
1. 1890: Before 1890 the people who lived in this country called Zambia today were ruled by the
Chiefs or Kings. The Chiefs or Kings with their people formed kingdoms such as the Bemba, Lozi,
Tonga and Lunda kingdom.
2. 1890: In this year Litunga Lewanika signed mineral loyalty treaty with the British South Africa
Company (B.S.A.co) called Lonchner concession.
3. 1895: The British South Africa Company (B.S.A.co) began to rule North Western Rhodesia which
was under Litunga Lewanika.
4. 1897: The British South Africa Company (B.S.A.co) begin to rule North Eastern Rhodesia after
defeating the Ngoni people under chief Mpezeni.
5. 1911: The British South Africa Company (B.S.A.co) joined north western Rhodesia and north
eastern Rhodesia to form a large colony called northern Rhodesia.
6. 1912: The Mwenzo Welfare Society (M.F.S) was formed by Donald Siwale to fight colonialism.
7. 1924: British took over northern Rhodesia from the British South Africa Company as it was no
longer profitable to the company. Britain agreed to rule northern Rhodesia because they wanted
minerals or raw material for their factory in Britain. Britain promised to rule northern Rhodesia as
a PROTECTORATE to mean there were supposed to favour Africans who lived in northern
Rhodesia.
8. 1930: The Passfield Memorandum was signed.
9. 1935: First strike by miners on Copperbelt in Nkana, Mufulira and Roan antelope.
10. 1940: Second strike by the miners on Copperbelt in Nkana and Mufulira..
11. 1946: All welfare societies were joined together by Dauti Yamba to form the Federation of
Welfare Societies to fight colonialism.
12. 1948: The first political party was formed by Godwin Mbikusta Lewanika called Northern
Rhodesia African National Congress (NRANC) to fight colonialism.
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13. 1949: The Northern Rhodesia African Mine Worker Union (NRAMWU) was formed by
Lawrence Katilungu.
14. 1951: Northern Rhodesia African National Congress (NRANC) changed its name to African
National Congress (ANC) and its new leader was Henry Mwanga Nkumbula.
15. 1953: Rhodesia and Nyansaland joined together to form the Federation of Rhodesia and
Nyasaland. Rhodesia was made up of two countries namely Southern Rhodesia (Zimbabwe) and
Northern Rhodesia (Zambia) while Nyasaland (Malawi).
16. A federation is a system of government which is centrally organized but allows individual
states to control their own internal affairs. The first federal prime minister was Sir Godfrey
Huggins and the last prime minister was Sir Roy Walensky. The capital city of the federation of
Rhodesia and Nyasaland was Salisbury (Harare).
17. 1958: Kenneth Kaunda broke away from the African National Congress (ANC) and formed
Zambia Africa National Congress (ZANC) which saw him get arrested.
18. 1959: The United Nation Independence Party (UNIP) was formed by Mainza Chona and after
prison Kaunda took over UNIP presidence.
19. 1960: The Mockton Commision was formed to look into the future of the federation of
Rhodesia and Nyasaland and it recommend that people did not want the federation.
20. 1961: Cha cha Campaign (civil disobedience) took place in Luapula and Norhern provinces of
Zambia.
21. 1962: UNIP and ANC formed coalition government. A coalition government is a government
formed by two or more political parties.
22. 1963: the Federation of Rhodesia and Nyasaland come to an end.
23. 1964: Zambia gets its independence.
B. THE FEATURES OF THE COLONIAL RULE IN NORTHERN RHODESIA
1. Hatch system was introduced which is the buying of goods through the window.
2. Indirect rule was introduced where people were ruled through chiefs.
3. Chitupa(Pass) was introduced were people were supposed to get a chitupa(pass) for any
travelling or movement.
4. Tea carts the Africans were only allowed to own the business of making tea.
5. Whites and Africans were not allowed to learn and sit in the same classroom in the school.
6. Whites and Africans were not allowed to live in the same compound.
7. Africans were not allowed to take part in government such as voting or standing for elections
8. Africans were forced to pay tax to colonial government
9. Africans working in mining industries on Copperbelt were not allowed to live with their wives
and children.
10. Africans were only employed to do low jobs such as clerical work, mining and farm labour.
outcomes
HOMEWORK : Discuss the features of colonial rule in Northern Rhodesia
LESSON NUMBER: Seven (07)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define Relief
b) Describe the Relief levels of Zambia
1. Define Relief
 It is the height of the land above or below sea level. It is how high or low land is
2. Describe the relief levels of Zambia
a) Name the relief levels of Zambia
Zambia is divided into three (3) three levels as follows
b) Land above 1200 metres (High Veld)
 This relief level is called the high veld or the high land and they form the
highest parts of Zambia.
 The highest lands form a natural boundary with DRC in the north, Malawi and
Tanzania in the northeast and other higher parts include the Mbala highlands,
Mafinga hills, Makutu mountains and the Tonga plateau.
 Almost all the major rivers in the country have their sources on these highlands.
A source refers to a place where a river starts from.
 These highlands are also known as divide or watershed. A watershed is a
highland separating two river systems. Watershed separates waters flowing in
different directions to rivers, lakes or seas.
 The following are the watershed that are found in Zambia:
 The Zambia – Malawi watershed.
 This separates the Congo river system (flowing towards DRC) from the
Zambezi river system (flowing towards Zambia.
 The Luangwa-Malawi watershed
 Separates the Luangwa river system in Zambia from the Shire river system in
Malawi.
c) Land between 900 and 1200 metres (Middle Veld)
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 This is the second highest land in Zambia.
 The middle veld makes up the largest area in Zambia as it is found in most of
the regions or provinces of Zambia.
 The middle veld is a large flat plateau with smaller hills that gently rise and
fall.
 Most of the swamps, plains and lakes lie on this plateau.
d) Land below 900 metres (Low Veld)
 It consists of river valleys like the Luangwa and Zambezi valleys as well basins
such as the area basin around Lake Tanganyika.
 A basin refers to a depression in the earth‘s surface.
 Other low lands are Muchinga and Zambezi escarpments which lie on the
edges of the valleys.
 An escarpment refers to the bottom of a steep slope and separates two level
land surfaces.
 Escarpments have long steep slopes which are broken up by the smaller valleys
of tributaries flowing into larger rivers.
 A tributary is a smaller stream flowing into a larger river.
outcomes
HOMEWORK
a) Define Relief
b) Describe the Relief levels of Zambia
LESSON NUMBER: Eight (08)
COMPONENT: History
SUB TOPIC: Origins and development of man
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the different versions of the origin of man
1. Describe the different versions of the origin of man
Humans have lived on earth for hundreds of thousands of years. Other plants have lived longer
than that for billions of years. Since the earliest times, humans have tried to understand how human
life came into existence.
a). Scientific Theory
According to scientists, the earth was once part of the sun but at about five hundred thousand
million years ago (500,000,000) earth separated from the sun (Big bang theory) and after millions
of years the earth began to cool and rocks began to appear.
1. Evolution of plants
-Scientifically life began in the sea or water.
- The first to appear were small green plants called Algae.
-These plants evolved in bigger plants which spread to the land.
-Plants produced oxygen through the process of photosynthesis.
2. Invertebrates and vertebrates
-Invertebrates were soft bodied animals that evolved in the water like sponges.
-Arthropods were the ancestors of other insects.
-Vertebrates were animals with backbones which evolved from insects
-The earliest vertebrate was fish which evolved about 1.2 million years ago
3. Amphibians
-These evolved about 300,000years ago.
-They are animals which lived both on land and in the water.
-They laid eggs in the water.
-The earliest ones were frogs.
4. Reptiles
-These were animals which lived on the land.
-Hatched their young inside hard shells.
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-An example of this creature is a lizard.
-Huge reptiles called dinosaurs evolved
-The dinosaurs died 70 million years ago due to change in the climate.
5. Mammals
-These are animals which are warm blooded and controlled their body temperatures.
-They gave birth and breastfed their young ones.
-Apes and man evolved from the mammals.
-They have fur or hairly bodies
b) BIBILICAL THEORY
According to the Bible in the book of Genesis everything was created by a supreme being called
God.
Creation took six days and he rested on the seventh day.
Day 1: Light
Day 2: Sky
Day 3: Land, Sea and Plants
Day 4: Sun, Moon and Stars
Day 5: Sky and Sea creatures
Day 6: Animals, Man and Woman
Day 7: Rested
outcomes
HOMEWORK
1. Describe the different versions of the origin of man
LESSON NUMBER: Nine (09)
SUB TOPIC: Symbols of national identity
LESSON REFERENCES:
LEARNING OUTCOMES:
a) What is meant by the symbols of national identity
b) Explain the economic activities that are reflected in the symbols of national identity
c) Outline the values of the symbols of national identity
1. What is meant by the symbols of national identity

1. Zambia‘s symbols of national identity are the national flag, the national anthem, coat of
arms and independence
2. Symbols of national identity help citizens to identify the heritage and culture of the
country
3. Symbols of national identity give citizens a sense of belonging
4. Symbols of national identity remind citizens of the common values , ideals and duties for
their own benefit
2. Explain the economic activities that are reflected in the symbols of national identity
1. Black colour on the Zambian flag represents the people of Zambia who are described as
human resource in carrying out different economic activities
2. The green colour stands for land and natural resources. Land is one of the factors of
production of goods and services
3. The orange colour depicts the various mining activities that are carried out in the country
4. The hoe and pick are a reflection of the tools that are used in course of mining and
agriculture
5. The maize symbolises Zambia‘s agriculture activities and staple food
6. The Zebra reflects Zambia‘s wildlife resources which attracts touists
7. The black and white way lines represent the victoria falls which is a source power
generation and tourist attraction.
b) Explain the values to the symbols of national identity
1) National symbols give citizens a sense of pride and patriotism
2) They help inculcate the values and ideologies of a country into its citizens
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3) They give people something to identify themselves with
4) National symbols such as the eagle and orange colour shows the high value we place
on certain things
5) 5certain national symbols give a nation a link to its past. A good example of this is
red colour on the flag which reminds us of the people who shed blood during the
struggle for independence.
outcomes
HOMEWORK
1. What is meant by the symbols of national identity
2. Explain the economic activities that are reflected in the symbols of national identity
Outline the values of the symbols of national identity
LESSON NUMBER: Ten (10)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define Drainage System
b) Discuss terms related to Drainage System
c) Describe the types of Drainage Systems
1. Define drainage system

 This is the movement of water over the earth‘s surface or down in the soil.
 Drainage refers to the system of rivers, lakes and swamps.
 The drainage of Zambia refers to how rainwater is drained by rivers that flow into lakes
and swamps, and eventually into the oceans.
 The fresh water lakes, rivers and swamps that make up the water supply of Zambia have
many functions and uses.
2. Discuss terms related to drainage
1. Tributary- a smaller river joins a big river
2. Source- a Point where a river starts from
3. Mouth- a Point where the river ends which could be river, lake, ocean
4. Confluent- a point where two rivers meet
5. Watershed- a highland separating to river systems
3. Name the types of drainage patterns
There are many different types of drainage patterns or systems however, the most three common
ones are Dendritic, Trellis and Radial drainage.
i. DENDRITIC DRAINAGE
The word Dendritic is a Greek word Dendron meaning Tree. Water moves off the earth surface in
a tree like pattern.
ii. TRELLIS DRAINAGE
This pattern is rectangular in shape. The small streams or a small river (subsequent) joins the big
streams or big rivers (consequent) at right angle.
iii. RADIAL DRAINAGE
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This pattern develops on a dome or volcanic cone. The river radiate outwards from the central
point like the spokes of a wheel. At times rivers radiate from the top of the mountain or highland
outcomes
HOMEWORK
1. Define Drainage System
2. Discuss terms related to Drainage System
3. Describe the types of Drainage Systems
LESSON NUMBER: Eleven (11)
COMPONENT: History
SUB TOPIC: Origins and development of man
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Discuss the stages in the development of man
1) Proconsoul Africanus
2) Kenyapithecus
3) Zinjanthropus
a) Discuss the stages in the development of man
1. Proconsul Africanus- also known as dental apes because their teeth and jaw look like
those of apes. Their skeleton however, has monkey-like features. The most complete
Proconsul Africanus skull found to date was discovered by Mary Leakey in 1948 Rusinga
Island in Kenya. This hominoid species lived more than 20 million years ago
2. Kenyapithecus means Kenyan Ape. Kenyapithecus lived 13 to 20 million years ago and he
was named by Dr Louis Leakey in 1961. Kenyapithecus had powerful chewing muscles
along with large molars and small incisors. He was an herbivore. Fossils of Kenyapithecus
were discovered in Kenya. Kenyapithecus spent most of his time in trees and cracked hard
seeds and nuts with his teeth and chewed tough stems and bark
3. Zinjanthropus was discovered in 1959 by Dr. Louis Leakey and his wife Mary in East
Africa at Olduvai Gorge. Zinjanthropus was also called Nutcracker man because of his
huge teeth which he used to crack nuts. Its brain was like that of an ape, but it walked
upright like a human. That is why it also sometimes called ― Ape Man‖
4. Appearance
i They looked like an ape
ii They could not walk upright
iii They could not stand upright
iv They had hair all over their bodies which kept warm
5. Environment
i They lived in the bush
ii They moved up and down in search of food and water
iii They did not make tools
23
iv They made sounds like monkeys
v They slept in the trees
6. Foods
i They eat wild fruits
ii They eat caterpillars
iii They eat fish
iv They insects
outcomes
HOMEWORK
Write brief notes on the following
1. Proconsoul Africanus
2. Kenyapithecus
3. Zinjanthropus
LESSON NUMBER: Twelve (12)
SUB TOPIC: Symbols of national identity
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe symbols of national identity in terms of features and ways of showing respect to
each of them.
1. National Flag
2. Coat of Arms
3. National Anthem
4. Independence Day
b) Explain the values to the symbols of national identity
1. Describe the symbols of national identity
There are four symbols of national identity namely National Flag, Nation Anthem, Independence
Day and Coat Of Arms.
a. NATIONAL FLAG
It is a sign of independence. It flies in all government institution such as schools, hospitals, colleges,
universities and government offices.
1. The Colours of the National Flag
There are four colours on the national flag and the eagle.
i. Black: Represents the people of Zambia.
ii. Orange: Represents the mineral wealth.
iii. Green: Represents the land and natural recourses.
iv. Red: Represents the blood that was shade during the struggle for independence.
v. Eagle: Represents our ability to solve our problems. Its name is Fish Eagle
2. How do we show respect to the national flag?
i. By saluting the national flag
ii. By flying it high government institutions such as schools, hospitals
iii. By including it in the national anthem.
iv. By flying it on all ministerial and presidential motor vehicles.
b. THE COAT OF ARMS
It is a sign of equality between men and women in Zambia
25
1. Features of The Coat Of Arms
The following are the features of the coat of arms.
i. The man and woman: Represents the importance of family life in Zambia.
ii. The black and white wavy lines: represents the Victoria fall on the Zambezi river.
iii. The hoe and pick: Represents the hard work of the Zambian people in mining and
agriculture.
iv. The maize cob, mine shaft head and zebra: represents fertile land, minerals and
wildlife in Zambia
v. The national motto ‗one Zambia one nation’: represents unity among all ethnic
groups of people in Zambia.
vi. The eagle: Represents the ability to solve our problems.
c. THE NATIONAL ANTHEM
It is a sign of independence. It is sung in public meetings such as sports and school assemblies. It is a
sung either at the beginning or at the end of the public meetings. The tunes for our national anthem
is copied from South Africa song called Nkosikelele Africa which means God Bless Africa. It was
written by Enock Sontonga in 1897.
i. How Do We Show Respect to the National Anthem.
i. By standing still when singing the nation anthem.
ii. By singing the national anthem on important occasions (meeting).
iii. By stopping whatever activity someone is doing once hearing the national
anthem being sung.
D. INDEPENDENCE DAY
Zambia got its independence on 24th October, 1964. Therefore every 24th October of every year
Zambia celebrate its independence.
1. How do we show respect to the independence day?.
i. By celebrating it on every 24th October.
ii. By declaring 24th October as a public holiday
iii. By coming up with songs and poems for Independence Day celebration.
iv. By coming up with drama activities and knitting different attires for
Independence Day.
outcomes
HOMEWORK
1. National anthem
2. Coat of arms
3. National flag
4. Independence day
SOCIAL STUDIES GRADE 8 AND 9 CONTENT-2021
LESSON NUMBER: Thirteen (13)
SUB TOPIC: Physical and Cultural features of Zambia
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define Cultural Features
b) Discuss the different types of cultural features found in Zambia.
1. Define cultural features

 These are man-made cultural features that are made by the Zambians such as road
and railway network, bridges, plantations and settlement patterns.
2. Discuss the different types of cultural features found in Zambia.
a. Roads network
Zambia has the following major roads.
i. The Lusaka – Copperbelt Road – most used inter- provincial highway
ii. The Ndola – Kitwe dual carriage way- most used inter-city highway
iii. The Great North Road – Runs from Chirundu and passes through Kafue, Lusaka, Kapiri Mposhi,
Mpika, Isoka up to Tanzania.
iv. The Great East Road – Runs from Lusaka to Chipata
v. The Lusaka – Mongu Road – passes through Mumbwa to Mongu then Kalabo
vi. Chingola – Solwezi Road – Runs from Chingola to Solwezi then Mwinilunga.
vii. Lusaka – Livingstone Road – passes through Mazabuka, Monze, Choma, Kalomo to
Livingstone.
viii. Livingstone – Shesheke Road – links Zambia and Bostwana.
b. Railway network
Zambia has two principles lines of rail, the Zambia Railways (ZR) and the Tanzania-Zambia
Railways (TAZARA).
i. Zambia Railways Routes
The Zambia Railways runs from Kitwe and passes through Ndola, Kapiri Mposhi, Kabwe, Lusaka,
Livingstone and Zimbabwe.
Other lines of rail includes
1. Mulobezi to Livingstone - constructed to transport timber from Mulobezi.
27
2. Maamba to Masuku – constructed to transport coal from Maamba.
3. Njanji Commuter Line (Chilenje to Town) - constructed to transport people to town.
ii. Tanzania-Zambia Railways (TAZARA) Routes
TAZARA is co-owned by Zambia and Tanzania. It runs from Kapiri Mposhi through Mpika, Kasama
up to Dar es Salaam.
iii. The countries linked by railway network in Zambia
1. Democratic Republic of Congo – from Ndola to Sakania then Lubumbashi
2. Tanzania – from Kapiri Mposhi and border crossing at Nakonde
3. Malawi – Chipata – Mchinji opened in 2010 to link Zambia and Malawi.
4. Zimbabwe – from Livingstone via the Victoria Falls Bridge to Bulawayo.
c. Bridges
The following are some of the bridges in Zambia
i. The Victoria Falls Bridge – built across the Zambezi river to link Zambia and Zimbabwe
ii. The Chirundu Bridge – Formerly known as Otto Beit Bridge built to link Zambia and Zimbabwe.
iii. The Katima Mulilo Bridge – built Zambezi river to link Zambia and Namibia via Trans –
Caprivi Highway.
iv. The Luangwa Bridge – built across Luangwa river to Lusaka to Chipata
v. The Kafue Hook Bridge – built across the Kafue river to link Lusaka to Mongu
vi. The Kafue Bridge – built across the river to link Lusaka to Livingstone vii. The Luapula (Tuta)
Bridge – built across the Luapula river to link Zambia to Congo DRC. It is one of the longest bridge
in Zambia
viii. The Kalabo Bridge – built across Zambezi river to link Kalabo to Mongu
ix. The Kazungula Bridge- built across Zambezi river to link Kazungula to Bostwana
d. Plantations
Zambia has several plantations that are divided into five categories as follows.
i. Forest and Forest reserves – where different trees are reserved for future use
ii. Plantations – such as Sugar, Coffee, Tobacco, Cotton and Tea
iii. National parks – certain species of plants are found in parks
iv. Game management area – also certain plants are found in such as areas
v. Woodlands – special trees are planted such as palm trees for power lines
e. Settlement Patterns of Zambia
i. What is a Settlement?
It is place where people live. The settlements in Zambia vary in size from cities, big towns, small
towns, villages and isolated homesteads in rural areas.
ii. Name the types of settlement
a. Nucleated Settlement pattern
This is a settlement where houses or huts are clustered together over an area. Houses or Huts may
be built around a place of common interest (also known as nucleus of the houses) such as a well,
school or mine.
b. Dispersed Settlement pattern
This is a settlement where houses or huts scattered over an area. The distance between each houses
or huts varies but within the same area.
c. Linear Settlement pattern
This is a settlement where houses or huts are built in a line over an area. This can be along a major
road, rail line or river banks.
outcomes
HOMEWORK
a) Define Cultural Features
b) Discuss the different types of cultural features found in Zambia.
29
LESSON NUMBER: Fourteen (14)
COMPONENT: History
SUB TOPIC: Origin and Development of Man
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the stages in the development of Man
1) Australopithecus
2) Homohabilis
1) Australopithecus
These creatures were discovered in South Africa by Professor Dart. There were discovered in 1924
at a place called Taung. They lived more than one million years ago. Australopithecus is sometimes
called Southern Ape because he was found in South Africa.
Appearance
i. He was able to stand and walk on two legs
ii. He was able to run
iii. His teeth were smaller to that of modern man
iv. He had a height of 4 feet
v. He had a smaller brain capacity
vi. His lower jaw was massive with large molars suggesting a vegetarian diet
Environment and Food
i. He lived in an open country on mud flats near swallow lakes.
ii. He lived near rivers because he needed water for drinking, fish for eating and
hunting down animals that came to drink water.
iii. He used both wooden tools such as club and stone tools.
iv. His diet included fish, meat, wild fruits, insects and caterpillars.
b) Homohabilis
The skeleton was discovered in East Africa at Olduvai Gorge by Dr Leaky. Dr Leaky called him
Homohabilis which means handy man.
Appearance
i. He was a true man but looked like an ape
ii. His forehead and back of his head were like that of an ape
iii. His lower jaw was chinless
iv. He had a brain capacity of 900 to 1300 cubic centimeters
v. His teeth, hands and fingers were similar to modern man
Environment and Food
i. He lived near rivers and lakes because of water for drinking, fish for eating and
catching animals that came to drink water.
ii. He made a windbreak of stone pilled in a semi-circle which archaeologist found at
Kalambo falls. This was to protect himself from the cold.
iii. He depended on food gathering, fishing, hunting along the shores of Olduvai.
iv. He made tools with his hands.
v. He is called the first true man
vi. His bones were found with small creatures such as rodents and tortoise
vii. His tools included pebble, club and cleaver.
outcomes
HOMEWORK
a) Australopithecus
b) Homohabilis
31
LESSON NUMBER: fifteen (15)
SUB TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the meaning of the term governance
b) Describe the types of governance
2. Explain the meaning of the term governance
A. What is governance?
It is the way people are ruled with or without their consent.
B. Name the types of governance
There are two types of governance namely good governance and bad governance.
1. Good governance (based on democratic principles)
This is a type of government which is legitimate competently, accountable, respect human rights
and the rule of law.
2. Name the Characteristics of good governance.
1) There is citizen participation in the affair of the country.
2) There is respect for human right in the file. iii. There is separation of power among the
three organs of government namely executive, judiciary and legislature.
3) There is checks and balances among the three organs of government to mean they check on
each other to ensure that they each of them operate within the law.
4) There is political tolerance on opposing views.
5) There is accountability and transparency. Accountability means that the leaders are
answerable to the people who elect them into office. Transparency means that the public
resources for government and community and activities.
6) There are regular free and fair elections.
7) There is respect for rule of law which states that no one is above the law whether poor or
rich.
8) There is an existence of many political parties.
9) There is independent judiciary to mean there is no government interference.
10)There is press freedom to mean radio, tv, newspapers are free to report on anything
without government interference.
11)There is an existence of civil society to mean non-government organization such as FODED.
12)Their government is helpful and caring on its people whether home or abroad.
3. Bad governance (based on dictatorship principles).
This is a type of government which is not legitimate, competent, and accountable and does not
respect the human rights and the rule of law. It is a government which rules against wishes of the
majority
4. Characteristics of bad governance
1) There is restriction of political parties‘ participation.
2) There is separation of power to mean the government powers are concentrated in one
person or four individuals
3) There is lack of press of freedom. The government only made reports what is good for their
ears.
4) There is violation of human right. For example people are tortured and detained for no
reason.
5) There is no independence of judiciary to mean government leaders interfere with courts of
law
6) There is arbitrary arrest to mean those who criticize government are arrested
7) There is lack of freedom of assembly and association.
8) There is neglect of public welfare. For example lack of school, good (commodities)
9) There is use of force in order to stay in power.
10)There is lack of citizen participation in public affairs.
outcomes
HOMEWORK
a) Explain the meaning of the term governance
b) Describe the types of governance
33
LESSON NUMBER: sixteen (16)
SUB TOPIC: Weather and Climate
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Define weather
2. Explain weather related terms
3. Outline the elements and instruments of weather
1. Define weather
It is the atmospheric conditions of a particular place over a short period of time.
1. What is Meteorology?
Is the study of weather and making of weather forecasts?
2. Who is a Meteorologist?
Is a person who studies weather and make weather forecasts.
3. What is Weather Forecast?
Is the prediction of what kind of weather might be expected over the few days or months?
4. What is Weather or Meteorological Station?
It is a place where the elements of weather are measured and recorded.
1. What are Elements of Weather?
These are atmospheric conditions that make up weather of a particular place at a given time.
2. What are Instruments of Weather?
These are instruments used to measure elements of weather.
ELEMENTS INSTRUMENTS UNITS LINES DRAWN
ON MAP
Rainfall Rain gauge Millimeters(mm) Isohyets
Temperature Thermometer Degrees Celsius or Centigrade ( ) or Isotherms
Degrees Fahrenheit ( ).
Humidity Hygrometer Relative humidity (%) None
Air pressure Barometer Millibars(mb) Isobars
Sunshine Sunshine None Isohels
Recorder/Sun dial
Cloud Cover Human eye by Oktas or eighths Isonephs
Observation
Wind Speed Anemometer Knots None
Wind Direction Wind Vane/ weather Compass directions None
clock
outcomes
HOMEWORK
1. Define weather
35
LESSON NUMBER: seventeen(17)
COMPONENT: History
SUB TOPIC: Origins and Development of Man
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the periods through which man has lived
1. Early Stone Age
1) THE EARLY STONE AGE (55,000-40,000)
The Stone Age is the name we use for the early prehistoric period when humans used stones to
make tools with sharp edges. The stone period is divided into three stages called eras: Early,
Middle and Late Stone Age. An example of a creature that lived in this period was Homo-Habilis.
These creatures lead a nomadic way of life.
2) TOOLS
The earliest tool made by these men was the pebble tool which could have been used for crushing
roots and pounding. These tools were followed by a hand axe than a cleaver. Handaxes were
tools which had a straight sharp edge on one end that could have been used for digging and
cutting the animals they killed. The cleaver which had a straight sharp edge was used for chopping
and skinning animals
3) FIRE IS DISCOVERED
In the world, fire was first discovered in China towards the end of the early Stone Age. Although
fire was first, discovered in this period, these creatures did not have the intelligence to use it to
scare away the fierce animals. As a result, they continued to live in the open grass lands and
forests.
At Kalambo falls, the early me of Zambian appear to have built themselves some kind of shelter
which they called a windbreaker.
4) FOOD
The food of the early Stone Age man included meat which he hunted fish, wild fruits, roots, leaves
and edible grasses.
5) ENVIRONMENT
These creatures lived near rivers and waterfalls, particularly the victoria and Kalambo Falls, for
three reasons
-the wanted water to drink
-they also wanted to catch fish
-they wanted to hunt down the animals that came to drink water
outcomes
HOMEWORK
1. Describe the early stone age period
37
LESSON NUMBER: Eighteen (18)
SUB TOPIC: System of Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Explain the meaning of the term system of governance
b. State the factors used in classifying the system of governance
c. Describe democracy as a systems of Governance
a) Explain the meaning of the term system of governance (government)
1) Is the style of leadership that a government or authority uses to run a country.
2) It includes the process of decision making and leadership
3) It is primarily about what the relevant ―governing body‖ does.
b) State the factors used in classifying the system of governance
1) Whether leaders are elected or born leaders
2) The way the leadership is structured
3) Who has the power to make or change laws
4) Who has the right to elect the leaders
c) Describe the systems of Governance
It is divided into two and these are democracy and dictatorship
1. Democracy
 This system of governance takes its name from Greek words ―demos‖ meaning
people and ―kratos‖ meaning power therefore, democracy means ―power to the
people‖. It is also a rule by the people for the people.
 In a democracy, people elect their leaders
 Election should be free and fair
a. Forms of democracy
i. Direct democracy:
 It is a form of democracy where people directly take part in making decisions on
matters that affect them.
 For example, in smaller communities such as villages people can express their views
directly on what they want to see happening
ii. Representative democracy
 It is also called parliamentary democracy or indirect democracy
 This form of democracy where people are indirectly involved in the affairs of their
community and only participate through their representatives such as the councilors,
mayors, members of parliament or the president of the country.
 It is used when it is not possible or practical for everyone to take part directly in
making decisions
 For example, decisions on day by day about how the country should be run.
iii. Examples of Democracies governments
a. Limited monarchy (Parliament monarchy)
This is rule by the King or Queen with limited powers in the country.
Parliamentary monarchy
• Some state has a monarch as a symbolic head of state, even though the country is run as a
democracy. The monarch does not have power to make any policies.
A good example is the United Kingdom, Jordan, Kuwait and the kingdom of Netherlands where
the Queen or King is head of state and the prime minister is head of government.
b. Republic
This is a rule by the elected president and his or her councillors, mayors and members of
parliament over a given period of time in the country. For example, Zambia and USA.
outcomes
HOMEWORK
a. Explain the meaning of the term system of governance
b. State the factors used in classifying the system of governance
c. Describe democracy as a systems of Governance
39
LESSON NUMBER: Nineteen (19)
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the meaning term rainfall
2. Describe the types of rainfall
1. Rainfall
 It is formed when small droplets of water join together to form clouds.
 It is always measured by an instrument called a Rain gauge.
 Drizzle is a very fine rain (raindrops).
 Haze, Mist or fog these are formed when condensation occurs at a ground level
without necessarily resulting in rain.
 Dew is water in form of droplets that appears on exposed objects such as car
roofs, leaves and grass in the morning or evening due to condensation.
 Snow is formed when condensation takes place at temperatures below freezing
point and the whole land is covered ice pellets.
 Hail or sleet is formed when moist air ascends quickly to cooler layers of the
atmosphere, when this happens, water droplets freeze into ice pellets and fall as
hail or hailstones.
TYPES OF RAINFALL
There are (3) three common types of rainfall namely Relief, Convection and Convergence.
a. Relief rainfall
i. It is also known as orographic rainfall
ii. It is formed whenever moist air is forced to ascend a mountain barrier
iii. It is common in all regions
iv. The side that receives rainfall is called Windward side or wayward side.
v. The side that does not receive rainfall is called Leeward side or rain shadow.
b. Convectional rainfall
i. This is type is formed when the land is heated forcing evaporation of water from rivers,
plants, lakes, seas or soil.
ii. It usually occurs in the afternoon and is common in Equatorial and Savannah regions
iii. It is usually accompanied by lightning and thunder
iv. Thunderstorms (heavy rain sometimes mixed with hail accompanied by lightning and
thunder) can occur when land surfaces are greatly heated.
c. Convergence rainfall
i. It is also known Cyclonic, frontal or depression rainfall
ii. This type of rainfall occurs when large masses of air of different temperature meet forcing
the warm moist air to rise over the cooler moist air to form clouds.
iii. It is usually a very heavy rain that lasts for few hours
iv. It is common in low pressure belts (doldrums) areas
v. As the warm air rises, pressure decreases, the air expands and cools, condensation takes
place and light showers called frontal or cyclonic rain occurs.
vi. The point where the air masses meet is called Frontal.
vii. For example in Zambia the three air masses namely North West Trade Winds (warm moist
air mass), North East Trade Winds and South East Trade Winds (cooler moist air masses)
brings about convergence rainfall in Zambia.
viii. The point where these three trade winds meet is called Inter-Tropical Convergence Zone
(ITCZ).
outcomes
HOMEWORK
1. Explain the meaning term rainfall
2. Describe the types of rainfall
41
LESSON NUMBER: Twenty (20)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
Describe the period in which man has lived
 Middle Stone Age
1. THE MIDDLE STONE AGE
This period lasted between 40,000-10,000 years ago. This was a period between the early and
the late Stone Age.
2. BROKEN HILL MAN
He was discovered in 1921 by miners who were digging into kopjes or small hills in Kabwe.
3. APPEARANCE
Broken Hill Man looked like modern man. ii. He had a smaller brain compared to modern man, but
bigger than that of the earlier creatures.
4. ENVIRONMENT
Because of the discovery of fire, man was able to live safely in the caves. Fire kept him warm
during the cooler nights.
Food Broken Hill Man depended on fruits, fish and wild animals for his food.
5. TOOLS
i. Tools in this era were improved because man learnt how to fix stone spear heads to a
wooden handle (shafting)
ii. ii. Other tools were introduced for specific purposes such as; chopping tools, knives,
scrapers, spear heads, point Sangoan pick and others.
iii. iii. New methods of hunting were also introduced such as pitfalls, traps and missiles
(throwing stones)
iv. iv. These tools and hunting methods helped man to become the master of his environment.
outcomes
HOMEWORK : Describe the middle stone age period
LESSON NUMBER: Twenty One(21)
SUB TOPIC: System of Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Define Dictatorship
b. Describe dictatorship as a system of Governance
c. Outline the institutions that promote good governance
1. Dictatorship
This is a rule by force, order or command by one person or a group of people in the country.
This is when people in a country do not have a say in government or how the country is run.
2. Examples of dictatorship governments
i. Oligarchy
This is a rule by force, order or command by a group of people in the country. This group could be
a tribe, race or rich people.
Only a few wealth people or a group with special privilege hold power.
A republic may be an oligarchy if just a few people have the right to vote.
ii. Aristocracy
Run by aristocrats (people who are wealth and educated, with social privileges)
Many past monarchies were also aristocracies, as the people with the most money and social
power occupied positions of power.
Today, the term suggests that the wealthy control the politics of a republic.
iii. Autocracy (Totalitarianism)
This is a rule by force, order or command by one person or a group of people in the country who
were once elected into office by the people or overthrow elected governments through ―coup
d‘état‖ but later refused to leave office when the term of office ended.
RUN by one person who holds absolute control over all aspects of people in the country.
Examples: Italy and Germany in the 1930 and 1940s, and North Korea.
Sometimes an autocratic leader starts off as a democratically elected leader, but then later
becomes a dictator. In the1970s and 1980s, many African countries had autocratic leaders.
iv. Unlimited Monarchy (Absolute monarchy)
43
This is rule by the King or Queen with unlimited powers in the country. A good example is
Swaziland (Eswatine) where the King is both head of state and government.
v. Military dictatorship
Government run by the army, who often violently overthrows a democratically elected government
in a military coup d, teat.
Military governments usually suspend the constitution of the country and ban political parties, so
that they can have total control.
vi. Communism
Life or no private ownership, all the country‘s land and resources belong to the state, so the
government controls the economy.
Aim is for all citizens of a country to share equally its resources. However, the rulers often exploit
or misuse people who have less power.
Communist governments are usually a form of totalitarianism. They allow only approved
candidates to stand for elected.
3. Name the institutions that promote- good governance in Zambia.
There are different organizations formed by various groups in the country aiming at promoting
good governance.
i. The Anti-Corruption Commission (ACC).
ii. The Human Rights Commission (HRC).
iii. Foundation of democratic process (FODEP).
iv. The Auditor General‘s Office
v. The parliament
outcomes
HOMEWORK
a. Define Dictatorship
b. Describe dictatorship as a system of Governance
c. Outline the institutions that promote good governance
LESSON NUMBER: Twenty two (22)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the measurement of rainfall
b) State how rainfall measurements are recorded
c) Describe temperature as an element of weather
d) Explain is read, measured and recorded
A. Describe the measurement of rainfall

i. Rainfall is measured by an instrument called Rain gauge
ii. Rainfall is usually measured in millimetres(mm)
iii. A rain gauge consists of a cylinder copper container, glass bottle or small copper
container and metal funnel.
iv. A rain gauge is placed in an open space so that no runoff water from trees, tall
buildings or other objects can get into the funnel.
v. A rain gauge should be at least 30cm above the ground to avoid the splashing
water from the ground getting into the funnel.
B. State how rainfall measurements are recorded

i. Daily rainfall- it is recorded in millimetres by reading it off the rain gauge.
ii. Monthly rainfall- the daily records of rainfall are added at the end of the month to
find total rainfall for the month.
iii. Mean monthly rainfall is obtained by dividing the monthly total by the number of
days in the month.
iv. Annual rainfall is obtained by adding monthly totals of each month.
v. Mean Annual rainfall is calculated by adding monthly rainfall totals divided by 12
months.
vi. Isohyets- these are lines drawn on a map joining places of equal amount rainfall
C. Describe temperature as an element of weather

45
It is the degree of hotness or coldness of a body or place.
It is measured in Degrees Celsius or Centigrade ( ) or Degrees Fahrenheit ( ).
a). How to read temperature
It is observed by measuring the highest (maximum) and the lowest (minimum) temperatures of the
day.
Degrees Celsius or Centigrade ( )
i. 0 represents freezing point of water
ii. 100 represents boiling point of water
Degrees Fahrenheit ( )
i. represents freezing point of water
ii. represents boiling point of water
b). How to measure temperature
Temperature is measured using a thermometer. The following are ways in which temperature can
be measured using the minimum and maximum thermometers.
a. Minimum thermometer
i. It is used to measure minimum temperature which is the lowest temperature
of the day of a given place.
ii. This thermometer uses alcohol.
b. Maximum thermometer
i. It is used to measure maximum temperature which is the highest
temperature of the day of a given place.
ii. This thermometer uses mercury.
c. Six’s thermometer
i. It is also called the minimum and maximum thermometer.
ii. It is used to show both maximum and minimum temperatures
iii. The two thermometers are joined in a U- shaped glass tube.
iv.
c). How record temperature
a) Mean daily temperature is the average of maximum and minimum temperatures.
The maximum and temperatures for one day are added together and then
halved.
For example Maximum temperature
Minimum temperature
Mean daily temperatures = + = =
2 2
b) Diurnal/Daily range of temperature is the difference between maximum and
minimum temperatures of the day.
For example Maximum temperature
Minimum temperature
Daily range of temperature =
c) Mean monthly temperature is obtained by adding all the daily readings for the
month divided by the number of days in that month.
d) Mean annual temperature is the total mean month temperature divided by 12
months.
e) Mean annual range of temperature is the difference between the highest mean
monthly temperature and the lowest mean monthly temperature.
f) Isotherms are lines drawn on the map joining places with same mean
temperature.
outcomes
HOMEWORK
a) Describe the measurement of rainfall
b) State how rainfall measurements are recorded
c) Describe temperature as an element of weather
d) Explain is read, measured and recorded
47
LESSON NUMBER: Twenty three (23)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
Describe the periods through which man has lived
 Late stone age
1. Late Stone Age

A. Period
The Late stone in Zambia developed about 10, 000 years ago. The San or Bushmen are the
people who lived during the Late Stone Age in Zambia.
B. Appearance
The San were short people with fully grown male measuring about 1.5 meters. They had a
yellowish complexion and spoke with a click sound. In Zambia the san were known by names
like Ba Kafula and Mwandibonenakuli. They moved naked or wore small skins of animals they
killed.
C. Sites
The famous sites in Zambia were the san people lived are Caves in Chilanga, Leopard Hill Caves
in Lusaka, Kalambo falls, Mumbwa Caves in Mumbwa, Mwela Caves in Kasama, Nsalu Caves in
Serenje, Nachikufu Caves in Mpika and Gwisho Springs in Lochinvar National Park in Monze.
Other areas of san people were Namib and Kalahari Desert. Also within the forest of Congo we
had Pygmies and Aborigines in Australia.
D. Economic life
The san people were nomads, hunters of animals and gatherers of wild food like fruits such as
Masuku and Mpundu, leaves and roots. They did not either grow crops or keep animals except the
dog which they used for hunting.
E. Social life.
The san people were artists or painters and knew how to make and use fire. The san people lived
in very tiny hunts, caves, holes in the ground or spent nights in trees.
F. Political life
The san people had no chiefs but had organized groups called Hunting bands. A hunting band
was made up of 20 to 300 people headed by the most skillful or best hunter. Each hunting band
had its own hunting territory.
G. Religion life
The san people believed in the existence of god called the Kaag or Keagan. They also
worshipped the moon and stars. They had a great respect for Praying Mantis as it was a symbol
wealth and good fortune.
H. Hunting Tools
The san people used the following tools for hunting
i. Bow and arrow
ii. Bored stones as digging sticks
iii. Arrow heads, scrapers for engravings polished axes, missile stones, spears and
clubs.
I. Methods of Hunting
The following are the methods hunting used.
i. Traps – by digging traps to trap animals
ii. Encircling- by surrounding the animal and kill it
iii. Chasing the animal in the direction of hiding men
iv. Dress up in animal skins and pretend to be animals
a. Types of painting
a). Naturalistic
This is the drawing of people and animals as they appear in nature (real life situation). The
evidence was naturalistic painting was found at Nachikufu caves in Mpika and Mwela rocks in
Kasama.
b). Schematic
This is the painting which was difficult to understand as they looked like mathematical drawings of
triangles and rectangles. The evidence of schematic painting was found at Nsalu caves in Serenje.
c). Dirty White
They used dirty white paint to draw animals like snakes and lizards and people.
d). Engravings
This was painting done using sharp tools such as crappers on rocks. They either made continuous
lines by scratching or stabbed. They used feathers for brushes. The paint was obtained from
charcoal and soil. The evidence of engravings was found at Chifubwa rocks in Solwezi North
Western.
outcomes
HOMEWORK
a) Describe the late stone age period
49
LESSON NUMBER: Twenty four (24)
SUB TOPIC: Constitution
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Explain the meaning of the term Constitution
b. Describe the two types of Constitution
c. Describe the characteristics of a good constitution
d. Explain the importance of the constitution
a) What is a constitution?
It is a set of fundamental rules and laws by which a nation, state, society or other organized group
is governed.
b) Name the types of constitution
There are two types of the constitution namely:
i. Written Constitution
This is a type of constitution where rules and laws are written down in a form of a book with
several pages.
A written constitution can either be flexible (easy to change) or rigid (difficult to change). Example
of countries with written constitution are Zambia, Zimbabwe, Tanzania, Malawi, south Africa and
USA .
ii. Un Written Constitution
This type of constitution where people are ruled based on tradition, customs and beliefs. The
traditions, customs and beliefs might not be written anywhere but there are known by the people
themselves.
Example of countries with unwritten constitution include Swaziland, Morocco, Saudi, Arabia
,Lesotho, and Britain . All these countries are ruled by either kings or queens.
c) What are the characteristics of a good constitution?
i. LANGUAGE
A good constitution should be understood by all, this means that it should be simple for an
ordinary person to understand.
ii. UPHOLD MORAL VALUES
A good constitution should command respect from all the people meaning that it should be supreme
over every institution and everyone in the country.
iii. COMPREHESIVE
A good constitution is one that involves all the people in the making and generally acceptable by
the majority.
iv. DURABLE
A good constitution should stand a taste of time in that it should be one that cannot be easily
changed to suite those in power.
v. CLEAR
A good constitution should clearly state what is prohibited and not.
vi. BRIEF
A good constitution should be stable and only contain important provisions because a detailed
constitution will lead to so many disputes.
vii. HUMAN RIGHTS
A good constitution should contain the fundamental human rights and freedom of people.
d) Why is the constitution important?
a. It guides people on what to do and not.
b. It limits the powers of government.
c. It protects human rights .
d. It describes the law making procedures in parliament.
e. It distributes power among the three organs of government namely: the Executive,
legislature and judiciary.
f. It establishes the government structure.
g. It makes sure that the government looks after the affairs of its people.
outcomes
HOMEWORK
a. Explain the meaning of the term Constitution
b. Describe the two types of Constitution
c. Describe the characteristics of a good constitution
d. Explain the importance of the constitution
51
LESSON NUMBER: Twenty five (25)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define the term Humidity
b) Explain the relationship between Humidity and Temperature
c) Discuss how humidity is read and measured
d) Explain how the thermometers are stored in the Stevenson screen
A. Define the term Humidity

 It is the amount of water vapour in the air.
i. Relative humidity- is the ratio between the amounts of water air can hold at
given temperature and the actual amount of water in the air.
ii. Saturation point- is when there is a limit in the quality of water in the air. It is
when the rate of humidity is 100% or when the relative humidity is 100%.
iii. Absolute humidity- is the actual amount of water present in the air.
iv. Dew point- is the critical temperature at which the air is fully saturated.
B. Explain the relationship between Humidity and Temperature
i. As temperature rises, air holds more water vapour.
ii. The higher the temperature the more water vapour in the air.
iii. The more the temperature falls the less the water vapour in the air.
iv. When relative humidity reaches 100% the air is completely saturated and cannot
hold any more water. And at this point condensation will occur in form of minute
droplets of clouds, rain, mist, dew and fog.
C. Discuss how humidity is read and measured

i. Humidity is measured by an instrument called Hygrometer
ii. Hygrometer is made up of wet bulb and dry bulb thermometers.
iii. When air is not saturated, water evaporates from the container and the muslin
becomes wet.
iv. The wet muslin cools the wet bulb and causes the mercury to contract.
v. However, the dry bulb is not affected and the two thermometers will indicate the
amount of water vapour in the air.
v. How to read humidity
Thermometer reading Amount of humidity
Large difference Low humidity
Small difference High humidity
No difference Air is saturated
D. Explain how the thermometers are stored in the Stevenson screen

Stevenson screen
 It is a wooden box that is suspended or supported by four legs found at
the weather station.
 Stevenson screen is used to keep (4) four thermometers namely
maximum, minimum, dry bulb and wet bulb thermometers.
 It is suspended from the ground so that the heat from the ground does not
affect the temperature readings.
 It is painted white to reflect the rays of the sun so that heat from the sun
does not raise the temperature inside the box.
 It has louvered windows to allow free air circulation.
 It has a doubled layered roof with space in between to prevent direct
rays of the sun reaching the instruments inside.
outcomes
HOMEWORK
a) Define the term Humidity
b) Explain the relationship between Humidity and Temperature
c) Discuss how humidity is read and measured
d) Explain how the thermometers are stored in the Stevenson screen
53
LESSON NUMBER: Twenty six (26)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe through which man has lived
 Early Iron Age Period
A. Iron Age period
The Iron Age, which began from between 4500 BC and 2000 BC, marked a new step in human
culture because of two developments and these are:
1) Iron became the main material for cutting tools and weapons.
2) People started using written or painted symbols for their language. This meant the
beginning of literature and historical records.
3) This was the period when communities learnt how to smelt Iron ore and make various
tools, utensils and weapons such as spearheads or points, spears, axes, pots, iron
gongs and knives.
B. Periods
-Archaeologists divide the Iron Age period into two eras and these are:
a) Early Iron Age2nd -10th century AD: During this era, people started using iron tools, but
still lived in smaller groups and followed a simpler lifestyle.
b) Late Iron Age11th -13th century AD: During this era, more organized societies began to
develop, with more advanced developments, such as farming and trade. The later stages of
Iron Age also brought other changes, such as the development of farming and trading of
goods between different groups.
C. Reasons for iron smelting
1) They improved the way of farming for example the use of the plough
2) They were able to clear more land
3) It was easy to settle into the new land because they could clear the forest and the
bushes
4) They were able to protect themselves from dangerous animals and hostile tribes
outcomes
HOMEWORK
a) Describe early iron age period
55
LESSON NUMBER: Twenty-seven (27)
TOPIC: Governance
SUB TOPIC: Citizenship
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the meaning of the following terms; citizen, citizenship (nationality) and dual
citizenship.
b) Explain the qualification for Zambian citizenship.
c) Explain the disqualifications for Zambian citizenship.
1. Explain the meaning of the following terms;

1. Citizen; it is a member of a national community who enjoys certain rights and privileges that
cannot be enjoyed by a foreigner.
2. Citizenship; a full membership of a given country or the relationship that exists between an
individual and the state.
3. Dual citizenship; this is when a person has citizenship for two different countries
2. Explain the qualification for Zambian citizenship
1. He or she must be born in Zambia.
2. If he or she mother or father was born in Zambia.
3. If he or she is married to a Zambian man or woman.
4. If he or she has lived in Zambia for more than 10 years.
5. A child who is not a citizen but is adopted by a citizen automatically becomes a citizen of a
country.
3. Explain the disqualifications for Zambian citizenship
1. If he or she acquires the citizenship of another country secretly.
2. If he or she requests for citizenship of another country.
3. If he or she has conducted himself or herself in such a way that threatens the security of a
country.
4. If he or she commits a serious offence like crime
outcomes
HOMEWORK
a) Explain the meaning of the following terms; citizen, citizenship (nationality) and dual
citizenship.
b) Explain the qualification for Zambian citizenship.
c) Explain the disqualifications for Zambian citizenship.
57
LESSON NUMBER: Twenty eight (28)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define the term Air Pressure
b) Explain the relationship between altitude, temperature and air pressure
c) Discuss how air pressure is read and measured
d) Describe Sunshine as an element of weather
A. Define the term Air Pressure

 It is also known as the atmospheric pressure.
 It the weight of the air which is exerted on the earth‘s surface.
B. Explain the relationship between altitude, temperature and air pressure
a. Relationship between altitude, temperature and air pressure
i. Pressure decreases with increase in altitude
ii. So the higher the altitude the lower the air pressure.
iii. So the higher the pressure the lower the altitude
b. Relationship between temperature and air pressure

i. The higher the temperature the lower the pressure.
ii. The higher the pressure the lower the temperature
iii. High temperature areas are associated with low pressure (doldrums )
C. Discuss how air pressure is read and measured

i. Air pressure is measured by an instrument called barometer
ii. Air pressure is measured in units called millibars
iii. Air pressure is measured using two types of barometers namely.
a. Mercury Barometer
 It is a very accurate instrument
 At sea level this 76cm is in metric units
b. Aneroid Barometer
 It consists of a hollow metal box which contains very little air.
 The top of the box is flexible so that it expands and contracts
according to changes in atmospheric pressure outside the box.
c. Isobars -are lines drawn on the map joining places with equal amount of pressure.
D. Sunshine
 Hours of sunshine are measured by a sunshine recorder or sun dial
i. Sunshine Recorder or Sun Dial
 It consists of a glass sphere of 102mm in diameter through which the rays of the sun
are forecast upon a sensitised card graduated in hours.
 At the end of the day the card is taken out and the length of trace is turned into
hours and minutes which represents the total amount of sunshine for the day.
 A line is made on the card when it is sufficiently heated but not when the rays are
faint.
ii. Isohels – these are lines drawn on the map joining places of equal amount of
sunshine.
outcomes
HOMEWORK
a) Define the term Air Pressure
b) Explain the relationship between altitude, temperature and air pressure
c) Discuss how air pressure is read and measured
d) Describe Sunshine as an element of weather
59
LESSON NUMBER: Twenty nine (29)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the periods through which man has lived
 Late Iron Age
A. EVIDENCE OF EARLY IRON AGE MEN IN ZAMBIA

Evidence of iron age men has been found at Machili and Lusu in Sesheke, Victoria falls and
Dambwa in Livingstone, Kalundu, Gundu, Isamu pati (big tree) in Kalomo, Kalambo falls, Chondwe
in Copperbelt, Kapwirimbwe in Lusaka, Choma, Busango, Sebanzi Hill and In‟gombe Illede in
Siavonga. The evidence found in these sites includes bones of domesticated animals such as cattle,
sheep, goats and dogs and channel decorated pots.
B. How they smelted iron
i. First they dug a trench in the ground. Then they gathered the rock bearing iron and
charcoal which they put in layers.
ii. ii. The charcoal was then lit and left to burn until most of it was exhausted.
iii. iii. The iron was then taken out for purification in the furnace trench filled with alternate
layers of charcoal.
iv. iv. In the furnace the iron was again placed between layers of charcoal and the walls
were plastered with mud.
v. The charcoal was then lit through a hole at the bottom of the furnace.
vi. vi. When the burning was finished the charcoal was raked out of the bottom and iron
was ready for use.
vii. vii. Identification – Collection –Burning—Purification –Tool making
C. Reasons for iron smelting
5) They improved the way of farming for example the use of the plough
6) They were able to clear more land
7) It was easy to settle into the new land because they could clear the forest and the
bushes
8) They were able to protect themselves from dangerous animals and hostile tribes
9) This made them involve in trade through exchange of tools
10)It improved the farming skills
11)It further improved the hunting skills
outcomes
HOMEWORK
a) Describe the late iron age period
61
LESSON NUMBER: Thirty (30)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Discuss the advantages of Zambian citizenship.
b) Outline the documents used in the registration of Zambian citizenship.
c) Describe the qualities of a good citizen
d) Explain the rights of a citizen
1. Advantages of Zambian citizenship

a. He or she enjoys rights or benefits that a foreigner cannot.
b. He or she enjoys the feeling of love and pride. For his or her country which is known a
patriotism.
c. He or she has the right to vote, which is known as franchise
d. He or she has an advantage over employment as compared to a foreigner.
2. Documents used in registration of Zambian citizenship
a. Birth certificate
b. Green national registration card
c. Driver‘s license
d. Passport book
3. Qualities of a good citizen
1.He or she must be a trusted citizen.
2. He or she must be honest citizen.
3. He or she must have a good character.
4. He or she must respect human rights.
5. He or she must be a loyal citizen.
6. He or she must obey the law.
7. He or she must help other citizens.
8. He or she must report crime.
9.He or she must keep the environment clean.
10.He or she must be patriotic.
11. He or she must be working for national unity and living in harmony with others.
4. What Are The Rights Of A Citizen?
What Is A Right?
It is a lawful claim or benefit a citizen gets from his/her community.
1. Right to life
2. Protect from torture: torture means to hurt someone badly.
3. Right to liberty (freedom).
4. Right to free and fair trial. Right of habeas corpus is where a person who is
detained in police cells asks to be taken to court so that the court can prove if
he/she is guilty or innocent.
5. Protection from forced labour.
6. Freedom of expression.
7. Freedom of conscience (religion)
8. Freedom of movement.
9. Freedom of association and assembly.
10. Protection against any form of discrimination.
11. Right to property.
outcomes
HOMEWORK
a) Discuss the advantages of Zambian citizenship.
b) Outline the documents used in the registration of Zambian citizenship.
c) Describe the qualities of a good citizen
d) Explain the rights of a citizen
63
LESSON NUMBER: Thirty One (31)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the following elements; Cloud Cover, Wind Speed and Wind Direction
b) Discuss how Cloud Cover, Wind Speed and Wind Direction is read and measured
1. Clouds
 Are made of water droplets or ice particles that float in the sky.
 The shape, height and movements of clouds indicate the type of weather conditions
for that particular place.
i. Measurement of cloud cover
 Cloud cover is measured by the human eye through observation
ii. Isonephs – these are lines drawn on the map joining places of equal amount of
clouds.
2. Wind speed
 It is measured by an instrument called anemometer.
i. Anemometer
 It has three or four arms mounted on a vertical shaft (mast) with metal cups
fixed at the ends of the arms.
 These arms rotate when there is wind and this movement operates a meter
which records the wind speed in km per hour.
3. Wind direction
 It is measured by an instrument called wind vane
 Sometimes it can also be measured by an instrument called windsock.
i. Wind vane
 It is used to indicate wind direction
 It has a rotating arm with a tail at one end and a pointer
 When the wind blows, the arm swings till the pointer faces the direction of
the winds.
 Usually winds are always named from the direction they blow. For
example the east winds blows from east to west named east west
winds and south winds blows from south to west named south west
winds.
ii. Windsock
 It is commonly found in airports and airstrips.
 It helps pilots to determine which direction to take when taking off or
landing.
 It is made up of a piece of cloth mounted on a frame made out of metal
or wood.
 The piece of cloth will show the direction in which the wind is blowing to
and when there is no wind it rests horizontally to the frame.
iii. How to record the direction of wind
 Wind rose is used to record the direction of wind on each day of the
month.
Wind rose
 It consist of an octagon with eight compass points
 Each of the small rectangles represents the date in which the wind blew
from that direction.
 For example on 13th of the month the wind is north west
 The days without the wind are called calm days.
 Calm days are recorded in the box in the centre of the octagon
 For example, the diagram below shows 3 calm days.
4. How to record wind on the map
 Winds are shown by arrows on a weather map.
 A shaft of an arrow shows wind direction
 A feather of a shaft shows the wind speed
outcomes
HOMEWORK
a) Explain the following elements; Cloud Cover, Wind Speed and Wind Direction
b) Discuss how Cloud Cover, Wind Speed and Wind Direction is read and measured
65
LESSON NUMBER: Thirty Two (32)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the early traders in Zambia at Ing’ombe Ilede
A. Site Discovered
Ing‘ombe Ilede was discovered in 1960 by Government Workers during the construction of Kariba
Dam. However, much of archaeological remains were excavated by J. H. Chaplin, of the National
Monuments Commission.
B. Site Location
Ing‘ombe Ilede is situated between the banks of the Zambezi and Lusitu rivers about 48 Kilometres
from the dam walls of Kariba Dam in Gwembe District of Sourthern Province.
C. Why the Site is called Ing’ombe Ilede?
At this site, there was a big tree which looked like a sleeping cow; hence, the Tonga gave this site
the name Ìng‘ombe Ilede‘ which is a Tonga phrase for a `sleeping cow’
D. Site Trade activities
1) The trade was conducted along river Zambezi
2) The most common important local trading item was salt
3) The international items (from East Coast Africa of Ing‘ombe Ilede) traded in were
Beads, Cloth, Sea Shells and Iron Objects
4) The international items (from East Coast Africa of Ing‘ombe Ilede) traders went
back with Ivory, Copper, Gold and Slaves
5) From the North of Ing‘ombe Ilede Copper was brought from Kansanshi mines
6) From the South of Ing‘ombe Ilede Gold was brought from Hwange (formely
known as Wankie) in Zimbabwe.
7) From other areas of Ing‘ombe Ilede came Ivory and Slaves
E. Site burial arrangement
1) The poor or slaves were buried outside the market and no valuables were found on their
graves
2) The rich or Royal members were buried at the center of the market with valuable items such
as copper crosses, razors ,iron twisted gold bangles, glass beads, spear heads, cowrie
shells, cloth and hammers
F. Why was Ing’ombe Ilede important / preferred by many traders?
1) Its nearer location to the Zambezi river made trade possible
2) It spread the knowledge of farming
3) It spread the knowledge of iron smelting
G. Why did the Ing’ombe Ilede trade stop?
1) It is believed that the Arabs from East coast chased away Ing‘ombe Ilede traders
2) It is believed that the coast began to trade with the Shona in Zimbabwe.
outcomes
HOMEWORK
1. Describe the early traders in Zambia at Ing‘ombe Ilede
67
LESSON NUMBER: Thirty-three (33)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOME:
a) Explain the duties of a citizen.
b) Discuss the responsibilities of a citizen.
4. Duties of a citizen
A duty is what a citizen must do or ought to do the country. The following are duties of a citizen;
a. Paying tax
b. Caring for public property
c. Reporting any crime to the police
d. Obeying the law
e. Defending the country
f. Keeping the environment clean and safe
g. Helping in making democracy work (voting)
h. Upholding the constitution
i. Co-operating with law enforcement agencies
j. Contributing to the welfare and advancement of the community where they live
k. Being patriotic and loyal to the country
5. Responsibilities of a citizen
A responsibility is what he or she is supposed to do for his or her personal, family and community.
> Personal responsibilities
i. By keeping oneself clean all the time
ii. By going to school
iii. By living a health life
iv. By behaving well e.g no fighting, stealing or insulting
v. By protecting yourself from any danger
> Family responsibilities
i. By doing the work given
ii. By taking care of the family e.g cooking, looking after children
iii. By disciplining the young ones
iv. By educating the children
v. By making sure that the family live a health life
vi. By providing food for the family
 Community or country responsibility
i. By participating in any community programs
ii. By taking part in choosing leaders
iii. By defending the constitution of the country
iv. By fighting corruption
v. By working hard to develop the country
outcomes
HOMEWORK
1. Explain the duties of a citizen.
2. Discuss the responsibilities of a citizen.
69
LESSON NUMBER: Thirty four (34)
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the factors influencing weather patterns
The following are the factors that make weather to differ from one place to another.
i. Latitude
This is the distance away from the equator. The nearer to the equator the hotter it becomes, this is
because the midday sun is directly overhead at the equator throughout the year and therefore,
there is constant heating around the equator hence making it a hotter place and cooler at both
south and north poles due to less sun lights being received.
ii. Altitude
This is how high or low a place is above sea level. Therefore, the higher you go the cooler it
becomes. To mean a place on higher altitude will be cooler than that place on lower altitude. For
example, a person standing on the ground in October will feel more heat than that one standing
on top of the roof of a tall building. This is because when the ground is heated by the sun it
produces long heat waves, thereby making the area few metres about the ground too hot as
compared to a place raised high in the atmosphere.
iii. The location of the country or distance from the sea
The position and distance from the sea of a certain place has an effect on weather. This is because
the ocean currents that blow in from the sea, they contain more moisture than winds that blow from
inland areas hence bring about warmness and coldness to the countries that receives these ocean
currents.
iv. The prevailing winds
These are winds that consistently blow from the same direction at a particular time of the year.
Therefore, the differences in temperatures between parts of the world at different latitudes create
a movement of air and water in great swirling currents. These movements distribute heat energy
from the sun across the planet such that since the cooler air is dense than warmer air it forces the
warmer air to rise and circulate on the planet thereby bringing about warm or cold temperatures
in different countries of the world.
v. Seasons
The charge of seasons that influence weather is brought about by the two movements of the earth
namely rotation and revolution.
a. Rotation –this is spinning or rotating of the earth on its axis once in 24 hours.
For example, the earth spins like a soccer player spinning a ball on his or her
fingertip. This rotation of the earth brings about day and night, difference in
time and prevailing winds.
b. Revolution –this is the movement of the earth around the sun. It takes
or 366 in a leap year to make one complete revolution around the sun. This
revolution of the earth brings about charge of seasons, varying length of day
and night, change in position of the midday sun
outcomes
HOMEWORK
1. Describe the factors influencing weather patterns
71
LESSON NUMBER: Thirty five (35)
COMPONENT: History
TOPIC: Pre-colonial societies in Zambia
SUB TOPIC: Bantu Migrations
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the meaning of the term Bantu
2. Describe the origins and movement of the Bantu speaking people
A. ORIGINS AND MOVEMENTS OF THE BANTU-SPEAKING PEOPLE
1) Bantu
 -The term Bantu refers to ethic groups in Africa south of Sahara who share similar
languages, customs and traditions.
 -There over 500 ethic Bantu groups, which occupy much of central and southern Africa. They
are called Bantu because of similarities in their languages.
 -For example the prefix ‗ba‘ and suffix ‗ntu‘refer to people, and are common in languages
that they speak
2) Origins
 -The Bantu speakers came from West Africa around the Cameroon Highlands.
 -The Niger basin is the possible original land of the Bantu people. The two main groups of
the Bantu speaking people are the Eastern and Western Bantu.
 -The original of Eastern Bantu were; the first group that moved eastwards up to Lake
Victoria in East Africa. While the Western Bantu moved southwards along the African coast
of Gabon, Democratic Republic of Congo and Angola, or inland along the many to north
following rivers of Congo system. The expansion eventually reached South Africa at around
300 A.D.
3) Movements of the bantu-speaking people in Africa
 -Historians believe that the first Bantu-speaking groups moved as follows:
By 500 BC, the pioneering groups reached the savannah grasslands south of the Sahara, moving
south into what is now the DRC, Angola and Zambia.
Another group moved eastwards by 1000 BC and settled around the great lakes of East Africa.
By 300 AD, these Eastern groups had moved southwards along the coast of Africa, establishing
themselves in the eastern and northern parts of what is now South Africa around 500 AD.
outcomes
HOMEWORK
1. Explain the meaning of the term Bantu
2. Describe the origins and movement of the Bantu speaking people
73
LESSON NUMBER: Thirty-six (36)
TOPIC: Governance
SUB TOPIC: Political Organisations
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the following terms; political party, manifesto and political party conference or
conventions.
b) Describe the structure of a political party.
c) Discuss the function (importance) of a political party.
6. Explain the following terms;

a. Political party; is a group of people who come together to promote their political agenda.
It is also a voluntary association of people who share common beliefs and values whose main aim is
to form the government of the country.
b. Party manifesto; it is a document that contains the political party‘s ideas, plans, beliefs and
programs of the country once they are voted into power.
c. Party conference or convention; these are meetings held to discuss party matters. These
meetings are held at district, provincial and national levels.
7. Structures of a political party
In order for any political party to perform its roles and functions, it has the following party
structure;
>National Executive Committee (NEC) or Central Committee
It is the highest organ of the party and lead by the party president.
> Provincial Committee
It is the second highest organ of the party and it is lead by the provincial chair person.
> District Committee/Constituency Committee
It is the third largest organ of the party and it is lead by the district chair person or constituency
chair person.
> Section and Branches
It is the fourth and lowest organ of the party. It is headed by the section or branch chair person.
8. Functions (importance) of a Political Party
1) To educate the public on national issues
2) To nominate candidates for elections
3) To mobilise and educate people on elections
4) To unity members of society
5) To form government when they win elections
6) To promote social, pollical and economic development in the country
7) To act as a link between the government and the general public
8) To make government aware of ordinary citizens opinions and wishes
9) To develop policies and programs that reflect the wishes of their members
10)To monitor government actions to ensure rule of law
11)To provide checks and balances through constructive criticism
12)To monitor elections activities to ensure free and fair elections
13)To enforce separations of power through representation in parliament
outcomes
HOMEWORK
a) Explain the following terms; political party, manifesto and political party conference or
conventions.
b) Describe the structure of a political party.
c) Discuss the function (importance) of a political party.
75
LESSON NUMBER: Thirty seven (37)
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Define Climate
b. What is Zambia‘s climate?
c. Describe Zambia‘s temperature and rainfall climate characteristics
d. Describe Zambia‘s Climatic seasons
e. Describe the effects of Climate of human activities
1. What Is Climate?
 It is the atmospheric conditions of a particular place over a long period of time.
 The elements of climate are the same as the elements of weather such as rainfall,
temperature, humidity, air pressure, cloud cover, sunshine, wind direction and
wind speed.
 However for the elements to be considered as climate of a given area they must
occur repeatedly in that given area over a period of 35 years.
2. What is Zambia’s climate?
Zambia has tropical continental climate also known as Savannah climate.
3. Describe Zambia’s temperature and rainfall characteristics
a. Temperature
Temperatures in different parts of Zambia are influenced by two factors
i. Latitude - this means the distance away from the equator. It is hotter near
the equator because the sun‘s rays are more direct throughout the year.
Example, Mwinilunga is hotter than Lusaka because it is closer to the
equator.
ii. Altitude – this means how high or low a place is above sea level. It is
generally cooler at higher altitudes, such as on highlands or mountains,
than at lower altitudes, such as valleys. Example, Mbala lies at a high
altitude and is therefore cooler than Chirundu in the low-lying Zambezi
valley.
b. Rainfall
Rainfall distribution in Zambia is affected by latitude and altitude
i. Latitude – the northern part of Zambia gets the most rainfall. This is because it
is closer to the equator.
ii. Altitude – the higher altitudes such as highlands or mountains, receive more
than at lower altitudes, such as valleys.
4. Name the seasons of Zambia
There are three seasons in Zambia namely
i. Hot dry season (Autumn)-(August to November)
ii. Rainy season (Summer)- (mid-November to April)
iii. Cool season (Winter)-(May to August)
5. Name the effect of climate on human activities.
The climate of each given country affects people in the following ways.
i. It influences people‘s health, behaviour, eating habits, choice of clothes and
recreation activities.
ii. It dictates the farming seasons
iii. It influences human settlement(where people live)
iv. It influences the type of houses that people build
v. It influences the type of business favourable for each given area such as tourism,
fishing, farming and mining.
vi. Its brings about bad weather which can cause a lot of problems to people such as
flooding, drought, skin diseases and loss of animals.
outcomes
HOMEWORK
a. Define Climate
b. What is Zambia‘s climate?
c. Describe Zambia‘s temperature and rainfall climate characteristics
d. Describe Zambia‘s Climatic seasons
e. Describe the effects of Climate of human activities
77
LESSON NUMBER: Thirty Eight (38)
COMPONENT: History
SUB TOPIC: Bantu migrations
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss the evidence, causes and effects of the Bantu migration
A. Evidence of Bantu Speaking People migrations
i. Genetics: there is similarity in the genes among the people in parts of Central, East and
Southern Africa.
ii. Iron-working: there is similarity in the Iron working among the people in parts of Central,
East and Southern Africa.
iii. Language: there is similarity in the language spoken among the people in parts of Central,
East and Southern Africa.
iv. Pottery: there is similarity in the styles and decorations of pottery works among the people
in parts of Central, East and Southern Africa.
B. Causes of the Bantu migration
-Many different factors caused the Bantu migrations and these include:
i. Adventure-Some groups moved to new areas to explore.
ii. Drying up the Sahara desert- Since the Bantu-speaking people were farmers, the
environment forced them to migrate to look for new fertile lands for farming and water as
the Sahara turned into a desert
iii. Expansion of chiefdoms and kingdoms-Some rulers wanted to expand their kingdoms or
chiefdoms over larger areas.
iv. Fear-Some convicted people migrated to other distant areas to escape punishment or
death. They often took close relatives or clan members with them to settle in new areas.
v. Population increase-This created pressure on land and other resources, leading some
groups to migrate in search of new land.
vi. Slave trade -Some groups scared to be attacked by armed slave traders and being sold as
slaves.
vii. Succession disputes-When a chief or king died, the members of the royal family often
fought among themselves who should succeed the ruler.
viii. Wars-Wars between tribes, and within tribes, forced the defeated groups to run away from
the more powerful tribes to areas where they could be safe.
C. Effects of Bantu migrations
The results of the Bantu migration were both positive and negative effects/results
a)Positive results/effects
i. Farming-they introduced cultivation of crops such as millet and sorghum and keeping of
animals such as cattle, sheep and goats to new areas they moved in and stopped
dependence on food gathering.
ii. Iron smelting they introduced iron smelting knowledge in areas they moved in and
replaced stone age tools.
iii. The formation of Centralized government systems: were formed where people respected
their rulers and paid tribute to them.
iv. Trade –the knowledge of trade was introduced in areas where they moved in.
v. Tribal identities- people with similar tribes regrouped and formed kingdoms
vi. Introduced a system of building permanent homes: They opened new land to settle in as
families, clans and villages.
vii. They led to a rise of large states and bigger tribes in East Africa.e.g, the Buganda,
Kikuyu, and Nyamwezi. e.t.c
b) Negative effects/results
i. The Bantu migration led to depopulation in places of origin
ii. Some people died through in the process of migration due to sickness, hunger or accidents.
iii. There was loss of culture due to cultural absorption through intermarriages
iv. There was transformation of languages into new ones leading to the dying of minor
languages
v. The coming of the Bantu led to the increase in the population of the new areas
vi. The coming of the Bantu led to the displacement of the early settlers such as Bushmen and
Aborigines into the dry parts of the region
outcomes
HOMEWORK
1. Discuss the evidence, causes and effects of the Bantu migration
79
LESSON NUMBER: Thirty-nine (39)
TOPIC: Governance
SUB TOPIC: Political Organisations
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the three political party systems
1. Three political party system

A political party system is the classification of a country either a one-party system, two party
system or multi-party system.
a. One party system
This is where one political party is allowed to exist in the country by the constitution e.g Zambia in
the second republic.
>Advantages of one-party system
i. There is no time wasted on political campaigns as there is only one political party
ii. Avoids inter-party violence
iii. It is easier to formulate long term national planning as they will be no fear of being voted out
soon
vi. It is easier for the government to make decisions as there is no opposition
v. It promotes national unity as all they will belong to one party
>Disadvantages of one-party system
i. It promotes dictatorship as all opposition political parties are banned
ii. There is no respect for human rights
iii. There is no tolerance to divergent views
iv. There is no separation of powers
v. The party leader cannot be challenged during an election
vi. There is oppression of any political party leaders
vii. The press (media) is controlled by the government
viii. The pressure groups are not allowed to operate freely
xi. People are only given one set of programs
b. Two-party system
This is where two political parties are allowed to compete against each other during elections by
the constitution e.g USA, the Democratic party versus Republican party and in Britain, the
Conservative party versus Labour party
c. Multi-party system
This is where many political parties are allowed to compete for power in the country by the
constitution e.g Zambia in the third republic.
>Advantages of two-party and multi-party system
i. There is wider freedom of political choice
ii. There is political tolerance
iii. There is existence of civil societies
vi. There is respect of human rights
v. there is regular, free and fair elections
vi. there is respect of the rule of law
 Disadvantages of two-party and multi-party system
i. Promotes disunity through tribal politics
ii. Promotes inter-conflicts between leaders of each political party
iii. It is costly to manage elections
iv. It wastes a lot of time in running elections
v. There is lack of continuity as each one that comes in power has its own ideas
outcomes
HOMEWORK
a) Describe the three political party systems
81
LESSON NUMBER: Forty (40)
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Describe the impact of human activities on climate
b. Discuss the causes of Climate Change and Global Warming
a. Name the impact of human activities on climate

i. What is climate change?
This is the change of climate which is attributed directly or indirectly to human activity that alters
the composition of the global atmosphere.
ii. What is greenhouse effect?
This is the ability of the air to absorb long heat waves from the earth after allowing the sun heat
waves to pass through. The greenhouse effect contains gases such as water vapour, carbon
dioxide, nitrous oxide and methane gas which normally absorbs the long heat waves from the
earth to balance up the atmospheric temperatures neither too hot nor too cold
iii. What is global warming?
This is an average increase in the earth‘s temperature which brings about extreme hotness or
coldness.
The following are the human activities that affect the climate.
i. Fuel combustion – the smoke from all automobiles such as smoking vehicles
contains different gases such as carbon monoxide which bring about climate
change and Global warming.
ii. Industrial activities – the smoke emissions from industrial plants which contain
different toxic gases which affect the environment and bring about climate
change and global warming.
iii. Agricultural activities – the continuous use of chemicals in agricultural activities
increases the emission of greenhouse gases that such as carbon dioxide, methane
and nitrous oxide that leads to climate change and global warming.
iv. Deforestation – the continuous cutting down of trees to make charcoal and
clearing of land for farming is affecting the rain cycle hence bring about drought.
Also trees help in absorbing access carbon dioxide in the atmosphere, so there
absence brings about climate change and global warming.
v. Waste management – the undesignated dumping of waste produced by human
activities pollutes the environment thereby producing different gas emissions as
they decompose hence causing climate change and global warming.
vi. Fugitive emissions – the continuous emissions of gases from all types aerosol
sprays such as perfumes, air fresheners, air conditioning and refrigeration
equipment has contributed to climate change and global warming.
vii. Mining
The process of extracting minerals leads to gases emission and dust pollution of the environment
thereby causing climate change and global warming.
viii. Over consumption
The continued production and transportation of goods from one place to another due
overconsumption leads to overexploitation of natural resources and emissions of gases from
international freight transport, which contributes to climate change and global warming
b). Effects of Climate Change and Global Warming
i. Biodiversity
The extreme change in elements of weather conditions leads to loss of animal and plant life.
ii. Oceans
The extreme change in elements of weather conditions leads to melting of ice at Polar Regions
thereby increasing water levels in oceans and bring about floods in nearby countries.
iii. Human Conflict
Climate change and global warming brings about shortage of foods and reduced production of
goods thereby causing people to fight for few food and goods.
iv. Natural Disasters
Climate change and global warming brings about natural disasters like floods, hurricanes, Cyclone
storms and wildfires, frost-free season.
v. Human diseases
Allergies, asthma, and infectious disease outbreaks will become more common due to increase in
climate change and global warming.
c). Solutions to Climate change and Global warming
i. Renewable energies
The first way to prevent climate change is to move away from fossil fuels and begin to use
Renewable energies like solar, wind, biomass and geothermal.
ii. Energy use
The other way is to reduce our consumption of energy by using more efficient devices such as
energy serving bulbs.
iii. Sustainable transportation
By promoting public transport of electric vehicles to cut down on gases emission
83
iv. Sustainable infrastructure
By promoting the building of low energy buildings that will require less use of air conditioning and
lighting.
v. Sustainable agriculture
By encouraging organic farming methods which use organic matter unlike use of chemical fertilizer
vi. Forest management
By encouraging better use of natural resources through stopping charcoal burning and
deforestation
vii. Responsible consumption
To cut down on Fugitive emissions like aerosol sprays such as perfumes, air freshener, air
conditioning and refrigeration equipment
viii. Recycling
By encouraging recycling and use of recyclable products such as use of recyclable plastic bags
ix. Controlling fire burning
By stopping bush fires and waste disposal burnings
x. Waste management
By collecting and dumping waste disposals in designated places.
outcomes
HOMEWORK
a. Describe the impact of human activities on climate
LESSON NUMBER: Forty one (41)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the movement of the Banta speaking people into Zambia
a) Movements from the great lake region

i. Based on archaeological evidence found at site such as Ngombe Ilede. Historians
believe that the Bantu speakers moved into Zambia from the great lakes region in East
Africa from about 300 AD. The Tonga settled in what is now the southern province.
ii. The Tongas were pastoralist, farmers and iron smelters
iii. Smaller groups such as the Lungu and the Tabwa settled near Lake Tanganyika in the
North east
b) Movements from the Luba-Lunda Empire

i. Most Zambians can trace their roots back to ethnic groups that arrived during the second
stage of migration.
ii. Similarities in the cultures of ethnic groups in Zambian and the Democratic Republic of
the Congo DR lead historians to work out that certain Zambian groups came from the
Luba and Lunda kingdoms during the 16th to early 19th century
iii. This stage includes the arrival of the large groups such as the Bemba, the Lunda and the
Lamba that settled in central Zambia
iv. Other groups include Chewa and Tumbuka who settled in eastern Zambia.
v. The Lozi also migrated from the DRC and settled in western Zambia
vi. Later their culture was influenced by the Kololo who arrived from south Africa
c) THE NGONI AND THE SOTHO FROM SOUTH AFRICA
i. Later in the 18th and 9th century, the Ngoni and the Sotho came into Zambian from the
south to escape the Mfecane. The Mfecane was a period of wide spread chaos and
wars in Southern Africa that developed from the extension of the Zulu kingdom under
Shaka and Mzilikazi of the Matabele
85
outcomes
HOMEWORK
1. Describe the movement of the Banta speaking people into Zambia
LESSON NUMBER: Forty-two (42)
TOPIC: Governance
SUB TOPIC: Elections
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the meaning of the following terms; Elect, Election and franchise rights.
b) Discuss the three types of elections in Zambia and the qualifications attached to each type.
9. Explain the meaning of the following terms;
1.Elect; it is to choose a leader of a community or country.
2.Elections; it is the process of choosing a leader of a community or country.
3. Franchise Rights; it is the right to vote.
10. Types of elections
 There are three types of elections, namely
a. Primary elections; these are elections held by different political parties to choose
candidates to stand in presidential, parliamentary and local government elections.
b. General elections; these are elections held to choose the president, members of parliament,
mayors and councilor‘s every after five years.
c. By-elections; these elections are held when a president, member of parliament, mayor and
councilor dies, resigns, expelled from the party or is imprisoned for more than six months.
 Qualifications of president, member of parliament, mayor and councilor.
President
i. Is a citizen by birth or descent
ii. Has been ordinarily a resident in Zambia
iii. Is a registered voter
iv. Has a grade 12 certificate or its equivalent
v. Fluent in the official language
vi. Has paid all taxes
vii. Declares all assets and liabilities
viii. Pays nomination fees
ix. Should be at least 35 years old
x. Is supported by at least 100 voters from each province
87
xi. He or she must belong to a political party
Member of parliament
i. Must be a citizen
ii. Must be a registered voter
iii. Must be 21 years old
v. Declares assets and liabilities
Mayoral and council chairperson
i. Is a citizen of Zambia
ii. At least 21years old
iii. Is a registered voter
Councilor
i. Is 19 years or older
ii. Has a grade 12 certificate or its equivalent
iii. Is a citizen or a holder of a resident permit, resident in a district
iv. Has paid all taxes
3. Explain the disqualifications for Zambian citizenship
1. If he or she acquires the citizenship of another country secretly.
2. If he or she requests for citizenship of another country.
3. If he or she has conducted himself or herself in such a way that threatens the security of a
country.
4. If he or she commits a serious offence like crime
outcomes
HOMEWORK
a) Explain the meaning of the following terms; Elect, Election and franchise rights.
b) Discuss the three types of elections in Zambia and the qualifications attached to each type.
LESSON NUMBER: forty three (43)
SUB TOPIC: Forests and their products
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define a forest.
b) Describe the types of vegetation found in Zambia
c) Identify types of tree species found in Zambia
a) What is a forest?
A forest is an area dominated by trees. It can also be defined as the caring and planting of trees
over a piece of land.
b) What is Vegetation?
It is any grasses or trees that grows in a given place or area
c) What is Natural Vegetation?
It is any grasses or trees not planted by man that grows in a given place or area.
d) What is Artificial Vegetation?
It is any grasses or trees planted by man that grows in a given place or area.
e) Name the types of vegetation found in Zambia
Zambia‘s vegetation is classified as Savannah vegetation and is mainly characterised by trees
and tall grass.
Therefore, Zambia‘s vegetation can be divided into the following 3 types.
a) Closed forests
This is a type of forest that mainly consists of trees close to each other..
It is found in places of high rainfall such as North Western, parts of Southern and Western
provinces.
The closed forests are sometimes referred to as Deciduous Savannah Woodlands. A deciduous
tree is a tree which is green and luxuriant during rainy season and shade off leaves during dry
season to minimize loss water through evaporation.
Furthermore, the closed forest forms a closed canopies to mean a structure formed when tree tops
or crowns touch each other creating a shade forest.
A canopy allows very little sunshine to pass through and reach the ground as a result little or no
under growth plants or grasses grow in such conditions.
89
Examples of trees that form canopies include Kayimbi, Mukwa (Zambia teak), Mupundu, Mukusi
and Mutemwa.
b) Open forests
This is a type of forest that consists of scattered trees with grass in between the trees. This type of
forest is found in all provinces of Zambia and covers about 70% of Zambia. Examples of trees
found in open forests include Mutondo, Musaka, Kayimbi, Mopane and Muunga (Thorn Acacia)
trees.
f) Grasslands (Swamps)
This is a type of forest that is mainly covered with grass and number of countable trees or very
few scattered trees can survive the waterlogged soil conditions. Zambia‘s Savannah Vegetation
name was derived in reference with this type of grasslands.
g) Name the types of trees found in Zambia
1. Local (Indigenous) trees.

These are trees that are not planted by man but grow naturally in the environment. These trees
produce hardwood timber.They grow slowly.They are short with thick bark. They have umbrella
shaped crowns. They have big leaves. Examples of local (indigenous) trees that produce hardwood
timber include Mukusi (Zambian teak), Mupapa, Muwaka, Musompa, Kayimbi, Mululu, Mukula and
Mukwa.
2. Exotic (imported) trees
These are trees that brought into Zambia from other countries in the world. These trees produce
softwood timber. They grow fast.They are tall with smooth trunks.They have cone shaped
crowns.They have small leaves. Examples of Exotic (imported) trees that produce softwood timber
include Eucalyptus, Gmelina, Tropical Pine and Rose wood.These exotic trees are planted in
plantations located in Copperbelt at Chati, Chichele, Itimpi (Kitwe), Mwekere and Mufulira. Also in
Choma, Samfya, Kabwe and Chisamba.
h) Reasons why Exotic trees are planted in these areas
i) High annual rainfall of over 1200mm.
ii) Moderate temperature (180C-240 C).
iii) Good government policy.
iv) Ready market for timber
v) Good soil fertility.
outcomes
HOMEWORK
a) Define a forest.
b) Describe the types of vegetation found in Zambia
c) Identify types of tree species found in Zambia
LESSON NUMBER: Forty four (44)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Identify the causes and effects of the Luba-Lunda migration
A. THE CAUSES OF THE LUBA-LUNDA MIGRATION

a) Shortage of arable land for agriculture after new crops such as Maize were
introduced by Portuguese traders from Angola
b) Some people migrated after losing in succession disputes
c) Some junior rulers who failed to take over power from senior rulers decided
to leave
d) Family disputes such as Chinyanta and Kinguri left after their sister Luweji
allowed her Luba husband to take over leadership of the kingdom
e) Some junior rulers left to establish their own kingdom so that they can trade
direct with Portuguese and Swahili
f) Some left in order to avoid being sold as slaves to Whites
g) Thieves and witches left in order to avoid punishment from their fellow
villagers
h) Some people who were hunters ended up settling in areas where they went
to hunt
i) Some people ran away from cruel Chiefs. Eg Chiti and his brother Nkole left
because their father Mukulumpe wanted to kill them.
B. Results/Effects of Luba-Lunda Dispersal into Zambia
1) They brought the idea of leadership by establishing kingdoms in Zambia such
as Bemba and Lozi.
2) They introduced the idea of business by conducting long distance with the
Whites
3) They brought the new crops such as Maize and Cassava.
4) They introduced new methods of farming.
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outcomes
HOMEWORK
1. Identify the causes and effects of the Luba-Lunda migration
LESSON NUMBER: forty-five (45)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define the term electoral process
b) Describe the electoral process in Zambia
1. Define Electoral process

These are stages or phases followed in electing leaders of a country such as a president, members
of parliament, mayors and councillors.
The Electoral Commission of Zambia (ECZ) is the one in charge of the electoral
2. Describe the stages in the electoral process in Zambia
i. Legislation; this stage involves the formulation of legal framework to make the
electoral process legal
ii. Delimitation; this stage involves the dividing of the country into constituencies and
wards
iii. Voter Education; this is a stage where the Electoral Commission of Zambia carries out
country wide education on all voters concerning elections
iv. Registration of voters; this is the period given to all citizens above the age of 18 years
and is in possession of the green National Registration Card (NRC) to register as voters
v. Verification of electoral registers; this is a period given to all registered voters to
verify their particulars in the electoral register
vi. Nomination day; this is the day given to all aspiring candidates to fill in nominations as
candidates during elections
vii. Campaigns; this is a period given to all aspiring candidates to sell their manifestos to
voters through rallies, posters, radio, television, adverts and campaign materials such as
T-shirts and chitenges
viii. Polling day; this is the actual day of voting, which starts from 06 hours to 18 hours
ix. Counting and tabulating of results; this stage involves counting and verification of
voters before announcement and declaration of the winner
93
x. Announcement and declaration of votes; this stage involves announcement of results
and declaring of the winner
xi. Election petition; this is the final stage of the electoral process in Zambia. Anyone who
took part in an election has the right to petition an election through the High court and
constitutional court
outcomes
HOMEWORK
a) Define the term electoral process
b) Describe the electoral process in Zambia
LESSON NUMBER: forty Six (46)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Identify and describe forests products and their uses.
b) Outline the importance of forests
c) Explain the importance of conserving and preserving forests.
a. Name the forest products and their uses

Forest product Use
1. Timber Used in construction of houses and furniture.
2. Honey A source of food
3. Mushrooms A source of food
4. Herbs A source of medicines
5. Fruits A source of food
6. Tubers A source of food
7. Vegetables A source of food
8. Fuel wood A source of energy
9. Caterpillars A source of energy
10. Leaves, roots and bark Traditional medicines, vegetables, basket and net
making
11. Resins Used in making soap, varnishes and paints and
sizing paper
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b. List the importance of Zambia’s forest
1. Used in construction of buildings
2. Making Furniture
3. Making Electrical poles
4. Making railways sleepers
5. Making herbal medicine
6. Source of oxygen
7. Source of bees wax (honey)
8. Source of wild fruits
9. Source of charcoal, firewood
10. Protect the ground from soil erosion
11. Shelter for wild animals
12. Helps in rainfall formation
c. State why it is important to conserve and preserve forests.
1. Forest Conservation is the wise use of natural resources so that is available for use in
future.
2. Forest Preservation is the keeping of natural resources same or preventing it from any
damage or extinction.
3. How to conserve forests:
i. Putting Commercial forestry programs for timber to protect our natural forests.
ii. Forests can be conserved and preserved through dedicated efforts by all citizens and
government.
iii. Control and regulation of bush fire.
iv. Control and regulation of charcoal burning.
v. Control of commercial logging (selling of timber).
vi. Educating communities on the importance and values of forest resources.
vii. Tree planting programs more especially in schools.
viii. Using renewable sources (wind, solar and water energy) instead of burning wood.
4. Importance of conserving forest
i. Provision of food
ii. Home of wild animals Source of medicines.
iii. Source of clean air (oxygen).
iv. Prevention of soil erosion.
v. Helps in rainfall formation.
vi. Provide shelter to wild animals.
vii. Source of recreation and scenery.
viii. Source of herbal medicine
ix. Source of timber for furniture and construction
outcomes
HOMEWORK
a) Identify and describe forests products and their uses.
b) Outline the importance of forests
c) Explain the importance of conserving and preserving forests.
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LESSON NUMBER: Forty seven (47)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the historical location of the bantu speaking people in Zambia
2. Discuss the importance of technology to the Bantu speaking people
a) Historical locations of the Bantu ethnic groups in Zambia

 Nearly all the different ethnic groups in Zambia migrated from other areas long ago.
 -There are about 73 different ethnic groups in Zambia.
 -However, nearly 90% of Zambians belong to one of the nine main ethnic and language
groups.
1. Western Province:
Is home to Lozi and other smaller ethnic groups such as the Ikoya and Mbunda
2. Northern
-Western Province: Has many different ethnic groups, such as the southern Lunda and Luvale,
Chokwe, Luchazi, Mbunda, Ndembu and Kaonde
3. Southern Province
- Is home to as many as 12 separate but related Ila-Tonga groups.
4. Northern Province
-Is home to Bemba and other groups such as Mambwe and Namwanga.
5. Muchinga Province
-Home to Bemba and the Bisa.
6. Luapula Province
- Most people speak Bemba, the province includes other groups such as the Lunda, Kabende, Aushi
and Chishima.
7. Eastern Province
-Is the home of the Nsenga, Chewa, Tumbuka, Kunda and Ngoni. The main language is Nyanja
which is also spoken in Malawi.
8. Central Province
- Is where the ethnic boundary between the Ila-Tonga and the Lala-Lamba groups are. The Lenje-
Solio people live in the area roughly between these other groups.
9. Copperbelt Province
- The location of the mining industry and Lusaka Province has people from all parts of Zambia, as
well as neighboring countries.
Map of Zambia‘s ethnic groups, originally developed during colonial times
b) IMPORTANCE OF TEACHNOLOGY TO THE BANTU SPEAKING PEOPLE

1. It lead to farming food security
2. It lead to population increase because good cultivation in the communities
3. The new technology lead to the improvement in the livelihood in the communities ((for
example social and economic)
4. It lead to the development of town centres and wealth distribution
5. It lead to cultural changes
outcomes
HOMEWORK
1. Describe the historical location of the bantu speaking people in Zambia
2. Discuss the importance of technology to the Bantu speaking people
99
LESSON NUMBER: forty-eight (48)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the roles of the Electoral Commission of Zambia (ECZ)
b) Explain the various electoral mal-practices in the electoral process in Zambia
1. Roles of the Electoral Commission of Zambia
The constitution mandates the commission to implement the electoral process that is;
i. Conduct elections and referendum
ii. Delimit electoral boundaries
iii. Register voters
iv. Settle minor electoral disputes
v. Regulate the conduct of voters and candidates
vi. Accredit observers and election agents
vii. To conduct voter education
viii. To review electoral laws
2. Electoral mal-practices
This is an illegal interference with the process of an election and this has an effect on the
credibility of an election.
Election rigging is the manipulating of the electoral process so that the system favours a certain
political party or candidate.
The following are ways of manipulating the electoral process;
i. Disenfranchisement, this is the situation where barriers are put in place, stopping
eligible voters from voting in an election.
ii. Voter intimidation, putting voters or a voter under pressure so that they may vote in a
certain way.
iii. Violence or threat of violence; this is where supporters who belong to certain political
parties are beaten by others supporters.
iv. Vote buying; this is a situation where voters are given money, chitenges and beer so as
to make them vote in a certain way.
v. Ballot stuffing; this is a situation where a voter submits multiple ballot papers during
voting.
vi. Misreporting votes; this happens during the counting of votes where staff from the
electoral body mis records votes for a certain political party to benefit certain political
party and disadvantage another political party.
vii. Tempering with electronic voting machines; this is the tempering of voting machines to
advantage a certain candidate or party.
viii. Misleading information; this is the deliberate misinformation of a candidate by a
fellow candidate to disadvantage the opponents.
outcomes
HOMEWORK
a) Describe the roles of the Electoral Commission of Zambia (ECZ)
b) Explain the various electoral mal-practices in the electoral process in Zambia
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LESSON NUMBER: forty nine (49)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the factors that are contributing to the depletion (finishing) of the Zambian forests.
b) Discuss the causes and effects of deforestation
c) Describe the roles of Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
d) Explain the following forestry related terms
A. Name the factors that are contributing to the depletion (finishing) of the Zambian
forests.
1. Forest fires
2. Charcoal burning
3. Overgrazing of animals
4. Droughts
5. Clearing of land for farming
6. Clearing of land for settlement
7. Clearing of land for mining
8. Clearing of land for road construction and developmental projects.
9. Cutting down trees for furniture making
10. Cutting down trees for construction of buildings
B. Causes and effects of deforestation
1. Causes of deforestation
a) Clearing forests for commercial farming practices that require and burning of trees for
farmland.
b) Commercial logging for timber.
c) Cutting of trees for charcoal and firewood.
2. Negative effects deforestation
a) Destruction of biodiversity and changes in climate patterns all over the world.
b) It can lead to desertification, with useful forests turning into useless deserts.
c) Migration of animals and birds to other areas for shelter
d) Shortages of wood fuel.
C. Describe the roles of Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
1. Name the department responsible for running the affairs of forestry in Zambia.
 Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
2. Name the duties of the Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
i. By allowing the non-governmental organizations support the forestry industry.
ii. Delinking of ZAFFICO from the forest department in order to improve efficiency
iii. Educating the communities on the importance of caring for forest resources.
iv. Embarking on rural electrification which may reduce on use of wood fuel
v. Encouraging people to plant trees during the tree planting day.
vi. Establishment of forest reserves and plantations throughout the country by the forestry
department.
vii. Establishment of the forestry department to control forestry.
viii. Fire controls which may destroy trees is being done by the government.
ix. Giving of licences to all those willing to do forestry and lumbering
x. Introduction punishments to all those found disturbing the forests.
xi. It has embarked on afforestation and re-afforestation programmes.
xii. The forestry department is promoting agro-forestry.
D. Explain the following forestry related terms
1. Deforestation- is the illegal cutting down of trees
2. Afforestation- is the planting of new trees in areas where there were no trees before.
3. Re-afforestation-is the planting of new trees in areas where the trees were cut down.
outcomes
HOMEWORK
a) Describe the factors that are contributing to the depletion (finishing) of the Zambian forests.
b) Discuss the causes and effects of deforestation
c) Describe the roles of Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
d) Explain the following forestry related terms
103
LESSON NUMBER: Fifty (50)
COMPONENT: History
SUB TOPIC: Decentralized societies
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the meaning of the terms; Pre-colonial and Pre-colonial Socities
2. What is meant by decentralized societies
3. Discuss the bond of kingship, succession and inheritance of decentralised societies
4. Describe the features of decentralised societies
A. Explain the meaning of the terms; Pre-colonial and Pre-colonial Societies

Pre-colonial is a period before colonialisation or the coming of the whites. Therefore, Pre-colonial
Societies are societies that existed before the coming of the Whites or Colonialisation in Zambia.
During this period the Zambian Societies were divided into Decentralised and Centralized
Societies.
B. What is meant by decentralized societies
Decentralised Societies are those societies that did not have a strong central government and only
combined on ceremonial occasions and in opposition to an external attack. They are also called
Stateless Political Societies. These were often made up of a group of neighboring towns or villages
that had no political connection with a larger kingdom or nation.
The Decentralised Societies did not have a system of Chiefs, Kings or Queens. They were governed
by a Council of Elders made up of many of the elderly people in the community. The elders held
Social, Economic and Political Power in society.
The examples of Decentralised Societies in Zambia were the Tonga, Ila, Lenje and Soli people.
However, the Tonga, Ila and Lenje people are commonly referred as Bantu Botatwe. This is
because they are closely linked to each other by common ties of language and material culture.
C. Discuss the bond of kingship, succession and inheritance of decentralised societies

1. Bonds of Kingship
Among the Tonga, Ila, Lenje and Soli, every family provided for its own needs. A man with more
than one wife would build separate huts and divided his time and belongings among them. There
was a common field and a field for each of the wives. Among these people when a baby was
born it was given two names, one by the mother and another by the father. The name represented
an ancestral spirit according to their clan linkage of both the mother and the father.
2. Succession and Inheritance
All these groups belong to the Matrilineal System and when a man died his estate was shared
unequally between his two lineage groups. The matrilineal had the duty of purifying his widow and
the right of nominating a successor got the larger portion. The widow had the right to choose to
remain in marriage with her husband‘s nominated successor or return to her village and choose a
man her own choice. Traditionally, the wife was the heir to the children but in case of divorce the
children had the right to choose who to follow. When a woman got married they usually moved to
the husband‘s village. This type of marriage was called ’’VIROLOCAL’’ if the opposite happened
the marriage was called ‗’UXORILOCAL’’.
D. Describe the features of decentralised societies
1. The societies do not have a well-defined and complex system of government
2. These are often made up of groups in the neighbouring villages that have no political
connection with the large kingdom
3. They do not have a system of chiefs
4. They are governed by a council or elders from the communities.
5. Elders in the community have political, economic and social powers in the community.
6. Chiefs are selected not based on their family connections or family ties but on the reputation
as a person who contributes to welfare of the group or the community.
outcomes
HOMEWORK
5. Briefly explain the following terms
 Pre-colonial
 Pre-colonial societies
 Bond of kingship
 Succession and inheritance
 Features of decentralised societies
105
LESSON NUMBER: Fifty one (51)
TOPIC: Governance
SUB TOPIC: Central Government
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the meaning of the following terms Government and Central government.
2. Explain the functions of Central Government
3. Sate the composition and functions of organs of Government (Executive)
a) What is to govern?
It is to rule
b) What is Government?
It is a rule by a group of people on behalf of others in a country
c) What is a Central Government?
It is a group of people chosen to run the affairs of the country on behalf of its
i. To defend the country-It is the duty of the government to defend the country from both
external (outside) and internal (inside) enemies such as a traitor who is an internal
enemy that betrays or sells his/her own country and a spy who is an external enemy
that gets secret information about another country.
ii. To provide public services-The government provides services like education, hospitals,
transport, communication, housing, electricity, clean safe water to its people.
iii. To make executive and enforce law-The government makes laws through the
legislature, executives and enforces laws through the judiciary so as to maintain peace
and order in the country.
iv. To develop the country-The government develops the country by making plans on how
the country will grow such as are called economic policies. These economic policies are
made by experts at the Ministry of Finance
v. To establish international relations with other countries-It‘s the duty of the
government to establish international relations with other countries through diplomats
such as Ambassadors and High commissioners.
vi. To raise money-It‘s the duty of the government to raise money in order to finance the
provision of services in the country such as health, education from tax collections, grants
and loans.
i. The Executive-This is the arm or organ of government that carry out decisions. It is
made up of the president, vice president, cabinet ministers, provincial ministers and
civil servants (government workers).
President
Vice president
Cabinet ministers
Provincial ministers
Civil servants
ii. Name the functions of the executive

i. To carry out decisions on behalf of the country
ii. To provide social services such as education and health
iii. To raise money
iv. To enforce laws in the country
v. To establish international relations
vi. To spearhead development in the country
iii. Name the functions/powers of the president
i. He/she is the head of state
ii. He/she is the head of government
iii. He/she is the commander in chief of the armed forces
iv. He/she gives instructions to government
v. He/she appoints commander of the security forces
vi. He/she can nominate eight (8) members of parliament
vii. He/she can declare the state of emergency
viii. He/she can dissolve parliament
ix. He/she open and closes parliament
x. He/she awards those who have served the country well
xi. He/she can exercise the prerogative mercy to mean the president can pardon
or reduce the sentence of prisoners
xii. He/she appoints and dismisses senior government officials such as ministers,
chief justice, solicitor general, attorney general and permanent secretaries.
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iv. Name the types of ministers in Zambia
There are two types of ministers in Zambia namely:
1. Cabinet ministers-These are ministers in charge of various ministries in government
such as ministry of education.
2. Provincial ministers-These are ministers in charge of provinces of Zambia such as
minister of Lusaka province.
v. Name the types of civil servants
1. The Secretary to the cabinet-This is the senior most civil servants in charge of all civil
servants in Zambia.
2. Permanent Secretary-This is the senior most civil servant in charge of the ministry. For
example ministry of education
3. Provincial permanent Secretary-This is the senior most civil servant in charge of a
province.
4. Civil servants-These are government workers working under various ministries and
department such as teachers, nurses, policemen, doctors and accountants.
outcomes
HOMEWORK
LESSON NUMBER: Fifty two (52)
SUB TOPIC: Farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define farming/agriculture
b) Explain importance farming
c) Describe the traditional type of shifting cultivation of the Lozi (Lishanjo, Litapa, Mazulu,
Matongo Litema).
A. What is Agriculture/Farming?
Is the growing of crops (arable farming), the keeping of domesticated animals (pastoral farming)
and birds (poultry farming) either for sell (commercial farming) or home consumption (subsistence
farming).
B. Name the factors affecting Agriculture in Zambia
i. Climate
ii. Distance from the market
iii. Soils
iv. The role of the government
v. Transport facilities
vi. Diseases
vii. Vegetation
C. Name the Importance of Agriculture in Zambia
i. Source of foreign exchange
ii. Source of employment
iii. Source of food
iv. Source of raw materials
v. Source of income
vi. Source of economic growth
D. Name the types of Agriculture in Zambia
There are three types of agricultural systems practiced in Zambia and these are:
109
i) Subsistence/Traditional Agriculture
and birds (poultry farming) for home consumption with little or no surplus for sale? This is also
called small scale farming.
ii) Emergent Agriculture
and birds (poultry farming) for home consumption with surplus for sale? This is also called Semi
Commercial Farming.
iii) Commercial Agriculture
and birds (poultry farming) for sale?
Subsistence/Traditional Agricultural system
a) Characteristics of Subsistence/Traditional Agricultural system
i. Small farms
ii. Grow crops such as maize, millet, cassava, beans, groundnuts, sweet potatoes
iii. Use Simple tools such as axes, hoes, pangas and sticks
iv. Low productions
v. No use of chemicals and fertilizers ).
THE LOZI SYSTEM
The Lozi system is made up of five different agricultural techniques namely Matema, Matongo,
Mazulu, Lishanjo and Litapa.
Matema (Litema)
It means Cut-over area. It is similar to Chitemene farming system
Matongo (Litongo)
This farming is done on areas where people once lived.
Mazulu (Lizulu)
It means an anthill. This farming is done on anthill made by termites due flooding in western
province
Lishanjo (Sishango)
This farming is done at the edge of the water bodies such as rivers and swamps.
Litapa (Silapa)
This farming is done in different areas where there is water lodged (stuck) in the flood plains.
Name the crops grown under Lozi farming system
Cassava, Maize, Sorghum, pumpkins, Groundnuts and Sweet potatoes.
What is Transhumance?
It is the seasonal movement of the Lozi people of Western province with their animals from the
flood plain to the upland.
List the advantages of the Lozi system
i. No use of chemical fertilizer
ii. Application of manure improves soil fertility
iii. Practice mixed farming of animals and crops
List the disadvantages of the Lozi system
i. Cutting of trees lead to deforestation
ii. Needs a lot of labour
iii. Farmers lose crops to floods
outcomes
HOMEWORK
1. Describe the Lozi types of shifting cultivation
2. Describe the advantages and disadvantages of the Lozi system
111
LESSON NUMBER: Fifty Three (53)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Identify various decentralized societies in Zambia
- Tonga
A. THE TONGA PEOPLE

A. ORIGIN
The Tongas are believed to have come from the Great Lakes region in East Africa. They were the
first Iron Age farmers to have reached the present-day Southern Zambia. They were also
pastoralists around Isamu pati and Kalundu areas in the present day Kalomo district
B. POLITICAL ORGANISATION
The Tonga did not have a king or paramount chief. They were merely organised into matrilineal
clans which were subdivided into family lineages. These lineages structures: administered justice
during disputes, distributed land and controlled property belonging to their members. The clans
formed villages headed by headmen. Villages formed a tribe or society. In every neighborhood
there was a man called „Vlanyika‗ the owner of the land. Anyone who was strong and popular
could become one.
C. SOCIAL ORGANISATION
Each household was arranged around a cattle kraal. The household was the basic unit of society.
The Tonga believed in the extended family structure. They practised polygamy meaning that a
man was allowed to marry many wives. However, no woman was allowed to marry more than one
husband. The number of wives and children a man had determined his status in the society. Tonga
customs included ceremonies such as weddings and funerals.
D. ECONOMICAL ORGANISATION
The Tonga almost entirely depended on farming. During the Iron Age, they smelted iron to make
tools for farming. Apart from this, they were also Pastoralists of cattle, goats, sheep, poultry and
other animals because they had plenty of grazing land. They hunted game, fished from many
rivers and gathered fruits and tubers. Their main crops were maize, millet and sorghum. They took
part in the long distance trade with the Arabs from the East African coast. Trade was done at
Ing‗ombe Ilede.
E. RELIGIOUS ORGANISATION
The Tonga believed in a superior being whom they approached through their ancestors. The
Tonga priest called Sikatonga made sure that spirits looked after the neighbourhood. They
worshipped under trees and had shrines (Malende) where they prayed for the rains and these
were built at graves of prominent men. Shrines were also founded by men by men who had been
rain makers. They also made sacrifices of animals, beer or food.
outcomes
HOMEWORK
1. Discuss the Tonga people in terms of political, social, economic and religious life
113
LESSON NUMBER: Fifty 54 (54)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
1. State the composition and functions of organs of Government (Legislature)
1. Sate the composition and functions of organs of Government (Legislature)

This is the organ or arm of governments that make, change and abolish laws. The word Legislature
comes from the word legislate which means to make laws. It is made up of the speaker, deputy
speakers, vice president, elected and nominated members of parliament.
The speaker
Deputy speakers
The vice president
156 Elected MPs
8 Nominated MPs
i. Name the Functions of the Legislature

a. To make laws of the country
b. To make change on the laws of the country
c. To abolish the laws of the country
d. To ratify presidential appointments such as the Chief Justice, DPP and Judges.
e. To approve the country‘s national budget
f. To audit the money given to different projects in the national budget
g. To represent demands of people from various constituencies
ii. Name the powers of the legislature
a. Can override presidential veto
b. Can impeach (remove) the president
c. Can reject presidential appointments eg Chief justice
d. Can refuse to ratify treaties such as those on Gay marriages
e. Can conduct investigation on presidential action
f. Can reject or passes the budget
g. Can impose taxes on certain areas in the country
h. Can authorize certain expenditures in the country
iii. What is the difference between Legislature Parliament and National Assembly?
a. PARLIAMENT
It is called Parliament when the president of the country is present in the national assembly.
b. NATIONAL ASSEMBLY
It is called National assembly when the president of the country is not present in the national
assembly.
iv. List down the staff of national assembly
1. The speaker of the national assembly
(a) He/she is the chairperson of national assembly
(b) He/she is elected by the MPs from outside parliament among the members of public
(c) He/she chairs the sitting of the national assembly
(d) He/she makes sure that standing orders are followed in parliament.
Standing orders are rules and customs followed in the national assembly
(e) He/she does not vote for or against any motion in parliament except if there is a tie
on the votes by MPs. The voting by the speaker to break a tie is known as casting vote.
(f) Mace is a symbol of speaker‘s power of authority.
2. The deputy speaker of national assembly
(a) There are two deputy speakers of national assembly one elected from outside
parliament and one elected from among members of parliament
(b) He/she chairs the sitting of national assembly when the speaker is not there.
(c) He/she is free to vote for or against the motion in parliament as long as he/she is an
MP as well.
3. The vice President
(a) he/she is the leader of the house in parliament
(b) He/she answers questions from MPs during Question Time
(c) He/she is elected as a running mate to mean if the president wins he/she has
automatically been elected as vice president during general elections
4. The clerk of national assembly
(a) He/she is the Chief Administrative Officer of the national assembly
(b) He/she takes down or records the minutes of the daily debates in parliament in a
book called National Assembly Debate Book (NADB)
115
5. The sergeant at arms
(a) He/she is the security officer of the national assembly
(b) he/she assists the speaker to maintain order in parliament
(c) He/she sends an MP who behaves contrary to parliament code of conduct when
ordered by the speaker to maintain order or when instructed by the speaker.
(d) He/she carries the Mace
v. Describe the sitting arrangement in the National assembly or parliament
1. All ministers in parliament sit in front and are called front benchers
2. All ordinary MPs sit at the back and are called back benchers
3. All invited members of the public who come to listen to debates by MPs in parliament
sit in public gallery
vi. Discuss the opening and closing of parliament
1. Parliament is opened each New Year by the president of the country
2. The sessions are meetings held in parliament to discuss several issues affecting the
country.
3. The president closes parliament at the end of the year or session.
vii. Discuss the dissolution of parliament
1. Dissolution of parliament is the end of legal powers of parliament of making laws
before the end of the term of office which is five (5) years.
2. The president can dissolve parliament if the MPs do not co-operate with the
president on a number of national issues.
3. Parliament can dissolve itself if more than half of the MPs (two third majorities) in
parliament agree to dissolve it.
outcomes
HOMEWORK
1. Discuss the powers of legislature and explain how the life of legislature can come to an end.
LESSON NUMBER: Fifty five (55)
SUB TOPIC: farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the different traditional shifting cultivation practices
 Chitemene system of the Bemba
 Fundika system of the Mambwe
1. Chitemene
What is Chitemene?
It is a Bemba word which means Cut Over Area. It is called Ntena in North Western. Chitemene
system is also known as slash and burn or shifting cultivation. Under this system tree branches are
slashed and heaped in one area. After they have dried, they are burnt so that the ash acts as
fertiliser. It is mainly practised in Northern, Luapula, North Western, Western, Copperbelt and
Central province.
Name the crops grown under Chitemene system
The crops grown include millet, maize, cassava, pumpkins, myungu, cowpeas, sweet potatoes,
sorghum, groundnuts and beans.
List the advantages of Chitemene system
i. Burning kills harmful insects and pests
ii. Ash act as cheap fertilizer
iii. Use simple tools like hoes and axes
iv. Requires only small capital
v. Use of cheap labour
List the disadvantages of Chitemene system
i. Useful organisms are killed in the soil
ii. It promote deforestation
iii. It encourages soil erosion
iv. Burning releases carbon dioxide into the atmosphere.
v. Nitrogen is lost in the atmosphere by burning
vi. The Eco-system is disturbed.
117
vii. The habitat (homes for living things) is destroyed.
Name the farming tools and inputs used by Chitemene farmers.
a. Farming tools
Hoes, axes, watering cans, oxen, ox-drawn ploughs
b. Farming inputs
Chicken droppings, cow dungs, ashes
Name the effects of Chitemene system (Shifting Cultivation) on the environment
i. it causes deforestation
ii. it causes soil erosion
iii. it causes low productivity
iv. it causes air pollution
v. it causes global warming
vi. it causes rainfall variability (changes in rainfall patterns)
Name factors favouring (encouraging) Chitemene system
i. Burning neutralizes the acidic soil to make it fertile
ii. Poor, infertile soils
iii. Presence of heavy rainfall which encourage the growth of trees.
iv. Bembas are not traditional cattle-keepers
v. Low population densities in places where Chitemene is practiced
vi. The farmers are poor and cannot afford to buy farming inputs e.g. pesticides, inorganic
fertilizers e.t.c.
Name the reason for the decline of Chitemene system
i. Community education on deforestation
ii. Depletion of forests
iii. High demand for land for settlement
iv. Introduction of improved farming practices
v. Diversification of farming
2). Mambwe System
It is also known as Fundika. The Mambwe systems involve the cutting of grass and bury them in the
mould. After sometime, the moulds are opened and the manure soils are spread where cultivation is
to be done at the beginning of the rainy season. It is practised in Northern and North Eastern parts
of Zambia.
Name the crops grown under Mambwe system
Maize, Millet, Cassava, Beans and Groundnut.
Name the advantages of Mambwe system
i. No cutting down of trees
ii. No use of chemical fertilizers
Name the disadvantages of Mambwe system
i. Needs a lot of labour to make moulds
ii. It discourages mixed farming
outcomes
HOMEWORK
1. Describe the advantages and disadvantages of Chitemene farming system
2. Discuss the factors and effect of Chitemene farming system
119
LESSON NUMBER: Fifty six (56)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
- Ila
THE ILA SPEAKING PEOPLE

A. ORIGIN
The Ila or Baila are believed to have come from the Great Lakes region in East Africa. They were
among the first Iron Age farmers to have reached the present-day Southern Zambia and settled in
Namwala District.
B. Political organisation
Though they were ruled by chiefs and headmen, the (chiefs and headmen) did not have absolute
power over the subjects. Each chief and headman operated autonomously.
C. Social Organisation
The Ila were a matrilineal society. Inheritance was through matrilineal lines, with nephews taking
the centre stage. Uncles facilitated their nephew‟s affairs such as paying the bride price during
marriage. The Ila practiced ancestral worship. They recognized the existence of a supreme being
called Leza. Throughout the Ila country prayers were made to a spirit called Bulongo. The Ila
experienced little or no external disturbances apart from the Lozi who occasionally raided them
for cattle.
D. Economic Organisation
They were farmers. They practiced pastoralism and arable farming. They attached great
importance to cattle. Due to seasonal flooding of the Kafue flats, the Ila like the Lozi practiced
transhumance. They also hunted wild animals and fished. Women gathered fruits and tubers. They
grew crops such as millet, groundnuts, maize, sorghum, beans and yams. A type of shifting
cultivation closely related to that of the Lozi was used.
outcomes
HOMEWORK
1. Describe the Ila people in a decentralised society
121
LESSON NUMBER: Fifty seven (57)
TOPIC: Governance
LEARNING OUTCOMES:
1. Explain procedure of law making in parliament
i. Describe the process of law making in parliament
1. Definition of terms used in law making in Parliament
(a) Statute or act of parliament-This is a law made by parliament
(b) A Bill-It is a proposed or suggested law.
(c) A Public Bill -It is a bill suggested by or proposed by ministers
(d) A private Bill (Private Member’s Bill)-It is a bill suggested or proposed by an
ordinary MP.
2 .Name the stages a bill passes in parliament before it becomes a law
(a) FIRST READING
This is the first stage at which the bill is introduced in parliament by the minister or an ordinary MP.
Thereafter, the MPs are given enough time to study the bill before it is debated.
(b) SECOND READING
This is the second stage at which the ministers or an ordinary MP who suggested or proposed the
bill explains it in details there after the MPs debate and vote for or against it. If the bill gets the
majority vote it will be passed to the next stage and if it fails to get the majority votes it will be
dismissed.
(c) COMMITTEE STAGE
This is the third stage under which the MPs in parliament are divided into small groups or
committees to look at the bill and make changes.
(d) REPORT STAGE AND FOURTH READING
This is the fourth stage under which the MPs vote for or against the changes made in the third
stage. Then the bill will be passed to the president to assent (sign)
(e) Bill goes to the president
This is the final stage under which the president assent (sign) or vetoes (refuse) to sign the bill. If the
president assent (sign) the bill; it will become a law and this is called an act of parliament (statute)
and the law will be published (Gazetted) in Government gazette which is a book containing
different types of laws. If the president refuse/rejects the bill it will be sent back to parliament to
be debated again and this is called vetoed.
outcomes
HOMEWORK
1. Describe the process that the bill undergoes in parliament before being enacted into law
123
LESSON NUMBER: Fifty eight (58)
SUB TOPIC: Farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Mention crops grown under traditional farming
b) Discuss the problems faced by subsistence farmers
c) Explain the effects of shifting cultivation on the environment
a. Crops grown under traditional shifting cultivation

Millet, Cassava, Sorghum. Maize, Sweet potatoes, Groundnuts. Lentils
b. Name the problems associated with/faced by subsistence (Traditional) farming
i. Soil erosion – This is the removal of topsoil by agents such as rain, wind or running water.
ii. Diminishing yields – This is the decrease in production mainly due to unsustainable methods
of farming.
iii. Deforestation – Due to cutting of trees which help hold soil together, this can lead to soil
erosion and desertification.
iv. Bush fires – This is due to early burning of fields and hunting.
v. Lack of capital – No money to purchase inputs or machinery.
vi. Lack of inputs - fertilizers and seed
vii. Lack of education –Little knowledge on farming
viii. Unreliable climatic conditions – little rainfall and high temperature
ix. Mono cropping – growing of type of crop leads to soil impoverishment.
x. Pests and diseases –Trypanosomiasis (nagana) and corridor disease.
xi. Market – lack of good market to sale farm products
xii. Poor transport – especially the impassable roads.
xiii. Long distance -to markets especially to urban areas.
c. Name the effects of subsistence (Traditional) farming practices on the environment
i. Soil erosion
ii. Deforestation
iii. Destruction of natural homes of plants and animals
iv. Displacement of wildlife due to cleared land
v. Desertification caused by cutting down of trees
vi. Pollution caused by burning
outcomes
HOMEWORK
1. Discuss the problems faced by the subsistence farmers and show how the subsistence
farming practices affects the environment
125
LESSON NUMBER: Fifty nine (59)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
-Lenje
A. Origin of the Lenje people

There are two versions which explain the origin of the Lenje.
The Luba-Lunda of Katanga Region in DRC Congo
The first version according to oral traditions states that when Mukuni had a dispute with his
father Mulopwe, he decided to leave Congo (Luba Empire) and moved southwards. He briefly
settled around Lukanga swamp area and years later moved to an area near the Victoria Falls
and his people became known as the Toka Leya. When the group that had remained at
Lukanga realized that Mukuni would not come back, they chose Munsaka as their new chief. This
is the group that started calling themselves the Lenje but they still maintained Mukuni as their
senior chief. They still call themselves the Bene-Mukuni meaning Mukuni‟s people. Other Lenje
chiefs include: Chimuka, Chisamba, Liteta,Mungule and Chipepo of the Gwembe valley.
The Great Lakes Region of East Africa
The second version is that the Lenje trace their origin from the Eastern Bantu who moved
southwards from East Africa and settled around Lake Malawi. The descendants of this group
moved westwards and settled into the lower Zambezi. Their chief was called Mukuni. From here
a small group left Mukuni chiefdom and moved northwards up to an area around Lukanga.
These became the Lenje.
B. Political organisation
Though the Lenje had chiefs and headmen, their chiefs and headmen did not have absolute powers.
The Lenje were a patrilineal society, this means that the children belonged to the father‟s lineage.
If a chief or headman died, he would be succeeded by his brother, eldest son or nephew.
C. Economic Organisation
The Lenje were farmers and pastoralists. They were also hunters and gatherers. Their culture was
quite static because they had little or no external influence apart from a few raids from the
Chikunda from the south. They also traded with the Swahili from the north. They smelted iron to
make tools.
D. Social organisation
The Lenje were organized according to clans. Like the Bemba, their clans were named after
animals or other items. Examples of Lenje clans are Bene- Mbwa: dog clan, Bene Njuni: bird clan,
Bene Nkalamu: Lion clan. The Lenje chiefs belong to the Ba-Temboshi: wasp clan. Family households
were made up of a group of round mud houses which had grass thatched roofs. A number of these
households made up a village headed by a headman. Like the Tonga, the Lenje also practiced
some form of ancestral worship; they attached great importance to the burial places/graves of
their ancestors. They offered sacrifices to the ancestors during times of trouble. They also had
people whom they believed to have rain making powers
outcomes
HOMEWORK
1. Discuss the lenje people in reference to origin, political, social and economic life
127
LESSON NUMBER: Sixteen (60)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
1. State the composition and functions of organs of Government (judiciary)
1. State the composition and functions of organs of Government (judiciary)

This is the arm or organ of government that enforces laws. The word Judiciary comes from a word
judicature which means judge.
i. Name the functions of the judiciary
1. It interprets the laws of Zambia
2. It is charged with the sole responsibility of ensuring that laws made by parliament are
obeyed by citizens.
3. It reviews the laws of Zambia
4. It provides and promotes justice
5. It settles disputes in society between two or more people and corporate bodies
6. It promotes human rights
7. It is a legal advisory body to the government
ii. Name the types of laws found in Zambia
1. International Law
These are laws which guide countries on how to behave towards each other.
2. Constitutional laws
These are laws which guide the government of a country
3. Civil laws
These are laws which guide the behavior of people towards each other in society
4. Criminal laws
These are laws which protect the interest of society and the state
5. Customary laws
These are traditional customs and rules of different tribes in Zambia
6. Natural laws
These are laws which are unwritten but are dictated by nature. In other words these are Natural
Justice Laws
7. Administrative laws
These are laws that are concerned with the administration of the country
8. Business/Company laws
These are laws relating to business and property and the operation of companies in the country.
9. Law of tort
These are laws that are concerned with trespassing on someone‘s property
10. Law contract
These are laws that are concerned with any form of contracts either written or verbally between
two or more people and corporate bodies.
iii. Name the types of cases
There are two types of court cases
1. Civil cases
These are cases which involves disputes between two or more people. Examples of civil cases
include divorce, debt, adultery, insults and pregnancy. If found guilty the punishment is usually a
fine or damage
A fine is the money paid for having committed a criminal offence whereas damage is the money
paid to a person as a form of compensation.
2. Criminal cases
These are offences against the government and the society. Examples of criminal cases include
theft, murder, bribery, rape, perjury, careless driving, treason, spying and assault. The punishment
for such cases is imprisonment.
iv. Why do we need laws in Zambia?
1. for protection – to protect the person against any harm by other people
2. for guidance – to guide the people on what to do and not in the country
3. for justice – to prove a person guilty or innocent when suspected of having committed a
crime.
4. for human rights promotion and protection – to promote the rights of individuals in the
country
5. for development – to promote all forms of development in the country as they will be
peace due to existence of laws.
outcomes
HOMEWORK
1. Differentiate civil and criminal cases and explain the why we need laws in society
129
LESSON NUMBER: Sixty one (61)
SUB TOPIC: Farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define commercial farming
b) Mention the types of commercial farming
c) Describe the characteristics of commercial farming
d) Identify crops grown under commercial farming
A. Define commercial farming

 Commercial farming is the growing of crops and the rearing of animals on a large scale for
sale at a profit.
 Crops grown include: vegetables such as tomatoes, fruits like bananas, tea, coffee and so
on. Animals kept include cattle, pigs, goats, chickens and so on.
B. Mention the types of commercial farming
Just like the same way traditional farming is of different types, so is commercial farming.
Commercial farming types depends on the crops grown. It includes mixed farming, plantation
farming, market gardening, livestock farming and horticulture,
C. Describe the characteristics of commercial farming
a) Large scale
The farms are usually large and large pieces are usually required. This is also because processing
is usually done on site.
b) Mechanization
It is highly mechanized meaning most of the work done uses machines. The machines used include
tractors, trucks, planters, shellers, combined harvesters and helicopters for spraying pesticides.
Mechanized framing encourages large scale production and improved quality of produce.
c) Export oriented
The produce is primarily for sale both to local and foreign customers so it involves a high level of
organization. Produce must be of high quality to effectively compete on the market. It usually
located near urban areas with well-developed transport and communication networks.
d) Use of chemicals and fertilizers
Chemicals are used to control pests and diseases. Helicopters are used to spray chemicals since the
farms are large. Artificial fertilizers are also used to make the soil fertile. These fertilizers contain
element such as nitrogen, phosphorus and potassium which are needed by all crops.
e) Skilled labour
It requires skilled labour for many of its functions. For example, there is need for a well-trained
pilot to fly the helicopter as well as trained drivers to operate the combined harvesters and so on.
f) Large financial investments
Because of the methods used to run these farms, a lot of capital is needed to buy the machines and
for operational costs.
D. Identify crops grown under commercial farming
A cash crop is a crop that is grown mainly for sale other than for use by the farmer. In Zambia, we
have a lot of cash crops that are grown in different parts of the country and these require
different growing conditions.
a) Maize- it requires temperatures of over 18°C and summer rain of 650mm. It needs well
drained soils rich in humus. It is produced in all parts of Zambia but Eastern province is the
major producer.
b) Tobacco- grows in areas with temperatures above 21°C and well drained soils. Rainfall
between 600mm to 900mm.The major producer is Nyimba in Eastern province.
c) Cotton- grows in rich soils with temperatures of over 20°Cand rainfall over 500mm.Main
growing areas include Chipata in Eastern province and Kabwe in Central province.
d) Coffee- Temperature between 18°C and 24°C.Heavy rainfall of 1000mm. Requires fertile
and well drained soils. Mainly grown in Kasama in Northern province.
e) Wheat-grown mainly under irrigation in Lusaka, Northern and Southern provinces. Minimum
temperatures of 16°C and rainfall between 250mm to 900mm.
f) Sugar cane- grown under irrigation by Nakambala Sugar Estates in Mazabuka. Requires
warm temperature with minimum of 25°C and rainfall of over 1500mm.
g) Bananas- grown at Mununshi in Mansa Luapula province. Temperature of over 20°C and
rainfall of 1000mm.
h) Pineapples- mainly grown in Mwinilunga and Ikelenge district of North Western province. It
requires temperatures between 15°C to 30°C. Rainfall between 1000mm to 1500mm.
i) Tea- requires warm temperatures between 10°C to 32°C. Rainfall of over 1500mm and
mainly grown in Kawambwa in Luapula province.
outcomes
HOMEWORK
1. Define commercial farming and explain the types, characteristics and crops grown
131
LESSON NUMBER: Sixty two (62)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
-Soli
THE SOLI SPEAKING PEOPLE
A. ORIGIN
The Soli originated from the Luba-Lunda Empire. They are a branch of the emigrants who came in
from the west, which includes the Kaonde, Lala,Lamba and other tribes that came into the territory
along the route south of Luapula and Bangweulu. The Soli are now divided into four groups:
1) Soli wa Manyika under Chief Nkomeshya
2) Soli wa Malundu under Chief Shikoswe
3) Soli wa Shamifwe under Chief Bundabunda
4) Soli wa Futwe under Chief Mpanshya
A. Political Organisation
The Soli were organized in small family units. The constant raids by the Chikunda, Ngoni and
Mburuma with his Nsenga further fragmented the Soli. Because of lack of a central chief, the Soli
could not fight as a unit against these invaders.
B. Social Organisation
The Soli were organized according to clans. They were a matrilineal society. Inheritance was
through nephews and nieces. They practiced some form of ancestral worship. Burial places
especially those of their ancestors were treated with a lot of respect and were seen as sacred
places. Whenever they experienced prolonged droughts, they would offer sacrifices to the
ancestors especially at the burial places of chiefs.
C. Economic Organization
The Soli were mainly farmers, who grew crops such as maize, vegetables, millet and sorghum. They
also kept livestock such as goats, poultry and in some cases cattle. Though they did some trade,
their contact with neighbouring tribes was not always peaceful. For example, they suffered
constant raids from the Chikunda slave traders, and also the Nsenga who raided them for their
livestock.
outcomes
HOMEWORK
1. Discuss the Soli in reference to their political, social and economic life
133
LESSON NUMBER: Sixteen three (63)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the types of courts in Zambia
The courts in Zambia have different Jurisdictions (Power) which allows each court to hear
certain type of cases only.
1. Supreme court
 It is the highest and final court of appeal in Zambia
 It is also known as the court of appeal or court of last resort
 It is headed by the Chief justice who is also the head of judiciary
 Its decisions are final and cannot be subjected to question or challenge
 It has an odd number of judges who hear every case so as to make
sure there is no tie when making decisions e.g. 3, 5 and 7 judges
 All its judges are appointed by the president and ratified by
parliament
2. Constitution court
 It is the highest and final court of constitution and election appeal in
Zambia
 It is also known as the court of appeal or court of last resort
 It is headed by the Constitution Court President
 Its decisions are final and cannot be subjected to question or challenge
 It has an odd number of judges who hear every case so as to make
sure there is no tie when making decisions e.g. 3, 5 and 7 judges
 All its judges are appointed by the president and ratified by
parliament
3. Court of Appeal
 It is the second largest court in Zambia
 It sit in all provincial headquarters in Zambia
 It hears most serious criminal cases appeals such as murder, man
slaughter, treason from except constitutional matters
 Appeals are heard by 1 or 3 judges
 Its judges appointed by the president ratified by parliament
4. High court
 It is the third largest court in Zambia
 It is found in all provincial headquarters in Zambia
 It supervises magistrate courts
 It hears most serious criminal cases such as murder, man slaughter,
treason and election petitions
 It is made up of 24 judges appointed by the president ratified by
parliament
 It has a high court commissioner who is the administrator of justice
 It has a high court registrar who is responsible for record keeping and
correspondences and day to day administration
5. Magistrate court
 It is the fourth highest court in Zambia
 It hears most serious cases that cannot be handled by local court
 The person who hears cases in magistrate court is called magistrate
 It can only sentence a person to jail for not more than 5 years
6. Small claims Court
 It is the second lowest court in Zambia
 It hears small (minor) claim cases below K20,000
 The person who hears cases in Small Claims Court is Commissioner
7. Local court
 It is the lowest court in Zambia
 It hears minor(small) cases
 The person who hears cases in local court is called Local Court Justices.
 It can only sentence a person to jail for not more than 12 months (1
year)
 It was called native authorities or ordinance court during colonial
days.
NB: the local court, Small Claim Court and Magistrate Court are all together called the
Subordinate court
135
Supreme Court Constitution court
Listen to Civil and Criminal appeals from Listens to election petition and
Court of Appeal constitution violation and
interpretations appeal
Court of Appeal
Listen to Civil and Criminal appeals from
High Court except constitutional matters
High court
Listen to Civil and Criminal appeals from
magistrate court
Sub Courts of High Court
 Industrial Relations Court
 Commercial Court
 Family Court
 Children Court
Magistrate court
Listen to Civil appeals from local courts
Small Claims court

Hear Small (minor) Claims
Local court
Hear civil cases only
outcomes
HOMEWORK
1. Briefly explain the different jurisdictions of courts in Zambia
LESSON NUMBER: Sixty four (64)
SUB TOPIC: Farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe plantation/estate farming in Zambia
b) Define the term pastoral farming
c) Discuss cattle ranching in Zambia
a) Describe plantation/estate farming in Zambia
1) Plantation farming (Estate)

Plantation or Estate farming is the growing of tree crops such as banana, pineapples cotton,
tobacco, sugarcane, coffee, cocoa, tea, rubber and citrus fruits like oranges and lemons.
2) Describe the Location of plantation agriculture in Zambia
1) Nakambala sugar Estate in Mazabuka
2) Kaleya Small holding in Mazabuka
3) Ngoli coffee Estate in Kasama
4) Kateshi Coffee Estate in Kasama
5) Kawambwa tea Estate in Kawambwa
6) Mununshi Banana Scheme in Luapula
7) Dunlop rubber plantation at Nchelenge.
8) Chiawa Banana Scheme in Chiawa
3) State the characteristics of estate/plantation farming
1) Plantations are usually foreign owned by large companies.
2) Processing of produce is done on site
3) They are labor intensive, meaning they employ a lot of people
4) They are usually export-oriented, meaning they mainly export their produce
5) They require large capital
6) They require large scale irrigation
7) They require long term investment
137
8) They concentrate on monoculture meaning growing one type of crop
b) Define the term pastoral farming
It is the rearing or keeping of domesticated animals and birds either for sell or home consumption.
Livestock (pastoral) farming in Zambia is practised under both subsistence (Traditional) and
commercial farming.
c) Discuss cattle ranching in Zambia
1. Cattle Ranching
It is the commercial keeping of cattle for beef.
2. Why are major Ranching areas in Zambia located along the line of rail?
i. Availability of cheap and reliable transport.
ii. Ready market for beef and other animal products.
iii. There are no tsetse flies.
3. Name the Cattle ranching breeds
The most popular commercial breeds reared in ranches are cross breeds between local (Angoni)
breed and Exotic (Afrikander or Boran) breeds.
4. Why do farmers cross breed the animals?
In order to come up with animals that can with stand high summer temperatures and poor winter
feeding.
5. What efforts have been put in place to increase beef production.
i. Setting up of state ranches in many parts of the country e.g. Mbesuma ranch in Chisali,
Chisamba ranch in Chisamba and Irumi ranch in Mkushi.
ii. By opening new undeveloped areas.
iii. By teaching local people how to care for their livestock.
iv. By producing breeding stock for sale to commercial famers.
v. By producing beef for sale to local areas.
outcomes
HOMEWORK
1. Discuss why most cattle ranches are located along the line of rail and explain the measures
put in place to increase beef production
LESSON NUMBER: Sixty five (65)
COMPONENT: History
SUB TOPIC: Centralized societies
LESSON REFERENCES:
LEARNING OUTCOMES:
1. What is meant by the term centralized societies
2. What are the characteristics of a centralised societies?
3. Discuss the centralised societies in Zambia
 Bemba Kingdom
1. CENTRALISED SOCIETIES
-Societies led by a king or a chief are called centralized societies
-Societies that had a strong central government led by Chiefs, Kings or Queens.
2. CHARACTERISTICS OF THE CENTRALIZED SOCIETIES
1) They had one supreme hereditary ruler at a time and under him were several sub-chiefs and
headmen
2) They had well-established social institutions such as clans and lineages.
3) They had a well-established cultural institution
4) The supreme ruler acted as the father to the people and made decisions on behalf of all the
people. 5) Each society had special royal objects used in coronations and other cultural ceremonies.
6) The supreme leader also served as the chief priest during major tribal religious ceremonies
7) The sub chiefs had to be installed only after the approval of the supreme ruler.
3. Discuss the centralised societies in Zambia

THE BEMBA KINGDOM
Origin
-Oral traditions of the Bemba royalty suggest that they migrated from the Luba kingdom known as
kola in what is now the DRC.
-Mukulumpe, the king of kola, had married a woman of the crocodile clan (Abena ngàndu).
-They had three sons and one daughter; the sons were chiti, nkole and katongo. Chilufya was their
sister.
- The three sons had differences with their father and fought him.
139
- After the fight they decided to flee the kingdom.
- They were later joined by their half brothers, chimba, kapasa and kazembe.
-They fled eastwards and settled in present-day northern Zambia.
- They were led by chiti, to whom they gave a praise name ―mukulu‖, meaning the great. So chiti
came to be called Chiti Mukulu or chiti the Great. They built their capital east of present-day
kasama and called the newly occupied area lubemba
Political organization
- The Bemba expanded in all directions through conquering other chiefdoms and founding new
chiefdoms.
-They achieved a centralized government under the supreme chief, the Chiti Mukulu of the royal
clan.
-The power of the clan was thought to lie in their prayers to the spirits of their ancestors at special
sites, which they believed influenced the fertility of land and the general welfare of the people.
- The burial of the close members of the royal clan and ceremonies around the succession of the
new chief are among the most complex among the Bantu speaking.
REASONS FOR THE EXPANSION OF THE BEMBA KINGDOM
Bemba power and expansion resulted from the following:
- Good administrative reforms by the chitimukulu ,particularly under chileshe chepela
-Limiting the chieftaincy and succession to the Abena Ng‘andu clan. Chiefs were chosen from the
sons and nephews of chiefs, united under the chitimukulu
-Obtaining guns and gunpowder, Which allowed them to conquer other groups who had to pay
tribute
-Well-organised armies commanded by trusted members of the loyal clan
-Well-organised administrative structures of the kingdom
Social organisation and culture
-The Bemba clans were divided into about 40 matrilineal clans, such as Abena Bowa ,Abena Nsofu
or Abena Mfula, Which were spread all over the Lubemba area.
-Administratively the smallest group was the village. This was mostly made up of matrilineal
relatives of the village headman.
-The headman reported to the chiefs who reported to the senior chiefs, and in turn the senior chiefs
reported to the chitimukulu through appointed royal councilors called bachilolo.
-The Bemba also practiced polygamy, through the first wife
Economic activities
-The Bemba practiced shifting cultivation, called the chitemene system, because of the acidity of
the soil.
-The ash from the burnt vegetation neutralized the soil.
-They grew millet, sorghum and Cassava.
-They did not keep cattle due to tsetse flies, so they raided neighboring groups (such as Mambwe)
for cattle.
-They sold slaves, copper and ivory to the Portuguese and Swahili on the east coast.
-In return, they got guns, gun powder, beads, cloth and other manufactured goods from Swahili
and Arabs.
-Guns strengthened their military position to the extent that they could defeat invading Ngoni who
wanted to overrun the Lubemba country. enjoyed special status.
Decline
-By 1883, the Bemba kingdom had expanded greatly, and included Bisaland, Lunguland, Tabwa
and Mambwe areas.
-During European colonization, treaties were signed with the most powerful chiefs. Internal disputes
between Mwamba and Chitimukulu lead to lack of joint, organized resistance to European
colonization.
-As a result, the powers of the Bemba chiefs were reduced by the colonial administration.
-However, almost all the Bemba chiefs, including the Chitimukulu, retained authority over their
chiefdoms
outcomes
HOMEWORK
1. Discuss the Bemba kingdom in reference to origin, political, social, economic and decline
141
LESSON NUMBER: Sixteen six (66)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the judicial terms and important judicial officers in judiciary
1. Police bond
It is a written promise not to run away made by a detained person so that he/she is released from
police cells or custody pending further investigation and trial of the case. However, he/she must
present sureties to police so that in case the detained person runs away the police will hold on the
sureties until he/she surrenders himself/herself to police. The surety can be money or a person eg
father, mother, brother, sisters or a friend working in government.
2. Bail
It is a sum of money paid by the accused person to the court so that he/she is allowed to go home
pending an appeal on his/her case. Also the rule of sureties is applicable under bail.
3. Habeas Corpus
It is a written document prepared by the high court to allow the accused person taken to court if
he/she is detained for a long period of time of more than 14 days without trial.
4. Complainant/plaintiff/Claimant
This is the person who takes the case to court either civil or criminal case.
5. Defendant/defender
This is the person who is accused of having done something wrong either civil or criminal case.
6. Prosecutor
This is the person who tells the courts what crime the accused has committed and what law they
have broken.
7. Mitigation
This is when the accused person asks the court to be lenient in giving punishment after his /she been
found guilty.
8. Dock
This is the box in which the accused and witness stand in court when giving evidence or information.
9. Docket
It is a document opened to file the complaint or evidence at police station
10. Call out
This is the notice sent to someone to report before to the police station.
11. Court summon
This is a notice sent to someone to report before the courts of laws.
12. Legal aid
This is an assistance that the accused gets from a government lawyer without paying.
13. Witness
The is a person who gives evidence in court of law about that he/she personally saw or heard.
14. Evidence
It is the proof provided by the accused
15. Adjourn
It is when a court case is postponed to later date
16. Perjury
This is a crime committed when one gives false evidence before the court.
17. Contempt of court
It is when a person is charged for commenting on matters before courts or disobeying court orders.
18. Verdict
This is passing of a judgment either guilty or innocent
19. Dismissed/Acquitted
This is means the accused has been found with no case to answer. Therefore is free to go home
20. Nolle Prosequi
This is when the Complainant drops the case before the Court of Law against the Defendant due to
insufficient evidence
21. Convict
This is a person who has been found guilty and jailed
22. Rights of appeal
This is the freedom of appeal to the higher courts of law if not satisfied with the judgment in the
smaller courts.
23. Suspended sentence
This is when a person serves his/her jail sentence outside prison but should not commit any other
crime within a given period.
24. Sentence
This is the punishment which the court gives to a person if he/she found guilty.
25. Warrant
This is a written notice issued by the courts to allow the police arrest someone.
2. . Important officers in the judicial system of Zambia
1. Attorney General
 He/she is the chief legal advisor to government
 He/she is the ex-official member of the cabinet
143
 He/she attends cabinet meetings to advice government
 He/she represent the government in court
 He/she draft and sign all government bills presented to parliament
2. Solicitor General
 He/she is the senior government lawyer
 He/she performs the functions of the attorney general in his/her absence.
3. Director of Public Prosecution (DPP)
 He/she in charge of criminal proceedings
 He/she can start the case before courts of law
 He/she can end the case before courts of law through a Nolle Prosequi
4. Investigator General
 He/she is an official who chairs the commission of investigations
 The commission investigate all cases of mal practice
 The investigator general is also known as ombudsman
outcomes
HOMEWORK
1. Explain at least any five judicial terms
LESSON NUMBER: Sixty seven (67)
SUB TOPIC: Farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe dairy farming
b) Describe poultry farming
c) Discuss other common livestock kept in Zambia
d) Explain why livestock farming is important in Zambia
b. Dairying Farming
It is the rearing of cattle for milk production.
1. Name the chief dairy breeds reared for milk production in Zambia.
i. Friesians (most common breed)
ii. Jerseys
iii. Ayrshires.
2. Name the milk processing companies (plants) and creameries in Zambia
i. Zambeef in Lusaka, Chisamba and Mongu.
ii. Parmalat in Lusaka.
iii. Luscold in Lusaka.
iv. Finta Danish Dairies in Livingstone (these produce long life milk)
4. Name the Products obtained from milk.
i. Cheese
ii. Butter
iii. Ice cream
iv. Yoghurt
c. Poultry
It is the rearing of chickens, ducks, geese and ostriches for meat and eggs.
i. What is hatchery?
It is a process of producing chicks from eggs under artificial condition.
ii. Name the hatchery companies in Zambia
145
Hybrid Company-It is leading producer of day old chicks in Zambia. It supplies its chicks to poultry
farmers within the country and to other countries like Tanzania, Democratic Republic of Congo and
Uganda. Hybrid is located in Lusaka and Kitwe.
d. Other Livestock
1. Pigs
Pigs are reared by both Traditional (subsistence) and commercial farmers in Southern, Eastern and
Lusaka provinces.
2. Sheep
Sheep are mostly kept by traditional farmers in Southern Northern and Eastern province
a. The factors discouraging the Rearing of Sheep in other Parts of Zambia
i. High temperature cause rot and parasites
ii. Tall grass is not suitable for sheep grazing.
iii. Limited market for mutton (meat).
b. The black head Persian Sheep
This is a non-wool bearing sheep kept by most farmers in Zambia because it is hardy and can
withstand climatic conditional.
c. Why is Sheep rearing less important in Zambia?
It is because the climate is not very suitable for sheep rearing.
3. Goats
The goats are the only domestic animals reared in all provinces of Zambia because they are able
to survive even in the absence of good pastures. They can live by eating branches, bark and
leaves.
3). Why is (Livestock) Pastoral farming important in Zambia?
i. The domestic animals kept are a source of food like meat and milk.
ii. The domestic animals also provide leather, hair and wool used for making blankets, clothing etc.
iii. The domestic animals like cattle are used for manure (cow dung), transport and bridal payment
(lobola).
outcomes
HOMEWORK
1. Discus why it is important to continue keeping livestock farming in Zambia
LESSON NUMBER: Sixty eight (68)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
Discuss the centralised societies in Zambia
- LOZI
2. LOZI
ORIGIN
The Luyi (Luyana) meaning people of the river are believed to have migrated from the Luba-Lunda
Empire Kingdom in the Democratic Republic of Congo today into Zambia around 16th Century and
first settled in Kalabo and then later spread into other parts of Western and Southern Province. On
the other hand, the Luyi People believes that they came from Nyambe (God).
POLITICAL ORGANIZATION
The first ruler of the Luyi (Lozi) People was Mboo Muyunda (the wise one) the son of Mbuyu
Wamwambwa, the daughter and wife Nyambe (God). The traditional title for all Luyi rulers is
Litunga (King). The Luyi people believe that since they were first people to settle in the Zambezi
flood plain they should rule everyone in the plain. The 4th Litunga of the Luyi People was
Ngalama. He unified and centralized the kingdom by bringing everyone on board including the
break-away groups such as Mwanambinyi and his group. The 6th Litunga of the Luyi People was
Ngombala. He as well continued to unify the kingdom and went on to introduce Dual Litungas
(Kings) in the Luyi Kingdom. The first Litunga was to rule over the area occupied by the Luyi People
in the Northern Part of Luyi Kingdom and whose capital was Namuso. The second Litunga was to
rule over the conquered tribes such as the Subiya, Mashi, Shanjo, Totela and Kwandu in the
Southern Part under their capital Lwambi. The Southern part was mostly ruled by the Female
Litunga called Mulena Mukwae (Princess Chief). The 10th Litunga of the Luyi People was
Mulambwa. He is believed to be the most powerful Litunga who ruled between 1780-1830. He is
remembered for having introduced Legal Code concerning theft, adultery and compensation for
men killed during wars. He also allowed the Mbunda refuges from Angola to settle in his kingdom
under their chiefs Mwene Mundu Manulumbe, Mwene Chitengi Chiyengele and Viemba Kandala.
He abolished slave trade with the Mbari and Ovimbundu slave traders from Angola. He
introduced new crops such as cassava and new dance called Makishi
147
The reasons for the expansion or growth of the Luyi Kingdom
1. The effective system of government which runs from Litunga to Ngambela (Prime Minister) a
head of National Council (Mulongwanji) made up of Senior Indunas to Lilalo (districts) headed by
Junior Indunas to village headmen.
2. The well organised army that conquered and defeated many tribes such as Subiya, Mashi,
Shanjo, Totela and Kwandu.
3. The strong economy supported by Zambezi River through the continued supply of water to
crops and animals.
4. The annual traditional ceremony along Zambezi River called Kuomboka (meaning ―getting out
of the water‖). The Litunga established two palaces one at Lealui in the flood plains and the other
at Limulunga in the dry area. The Litunga would travel in a Royal Barge Boat called Nalikwanda
from Lealui in floods area to Limulunga in dry area.
5. The Religious belief of Luyi People being descendants of Nyambe (God) made them to be
obedient and respectful to their Litunga.
6. Ancestral belief of Luyi People that Grave Guardian called Nameto or Namboti had spiritual
powers to communicate to Nyambe (God) where the Litunga should be buried made people to
fear and respect towards the Litunga
outcomes
HOMEWORK
1. Discuss the Lozi kingdom in reference to origin, political, and expansion
LESSON NUMBER: Sixteen nine (69)
TOPIC: Governance
SUB TOPIC: Local Government
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the following terms Council, Councillor and Local government
2. Explain the history of local government in Zambia
1. Explain the following terms Council, Councillor and Local government

1. Who is Councillor?
Is a person who is elected by the local community to represent them? He/she represent the ward
and the term of office of a councilor is 5years.
2. What is a council?
It is a group of councilors tasked to represent the needs of local community. All council in Zambia
falls under the ministry of local government and housing.
3. What is local government?
It is a group of councils tasked to take care of the needs of the people.
Councilor Councils Local Government
4. Brief history of local government in Zambia.
Local government started in 1927 with two types authorities namely;
a. The native Authority
These form rural local government and they were agents of central government in administering
local African and were run by chiefs.
b. The urban local Authority
These were run by the department of local government central African housing under the ministry
of lands and local government.
5. The five types of urban local authorities.
a) City
b) Municipal
c) Municipal board
d) Township Management
e) District Commission of local Authority
149
. b) Municipal
These had the powers to appoint a Mayor and choose a long serving member of council as the
Alderman.
c) Municipal boards.
These had powers to appoint chairman.
6. Local Government 1964-1980
In 1964 –Rural and urban local authorities came under the ministry of local government. Also in
1964 Native Authority was abolished and local Authority moved to local Government and housing
from the ministry of housing and social Development.
1. Four types of council established 1964-1980
1. City
2. Municipal
3. Township
4. Rural council.
1. City and Municipal Council
These were used headed by a Mayor and town clerks were appointed as chief Administrative
officers.
2. Township and Rural Councils. These were headed by elected civic as chairman and
council secretaries as Administrators.
7. LOCAL GOVERNMENT 1980-TO DATE
In 1980 a Decentralization was passed which gave powers to UNIP to run councils.
1. Types of councils established 1980-to date
i. CITY COUNCILS
These are biggest council in Zambia found in big cities such as Lusaka, Ndola, Kitwe, Livingstone
and now Chipata. It is headed by a Mayor.
ii. MUNICIPAL COUNCILS.
These are councils found in big towns such as Chingola, Luansya, Kasma,Mufilira, are headed by a
Mayor.
iii. DISTRICT COUNCILS
These are councils found in small town such as Kabwe,Mazabuka,Kalomo , Mpika and Monze .And
there are headed by council chairman.
iv. MAYOR AND COUNCIL CHAIR PERSON.
These are elected during General elections. The term of office for mayor and council chairperson is
5 years.
v. ALDERMAN
It‘s a council which has served the council for at least 10 years.
vi. BY-LAWS
These are laws made by the council to regulate council areas in accordance with the constitution
.Anyone who breaks the council by laws will be imprisoned for 6moths or fired.
outcomes
HOMEWORK
1. Explain the history of local government in Zambia
151
LESSON NUMBER: Seventy (70)
SUB TOPIC: Farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) State the areas where livestock (pastoral) is practiced in Zambia
b) Discuss the factors that influence Livestock (Pastoral) farming in Zambia
c) Discuss the role of the government in promoting (Livestock) pastoral farming in Zambia
4) Name the areas where (livestock) pastoral farming is practised in Zambia.
i. Western province in Mongu.
ii. Southern Province especially along the line of rail from Livingstone – Mazabuka and also in
Namwala.
iii. Northern Province especially in Kasama and Mbala.
iv. Eastern Province especially in Chipata and Petauke.
v. other areas include Kitwe, Lusaka, Chisamba and Serenje.
5). Name the factors that influence Livestock (Pastoral) farming in Zambia
i. Rainfall.
Places that receive high rain are more suitable for livestock than places with little no rainfall.
ii. Temperature
Places that are very hot are not good for domestic animals or rearing eg Luangwa and Zambezi
valley are too hot for cattle rearing.
iii. Diseases
Places with cases of diseases such as trypanosomiasis (nagana) east coast fever, foot and mouth
disease, anthrax, contagious bovine pleuro –pneumonia, heart water and lamp skin disease are
not suitable domestic animals rearing.
iv. Vegetation
Places with plenty of natural pastures and shade are suitable for domestic animal rearing e.g.
open woodlands forest.
v. Nearness to market
If animals have to work or travel long distances to the market they will lose weight and even the
price will reduce.
vi. Symbol of wealth
Traditional cattle keepers such as Tonga, Ila, Lozi, Ngoni and Mambwe are interested in numbers
rather than quality of the cattle they have.
vii. Cattle rustling
It is the stealing of cattle from the farmers. Cattle rustling is common in southern and western
province.
6). Discuss the role of the government in promoting (Livestock) pastoral farming in Zambia
i. The government has set up many ranches in many parts of Zambia to breed domestic animals
and supply to farmers.
ii. The government train agriculture officers to take care of pastoral farmers domestic animals and
offer advice to them.
iii. The government encourages the setting up of support institutions such as ZAMBEEF who purchase
animals and animal products from farmers.
iv. The government controls the diseases through the department of veterinary and livestock.
7). What is Overgrazing?
It is the keeping too many domestic animals on a place of land such that the grass cannot grow
properly.
8). What is a Overstocking?
This is the keeping of too many cattle on a small place of land.
outcomes
HOMEWORK
1. Discuss the factors that influence Livestock (Pastoral) farming in Zambia
2. Discuss the role of the government in promoting (Livestock) pastoral farming in Zambia

153
LESSON NUMBER: Seventy One (71)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
- LOZI
THE LOZI
SOCIAL ORGANIZATION
The Luyi People lived on the flood plains of the Zambezi River. They built their villages on termite
mounds or they made mounds of stones to make their homes higher due to floods during the rainy
season. However, those could not manage to make mounds each year, when the floods came; the
people had to move dry lands to escape the floods. This included the Litunga who moved from in a
Royal Barge Boat called Nalikwanda from Lealui in floods area to Limulunga in dry area. The Luyi
people traced their descent from either the father‟s side of the family or the mother‟s side of the
family. They believe that the child belonged to both sides of the family.
ECONOMIC ORGANIZATION
The Luyi People‟s economic activities were based on
- Crop Farming =The Floods ensured that the earths of the plains were rich and fertile and
Crops like sorghum, maize and root crops were grown.
- Fishing= The Lozi caught fish from the Zambezi and its tributaries using nets and spears.
- Pastoral farming= The flood plains also offered good grazing hence supporting the
pastoral farming.
DECLINE OF THE LUYI KINGDOM

1. The conquered people in the Southern part of the kingdom spoke languages different from
SiLuyana which was spoken by the Litunga and the Luyi People in the Northern Part. This made
them to become disloyal to the Litunga claiming that they were not part of him. This made them to
support the Kololo when they arrived in the Luyi kingdom in 1805.
2. The dual kingship introduced by Ngombala made the kingdom weak and divided especially
after the death of Litunga Mulambwa in 1830.
3. The death of Litunga Mulambwa led to the power struggle between his successors, Silumelume
and another junior Litunga, Mubukwanu. The fight between the two brothers made it possible for
the Kololo people under Sebitwane to take over the kingdom.
4. During the Sebitwane‟s rule Siluyana the language of the Luyi People was replaced with Sesutu
the language of the Kololo. Also Sebitwane changed the kingdom‟s name from Luyi to Lozi and
called the conquered people of Luyi Kingdom as Makalaka.
THE RECLAIMING OF THE LOZI KINGDOM
After the death of Sekeletu in 1864 Sipopa a Luyi leader in exile organized a strong army and
defeated the Kololo people and claimed the Lozi kingdom back. Sipopa was later overthrown and
replaced by Litunga Mwanawina in 1876. Later too in 1878 Litunga Mwanawina was overthrown
by Litunga Lubosi. Litunga Lubosi later called himself Lewanika and was temporarily overthrown by
Induna Tatila Akafuna and Mataa, however he claimed his kingship in 1885 and continued ruling
up to 1916. Since, then the Lozi Kingdom has continued to exist.
outcomes
HOMEWORK
1. Discuss the Lozi kingdom in reference to social, economic, decline and reclaim
155
LESSON NUMBER: Seventy two (72)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss the services offered by the local government
2. Discuss the relationship between local government and central government
3. Describe the roles of traditional leaders in governance
A. SERVICES PROVIDED BY THE COUNCIL

1) collection of disposal (cabbage)
2) Provisioning of housing
3) Maintenance of sites such as graves , yards residential areas
4) Housing of motorcars, and trading licenses.
5) Provision of street lighting
6) provision of public libraries
7) Control of epidemics such as as cholera, typhoid e.t.c.
8) Provide clean and safe water
9) Provide plots for development
10)Maintaining streets and roads
11)Controlling livestock movement
12)Constructing and maintaining markets
13)Town planning
14)Sewage disposal
15)Providing recreation facilities such as swimming pools and parks
16)Providing public health facilities
17)Providing education facilities such as schools
18)Collecting levies
19)Making by laws
B. SOURCES OF REVENUE FOR THE COUNCIL
1) Grants from the central government.
2) Borrowing from financial institutions such as Bank.
3) Collecting rents, rates from public.
4) Running business such as taverns.
5) Collecting personal levy.
C. RENT AND RATES
a. Rent-is money paid by people who live in council houses or someone‘s house
b. Rate- is money paid by people to the council for having built on council‘s land or
areas e.g a house, school bar.
c. Personal levy; is the money (text) employers deduct from the workers (employees)
salaries once or twice in a year to pay the nearest council office.
D. RELATIONSHIP BETWEEN LOCAL AND CENTRAL GOVERNMENT
1) The central government creates local government.
2) The central government gives guides lines to local government
3) The central government approves plans or budgets for the local government.
4) The central government provides instructions concerning health matters to the local
governments
5) The central government through the ministry of local government can dissolve non-
performing council
6) Central government gives grant to local government
E. Identify roles of traditional rulers in governance
A Traditional Ruler is a Headman, Chief, King or Queen presiding over a Village, Chiefdom or
Kingdom whose authority to rule is driven from traditions and customs.
1) providing leadership in the community
2) Serve as custodian of traditional values and land.
3) However they are not allowed to join or participate in partisan politics.
4) They work local civic leaders such as councillors, mayors and mps
outcomes
HOMEWORK
1. Discuss the services offered by the council in your area
157
LESSON NUMBER: seventy three (73)
SUB TOPIC: Farming
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the following farming practices
a) Mixed farming
b) Market garden farming
c) Horticulture farming
d) Irrigation farming
e) Cash crop farming
f) Crop diversification
g) Crop rotation
a) Mixed Farming
This is the cultivation of different crops and the rearing of livestock at the same time on the same
farm. The Crops grown includes maize, wheat, Soya beans and Livestock reared include cattle,
goats, sheep.
b) Market garden Farming
1) This is the intensive growing of vegetables and mainly for sale near urban areas.
2) It is also called Truck Farming (transportation)
3) This is carried out near urban areas where transport is available and ready market for the
products.
4) The chief vegetables grown are potatoes, tomatoes, onions, cabbage, beans, egg plants,
carrots, beet roots, lettuce and chili pepper.
5) Fruits such as bananas, mangoes, avocado, guava and pineapples are produced
seasonally.
c) Horticulture
This involves the production of ornamental plants such as flowers for sale locally and for export.
d) Irrigation Agriculture
This is the growing of crops in the dry part of the year by supplying water from rivers, boreholes
and reservoirs (dams).
xi. What are the Importance of Irrigation?
1) Irrigation transforms bare land into areas of green vegetation.
2) It enables the farmers to use a piece of land to produce crops two three times in a year.
3) It is one way of increasing food production to achieve household and National food security
(self-sufficiency)
xii. Name the Methods of Irrigation
1) Sprinklers
2) Canals
3) Flooding
4) Over-head irrigation
xiii. Name the areas of Irrigation
1) Areas around Lusaka for green maize, vegetables, flowers and wheat.
2) Chisamba area for green maize, vegetables, wheat and flowers.
3) Mpongwe area mainly for wheat but also coffee.
4) Mazabuka area for wheat and sugarcane.
xiv. List the factors which makes necessary to undertake Large scale Irrigation
1) Its flat land which gently slopes towards the river is ideal for irrigation.
2) The presence of a river and its tributaries as fallows are made from there.
xv. Name the crops grown by Irrigation
1) Maize (sweet corn), cabbage, tomatoes, onions, Irish potatoes, rape, carrots and green
pepper for local market.
2) Also roses, gladioli, fillers and vegetables such as baby corn, paprika, green beans, peas
and asparagus for the export market are grown.
xvi. What are the Positive effects of Irrigation
1) It transforms bare land into an area of green vegetation
2) If the land is planted with tree crops like coffee, bananas and tea, this increases the land‘s
retention of rainwater as ground water.
3) Large scale growing of tree crops aided by irrigation makes the climate wetter in the long
run.
4) Growing crops twice or three times in a year increases food and raw material production in
the country.
xvii. What are the Negative effects of Irrigation
1) Salination: when the land ids continuously used for irrigation, the fertilizer used make it
saline and this reduce productivity.
2) Water diseases: Irrigated areas have an increase in snails and mosquito populations which
transmit bilharzias and malaria respectively.
3) Fertilizers used on agricultural lands next to the river under irrigation will be washed into
the river. This will lead to the growth of aquatic plants which may sometimes be obstacles to
navigation on rivers.
159
e) What is a cash crop?
It is a crop grown for sale
i. Name the types or cash crops grown in Zambia
Maize, tobacco, groundnuts, cotton, coffee, tea, sugarcane, sunflower, soya beans, rice, rubber,
wheat and pineapples.
ii. Give three reasons why maize is an important cash crop in Zambia
1.it is a staple food
2.It is used as folder crop for feeding cattle
3. it is used as raw material in opaque brewing and production of Millie meal
iii. Give examples of cash crops used as raw materials in Zambia
Cotton, tobacco, sugarcane, sunflower, wheat and groundnuts.
iv. Mention any towns that have cotton ginnery in Zambia
Lusaka, Mumbwa and Chipata
f) What is crop diversification?
It is the growing of different types of crops at the same time such as maize, cotton and sorghum.
i. Why is crop diversification important?
1. It increases the production of cash crops
2. it gives a variety of crops grown
3. it improves the methods of collecting crops
4. it improves the marketing of crops
5. it improves the income generation of farmers
g) What is crop rotation?
It is the growing of different crops on the same field year after year to maintain nutrients and soil
fertility.
i. Why is crop rotation important?
1. it improves soil fertility
2. it adds nutrients to the soil
3. it promotes nitrogen in the soil
4. it discourages life cycle of harmful pests
5. it reduces soil leaching(downward loss of nutrients )
6. it improves soil structure
outcomes
HOMEWORK
Describe the following farming practices
1. Mixed farming and Market garden farming
2. Horticulture farming and Irrigation farming
3. Cash crop farming, Crop diversification and Crop rotation
LESSON NUMBER: seventy four (74)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
- The Lunda Kingdom of Mwata Kazembe
THE LUNDA KINGDOM OF MWATA KAZEMBE

1. ORIGIN
The kingdom of Kazembe started as a result of the expansion of the already rising Lunda kingdom
of Mwatayamvwo Muteba after 1680. Muteba wanted to expand his kingdom eastwards so as to
control the salt and copper deposits in the Luapula and Katanga areas. Hence around 1700
Mwatayamvwo sent Mutanda Yembe Yembe eastwards to conquer the weaker tribes and
establish a tributary kingdom on behalf of Mwatayamvwo.
Mutanda Yembe Yembe later proved disloyal by not handing over items of trade collected from
the conquered people to his master. To this effect Chinyanta, one of Mwatayamvwo‟s royal
officials reported Mutanda Yembe Yembe‟s disloyalty to Mwatayamvwo. When Mutanda Yembe
Yembe heard this he immediately killed Chinyanta. However, Mwatayamvwo went ahead and
defeated Mutanda Yembe Yembe. As a reward for the loyalty of Chinyanta, Mwatayamvwo
appointed Ng‟anda Bilonda(son to Chinyanta) as the chief of the Luapula area and gave him a
praise title known as Mwata Kazembe. With this title Ng‟anda Bilonda conquered all the
surrounding tribes in the Luapula valley and built his capital at Mwansabombwe 800 km away
from Mwatayamvwo in about 1740.
During his military campaigns Ng‟anda Bilonda drowned in the Lualaba River and was replaced
by Kanyembo as the second Kazembe. By 1760 Kanyembo died and was replaced by Lukwesa
who became Kazembe lll. Lukwesa further expanded Kazembe‟s kingdom.
2. POLITICAL ORGANISATION/EXPANSION
The Lunda were a centralised society. Mwata Kazembe was paramount chief. He was followed by
senior chiefs, chiefs and lower level chiefs and headmen. All senior chiefs were appointed by the
Mwata Kazembe from his family. When the paramount chief died, one of the senior chiefs
succeeded him. They also practised perpetual kingship whereby a new king assumed the identity
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of the one he replaced. Good leadership by the reigning Kazembe further expanded the kingdom
and well organised armies.
3. SOCIAL ORGANISATION
They were patrilineal and later changed to matrilineal because of the tribes they conquered and
incorporated. Social class was very important among the Lunda. Those connected with the
Kazembe and chiefs were called ba Lunda, those connected with cultivation were called ba Lungu,
while those connected with fishing were called ba Shila. The Lunda believed in clans and each clan
believed in Ntulo or clan house from where the members were supposed to have originated.
3. ECONOMIC ORGANISATION
The Lunda had a lot of natural resources due to the fertile Luapula valley. They did a number of
farming activities and grew crops such as Sorghum, millet,groundnuts and cassava. They also kept
livestock such as chickens, goats and ducks. They also hunted wildlife. Tribute was collected from
the conquered people. The Lunda also participated in the Long distance trade with the Arabs,
Portuguese, Swahili and the Nyamwezi. The middlemen in the Western route were the Imbangala
and Portuguese pombeiros. These brought guns, gun powder, cloth and other manufactured goods
to the Lunda and exchanged them with slaves, Ivory and copper. The middlemen in the Eastern
route were the Bisa. Another route going northwards had the Yao as middlemen. Kazembe
monopolized trade and all trade was conducted at his capital. The visit of De-lacerda in 1798
influenced other explorers to come to the kingdom.
5. DECLINE
1. After 1850 the kingdom declined due to
2. Loss of long distance trade through the Bisa middlemen who were attacked by the Bemba
3. The visit of Tip-tib who interfered with the Western trade route
4. Disloyalty of the junior chiefs
5. Succession wars(1840‟s-1880‟s)
6. Activities of Msiri of the Yeke 7. Final blow came in 1890 with the BSA company rule
outcomes
HOMEWORK
1. Discuss the Mwata Kazembe kingdom in reference to origin, political, social, economic and
decline
LESSON NUMBER: seventy five (75)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the term House of Chiefs
2. State the composition of the House of Chiefs
3. State the conditions which can make the house of chief‘s position vacant
4. Explain the role of the House of Chiefs
A. Explain the term House of Chiefs
1) During the pre-colonial period, all areas were ruled by chiefs, there was no central
government.
2) Chiefs did not deal with matters concerning every subjects i.e. concerning land distribution,
chiefs allocated land to sub-chiefs who in turn allocated shares to village headmen.
3) The village headmen allotted land to heads of sub-sections or heads of families who
distributed land to their dependents.
4) Chiefs were often used as instruments of indirect rule by the colonial administration.
5) After independence most of the functions of the chiefs were taken over by the central
government. However, the government still recognizes the importance of chiefs in
governance of the government.
6) In 1965, the government instituted the House of Chiefs.
B. State the composition of the House of Chiefs
1) It is made up of 50 chiefs; five elected by the chiefs from each of the ten provinces.
2) The chairperson and the vice chairperson are elected from amongst the members.
3) The elected members hold office for a period of three years and may be re-elected for
further period of three years.
4) They can also resign upon giving one month notice in writing to the chairman.
5) Clark of the house- he/she is the Chief Administrative Officer of House of Chiefs
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Chairperson
V. Chairperson
Clark of the house
Southern Western Eastern Copperbelt Lusaka Luapula N.Western Muchinga Central Northern
C. State the conditions which can make the house of chief’s position vacant
1) If a member dies
2) If a member stops being a chief in his area
3) If a member becomes a candidate to any election or accepts an appointment to any office
in a political party
4) If a member is declared or becomes of unsound mind under any law in Zambia.
D. Explain the role of the House of Chiefs
1) To consider and discuss any bill dealing with custom or tradition before it is introduced into
the National Assembly
2) To discuss and decide on matters that relate to customary laws and practices
3) To discuss any other matter referred to it by the president
4) To submit resolutions on any bill or other matter referred to it to the president so that he can
submit such resolutions to the National Assembly
5) Advising government on traditional issues
6) Uniting their people and lead them to peace and development
7) Promote culture values and the local heritage
8) They can use their social roles to bring solutions to conflicts arising from culture and
traditional misunderstandings.
9) To discuss and decide on matters that is related to customary laws and practices.
10)To discuss any other referred it by the president.
outcomes
HOMEWORK
1. Discuss the roles of house of chiefs in governance
LESSON NUMBER: seventy six (76)
SUB TOPIC: Fishing
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Describe fishing
b. Explain the meaning of a fishery
c. Name the major fisheries of Zambia
a. Discuss the importance of fishing
A. What is fishing?
It is the activity that involves the catching of fish either on small scale or large scale from the water
bodies such as rivers, lakes, dams and ponds.
B. What is a Fishery?
It is an area where fish is caught for sale or eating.
C. Name the main fisheries of Zambia.
i) Lake Tanganyika Fishery
There are two types of fish caught namely Lake Sardines commonly known as Kapenta and the
Nile perch commonly known as Buka buka.
ii) Lake Kariba Fishery
The following types of fish caught at Lake Kariba fishery namely lake sardines (Kapenta) bream
fish, Tiger fish, bottle fish and cat fish.
iii) Kafue River Fishery
The following types of fish caught at Kafue river fishery namely barbell, pike, bulldog, bottle nose
and bream (the main fish caught)
iv) Lake Bangweulu Fishery
The following types of fish are caught at Lake Bangweulu fishery namely bulldog, barbell, tiger,
green headed and red-breasted bream fish.
v) Other Fisheries found in Zambia include the lake Mweru- Luapula river
fishery, Lukanga swamps fishery, Zambezi river, Luangwa river,
Chambeshi river and Luena fishery.
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D. Why is fishing important?
i) It is a source of income (money)
ii) It is a source of employment e.g. fishermen, marketeers and drivers.
iii) It is a source of food proteins.
iv) It promotes development of towns e.g. Mpulungu town.
v) It encourages the setting up of fishery industries to make fishing boat,
nets.
vi) It is a good source of recreation e.g. fishing competition.
outcomes
HOMEWORK
1. Define fishing and explain the importance of fishing
LESSON NUMBER: seventy seven (77)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
- The Ngoni kingdom
THE NGONI KINGDOM

1. Origin
Zangendaba‗s Ngoni migration 1818-1900 TheMfecane brought many problems on the Zululand
and resulted in three Ngoni speaking people such as, Zwangendaba, the son of Mbekwane who
run away from Shaka‟s attacks with his people through the Amangwane. Then the other two were
Soshangane and Nxaba. In 1831, Soshangane firstly defeated Zwangendaba in Mozambique
and later Nxaba was defeated as well. Thus, Zwangendaba went southwards of Zimbabwe,
where his soldiers destroyed the part of Great Zimbabwe ruins. But while there, Nxaba defeated
Zwangendaba at Bulawayo. From there,Zwangendaba‟s group went northward to cross the
Zambezi River near Zumbo in 1835 were the eclipse of the sun occurred. After crossing this river,
they stayed in Nsenga land depleted the silo (storage of grain) and went on to disturb the Chewa
kingdom of Undi and defeated them together with the Bisa and the Bemba tribes. Thereafter, they
went eastwards into Malawi. From there, they went north-east up of the Mambwe people. There,
Zwangendabasettled at Ufipaland (Tanzania) and died there in 1848. After his death, serious
disputes emerged and as a result,the Ngoni were dismantled into many small factions. This was
because the first wife had a son called Zansi. But by 1848, Zwangendaba had five wives which
caused the disputes. Small groups like, Ntabeni who went to Nyamwezi in Tanzania; Gwangara‟s
Ngoni under Zulu-Gama who moved into Lake Malawi; Mperembe who defeated Chikula-
mayembe, these moved to the southern end of Lake of Malawi; Chiwere‟s Ngoni, these moved to
Dowa district in Malawi; and lastly, the Mpezeni‟s Ngoni who later come back to Zambia‟s Eastern
province and destroyed the Undi‟s Kingdom completely.
2. Economic Organization
Like the Chewa, the Ngoni were farmers, pastoralists and hunters. They kept cattle with long horns
that were called Angoni cattle and apart from that they kept goats and sheep. So a successive
economy was based on mixed farming, and the Ngoni thus they cultivated millet, maize, pumpkins,
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cassava, tobacco and groundnuts. However, to improve Page 34 of 57 their economy further, the
Ngoni people also depended on cattle-raiding which was more common than warfare for land.
3. Political Organization
They had a well-organized and centralized political system. The chief had unquestionable and
unlimited authority over the subjects. The chief was also a commander-in-chief of the impis and
these consisted of two three battalion (a large group of soldiers that form part of a brigade). So
there were divided in smaller groups according to their age, with each group falling under a
command of a colonel. The success of Ngoni raids and their conquest of the other tribes is
attributed to awell-organized political system. To date, the Ngoni impis do put on animal skins,
carry spears and animal shields. However, such dressing happens on Nc‟wala ceremony.
4. Social Organization
The Ngoni clan is based on male ancestral or patrilineal system, were males get there heritage
from the father. Each clan was led by chieftain and hence formed the highest social clan. For
instance, influential men tried to lead their own clan. The power of a chieftain often depended on
how well he could hold his clan together.
5. Decline of the Ngoni under Mpezeni
The Ngoni kingdom thus declined due to the coming of the British South African Company (BSA)
who sought to acquire the North Eastern Rhodesia (NER). So the establishment of this company
brought chaos on this area which was connected to the occupation of Nyasaland. Treaties were
made between some of the African chiefs through Alfred Sharpe like with Kazembe but except
Mpezeni‟s son Nsingu who denied to concede with the idea. Therefore, it was the German trader
Karl Wiese, who claimed to have made a deal on the mineral concession with Ngoni chief of
Mpezeni. With this lie, Karl entered into agreement with B.S.C.A and formed the North Charterland
Exploration Company thus when the Ngoni under Nsingu decided to fight the Europeans and in the
process they lost. Not only that, in 1899 Sharpe finally invaded the Ngoniland and the whites
finally ceased the whole land in 1900.
outcomes
HOMEWORK
1. Explain the Ngoni kingdom under the following sub titles
a) Origins (3)
b) Political (2)
c) Social (2)
d) Decline (3)
LESSON NUMBER: seventy eight (78)
TOPIC: Governance
SUB TOPIC: Universal Declaration of Human Rights
LESSON REFERENCES:
LEARNING OUTCOMES:
d) What is the Universal Declaration of Human Rights?
e) What is to adopt?
f) What are fundamental human rights?
g) Describe the history of the Universal Declaration of Human Rights
h) Discuss the categories of rights found in the UDHR
11. What is the Universal Declaration of Human Rights?
It is a document which lists all the fundamental human rights of people in the world.
It was adopted by the general assembly of the united nations on 10th December 1948.
12. What is to adopt?
It is to approve and accept something as your own.
13. What are fundamental human rights?
These are freedoms, privileges and entitlements human beings have simply because they belong to
the human race.
14. History of the Universal Declaration of Human Rights
 The declaration of universal human rights came as a response to the million of Jews
killed by the Nazi of Aldof Hittler of Germany during the second world war, from 1939
to 1945.
 At the end of the second world war in 1945 the leaders of the powerful nations in the
world namely China, Union of Soviet Socialist Republic (USSR), United Kingdom and
United States of America (USA) meet in 1948 in San Francisco in USA.
 The meeting was chaired by Eleanor Roosevelt the wife of the form president of
America Franklin D Roosevelt to come up with the universal declaration of human rights
for all people in the world.
 They come up the rights which were categorized into civil and political rights, economic,
social and cultural rights.
 These rights were to be applied to each and every person the whole wide regardless of
race, color, nationality, gender and religion.
5.Categories of rights in the UDHR
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1. Civil and Political Rights; these are also known as first generation rights because they were the
first ones to be recognised. Examples
> right to life
> right to personal liberty
> freedom of opinion
> freedom from torture and inhuman treatment
> freedom of movement
2. Economic, Social and Cultural Rights; these are also known as second generation rights
because they were the second ones to the recognised. Examples
> right to food
> right to property
> right to education
> right to social security
> right to shelter
3. Collective Rights; these are also known as third generation rights because they were the third
ones to be recognised. Examples
> right to health environment
> right to participate in cultural heritage
> right to peace
> right to self determination
> right to economic and social development
outcomes.
HOMEWORK
1. Describe the three categories of human rights?
LESSON NUMBER: seventy nine (79)
SUB TOPIC: Fishing
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Describe the types of fishing methods
A. Name the types of fishing methods

1. Subsistence (small scale) Fishing
It is the catching of fish for one‘s own consumption.
Methods of fishing of fishing under subsistence (small scale) fishing
i. Spear: - spears are used in shallow waters and require skills and
patience as people may injure themselves if they are not careful.
ii. Baskets: - there are either dragged through shallow water as the
fish is driven into them.
iii. Hooks and Lines: - hooks are baited with worms of any fish food
that can attract fish for a meal
iv. Traps: - these are made in such a way that once the fish gets in the,
they cannot come out. The traps are usually made up of reeds or
sticks and a cone shaped inlet.
v. Dug-out canoes: - these are used to fish and transport fish to the
harbour or camping area.
2. Commercial (large scale) Fishing
It is the catching of fish mainly for sale.
Methods of catching fish under commercial fishing
i. Hand Nets:- these are used to scoop fish out of n the water, and nets are called by
different local names depending on where they are used. This Insenga on Lake
Tanganyika is used to catch Kapenta and Mutopo on Mweru-Wa-Ntipa.
ii. Fish Craft: - These range from dug-out canoes to large motor powered boats. Fibre
glass boats are increasing replacing wooden boats and dug-out canoes.
iii. Gill nets:- these are used to trap fish by their gills. The nets are made of strong nylon.
The net is mounted on a rope at the top (head rope) and bottom (foot) rope) floats are
171
attached to the head rope while heavy sinks are attached at the bottom or they may be
allowed to drift. They are used to set over night and the fish caught are removed next
morning.
iv. Seine nets or drown nets: - they are also made of strong nylon the seine net is also
mounted on a head rope with floats and a foot rope with sinkers. The two people on the
sides will begin to pull the net and fish caught is put in the boat
v. Poisons and explosives: - this is a bad fishing method used by small scale fisherman to
catch the fish. The place where the poison and explosives to kill the fish in the water and
later collect when the fish float dead.
outcomes
HOMEWORK
1. Describe the types of fishing methods
LESSON NUMBER: eighty (80)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
- The Chewa Kingdom of Undi
THE CHEWA KINGDOM OF UNDI

1. ORIGIN
The development of Undi kingdom was as a result of the succession dispute between Kalonga and
Undi. After being defeated in the dispute, Undi, brother of KalongaMasura broke away from
Kalonga. He migrated westwards taking with him important female members of Kalonga. He later
settled in the Chadiza and Katete districts of Zambia. There he conquered the Chewa and
declared himself the ruler and built his capital at Mano. The kingdom began to expand from
Mano.
2. POLITICAL ORGANISATION
The Chewa was politically a centralised society. They were ruled by chiefs, subordinate or
tributary chiefs and village headmen. The people were organised in clans. They are two large
clans: the Phiri or mountain clan from Kaphirintiwa mountain in Malawi and the Banda clan. The
Phiri were associated with the ruling class-the chiefs while the Banda were specialists in traditional
healing methods and magical powers. A village was led by a headman called Mfumu. Above the
village headman or woman was subordinate chiefs. These paid regular tribute to the paramount
chief. They also provided men as warriors in time of war. At the top of the political structure were
the paramount chiefs.
3. SOCIAL ORGANISATION
The Chewa were a matrilineal society. They believed in the extended family. Women were highly
regarded. This was because they were recognised as reproducers of the lineage. Property and
land rights were inherited through the mother. Elder brothers of the mothers, called Nkhoswe were
the guardians of the lineage and were mentors to their sisters‟ sons. Traditionally, the Chewa
identified themselves by having special tattoo called mphini. Traditionally they came together
annually to celebrate the kulamba
173
4. RELIGIOUS ORGANISATION
Undi controlled rain making shrines of Msinja in Lilongwe and Luangwa valley. He established a
female rain maker called Makewana at Masinja to be in charge of the Shrine spiritual centre for
all the Chewa people. Religious centre of the Chewa was controlled, maintained and protected by
Undi. It made people respect and fear his powers.
5. ECONOMIC ORGANISATION
The tribute system and trade system were the main important factors of the Undi‟s expansion.
There was plenty of Gold and Ivory in his Kingdom. The presence of these items attracted the
Portuguese traders to the Kingdom. To obtain the Ivory and Gold, the Undi made his subjects to
pay tribute to him. Undi sold Ivory, slaves and gold to the Portuguese through the Chikunda
middlemen and in return he obtain guns, beads and clothes and other goods. He used his wealth to
reward his junior chiefs. Thus the chewe were farmers, pastoralists and hunters. They grew such
crops like the maize, cassava, tabacco and groundnuts.
6. DECLINE
The kingdom was too large to govern and communication was difficult. He lost control of his sub-
chiefs. Disloyalty of subordinate chiefs. They started making separate agreements with the
Portuguese in respect to land and trade. Further, illegal hunting of ivory tusks-The Chikunda and
the Portuguese started illegal hunting of elephants and got both ivory and tusks. Effects of slave
trade-increased warfare and the defeat were taken as slaves. Undi‟s kingdom was robbed of
stability. Not only that, political power of the Portuguese- Some become local chiefs over local
people. Others set up prazoes. Lack of a well organised army. Undi‟s powers were religious and
vital and not based on well organised army. This was a serious internal weakness. The Ngoni
invasion- They were responsible for the final destruction of the kingdom. He also lost control of the
spiritual shrines. His people now no longer feared and respected him. Lastly, he lost monopoly,
power to collect tribute and political power.
outcomes
HOMEWORK
1. Describe the Chewa Kingdom of Undi in reference to origin, political, economic, social,
religious and decline
LESSON NUMBER: eight one (81)
TOPIC: Governance
SUB TOPIC: Universal Declaration of Human Rights
LESSON REFERENCES:
LEARNING OUTCOMES:
i) Outline the factors that lead to human rights violation
j) Discuss the obstacles to reporting human rights violation
k) Name the institutions and organizations that promote human rights in Zambia
1. Factors that lead to human rights violation
Human rights violation are abuses of human rights by a person, group of people, organizations or
the government. The following are the factors that lead to human rights violation;
i. Lack of information; some people do not have information on human rights
ii. Corruption; it leads to violation of human rights in the sense that some children are
not able to access the education system because the selection is not done on merit
iii. Poverty; the rich usually abuse the poor to their own benefit
iv. Poor governance; bad governance by those in power
v. Conflicts; misunderstandings by people can lead to fights
vi. Selfishness; greed and lack of generosity by those in power
vii. Culture; most cultures consider woman as second class in life
viii. Religious belief; some churches limit the behavior of its members
2. Obstacles to reporting human rights violation
These are things that discourage people from reporting human rights violation.
i. Fear of victimization
ii. Lack of support
iii. Corruption
iv. Long court proceedings
v. Lack of media freedom to express human rights abuses
Institutions or organizations that promote human rights in Zambia
a. Government
i. Human Rights Commission
ii. Court system
iii. Parliament
iv. Police service through the victim support unit (VSU)
175
b. Non-government organizations (NGO)
i. Amnesty international
ii. Law Association of Zambia (LAZ)
iii. Foundation for Democratic Process (FODEP)
iv. Zambia National Women Lobby Group (ZNWLG)
outcomes.
HOMEWORK
1. Mention the factors that lead to human rights violation.
LESSON NUMBER: eight two (82)
SUB TOPIC: Fishing
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Describe the methods of processing and preserving fish
b. Discuss fish farming in Zambia
c. Describe the functions of the fishery department
d. Outline the Challenges or Problems faced by the Fishing Industry
e. Suggest solutions to the Challenges or Problems faced by the Fishing Industry
A. Name the Fish Processing and Preservation Methods
The following are the methods in which fish is processed and preserved.
i. Salting: - this the method where fish is cleaned, washed and cut open then dry
salted with salt.
ii. Sun drying: - this is the method where fish is cleaned, washed and cut open and left
to dry on the sun.
iii. Freezing: - this is the method where fish is cleaned, washed and put in the fridges to
get frozen.
iv. Smoking: - this is the method where fish is cleaned, washed and smoked to dry
under hot smoke from fire wood.
v. Canning: - this is the method where fish is cleaned, washed and packed into small
containers as canned fish also known as tinned fish.
B. Discuss the Fish Farming in Zambia
1. What is fish farming?
This is where fish farmers build up fish pounds and dams and restock them with the fish they wish to
farm. The fish in fish ponds and dams is provided food for by the owners.
2. Name some places where Fish Farming is practiced in Zambia
i. Fiyongoli fish farm
ii. Mwekera fsh farm.
iii. Kariba fish farm.
iv. Mwenda fish farm.
v.Chilanga fish farm.
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C. Name the Functions of the Fishery Department
1. Enforcing fishing regulations such as banning the use of destructive fishing methods such as
poison and explosives.
2. Observing fish ban as breeding season in order to allow fish to reproduce.
3. Regulating the amount of fish to be caught in each fishery.
4. Conducting fish research in order to improve fish production.
5. Encourage people to engage in fish farming.
6. Teaching people not to over fish.
7. Protesting fishing areas through the provision of fish guard.
8. Providing storage facilities especially for fresh fish.
9. Providing training facilities for fishermen.
D. Name the Challenges or Problems faced by the Fishing Industry
1. Over fishing.
2. Water pollution.
3. Aquatic plants (plants that grow in water)
4. Bad fishing methods
5. Illegal fishing.
6. Shared rivers and lakes with other countries.
7. Fish diseases.
8. Poor marketing of fish.
9. Shortage of storage facilities.
10. Long distances and poor road network to and from fisheries and market.
E. Name the Possible Solutions to the Challenges or Problems facing The Fishing Industry
1. Fisheries department should regulate the amount of fish to be caught in each fishery.
2. Fisheries department should ensure that annul fish ban is strictly followed.
3. The government should seriously punish anyone found to have polluted the water.
4. Aquatic plants should be cleaned regularly from the fishing areas.
5. Fisheries department should sensitive the people on the badness of using dangerous fishing
methods.
6. The government should agree with countries that it shares rivers and lakes on fishing areas.
7. The government should strength the research department on fishing so that any diseases
detected and controlled quickly.
8. The government should promote fish farming in the country.
9. The government should offer fish training to fishermen.
10. The government should improve the road network system and improve marketing of fish.
outcomes
HOMEWORK
1. Describe the methods of processing and preserving fish
2. Discuss fish farming in Zambia
3. Describe the functions of the fishery department
4. Outline the Challenges or Problems faced by the Fishing Industry
5. Suggest solutions to the Challenges or Problems faced by the Fishing Industry
179
LESSON NUMBER: eighty three (83)
COMPONENT: History
TOPIC: Foreign Influence on Zambia
SUB TOPIC: Development of slavery and slave Trade
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Define the terms slave, slavery and slave trade.
2. Explain the motives behind slavery and slave trade up to sixteenth century.
1. Who is a slave?
This is a person who is legally owed by another person and is forced to work for another person
without pay. A slave is person who is owned by another person and is forced to work.
2. What is slavery?
This is a system in which one is forced to work for someone who is regards as property to be
bought or sold.
3. What is slave Trade
It is the buying and selling of human beings.
1. CHARACTERISTICS OF SLAVERY AND SLAVE TRADE
These slaves are not paid for their labour; there are taken as property; are completely under the
control of their master; henceforth, they can be bought, sold, traded, given as a gift or used to pay
off a debt by their master.
2. ORIGIN OF SLAVERY AND SLAVE TRADE
This begun as a result of the coming of Gonzales in Africa, he was a part of the Portuguese
explorers in 1440. In that vein, he got ten Africans and took them to Portugal were he presented
them Prince Henry, but the prince desired that these Africans to be taught how to read and write
and then sent back as missionaries. However, this did not happen there and then because the
prince had died in 1460. For that reason, in 1492 to 1504 new worlds were created called the
north and south Americas in which the European explores had complete dominance. But then, the
indigenous people (native Americas) were found living there and thus war erupted and they lost. In
addition, they were forced to work in the plantations and mines that these explores created but
they could not manage to work. Thus how come the desire and demand of African labour made the
export of slaves to be extended over the Atlantic and to the Americas. Hence the beginning of
slave trade and that‟s how come the Europeans got to establish trading centres like the Elmina
castle and forts in West Africa. For instance, over years they got 12 million Africans as slaves to
America. Thus slavery involved Africa, European and America.
3. THE MOTIVES OF SLAVERY AND SLAVE TRADE
Through the European expansion and colonisation of new territories that were discovered, Africa
became the main target were they could acquire slaves. In that regard, these motives are in terms
social, economic and political.
a) SOCIAL
i. Lack of a local labour force: -Europeans colonists were not able to fully use the indigenous
people due to war that they battled because many of them were killed in the process and also
many of these died as a result of the diseases like small pox and measles. Therefore, this made the
Europeans to seek other alternatives and come to Africa.
ii. Getting rid of undesirable members of society: -some young men and women who become
misfit in the families and societies were sold as slaves by their relatives or chiefs to get rid of them.
iii. Role played by Bartolome de las Casas a Spanish priest who spoke against the cruel treatment
of the native Americas and formulated laws that protected them. But then, these laws did not
defend Africans and hence the European nations looked to Africa for slaves.
iv. Indentured (contract) servants from Europe which colonists brought to do their hard work.
However, the indentured servants did not adapt well with the tropical conditions.
b) POLITICAL
i. Wars: - when one chiefdom raided and defeated another, young men and women would be
captured and taken away to work as domestic servants or sold as slaves.
ii. Desire to expand to African influence: - the more a chiefdom the slaves it had, the more
powerful it became. Leaders used slaves on their farms to grow crops and build fortified cities or
defensive structures like walls and ditches.
iii. To expand European influence: - European nations that had more slaves to work in the
factories and plantations in their colonies in the New World produced more goods for export.
Henceforth, this strengthened their political influence.
outcomes
HOMEWORK
1. Explain the motives of the Atlantic Slave Trade under the following.
a) Social
b) Economic
c) political
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LESSON NUMBER: eighty four (84)
TOPIC: Governance
SUB TOPIC: Corruption
LESSON REFERENCES:
LEARNING OUTCOMES:
a) What is corruption?
b) What is gratification?
c) Name the forms of corruption
d) Explain the categories of corruption
3. What is corruption?
It is the giving of money, valuables or receiving of a service to someone in return for a favor.
It is the misuse of public office for personal or selfish gain.
4. What is gratification?
Any corrupt payment made whether in cash or kind as a result of abuse of public office or
property
5. Forms of corruption
There are different forms of corruption however, the following are the most common;
i. Cash payment and receipt; this involves the giving or accepting money in return for
a favor by a public officer
ii. Kick back; the giving of a service to someone in return for a favor by a public
officer
iii. Payment in kind; this is were someone demands for a favor for an action done
iv. Commissions; soliciting to be dubiously given a commission as an appreciation fee
for awarding a contract
v. Nepotism; this is a form of corruption where a person in power decides to employ
relatives in certain positions of work
vi. Favoritism; this is the form of corruption where a person in power decides to employ
friends, tribesman and church mates in certain positions of work
6. Categories of corruption
a. Petty corruption; this is a type of corruption that is widely practiced in Zambia and
usually involves small amounts of money. The payments are called bribes.
b. Grand corruption; this type of corruption involves substantial amounts of money. It is
usually practiced by high-ranking officials in government in terms of awarding contracts
c. Political corruption; this type of corruption is associated with the electoral process. It is
usually practiced by those contesting political power.
outcomes.
HOMEWORK
1. Define corruption and briefly explain the forms of corruption.
183
LESSON NUMBER: eighty five (85)
SUB TOPIC: Tourism
LESSON REFERENCES:
LEARNING OUTCOMES:
a. Explain the meaning of the following terms; tourism and tourist
b. Describe the two types of tourist
c. Describe the different types of tourism
d. Discuss the different types of tourist attractions in Zambia
A. TOURISM
1. What is tourism?
It is the movement of people from one place to another for leisure (vacation), adventure
(exploration), pleasure (fun), education and religion.
2. Who is a tourist?
Is a person who moves from one place to another for leisure (vacation), adventure (exploration),
pleasure (fun), education and religion?
3. Name two types of tourist
(A) Local or Domestic Tourist
These are tourists that come from within the country e.g Mr Tembo from Lusaka goes to view
Victoria Falls in Livingstone with his family.
(B) International or Foreign tourism
These are tourist who come from another countries e.g Mr Brown from England comes to view
Victoria Falls in Livingstone with his family.
4. Name the different types of tourism
a. Eco –tourism
This is the tourism concerned with environmental protection.
b. Nature tourism
This is the tourism that deals with natural wonders of the world
c. Adventure tourism
This is the tourism that deals with adventure activities such as bungee jumping from bridges and
white water river rafting.
d. Cultural and historical tourism
This is the tourism that deals with traditional ceremonies and historical sites.
5. Name the major tourist attractions in zambia
i) Water falls:
These include the Victoria falls on the Zambezi river in Livingstone, Kalambo falls on the Kalambo
river in Mbala and musonda falls on the kalungweshi river in Luapula.
ii) Traditional (culture) ceremonies
These include the Kuomboka ceremony of the Lozi people of Western province, Mutomboko
ceremony of the Lunda people of Kazembe kingdom of Luapula and LikumbiLyaminze of the
Luvale people of North-Western province.
iii) Wildlife in national parks and game reserves
These include the south Luangwa National park for elephants and buffalos and the Lochniver and
blue lagoon National park of birds.
iv) National heritage site
These include the Shiwang‘andu hot springs in Chinsali and Ing‘ombe Ilede in Siavonga.
v) Museums and national monuments
These include the Moto-Moto museum in Mbala, Lusaka museum in Lusaka, Livingstone museum in
Livingstone, Dag Hammarskjold in Ndola and freedom statue in Lusaka.
vi) Sports
These include fishing and golf competition, bungee jumping off Victoria falls bridge, white water
rafting and sailing on the rapids of the Zambezi.
outcomes
HOMEWORK
1. Describe the different types of tourism
2. Discuss the different types of tourist attractions in Zambia
185
LESSON NUMBER: eighty six (86)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the economic motives behind slavery and slave trade up to sixteenth century.
2. Describe the main slave trade routes in Africa (process of slave trade)
a) ECONOMIC
i. Role played by the Industrial Revolution: -this developed due to the discovery of the steam
engine and other types of machines. These made possible the manufacturing of goods at a large-
scale. As such, they led to the high demand for raw materials from the colonies. This meant that the
colonists needed a constant flow of cheap labour.
ii. Indebtedness: -families that were heavily indebted sold themselves or some of their children to
offset or get rid of the debts.
iii. The need for cheap labour for plantations: - with the discovery of new crops such as cotton,
sugarcane and tobacco which grew nicely in the tropical climate of new colonies in Americas. These
were then exported back to Europe and hence the need for a large source of cheap labour.
iv. Making money from African slaves (profitability): the plantation and mine owners decided to
that best and cheapest labour was from Africa. Traders like Arabs also realised that more money
was in the supply of slaves.
Therefore, many European nations like the Portuguese, Spanish, Dutch, English and French became
more interested as well.
b) MAIN SLAVE TRADE ROUTES IN AFRICA
1. North Africa
 Arabs traders from North Africa travelled across the Sahara Desert to west. They exchanged
salt, horse, weapons and clothes for slaves.
 Slaves were taken to slave markets in North Africa
2. West Africa
 With the arrival of Europeans West Africa became the most important area from where slaves
3. East Africa
 Arabs shipped slaves across the Indian Ocean to the Arabian Peninsula and Far East.
 Later, Europeans also shipped slaves from east Africa to their colonies. These were, The French
and Portuguese.
 The Main slave markets were: Mombasa, Zanzibar, Kilwa, Beira, Sofala, Quelimane
4. Central
Slaves were also traded from central Africa including from the area that is now Zambia.
outcomes
HOMEWORK
1. Identify the main trade routes of slave trade in Africa.
187
LESSON NUMBER: eighty seven (87)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the causes of corruption
1. Causes of corruption
The causes of corruption can be grouped in the following categories
a. Social causes
 Personal greed and dishonest
 Weak punishment for offends
 Weak enforcement or absence of code of conduct
 Leaders in key positions are not capable of inspiring and influencing conduct of the
highest moral standard
 Large numbers of people compete for insufficient services like few school places
b. Economic causes
 Poverty
 Shortage of goods and services
 Low salaries and wages in comparison to the cost of living
 Unequal distribution of wealth and resources
 Allocation of government loans and giving of tenders to some preferred individuals
at the exclusion of others.
c. Other causes
 Unnecessary long procedures (red-tape) in offices many encourage kick backs in
order to have things done fast
 Lack of political will, some government lack political will to deal with corrupt
elements
 Abuse of power, if there is excess concentration in the hands of an individual, he or
she many hinder investigations of corrupt practices
 Lack of transparency and accountability, if a government lacks checks and balances
there is mismanagement and misuse of public funds
 Lack of independence of the judiciary, courts may not act independently on matters
of corruption if they are influenced by outside forces such as the executive
 Public reaction, if corruption is tolerated by members of the public as a normal
practice due to economic hardships it will surely continue
 Lack of press freedom, failure by the media to investigate and expose corruption
practices due to lack of media freedom in the country encourages corruption
outcomes.
HOMEWORK
1. Describe the social and economic causes of corruption
189
LESSON NUMBER: eighty eight (88)
SUB TOPIC: Tourism
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Explain the advantages and disadvantages of tourism.
ii. Outline the functions of the Zambia National Tourism Board
iii. Describe the problems facing the Tourism Industry
iv. Suggest the measures taken by the Zambian government to improve tourism.
6. Why is tourism important (advantages)/reasons for conserving it
i) It brings foreign exchange.
ii) It is a source of income e.g hotels owners.
iii) It promotes development e.g construction of roads to tourist centres.
iv) It provides employment (jobs).
v) It promotes local hand craft industry (home based industry).eg Kabwata/ Maramba
Art Centres
vi) It promotes the preservation of our cultural heritage sites
vii) It encourages conservation of wild life
viii) It improves other areas of the economy like airports, hotels and transport
ix) It Provides market for farm products
x) It promotes cultural exchange between countries
7. Name the disadvantages of tourism
i) Some tourist can come as thieves or spies.
ii) It promotes the spread of communard diseases such as HIV/AIDS, STIS and Bird flu.
iii) It promotes moral decay destruction of local culture e.g poor dressing by girls and
woman.
iv) It can lead to extinction (finishing) of endangered species such as elephants, Rhinos
and Buffalos through hunting or trafficking.
v) It pollutes the environment e.g. littering of plastics of employ bottles.
vi) Too much money is spent on building tourism infrastructures such as hotels at the
expense of other projects such as schools.
vii) A lot of money is used to import goods from other countries such as safari vehicles.
viii) Prostitution: tourist may encourage more women to engage in prostitution.
8. The Zambia National Tourism Board (ZNTB)
This is a body that promotes the development of tourism industry in Zambia.
9. The Functions Of The Zambia National Tourism Board (ZNTB)
i) Advertising Zambia‘s tourism attractions both locally and internationally.
ii) Attract both local and foreign invest to invest in the tourism industry.
iii) Represent country at various international conferences concerning tourism.
10. Problems faced by the tourism industry in Zambia
i) Absence of National airline. Tourists have depended on foreign airline that comes to
Zambia.
ii) Under developed and undeveloped transport and communication infrastructures.
iii) Inadequate advertising and marketing of tourist attractions.
iv) Inadequate accommodation and company facilities in tourist centres
11. Name The Measures Taken By Zambia Government Improve And Develop Tourism
Industry.
i) By encouraging private investment both local and international to invest in tourism
industry.
ii) By encouraging and promoting package tours with neighbouring countries such as
South Africa and Zimbabwe.
iii) By embarking on consistent and aggressive market and advertising both local and
broad.
iv) By transport and communication infrastructures in tourist attraction centres.
v) By conserving and protecting endangered animals, birds and plant species that may
attract researches and adventures in future.
vi) By advertising other unknown tourist attractions to the world rather than the Victoria
Falls only.
vii) By constructing better accommodation facilities in tourist centres.
outcomes
HOMEWORK:
i. Explain the advantages and disadvantages of tourism.
ii. Outline the functions of the Zambia National Tourism Board
iii. Describe the problems facing the Tourism Industry
iv. Suggest the measures taken by the Zambian government to improve tourism.
191
LESSON NUMBER: eighty nine (89)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the Triangular slave trade routes
2. Explain the effects of the slave trade on African societies
A. The Triangular Slave Trade

 The triangular slave trade, as known as the Trans-Atlantic slave trade, took place across the
Atlantic Ocean between the 16th and 19th centuries.
 The triangular slave trade was organized in tree major.
 Each stage involved a different continent: Europe, Africa and the Americas.
Stages in the triangular slave trade
1. Stage1: Europe to Africa
 European traders sailed to Africa with ships full of goods, such as guns and gun powder, cloths,
beads and glass ware
2. Stage 2: Africa to Americas
 European traders exchanged their goods for African slaves at places such as the Gold coast
(Ghana): Slave Coast (Senegal) and Grain Coast (Nigeria).
 Slaved were shipped to the Americas (new world) to work in plantations
3. Stage 3: Americas to Europe
 The profit made from selling the slaves were taken back to Europe where it could pay for more
goods to trade in Africa again.
B. The effects of slave trade on the African societies
1. Social effects
1.) -Depopulation and destruction: the population of Africans, especially in West Africa was
reduced because many people were taken as slaves, while others were killed in raids to
capture slaves.
2.) -Introduction of new diseases in Africa such as Syphilis through sex with African women.
African were also exposed to other diseases such as smallpox, measles etc
3.) -Destruction of culture/westernization of Africans: Africans and former slaves were exposed
to the European way of life.
2. Political effects
1.) -Rise and decline of states
2.) -Increased slavery within African. Slave trade led to the growth of slavery within Africa
3.) -Racist attitude. Europeans saw Africans only as slaves who were inferior. Even after slavery
was abolished, these ideas lived on in some societies
- Increased warfare and violence. Slave trade resulted in slave raid, violence.
3. Economic effects
1.) Economically productive people were lost the slave. The trade strained Africa of her most
productive manpower.
2.) -Introduction of European wealth/ goods such as clothes, beads, wine, guns and gunpowder
and also new crops
3.) -Decline of African crafts such as iron smelting weaving, salt making because the labor force
needed for this work was taken away as slaves.
outcomes
HOMEWORK
1.) Explain the effects/results of Atlantic slave trade.
a.) Social
b.) Political
c.) Economic
2.) Describe the triangular slave trade.
193
LESSON NUMBER: ninety (90)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the effects of corruption in society
b) Describe the impact of corruption in society
1. Effects of corruption
1.) Makes those involved rich at the expense of others
2.) Bring about bitterness among people when those who refuse to pay see those who pay
been favored
3.) Compromised standards as those less deserving reach the goals at the expense of those
who deserve
4.) Interferes with the enforcement of law and respect of the rule of law
5.) Perpetuates human suffering as it increases poverty levels of others
6.) Enables those who pay bribes to benefit in areas which without been corrupt they would
not.
7.) It retards development as most projects will be abandoned due to misuse of money for
development.
8.) It can lead to donors withdrawing their support to such a country where corruption is
tolerated
9.) Makes the government to fail to maintain and repair its infrastructure as much of the
money made for such is pocketed by supervisors
10.) It promotes tax evasion as people would prefer paying less money through a corrupt
officer at boarder points
2. Impacts of corruption
1.) Law enforcement agencies, people take the law in their own hand due to the police not
taking action.
2.) The judicial system, due to reported corruption in court, records disappear, trials are
delayed
3.) The electoral process, there are reported cases of vote buying during campaigns
4.) The security of the nation, there are reported cases of corruption at national registration
officers, passport offices and immigration offices
5.) The economy, corrupt activities in the economy come in form of money laundering and
tax evasion
6.) The education system, people are not given school places on merit ground in various
education sectors
outcomes.
HOMEWORK
1. Mention the effects and impacts of corruption in society
195
LESSON NUMBER: ninety one (91)
TOPIC: MAN AND HIS ENVIRONMENT
SUB TOPIC: WILDLIFE
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Explain the following terms: Wildlife, Game Cropping, Zoo, Game Management Area,
Game Park and Game Reserve.
ii. Describe the classification of wildlife
iii. Explain the importance of wild animals
iv. Outline the disadvantages of wild animals
1. What is wildlife?
These are animals and birds that are not domesticated (kept) by man plants non planted by man.
2. What is game cropping?
It is the selective killing of wild animals when they become too many in the park.
3. What is a zoo?
It is place where animals are kept and fed a zoo is smaller than a game park.
4. What is Game Management Area?
It is park which has wild animals and people living in as well.
5. What is Game Park?
It is a park for wild animals only
6. What is a Game Reserve?
It is a private owned park where specific wild life animals are kept.
7. Name the classifications of wild animals.
i) Carnivorous animals:
These are animals that feed on other animals flesh (meat) examples include lions, leopards,
cheetah, wild dogs and hyenas.
ii) Herbivorous animals:
These are animals that feed on vegetation materials or grass. Examples include Zebra, Giraffe,
Elephants, Buffaloes, Impala and Hippos.
8. Name the importance of wild animals
i) Promote tourism.
ii) Bring foreign exchange.
iii) Source of employment e.g game guards.
iv) Source of income e.g by selling meat, skin, horns and tusk.
v) For education.
vi) Provides meat for people.
vii) Provides revenue to services industries such as hotels, motels.
9. Name the disadvantages of wild animals
i. Villages lose their sheep, goats and cattle to lions, hyenas and leopards.
ii. Parks take up much needed land for agriculture e.g Kafue National Park.
iii. People can be killed by wild animals
iv. The grazing of large livestock herd diminishes food and water resources of local
wild.
v. Wild animals can lead to deforestation as most of them are herbivores
vi. Many people come into contact with wild animals and animal parts that may be
contaminated with the deadly virus that easily spread and not easily contained e.g
Corona virus is believed to have come from bats.
vii. Trampling during a stampede loosen the soil and contribute to soil erosion.
outcomes.
HOMEWORK:
i. Describe the classification of wildlife
ii. Explain the importance of wild animals
iii. Outline the disadvantages of wild animals
197
LESSON NUMBER: ninety two (92)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Identity the people who were instrumental in the abolishment of slavery and slave trade
1. ABOLITION OF SLAVERY AND SLAVE TRADE

 Abolition of slavery and slave trade is the official end of slavery
People who were instrumental in the abolition of slavery and slave trade
1. William Wilberforce
1.) Was a British politician who campaigned against slavery and the slave trade in the British
Empire.
2.) He was a humanitarian who was strongly opposed to slavery and the slave trade.
3.) William Wilberforce and other humanitarians believed that all people regardless of colour
were equal and that they were all created in the image of God. They condemned the slave
trade as evil and unchristian and began to campaign against it.
4.) These campaigns led to the abolition of slavery and the slave trade
2. Stages of the abolition of slavery in Britain
1.) Somerset Case of 1772: this court case was the first step in the abolition of slavery in the
British Empire. Granville Sharpe a leading British humanitarian defended a slave who had
escape from his owner. This led to the chief judge in Britain stating that slavery was so
odious that it could only be stopped by law and there was no such law in England.
2.)  Society for Effecting the Abolition of slave trade (1787): this society was formed to
apply pressure on the British government through a mass campaign to ban the slave trade.
3.)  Anti-slavery Trade act of 1807: the British parliament passed a law that banned the slave
trade. This meant that British ships were banned from carrying slaves. The British navy
enforced this ban on the slave trade
4.)  Emancipation act of 1833: with this law slavery it was finally abolished in the British
Empire. This meant that slaves had to be freed in Britain and all its colonies.
2. Abraham Lincoln
 Abolishing slavery even proved to be harder to achieve in the USA than in Britain and other
countries such as France. It took a civil war before abolishing could be achieved in the USA. The
person who played a leading role in the abolition of slavery in the USA was President Abraham
Lincoln.
1) Slave states and Free states: In the early 1800s views in the USA were divided between
those of the slave states in the south and Free states in the North where slavery had already
been abolished.  Abolition campaign in the USA: By the 1830s white people and freed
slaves in the North started abolition campaign. They believed that slavery was against their
Christian faith and the founding principles of the United States.
2)  Civil war between North and south: Abraham Lincoln was elected as president of the
United States in 1860. His strong anti-slavery views were not acceptable to the southern
states. Eleven southern states broke away from the United States following his election. The
breakaway by the southern states led to the civil war between the south and north.
3)  Emancipation proclamation (1863) and Thirteenth Amendment (1865): In January
1863 during the civil war president Abraham Lincoln issued the emancipation proclamation.
This was an official statement that declared all enslaved people in the south free. The
proclamation made slavery in the United States of America illegal. This ensured that when
the Northern states won the civil war it would end slavery in the south. In December 1865
(eight months after the end of the civil war), the Thirteenth Amendment was formerly
adopted by the parliament of the USA. This amendment changed the Constitution of the
USA to state that slavery would no longer exist within the United States.
3. Other factors that helped in the abolition of slavery
Slavery was finally abolished because of:
1)  High deaths rate of sailors in the English Navy who were enforcing the ban on the slave
trade made the British government to finally abolish slavery because they needed men to
fight in the war against France.
2)  Success of slave revolts: places such as Barbados and saint Dominguez, this posed a
threat to European and American governments.
3)  Industrial revolution: slaves were replaced by machines which did work faster. This made
slave become a social nuisance as they turned to petty crimes.
- Britain established Freetown in Sierra Leone to resettle freed slaves.
- The Americans resettled free slaves in Liberia.
outcomes
HOMEWORK:
1. Write short notes about William Wilberforce and Abraham Lincoln in relation to their fight
against slave trade?
2. Explain the stages in the abolishing of slavery and slave trade in Britain?
199
LESSON NUMBER: ninety three (93)
TOPIC: Governance
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the roles of individuals in the fight against corruption
b) Describe the institutions involved in the fight against corruption
1. Roles of individuals in the fight against corruption
 Changing attitudes from tolerance to total rejection of corruption
 Access information on procedures on how to deal with corruption cases
 Reporting corrupt officers to relevant authority
 Supporting organizations that fight corruption
 Taking responsibility for one‘s action
 Encouraging and supporting free press
 Knowing the procedures on how to acquire goods and services
 Not keeping quite when a corrupt act has been observed
 Demanding integrity and high sense of morality from public office bearers
2. Institutions involved in the fight against corruption
i. Government institutions;
These are institutions formed by government to fight corruption in the country
1. Anti- Corruption Commission (ACC)
1) Is the official government institutions established government to fight corruption
2) ACC‘s fight against corruption is enshrined in the slogan promote integrity, say no to
corruption.
METHODS USED BY ACC TO FIGHT AGAINST CORRUPTION
1) Prevention – this is the undertaking of necessary and effective measures to prevent
corruption in the public and private sectors.
2) Community education – this is the educating of the community on matters relating to
corruption.
3) Investigations and prosecutions – this involves receiving and investigation of complaints of
suspected corrupt practices and where evidence is established prosecution follows.
2. Zambia National Procurement Authority(ZNPA)
1) Formerly known as Zambia National Tender Board
2) Its object is to control and regulate the procurement of goods and services by government
ministries and departments and parastatal organisations.
3. Parliament
1) It fights corruption through the Public Accounts Committee (PAC) that scrutinizes the
Auditor General’s Report on misuse, misapplication and embezzlement of public funds.
4. Auditor General’s office
1) Its charged with the responsibility of ensuring that public funds allocated by parliament are
used for intended purpose.
5. Investigator General’s office
1) The Investigator General is also known as Ombudsman and he/she is the chairperson of
the Commission for Investigation.
2) Apart from protecting and investigating human rights violations it also investigates
corruption complaints.
6. Anti- Money Laundering Unit
1) It is a department of the Drug Enforcement Commission (DEC)
2) Money laundering is the act of concealing, disguising, possessing receiving, disposing of or
bringing into the country any property (which includes money or any item) derived or
realized directly or indirectly from illegal or criminal activities.
7. Zambia Police Service
1) It investigates and arrest suspected corrupt officers and any suspected corrupt persons.
ii. CIVIL SOCIETY ORGANISATIONS

These are institutions formed by individuals and groups of people to fight against corruption in the
country.
1. Foundation for Democratic Process (FODEP)
1) It conducts awareness programmes by educating the public on corruption in electoral
process and need for electoral reforms to enhance democracy and free and fair elections.
2. Transparency International Zambia (TIZ)
1) Undertaking research on various aspects of corruption, good governance and integrity
3. National Movement Against Corruption (NAMAC)
2) It demand high levels of integrity, transparency, accountability and sought genuine
participation in the affairs of Zambia.
4. The Media
1) The media includes print media (newspapers), electronic media (television and radio) and
online media (via internet).
2) The role of the media is to dig deeper and carry out research on any cases of corruption.
This is called investigative journalism
3) The media investigate and expose corrupt activities and in so doing it discourages people
from engaging in corrupt practices.
201
outcomes.
HOMEWORK
2. Discuss the roles of individuals in the fight against corruption
LESSON NUMBER: ninety four (94)
TOPIC: MAN AND HIS ENVIRONMENT
SUB TOPIC: WILDLIFE
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Explain the meaning of wildlife conservation
2. Explain the importance of conserving wildlife
3. Outline reasons why people capture wild animals
4. Outline measure taken by the government to conserve wildlife
5. Mention examples of Zambia‘s National parks.
A) What is conservation of wildlife?
This is the wise use of wildlife so that its available for use in future.
B) The importance of conserving wildlife.
i. To avoid extinction of wildlife.
ii. To allow animals to increase.
iii. To maintain ecological balance.
iv. It is a source of revenue for the country.
v. It is the heritage of the country.
C) What is poaching?
It is the illegal killing of wild animals.
D) The reasons why poachers kill or capture wild animals
i. To sell horns, tusks, meat and skins.
ii. For eating.
iii. To smuggle the rare species such as birds and leopards.
E) Measures taken by Government to Promote wildlife.
i. Give military training to game rangers.
ii. Involving local people in game management and protection.
iii. Providing of improved communication equipment and vehicles to ZAWA officers.
iv. Give stiffer penalties to poachers.
v. Banning of the trade in endangered animals species such as Rhinos, elephants and
lions.
203
F) Organization involved in the Protection of Wildlife
i. Zambia wildlife Authority (ZAWA)
ii. World Wild fund for nature(WWF)
iii. Wildlife Conservation Society of Zambia (WCSZ)
G) Names and location of game parks and National parks found in Zambia
1. North Luangwa and South Luangwa National Park-Lusaka Province
2. Kafue National Park-Central and Southern Province
3. Blue Lagoon National Park-Lusaka Province
4. Lonchivar National Park- Southern Province
5. Lower Zambezi-Lusaka Province
6. Kasanka Naational Park-Luapula Province
7. Mosi-oa-Tunya National Park-Southern Province
8. Sumbu National Park-Northern Province
9. Liuwa and Sioma Ngwezi National Park-Western Province
10. West Lunga National Park-North Western
11. Luvashi Manda National Park-Muchinga Province
12. Lukusuzi National Park-Eastern Province
13. Mweru-wa-Ntipa National Park-Luapula Province
14. Isangano National Park-Northern
15. Lusaka National Park-Lusaka Province
outcomes.
HOMEWORK:
1. Explain the meaning of wildlife conservation
2. Explain the importance of conserving wildlife
3. Outline reasons why people capture wild animals
4. Outline measure taken by the government to conserve wildlife
5. Mention examples of Zambia‘s National parks.
LESSON NUMBER: ninety five (95)
COMPONENT: History
SUB TOPIC: Arrival of Europeans
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Define imperialism
2. What is meant by the term Scramble for Africa
3. Describe the aims of European imperialism and the scramble for Africa.
1) Define imperialism
Imperialism: refers to the belief in empire-building or the policy of extending the rule or influence
of a country over other countries.
2) What is meant by the term Scramble for Africa
The scramble for Africa means the rush by European powers to acquire territories in Africa. It
began in the second half of the 19th century; that is, after 1850.
 By 1880 the scramble resembled a race which was likely to result into armed conflicts
among European powers themselves.
 To avoid the conflict a conference was convened at Berlin in Germany in 1884-85 under
the initiative of Germany Chancellor Bismarck. This came to be known as the Berlin
Conference.
 This started the process of colonization of Africa, during which most of Africa became
colonies of different European countries.
3) Describe the aims of European imperialism and the scramble for Africa.
a. Political aims
 Many European countries wanted to protect their growing trade with Africa. This led to
competition between different nations to increase their control of larger parts of Africa.
 Some European nations acquired colonies for prestige or as a sign of power and status.
Each nation fought for the position of the imperial power.
 Some major nations such as Britain, France and Germany acquired lands in Africa for
military purposes. They wanted to establish military bases to protect their overseas
possessions.
205
b. Economic aims
 The raw materials from the New World were no longer enough so the European nation
started looking at Africa as a new source for raw material.
 Europeans needed a market for their products
c. Social aims
 European countries wanted places in Africa to resettle their freed slaves after the abolition
of slavery and slave trade. For example they established Sierra Leone and Liberia.
 European nations wanted to change the traditional African way of living to Western ways.
This would lead to Africans buying more Western goods from European traders.
d. Religious and humanitarian aims
 Missionaries and explorers opened up the interior of Africa. Their reports about the riches
of Africa encouraged the scramble.
 Missionaries also wanted protection of their countries’ governments against the slave
traders such as Swahili Arabs who did not approve of the presence of Christian missionaries.
outcomes
HOMEWORK
1. Discuss the aims of European imperialism and the scramble for Africa.
a.) Political aims (3)
b.) Economic aims (3)
c.) Social aims (2)
d.) Religious and humanitarian (2)
LESSON NUMBER: ninety six (96)
TOPIC: Governance
SUB TOPIC: Conflict
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the concept conflict
b) Describe the levels and types of conflict
c) Describe the causes of Conflict
d) Explain the negative effects of conflict
A. Explain the concept conflict

It is the absence of peace
It is the misunderstanding between people or group more people
7. A. Levels of conflict
i. Individual conflicts, this is also known as personal conflict. It is a conflict between
two or more individuals
ii. Family conflict, this is a conflict between two or more individuals of the same family
iii. Community conflict, this is a conflict which involves the entire community or between
two communities
iv. National conflicts, this is the conflict which involves the entire nation or country
v. International conflict, this is a conflict among different nations or countries of the
world
B. Types of conflict
1. Religious conflicts; this is the conflict between churches resulting from the ill talk about other
churches
2. Class conflict; this is the conflict between the poor and rich
3. Gender conflict; this the conflict between men and women over resources and leadership
dominance by men
4. Tribal conflict; this is the conflict between tribes resulting from the ill talk of others towards other
people‘s tribes
5. Inter-state conflict; this is the conflict between two or more countries due to various reasons
6. Intra conflict; this is the conflict that elapses within the country from problems such as
unemployment, health and politics
207
C. Causes of conflict
1. History – it is believed that if history is not properly explained to people it can bring conflict
such as the conflict between Muslims and Christians.
2. Ethnicity – ill feelings about people who do not belong to your own ethnicity (tribal) can bring
conflict such as calling Tongas tribal by others.
3. Imbalance of natural resources – failure to distribute the resources equally in the country can
bring conflict.
4. Immigration – high influx of foreigners from different countries into a country brings about
resentment by the host people which result into xenophobia attack as the case of South Africa.
5. Genocide – the massive killing of a tribe or race by another can bring conflict
6. Poverty – high levels of illiteracy and unemployment can bring about conflict
7. Racial discrimination – treating of people different based on their skin colour can bring such as
saying bad things about Albino people
8. Racial segregation – to mean separate development in which people in the country choose to
develop according to their tribe, race and religion.
9. Corruption – winning favours through payment of money at the expense of others can cause
conflict
10. Crime – high levels of criminal activities such as theft in the society can bring conflict.
11. Cultural differences – culture is a way of life of people, hence saying bad things about
people‘s culture can bring conflict. For example, talking ill about the Chinese people because they
eat dog meat
12. Clash of interest – human needs sometimes may have same interest resulting into clashing with
each other.
D. Explain the negative effects of conflict
The following are the results of conflict in a society.
1. Destruction of property such as buildings and vehicles get damaged
2. Forces people to run away from their homes and become refuges
3. Destroys the environment more especially use of bombs during conflict
4. Loss of many lives of innocent people
5. Increases the risk of anti-social behavior like stealing and prostitution as people tend
to take advantage of such situations
6. It paralyzes the economy activities of the country as most will report for work for
fear of being killed.
7. It promotes violence against each other in society
8. It promotes human suffering as the government will concentrate on buying more
military equipment at the expense of building schools and industries,
9. It leads to forcibly recruitment of young children as soldiers
10. It promotes disunity as people may never work together again after conflicts
outcomes.
HOMEWORK
3. Explain the concept conflict
4. Describe the levels and types of conflict
5. Describe the causes of Conflict
6. Explain the negative effects of conflict
209
LESSON NUMBER: ninety seven (97)
TOPIC: DEVELOPMENT IN ZAMBIA
SUB TOPIC: MINING IN ZAMBIA
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Define mining.
ii. State the major minerals in Zambia.
iii. List mining areas of Zambia
Define mining
It is the extraction (removal) of minerals from underground. e.g. copper
Major minerals mined in Zambia
Copper
It is mined in the Copperbelt, North Western and Central provinces of Zambia.
USES OF COPPER
i. For making electrical cables
ii. For making bullets for guns
iii. For making coins ,radios and roofing materials
iv. For making water pipes and taps
v. For making bronze and brass medals
vi. For making telephone ,radio and Television wires
vii. For making ornaments
Cobalt
Cobalt is mined as aby product of copper. This means it is mined at the same time when mining
copper. Cobalt is mined at Nkana, Chibuluma and Chambeshi mines in the Copperbelt. The cobalt
concentrate are treated at Nkana mine.
Uses of Cobalt
Because of its magnetic properties and ability to withstand high temperature, it is used for:
i. Manufacturing cutting tools eg. Knives
ii. Manufacturing of magnets
iii. Making diesels jets and steam turbines engines.
Lead
It is a soft and dense metal that can be rolled or hammered into thin sheets.
Uses of Lead
i. It is used as protective shield against radiation
ii. For making bullets for guns
iii. For making electric storage batteries
iv. For making roofing materials
v. For making pipes
Zinc
It is a soft metal malleable and resists rust
Uses of Zinc
i. Making roofing materials.
ii. For making toothpaste tubes.
iii. For making battery tubes
iv. For making paint tins
Lead and Zinc Mines
These mines were initially in Kabwe; however in 1994 they were closed due to the following
reasons.
i. Decrease in production
ii. ii. Decrease in world market prices
Coal
It is mined in Maamba Southern Province
Uses of Coal
i. It is used in thermal power stations
ii. It is used by processing plants such as Chilanga Cement, Nakambala Sugar Refinery
Manganese
It is mined near Mansa in Luapula Province
Uses of Manganese
i. It is used in dry cells factory
ii. It is used in alloy reserves in Central, Copperbelt Province and also near Chilanga
Limestone
It is mined at Shimabala near Lusaka and Itawa in Ndola
Uses of Limestone
i. Making paints
ii. Treating water plants.
iii. Putting it on the field to neutralize the acidic soils
Amethyst
It is mined in Southern Province open pits method and sorted by hands
Gypsum
211
It is mined in Lochnivar in Kafue flat and Western Province near Ngoye falls in open pits.
Uses of Gypsum
i. Making cements
ii. Making roof tiles.
iii. Making fertilizer
iv. Making paint
v. Making plasters of Paris wall paper
Mica
It is mined in Lundazi, Choma and Mazabuka
Uses of Mica
i. It is used as insulator in stove oven glass windows
Other minerals
i. Iron
ii. Diamond
iii. Gold.
iv. Emeralds
THE MINING TOWNS (AREAS) IN ZAMBIA
Copperbelt province
The mining towns (areas) include:
i. Ndola – Bwana mukubwa mine
ii. Mufulira – Mufulira plant
iii. Kitwe – Nkana mine
iv. Luanshya – Baluba mine
v. Chambeshi – Chambeshi mine
vi. Chililabombwe – Konkola mine
North Western province: The North Western towns include Kasenshi, Lumwana, Kalengwa and
Kalumbila.
Southern Province: The mining towns (areas) include Maamba and Munali
Central Province :The mining towns (areas) include Mkushi, Nampundwe and Kabwe (mines
closed)
Lusaka Province: The mining towns (areas) include Chilanga and Rufunsa
Luapula Province: The mining towns (areas) include Mansa – Manganese and is not in operation.
outcomes
HOMEWORK:
1. List at least three major minerals mined in Zambia.
2. Which areas in Zambia are well known for copper mining?
SOCIAL STUDIES GRADE 8 9 CONTENT-2021
LESSON NUMBER: ninety eight (98)
COMPONENT: History
SUB TOPIC: Arrival of Europeans
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss the colonies of different European countries in Africa.
2. Explain the effects and the results of imperialism and the scramble for Africa.
A. COLONIES OF DIFFERENT EUROPEAN COUNTRIES IN AFRICA.

By 1900 a significant part of Africa had been colonized by mainly seven European powers Britain,
France, Germany, Belgium, Spain, Portugal, and Italy. After the conquest of African decentralized
and centralized states, the European powers set about establishing colonial state systems. The
colonial state was the machinery of administrative domination established to facilitate effective
control and exploitation of the colonized societies. Colonial states were authoritarian, bureaucratic
systems, partly due to their origins in military conquest and the racist ideology of the imperialist
enterprise.
The colonisation was as follows:
1) France = Madagascar, Algeria, Tunisia, and Morocco
2) Britain = Ivory coast, sierra Leon, sudden, Egypt, Uganda, Malawi, Zambia, Zimbabwe,
Swaziland.
3) Portugal= Mozambique, Angola, Cape Verde, Guinea-Bissau
4) Germany = Burundi, Cameroon, Namibia, Rwanda, Tanzania and Togo.
5) Belgium= Congo, Rwanda and Burundi
6) Spain= Equatorial Guinea, southwest Morocco and Western Sahara, Mauritania
7) Italy= Eritrea, Libya, and Somaliland.
8) However, they are two countries that were never colonised in Africa and these are Liberia
and Ethiopia
2. THE EFFECTS AND RESULTS OF IMPERILIASM AND SCRAMBLE FOR AFRICA.

1) It led to the partitioning of Africa which led colonization.
2) It led to the loss of control over their land, affairs and independence.
3) Many deaths were caused by the conquest itself.
213
4) Many Africans dead as a result f the new diseases which were brought by European for
example small pox, syphilis.
5) The scramble was part of a larger of process of bringing Africa into the world economy, in
most cases as exporters of agriculture products or minerals, and imports of manufactured or
processed goods.
6) Colonial government taxed African subjects and used the revenue to improve the colonial
infrastructures for example they built the roads, bridges that connected the remote areas to
the outside world.
7) They European introduced a more structured political system of administration an organised
government in Africa which of African nations are using up to date.
8) Europeans brought element of western culture into Africa hence it eroded the African culture
for example English being the most used language in the African.
9) Many Africans were introduced to Christianity
10)Europeans brought industrial technology to Africa which paved the way to the
industrialization of African countries.
outcomes
HOMEWORK
1. Explain how imperialism and the scramble for Africa impacted the African economy
LESSON NUMBER: ninety nine (99)
TOPIC: Governance
SUB TOPIC: Conflict
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the positive effects of conflict in society
b) Discuss the methods of resolving conflicts
c) Suggest methods of promoting peace in society
d) Describe the methods used the United Nations to resolve conflict
e) State Zambia‘s refugee camps
f) Outline African countries that have experienced conflict
a) Describe the positive effects of conflict in society

1. The winning group of conflict may walk away with resources such as minerals
2. It promotes business for companies that make military attire such as guns, bullets, uniforms, boots
and planes
3. It leads to expansion of the territory by the winning such as Israel expanded its territory Syria.
4. It leads to countries working together as allies (friends) and alliance of states to defeat enemies
5. The military officers involved with peace keeping mission gets rich once they finish serving their
term in war zone country from money paid to them.
b) Discuss the methods of resolving conflicts
Conflict resolution is the settlement of conflict through peaceful means such as counselling,
negotiation, mediation, arbitration and litigation.
1. Counselling – this is a method of resolving conflict through a counselor trusted
by both parties. This method suits individual conflict.
2. Negotiation – this is a method of resolving conflict between two groups of
people through a reliable and skilled negotiator. This methods suits conflicts
between groups of people such as workers and the company owner.
3. Mediation – this is a method of resolving conflict through a neutral third
person who asks the disputing parties to come up with solution that is fair to
both. This method aim at balancing the two sides and draw them closer to
each other.
215
4. Arbitration – this is a method of resolving conflict through an arbitrator
appointed by both disputing parties. The decision made by the arbitrator is
binding to both parties involved.
5. Litigation – this is a method of resolving conflict through taking each other
before the court of law.
c) Suggest methods of promoting peace in society
The following methods can promote peace in society thereby avoiding conflict.
1. Intermarriages – promoting intermarriages between tribes can reduce tribal talks in
the society that fuel conflict
2. Friendship – making friends lessens conflict with other as people would avoid
quarreling with friends
3. Reciprocity – this is where a person does good things to somebody who has been to
him/her.
4. Mutual aid – this is where a person helps others who are in problems
5. Forgiveness – if we promote the culture of forgiving each other whenever we differ
conflict will reduce.
6. Tolerance – Accepting other people‘s opinions and views promote peace.
7. Respect – showing of respect towards one another promote peace in society.
8. Justice – being fair to everyone in society reduces conflict
d) What are the ways used by the United Nations to resolve conflicts in affected countries?
1. By setting up international tribunals to resolve conflicts
2. By settling of conflicts through courts of law
3. By sending peace keeping forces to areas of conflict
4. By promoting democratic elections
5. By imposing sanctions on erring countries
e) How has Zambia responded to refuges coming into the country due civil wars in their
countries?
Zambia has opened up the following Refugee Camps supervised by the Ministry of Home Affairs
1. Maheba-North Western Province
2. Nyango, Mayukwayukwa and Nangweshi-Western Province
3. Chikumbi and Makeni –Lusaka Province
4. Ukwimi-Eastern Province
5. Mwange and Kala-Luapula Province
F Outline the African countries that have experienced
1. Sudan
2. Rwanda
3. Burundi
4. Ethiopia
5. Eritrea
6. Democratic Republic of Congo
7. Nigeria
8. South Africa
9. Ivory Coast
10. Libya
outcomes.
HOMEWORK
1. Describe the effects of conflict in society
2. Discuss the methods of resolving conflicts
3. Suggest methods of promoting peace in society
4. Describe the methods used the United Nations to resolve conflict
5. State Zambia‘s refugee camps
6. Outline African countries that have experienced conflict
217
LESSON NUMBER: one hundred (100)
TOPIC: MINING IN ZAMBIA
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Describe methods of mining.
ii. State the advantages and disadvantages of each mining method.
iii. Describe how copper is processed
METHODS OF MINING
The following are the methods of mining
Open pit mining
This is a method of mining minerals which are nearer to the ground surface. Example of open pit
mine in Zambia is the Nchanga open pit mine in Chingola and it is the biggest open pit in Zambia.
This method is also used by mining companies in North Western province
Advantages of open pit mining
i. It is cheaper than under-ground mining due to lower capital and operating costs.
ii. It is not as risky as under-ground mining.
iii. Production of minerals is faster
iv. Equipment is not restricted by the size of the opening you are working in.
v. Comparatively, open pit mining requires a small number of workers.
vi. Easy access to minerals
Disadvantages
i. It poses a danger to the environment. The mine may get flooded
ii. Humans or people are also displaced when such mines are opened
iii. Pollutes surface water and underground water
iv. May cause landslides
v. Generates a lot of noise, dust and water waste.
vi. Weather conditions can disturb operations such as heavy rainfall.
Underground (shaft) mining
This is the method of mining minerals which are very deep in the ground. The shaft or machines are
sunk and fitted with sharp objects to create a route to reach out the minerals in the ground and
bring them out to the surface.
Advantages of underground mining
i. Only a small area is required for pit tops, offices and workshops unlike in surface mining.
ii. It enables geologists to understand the internal structure of the earth.
iii. There is no limit to the depth of underground mining as it is dependent on the availability of
minerals.
iv. Underground mining does not generate much dust, noise and waste as compared to open
cast mining.
v. It does not destroy the soil, forests, agricultural land and the ecosystem as much as in open
pit mining.
Disadvantages of underground mining
i. It is too expensive because it uses expensive and heavy machines
ii. It is dangerous in nature for the miners
iii. It takes a long time to develop an underground mine before it gives full production.
iv. As the working area is limited, high mechanisation is limited.
v. It generally has a very high wage cost and labour intensive, as the productivity is limited.
vi. Destruction of land, abandoned shafts, mining explosions, collapsing of mines and flooding
are associated with underground mining.
Examples of underground mines
Most of the mining towns have shaft mine like Nkana mine in Kitwe, Konkola mine in Chililabombwe
and Mufulira mine in Mufulira.
Note: Mufulira Mine in Zambia is the largest underground mine in Zambia.
COPPER PROCESSING
This is a process in which copper goes through before being sold
i. Mining: This is the first process which is the removal from the ground.
ii. Milling (crushing): This is the second process which is the crushing and turning copper into
copper powder
iii. Smelting: This is the third process which is the removal of impurities (unwanted products)
through filtration process
iv. Refining: This is the final process which is the purification making the copper cathodes.
ROUTES FOR TRANSPORTING COPPER TO OTHER COUNTRIES
i. Zambia to Tanzania- then to port of Dar es Salaam by rail line.
ii. Zambia to South Africa then to port of Dubai East London by railway line.
Zambia to Mozambique to port of Maputo and Beira by road
outcomes
HOMEWORK:
1. Describe the methods of mining.
2. Explain how copper is processed
219
SOCIAL STUDIES GRADE 9 CONTENT
LESSON NUMBER: one hundred and one (101)
COMPONENT: History
SUB TOPIC: Exploration of Africa
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss why the interior of Africa was not explored before 1700?
2. Describe the reasons for the exploration of the interior of Africa after 1750.
1.) WHY THE INTERIOR OF AFRICA WAS NOT EXPLORED BEFORE 1700?
- Before 1700 the interior of Africa was not explored simply because they had very little
knowledge about interior hence European called Africa a dark continent.
a. LITTLE ECONOMIC INCENTIVES
- The early explorers knew very little about the existing of minerals resources and natural
raw materials in the history of Africa. Thus, had little interest to penetrating the interior
as they thought they will have no or little profit.
b. GEOGRAPHICAL BARRIERS
- They were a number of geographical barriers such as the mountains, deserts, thick
forests which created heavy jungles which made it difficult for them to travel. Also the
swamps and the waterfalls were also a challenge and the bad climate condition such as
the scorching heat from the sun were an obstacle.
c. LACK OF RELIABLE MEANS OF TRANSPORT
- The explorers were discouraged because they had to travel by foot as a reliable means
of transport was yet available.
d. TROPICAL DISEASES AND WILD BEAST
- Diseases were also an obstacle as Europeans were dying in numbers due to the weak
resistance and non-availability of medication at that time. They were also scared of the
wild beast such as the lions, snakes etc.
e. HOSTILE TRIBES
- The early explorers were threatened by Africans who did not want any intruders and
those trespassing in their territories hence they killed and asked to pay heavy tax for
example the masia of east Africa.
2. REASON FOR THE EXPLORATION OF THE INTERIOR OF AFRICA 1750.
Factors that influenced European exploration of Africa A number of factors encouraged Europeans
to explore the interior of Africa:
1. Geographical motives: They wanted to know where the sources and estuaries of major rivers
such as the Nile, Niger and Congo were. This would enable them to use them as waterways to
reach the African interior.
2. Industrial revolution: the industrial revolution led to the invention of better weapons, so that
explorers could defend themselves better against any dangers from people or animals along the
way. The discovery of medicines such as quinine helped to protect them against diseases such as
malaria.
3. Missionary influence: They encouraged other people, such as doctors, traders and teachers, to
come to Africa. Missionary societies provided funding to explorers so that they could open up the
interior for the spreading of Christianity
4. Roles of the African association: The African association started in London in 1788, it was a
British club whose members supported the exploration of Africa especially west Africa.
5. The discovery of better medicine and weapons: The discovery of medicines such as quinine,
chloroquine which could cure malaria and better weapons were in place, Therefore, this
encouraged the early explores to come to Africa.
outcomes
HOMEWORK
1. What were the reason why the African interior was not explored before 1700?
2. What reasons led to the exploration of the interior of Africa after 1750.
221
LESSON NUMBER: one hundred and two (102)
TOPIC: Governance
SUB TOPIC: Gender and Sex Roles
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define the following concepts; Gender, Gender roles, Sex roles, Gender discrimination,
Gender Equality and Gender Equity
b) Explain the effects of gender discrimination
c) Identify the institutions that promote gender equality
1. Definitions of terms
 Gender; is a social belief about sex and the expectations for females and males
 Gender roles; the values and behavior that society expect of a person based on the
traditional views of the biological sex of a person. For example, men are the leaders,
hunters and herders while women care and nurture the child at home.
 Sex roles; these are expectations that society have of how members should behave
sexually. For example, women are the only wants who can breastfeed while men are the
only ones who can impregnant a woman.
 Gender discrimination; this is the unfair or unequal treatment of people or an individual
based on their gender. For example, treating women and girls as less important than
men and boys.
 GENDER EQUITY: It is the Process by which women and men are treated fairly in
accordance to their respective needs in society.
 GENDER EQUALITY; This is a concept states that all human beings that is, girls and
boys, women and men are free to develop their personal abilities without limitations set
by society
2. Effects of Gender discrimination
 It leads to conflicts between men and women (gender-based violence)
 Men claim the rights to make decisions that affect women
 Women have less access to property ownership
 Women have less or no access to education
 Women are not given higher positions in companies or authority
 Women have less or no access to employment
 Women have less or no power in decision making
 Women participate less in political affairs
 Forced child marriage discriminates against young girls by taking away a human right
3. Institutions that promote Gender equality
Government organizations
i. Ministry of Gender
ii. Women‘s Economic Empower Fund of 2010
iii. The parliament
iv. Gender Equity and Equality Commission
v. Ministry of justice
Non-governmental organization
i. Non-Governmental Organization Coordinating Council (NGOCC)
ii. The United Nation Population Fund (UNFPA)
iii. Women for Change (WFC)
iv. Zambia Nation Women‘s Lobby Group (ZNWLG)
outcomes.
based on the lesson outcome
HOMEWORK
1. Explain the effects of gender discrimination
223
LESSON NUMBER: one hundred and three (103)
TOPIC: MINING IN ZAMBIA
LESSON REFERENCES:
LEARNING OUTCOMES:
i. State the problems faced by the mining industry in Zambia
ii. Describe the role of the government in the mining industry in Zambia
iii. Discuss the impact of mining on the environment
PROBLEMS/CHALLENGES FACING THE MINING INDUSTRY IN ZAMBIA

i. Long distance to sea ports
ii. Inadequate infrastructure e.g. Houses for miners iii. Fluctuation market prices of minerals on
the world market
iii. Shortage of mining spare parts
iv. High cost of production
v. Poor road network
vi. Lack of capital to buy modernized equipment
SOLUTIONS TO THE PROBLEMS/CHALLENGES FACING THE MINING INDUSTRY IN ZAMBIA

i. By forming mining support institutions e.g. Metal Marketing Corporation(MEMACO)
ii. By encouraging private investment into mining industries
iii. Value addition to minerals by way of setting up mineral processing industries to make
finished goods like electrical cables
iv. By improving road network
v. By building enough infrastructure
vi. By forming companies that make mining spare parts
THE ROLE OF GOVERNMENT IN THE MINING INDUSTRY

a. To encourage private investment into the mining industry
b. Making of mining policies
c. Making affordable mining taxes
d. Improve road network
e. Advertise potential mining prospects
f. Support mining institutions
g. Support value addition to minerals
IMPACT OF MINING ON THE ENVIRONMENT
i. Land degradation
ii. Displacement of humans and animals
iii. Pollution of air, water, land and noise
iv. Destroys the natural vegetation
v. Mine waste disposal poses a health risk to humans and animals
outcomes
HOMEWORK
1. Discuss the impact of mining on the environment.
225
LESSON NUMBER: one hundred and four (104)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss European exploration of west Africa.
1. WEST AFRICA
European explorers started crossing the Atlantic and Indian Ocean in the 15th to 17th centuries.
The Portuguese were the first European explorers of Africa. This was so because of:
I. Work of Prince Henry the Navigator who established a school for sailors and shipbuilding.
II. Portugal‘s geographical position near the Atlantic Ocean enabled her people to learn the
science of sailing fast.
III. Portugal needed supplement her poor economy in Europe. Portugal started sending men to find
the sea route to India and search for raw material.
Some of the early Portuguese explorers included:
 In 1483, Dio Cao reached the mouth of the Congo (Zaire) river opening the door Portuguese to
enter the Congo kingdom later.
 In 1488, Bartholomew Diaz circumnavigated the Cape and named it cape of storms. It was later
renamed to Cape of Good Hope by the King of Portugal
 In 1497-1498, Vasco da Game circumnavigated the cape all the way to India. At malindi in
East Africa Da Gama found a Hindu Pirate Majid who escorted him to India.
2. European exploration of Africa in the 18th and 19th centuries
 During the 18th and 19th centuries, various explorers started exploring the interior of Africa.
Main European explorers of Africa
West Africa
i. Mungo Park
 West Africa was opened to Europeans by a Scottish explorer called Mungo Park.
 In 1795, the African association employed him to find the source and the course of the Niger
River, and to find out if it was Navigable.
First journey (1795-1797)
 In June 1795, Park started his journey from Gambia
 He travelled through the semi- desert area of Karta. He was captured and held prisoner for
four months by the chief of the Muslim people called Moors. He escaped with only his hat and his
compass.
 On 20th July 1796, near Segon, he reached the river Niger that he was looking for. He realized
that the river flowed eastwards.
 He travelled downstream to Silla before returning to the coast, and from there back to England.
There he published a book called Travels in the interior of Africa.
Second Journey (1805)
 Park returned to West Africa in January 1805. But this expedition ended in a disaster. Along the
way, most of Park‟s travelling companions died due to tropical diseases. Park and the last
survivors drowned at Bussa around November while trying to escape from a hostile tribe.
ii. Richard Lander
- He was also an Englishman. He came to Africa with His brother John Lander in 1830
- He discovered the mouth of the Niger around 1831. This flowed into the Gulf of Guinea in
the Atlantic
- He returned to England in 1831. But in 1834 Richard Lander returned to Nigeria and was
attacked by Africans and died from wounds.
iii. René Caliliè
- In 1828, the French explorer René Calili‟e became the first European to return alive from
the city of Timbuktu. Previously, Europeans only knew about this city from the Arab traders.
outcomes
HOMEWORK
1. Write short notes on the following west African explorers
a.) Mungu park
b.) Richard Lander
227
LESSON NUMBER: one hundred and five (105)
TOPIC: Economic Development
SUB TOPIC: Money
LESSON REFERENCES:
LEARNING OUTCOMES:
a) What is money
b) Describe the characteristics of money
c) Outline the functions of money
A. What is money?
Is anything of value that is generally recognized in the exchange of goods and services?
B. What are the qualities or Characteristics of money?
1. Stable (Stability)
To mean money should remain in use for a long period of time without anyone rejecting from using
it such as 5 ngwee and 10 ngwee where people reject to use them.
2. Acceptability ( Acceptability)
To mean for any object to be used as money, it must be generally accepted by every single
person in the community.
3. Durable (Durability)
To mean money must last for a long period of time before fading away or worn out.
4. Scarce ( Scarcity)
To mean money should be very difficult to find unless he/she works hard to find it.
5. Portable (Portability)
To mean money must be easily carried about by people in their business transactions from one
point to another.
6. Easy to Recognize (Recognisability)
To mean bank notes and coins should have features that will make it easier for people to
differentiate or recognise each piece of money.
7. Non- Counterfeit (Counterfeitability)
To mean money should not be easily made or forged by anyone in society but only through the
authorized companies that make money.
8. Divisible (Divisibility)
To mean money should easily be divided into smaller qualities such as K100 changed into K50,
K20, K10, K5 or K2.
SUMMARY OF QUALITIES or CHARACTERISTICS OF MONEY
S _____________________ Stable (Stability)
A_____________________ Acceptability (Acceptability)
D ____________________ Durable (Durability)
S____________________ Scarce (Scarcity)
P____________________ Portable (Portability)
E____________________ Easy to Recognise (Recognisability)
N___________________ Non- Counterfeit (Counterfeitability)
D___________________ Divisible (Divisibility)
SAD SPEND!!! For sure if not careful money can bring about Sad Spend
C. Name the functions of money.
1. Medium of Exchange
To mean money is used in the exchange of goods and services. Eg. If you need books you pay
money and get books from the shop. In this example money is used as a medium of exchange
between the shop owner and the person need of books.
2. Store of value
To mean someone‘s wealth can be kept in form of money in the bank. For example, a cattle rich
farmer can sale all his cattle and keep the money in bank and still be rich in terms of money.
3. Measure of value
This function is also known as unit of account. This function allows the values of goods and services
to compare to the price we pay for them. For example, if a businessman is selling one pen at K10
very few or if none will agree to buy those pens because the value of K10 is more than one pen.
4. Means of deferred payments
To mean an agreement can be easily be reached between two people to allow the buyer settle
his/her credit in future. This is why it is commonly referred to as ―BUY NOW PAY LATER”. This
function allows people to get things on credit and then pay later.
outcomes.
HOMEWORK
a) What is money
b) Describe the characteristics of money
c) Outline the functions of money
229
LESSON NUMBER: one hundred and six (106)
SUB TOPIC: MANUFACTURING AND FOOD PROCESSING INDUSTRY
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Define the term industry
ii. Define the term manufacturing industries
iii. Describe the three types of industries
a) What is an Industry?
An industry is an economic activity that processes raw materials, manufacture goods and offer
services to people.
b) What is Manufacturing Industry?
Manufacturing industry is any business that transforms raw materials into finished goods using
machines, tools and labour
c) Name the types of industries
There are three types of industries namely
1. Primary (Basic or Extractive) Industry
This industry collects raw materials from the environment such as maize, sugarcane, sunflower,
minerals and trees.
2. Secondary (Manufacturing or Processing) Industry
This is an industry that turns raw materials into finished goods. For example, Maize turned into
Millie meal, sunflower turned into cooking oil and copper turned into electrical cables.
These are industries that use machinery to change raw materials into new products by adding
value to the items made and they are divided into the following industries:
a) Processing industries: They prepare primary produce before they can be used for
example maize into mealie meal.
b) Manufacturing industries: It changes raw materials into new products e.g. sugar cane
into sugar.
3. Service (Tertiary) Industry
This is an industry that offers services to people. For example, teaching industry offering a service
of teaching to people, banking industry offering a service of banking money for people and
transport industry offering a service of transporting people to and from work, school etc.
outcomes
HOMEWORK:
i. Define the term industry
ii. Define the term manufacturing industries
iii. Describe the three types of industries
231
LESSON NUMBER: one hundred and seven (107)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss European exploration of East, Central, North and Southern Africa.
1.) EAST AFRICA
i. Richards Francis Burton and John Hanning Speke.
- Richards Burton explored the Arabian Peninsula before setting off with John Hanning
Speke from 1857 – 1858 to search for the source of the Nile River in East Africa.
- They were the first Europeans to reach Lake Tanganyika in 1858. However, they
realised from its position that it could not be the source of the Nile.
- Burton became ill, but Speke continued with a new European travelling partner, James
Grant, to a lake in the North that he called Lake Victoria.
- He claimed that Lake Victoria was the source of the Nile. He was proved right by
Henry Morton Stanley in 1874.
2.) CENTRAL AFRICA
i. Henry Morton Stanley
a.) Expedition to find Livingstone
- Henry Morton Stanley was a journalist for an American newspaper called the New York
Herold
- He first travelled to Africa in 1871 to try and solve the mystery of what happened to David
Livingstone. Nothing had been heard of Livingstone for three years, so many people thought
he had died.
- He met Livingstone at Ujiji in 1871.
- Stanley‟s journey was a major expedition, with a team of more than 200 porters and local
guides. One of these guides was Sidi Mubarak Bombay who first started his life as a slave
and later became a guide for many explorers
b.) Exploring the Congo area
- In November 1874, Stanley set off from Zanzibar on a major expedition to carry on
confirming the source of the Nile. He circumnavigated Lake Victoria and Lake Tanganyika.
- Stanley moved west of the Lualaba River, which proved to be the start of the Congo River,
all the way to the West coast of Africa. They reached the coast on 12th August 1877.
- From 1879 to 1884, Stanley worked for the king Leopold II of Belgium in the Congo area
after the British government refused to help him. This started the process of creating a
Belgian colony.
ii. Mary Kingsley
- Mary Kingsley made two trips to the north of the Congo River between 1893 and
1895.
- She was unusual for an explorer of that time. Firstly, she was a woman when most
explorers were men. Secondly, she travelled on her own with just a few guides.
- Other explorers used teams of African porters to carry to carry all the goods they took
with them.
Her aim was not just to explore. She also wanted to find out more about the life and
-
religions of the people in the areas that she visited.
iii. NORTH AFRICA.
Gerard Way, Georg Schweinfurt and Gustav Nachtigal
- These three explored Southern Morocco, the Sahara and the Sudan.
- Nachtigal confirmed stories of the tiny people called Pygmies in Central Africa.
3) SOUTHERN AND CENTRAL AFRICA.
David Livingstone is generally regarded as the greatest European Explorer of Africa.
1. DAVID LIVINGSTONE
Dr David Livingstone came to Africa as a missionary in the southern Africa in 1841. However, from
1853 he spent the rest of his life until his death in1873 exploring large parts of central Africa.
i. Background
- Dr David Livingstone was born in Blantyre, Scotland in 1813.
- He had difficulties in education such that he started work in a cotton factory at the age of ten.
- He continued learning through night school which earned him a place at Glasgow University
where graduated as a medical doctor, after which he joined the London Missionary Society
(LMS) in the Northern Cape.
- He undertook shorter trips through the Northern Cape and what is now Botswana, and reached
the land of the Kololo where he met king Sebitwane.
outcomes
HOMEWORK
6. Write short notes on the following explorers.
- Henry Morton Stanley.
- Gerard Way, Georg Schweinfurt and Gustav Nachtigal.
- Richards Francis Burton.
233
LESSON NUMBER: one hundred and eight (108)
SUB TOPIC: Inflation
LESSON REFERENCES:
LEARNING OUTCOMES:
a) What is inflation
b) Describe the types of inflation
c) Discuss the causes, effects and solutions to inflation
1. What is inflation
It is the rapid rise of prices
It is a situation where there is too much money in circulation chasing too few goods
2. Types of inflation
i. Cost push inflation; this is a rise in prices of raw materials used in the production of
goods
ii. Demand inflation; this is the rising demand of certain products in the economy there
by making prices to be increased
iii. Creeping inflation; this is the type of inflation where there is moderate rise of prices
of goods and services yearly of about 1% to 6%
iv. Chronic; this is the type of inflation where there is highly monthly rise of prices of
goods and services of above 10%
v. Suppressed inflation; this is the type of inflation where even though the demand
exceeds the supply of goods and services, the inflation is controlled using measure
such as price control of goods and services
vi. Hyper inflation; this is the type of inflation where there is highly monthly rise of
prices of goods and services of about 50%
3. Causes
 High salaries and wages of workers
 Reduction of money supply in circulation
 Full employment- a situation that sees nearly everyone working
 Full export- where the country exports more of its locally made goods
 Expansion of non-market sectors such as constructions of roads
Effects
 It may reduce savings of money among people due fear of loss value
 It increases the cost of doing business hence disrupts normal economic activities.
 It discourages spending of money as people feel troubled carry bags on money around
for shopping.
 It makes borrowing and lending of money to be valueless
 It may reduce foreign exchange as people will fear to do business with such a country.
Solutions
 By increasing the production goods and services
 By increasing taxation
 By increasing bank interest rates
 By reducing government expenditure in non-market sector. Eg roads.
 By using treasury bills- this is release of money such as dollars in the economy to
stabilize the currency
outcomes.
HOMEWORK
a) What is inflation
b) Describe the types of inflation
c) Discuss the causes, effects and solutions of inflation
235
LESSON NUMBER: one hundred and nine (109)
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Describe factors influencing the location of industries
A. Factors influencing the location of industries
1. Raw materials
For any industry to manufacture goods, they need raw materials such as maize to manufacture
milie meal. Therefore, the building of an industry depends upon the availability of raw materials. If
an industry is located near the source of raw materials, this will reduce on production and
transportation costs.
2. Power
For any industry to manufacture goods using machinery needs power such as hydro electrical
power (HEP) or thermal power. The most common sources of power are coal, petroleum and hydro-
electricity.
3. Labour
For any industry to effectively begin to operate needs skilled labour (experts) and unskilled labour
(manual workers) to work for the industry. Hence, industries are built in areas where there is large
population to supply labour. A cheap labour force is important especially for labour intensive
manufacturing industries.
4. Transport
For any industry to be built in an area it must have access either to road, railway, water or air
transport. Raw materials, labour and goods need to be transported to and from the industry. A
good transport network will ensure that goods are produced and sold in time.
5. Market
Market means a place where goods are bought and sold. It also means potential or estimated
consumer demand. Most industries are located near major towns where there is readily available
market.
6. Site ( Land and Water supply)
For any industry to be built in an area it needs the supply of fresh clean water to use in the
industry. The water is used for cooling purposes and for cleaning the machines and the premises.
So industries are built in areas where there is water nearby. Industries generally require cheap flat
land for expansion purposes.
7. Government policy
Good government policies attract many industries to be built in the country whereas bad
government policies chase away or discourages building of industries in the country. For example,
industries located in rural areas may receive financial incentives (payment to encourage investment
in the form of tax rebates or low rent and interest rates from government. Government has also
come up with multi-facility economic zones. These are special industrial zones created in order to
attract domestic and foreign investments.
8. Industries depend on one another
Industries should be built in area where there are other industries in order to get the materials they
may need from other industries. For example, milling companies are built near Food and Reserve
Agency (FRA) or maize built area so that it is easier for the milling companies to transport maize
from FRA to their companies to produce millie meal.
9. Capital
The amount of money and other resources needed to start an industry .is essential. No industry can
be established without capital
outcomes
HOMEWORK:
i. Describe factors influencing the location of industries
237
LESSON NUMBER: one hundred and ten (110)
COMPONENT: History
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss David Livingstone‘s three journeys to Southern and Central Africa
2. Describe David Livingstone‘s achievements in three journeys to Southern and Central Africa
a) SOUTHERN AND CENTRAL AFRICA
2. DAVID LIVINGSTONE
ii. FIRST JOURNEY (1852-1856)
- Livingstone began the first major journey of exploration in 1852. He travelled north,
passing through Kuruman, Koboleng and Mobosta until he reached Linyanti. From there he
travelled up the Zambezi River in search of malaria – free site for a mission station.
- In 1854, he returned to Linyanti. After resting for some months, he travelled downstream
along the Zambezi River in 1855. On the Batoka Plateau, he met Chief Monze.
- On this journey, he became the first European to see the waterfall locally as ―Mosi-o-
tunya‖ (the smoke that thunders). He named it after the British Queen.
- In 1856, he reached Quelimane in what is now Mozambique, and sailed back to -England.
- In England, he published a book called missionary travels and researches in the southern
Africa. He also made speeches to influence people to take up missionary work in Africa.
iii. SECOND JOURNEY (1858-1864)
- In 1858, Livingstone returned to Africa as a British consul in Mozambique to oppose the
slave trade. From there he went on his second journey through Eastern and Central Africa.
- Livingstone started his second journey from Quelimane and sailed upstream in the Zambezi
River. His aim was to see if the Zambezi River was Navigable.
- After he was stopped by the Cabora Bassa rapids, he explored the Shire River and
Highlands. He encouraged the setting up of a mission station at Magomero in what is now
Malawi.
- Livingstone then continued trying to navigate inland along the Ruvuma River. However,
increasing costs and the failure to find a navigable River led to the British Government
cancelling the expedition. Livingstone returned to England.
iv. THIRD JOURNEY (1866-1873)
- Livingstone started his third journey from Zanzibar in March 1866, in search of the source of
the Nile River.
- He travelled up the Ruvuma River, passed through Kota-Kota on the southern top of Lake
Nyasa (now called Malawi) and entered the present day Eastern province of Zambia.
- He crossed the Luangwa River and the Muchinga escarpment. He then entered Lubemba.
- In 1871, he met Henry Morton Stanley at Ujiji, a journalist from the New York Herald to go
back to England, but Livingstone refused.
- After this, Livingstone crossed the Bemba Plateau and entered the Bangweulu Swamps. Here
he caught a terrible fever and finally died on 1st May 1873 at Chitambo Village
- His African servants Chuma and Susi buried his heart and organs under a tree. They
embalmed his body and carried it to the east coast of Africa. From there his body was
shipped back to England.
- He was buried in Westminster Abbey in London, England.
b) ACHIEVEMENTS OF DAVID LIVINGSTONE
a) He set up a route for traders and missionaries.
b) He made known the evils of slave trade to the outside world.
c) As a result of his work successful missions were later set up.
d) His exploration work led to other explorers following his examples.
outcomes
HOMEWORK
1. Write about David Livingstone and his journeys to central Africa.
2. What were the results of Livingstone‘s work in central Africa?
239
LESSON NUMBER: one hundred and eleven (111)
SUB TOPIC: Money
LESSON REFERENCES:
LEARNING OUTCOMES:
l) Define reflation, deflation, revaluation and devaluation
m) Explain the law of supply and demand
1. What is Reflation?
It is the increase or expands of money supply in the economy. It is a situation where the
government pumps in new money in circulation. E.g sometimes we do see new money being used
such as K10, K5 and K2.
What is Deflation?
It is the general decrease (reduction) in the prices of goods and services.
 effects of deflation
1. It reduces profit in a business
2. It leads to business closing down
3. It leads to increase in unemployment levels
4. It leads to reduction of income of businessmen
5. It leads to people fail to pay back loans
What is Revaluation (Appreciation)?

It is the increase in the value of a currency in relation to other currencies.
What is Devaluation (Depreciation)?
It is the decrease in the value of a currency in relation to other currencies.
2. > What is Demand?
It is the amount goods and services a person is willing to buy at a given price at specific time.
 What is Supply?
It is the amount goods and services a person is willing to sell at a given price at specific time.
 What is Price?
It is the value of goods and services expressed in money.
 Explain how Demand, Supply and Price affect each other.
i. High Demand + Low Supply = Low Price
To mean if there is high demand of goods and services but low supply the prices will go up
(increase in prices).
ii. Low Demand + High Supply = Low Price
To mean if there is low demand of goods and services but high supply the prices will go down
(reduction in prices).
iii. High Demand + High Supply = High Price
To mean sometimes there are goods and services who are on high demand, High supply and High
price. This is due to high important and demand such as fuel and electricity. Therefore, no matter
what people have no choice but to buy them?
iv. Moderate (Low) Demand + Moderate (Low) Supply = Fair (Low) Price
To mean that the number of customers who are willing to buy goods and services at a given price
are equal to the sellers willing to sell the goods and services at given price.
outcomes.
HOMEWORK
d) Define reflation and deflation
e) Explain the law of supply and demand
241
LESSON NUMBER: one hundred and twenty (112)
SUB TOPIC: MANUFACTURING AND PROCESSING INDUSTRY
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Discuss the types of manufacturing industries.
ii. Describe the types of processing industries
A. Name the types of Secondary Industries
The secondary industry can be divided into two groups namely; Manufacturing and Processing
1. Manufacturing industry
This is an industry that makes goods such as phones, desks, vehicles and steel bars.
Types of manufacturing industry
i. Steel making industry
This is an industry that makes metal bars, iron sheets etc.
ii. Textiles industry
This is an industry that makes clothing materials such as those we use to make shirts, chitenges,
trousers and neckties.
iii. Leather industry
This is an industry that makes leather materials products from animal skins such as those we use to
make leather jackets, belts, shoes and gloves.
iv. Furniture making industry
This is an industry that makes goods such as chairs, beds, desks and cupboard.
v. Brick (Block) making industry
This is an industry that makes bricks or blocks used in building of houses, shops and schools.
vi. Pottery making industry
This is an industry that makes pottery goods from clay soil such as clay pots, mug cups, breakable
plates, and ceramic or porcelain tiles.
2. Processing industry
This is an industry that makes food from raw materials such as Millie meal from maize.
Types of processing industry
i. Milling industry
This is an industry that makes powdered milies such as Millie meal, baking flour, powdered
groundnuts, table salt etc.
ii. Caning industry
This is an industry that makes canned food such as canned fish, jam, beef and baked beans.
iii. Confectionery industry
This is an industry that makes sweet (candy) foods such as sweets, biscuits, chocolate, and ice
creams.
iv. Beverage industry
This is an industry that makes drinks such as beer and soft drinks. For example, Chibuku and
outcomes
HOMEWORK:
i. Discuss the types of manufacturing industries.
ii. Describe the types of processing industries
243
LESSON NUMBER: one hundred and thirteen (113)
COMPONENT: History
SUB TOPIC: Agents instrumental in European occupation of central Africa.
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Identity the agent instrumental in the occupation of Central and Southern Africa
A. AGENTS INSTRUMENTAL IN EUROPEAN OCCUPATION OF CENTRAL AFRICA

1. Missionaries
2. Hunters
3. Concession seekers
4. Cecil John Rhodes and British South Africa (BSA) Company
5. Occupation of Southern Rhodesia (Occupation of Matabeleland and
Mashonaland)
1. Missionaries
Missionaries faced resistance from slave traders who did not approve their opposition of slave
trade and some Africans resisted being converted to Christianity. These resistances led the
missionaries to seek protection from the British government by encouraging the government to set
colonies in the area.
i. Main mission societies in central Africa
i) Roman Catholic Church
- In the 19th century Catholic groups such as the White Fathers set up mission stations
in what is now Zambia
- In 1895, Kayambi Mission was set up in the of Chief Makasa
- In 1896, Chilubula Mission was up in the area of Mwamba
ii) Universal Mission to Central Africa (UMCA)

- In 1860, Bishop Mackenzie set up a mission station at Magamero in what is now
Malawi. However, it was abandoned after he and other members died of Malaria
- The UMCA returned to Malawi in 1882. Chauncy Maples set up a mission station at
Likoma Island.
- Likoma Mission became the headquarters of the Anglican Church in the area.
iii) Free Church of Scotland (FCS)
- This mission society was set up in memory of David Livingstone
- In 1875, Robert laws set up a mission station at cape Maclear on the southern tip of
Lake Malawi
- In 1881, the station was moved to Kondore, it became known as the Livingstone.
iv) London Missionary Society (LMS)
- The LMS mainly set up mission stations in what is now Zambia and Zimbabwe.
- In Zambia, James Helmore and Roger Price set up a mission station at Bulozi in
1859.
- They also set up mission stations at Kambole in Mporokoso, Mbereshi in Kazembe
and Mwenzo and Chitambo in Serenje.
2. Hunters
Reports from ivory hunter who wrote about vast deposits of gold deposits attracted European
interest in Southern Africa
3. Concession seekers
- A concession is an official licence granted by land owners or government that allows
work such as mining or drilling for oil to be carried out in a specific area of land
Concession seekers wanted to get mineral rights. This meant that they wanted to get
-
concessions that gave them control of areas of land where they could then search for
minerals such as copper or gold.
4. Cecil John Rhodes and the British South Africa Company
Cecil John Rhodes
- Cecil Rhodes was one of the main promoters of British rule in Southern Africa.
Rhodes was a British imperialist who made his fortune with his mining company, De
Beers, after the discovery of diamonds in South Africa mining politics.
- Rhodes strongly believed in British imperialism, and therefore used his fortune to
expand British`s empire in Africa.
- However, his immediate aim was to occupy Mashonaland and Matabeleland in what
is now Zimbabwe. He believed gold could be mined there.
iii. The British South Africa (BSA) Company
- Cecil John Rhodes used his influence to establish colonial control over the area that is
now known as Zimbabwe, Zambia and Malawi.
He achieved this through a series of events that led to his new company, the British
-
South Africa (BSA) Company, gaining over the area.
5. Occupation of Southern Rhodesia (Occupation of Matabeleland and Mashonaland)
a) Moffat Treaty (1888)
- Rhodes was concerned that the Portuguese in Mozambique, the Germans in German
West Africa (now Namibia) and the Boers in the Transvaal would threaten his plans
245
to start mining for gold in Mashonaland and Matabeleland in what is now
Zimbabwe.
- He therefore used the missionary John Scott Moffat Treaty with the British on 11
February 1888.
A treaty is a formal agreement between one or more countries. Lobengula also
-
agreed not to sign any treaty with other parties without informing the British.
- Lobengula believed that the Moffat Treaty was a treaty of friendship between him
and the British Queen Vitoria.
- The Matabele King faced threats from rivals who did not accept his rule
- He therefore, thought the treaty would help him against his enemies. Only later did
Lobengula and John Scott Moffat realise that the real aim was to bring the area
under British control.
b) Rudd Concession (1888)
- To strengthen his position in Matabeleland, Rhodes sent a group of businessmen, led
by Charles Rudd, to the area to obtain a gold concession.
- Lobengula believed that it gave Rhodes and his associates a limited mining
concession. However, the concession was actually a gold concession for the entire
Matabele Kingdom.
- Under the concession Lobengula was to be given:
i. 100 pounds
ii. 1000 rifles
iii. 100 000 rounds of ammunition
c) Charter for the British South Africa Company (1889)

- In 1889, the British government granted a royal charter to the British South Africa
(BSA) Company, which had been set up by Rhodes to exploit the mineral rights in
Matabeleland.
- This meant that the British government recognised the Rudd Concession as a real
agreement between Lobengula and the businessmen.
- 24th October, 1890 Rhodes would protect his country from European occupation
- Gave rights to company. The rights to administer certain areas of central Africa
- Give it mineral rights
- Right to tax African people.
d) Pioneer Column
In 1890 Rhodes sent a group of:
- 200 men/families
- 200 BSA Co police
- 200 Ngwato labourers
- Fredrick Selous hunter and explorer was the leader of the column
- Promised 3000 acres and up to 15 gold calm
- Arrived on 12th September 1890 at a place called fort Salisbury
outcomes
HOMEWORK
1.) Write short notes on the following
a.) Hunters
b.) Concession seekers
c.) The BSA company
d.) Missionaries
247
LESSON NUMBER: one hundred and fourteen (114)
SUB TOPIC: Money
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe money laundering
b) Discuss the effects of money laundering
c) List the institutions formed to fight money laundering activities in Zambia
1. What is money laundering?
It is where one acquires money through dirty activities such as selling drugs and stealing thereafter
tries to make it look as though the money in possession was acquired in a clean manner.
The three money laundering activities
1. Fraud
It is a dishonest way of tricking people or taking unfair advantage of someone over something. For
example, a person promises you that if you give them your money, they multiply it and give more
but immediately you give them they disappear for good with your money
Examples of Fraud
i. Collusion
This is where two people agree to trick or take unfair advantage of someone over something. For
example, two people agree to cheat parents that at school they need K50 for school tour when in
fact it is a lie.
ii. Counterfeiting
This is where a person makes an imitation of an original thing. For example, a person makes a
fake K50 note.
iii. Forgery
This is where a person makes alteration on a written document in order to obtain something
illegally. For example, forging a person‘s signature to get money on his/her behalf.
2. False pretense
This is a deliberate misinterpretation of facts in order to obtain money or property from someone.
For example, during open day for Report forms a pupil picks someone from the street to act as
parent when getting results.
3. Deceit
This is a deliberate omission of information in a business transaction so as to mislead a person. For
example, a pupil about his/her parents that there are dead yet there are very much alive.
2. Effects of money laundering activities?
1. It leads to closure of business by those businesses involved
2. It leads to property or money acquired money laundering activities taken by the state
3. It encourages criminal activities among in society
4. It can discourage people from investing countries that tolerant money laundering
activities
5. It can make you be imprisoned (jailed) for life
3. Institutions formed to fight money laundering activities in Zambia
1. Anti-Money Laundering Investigations Unit (AMLIU)
2. Drug Enforcement Commission of Zambia (DEC)
3. National Task Force on Anti-Money Laundering (NTFAML)
4. Anti-Corruption Commission (ACC)
5. Zambia Police Service.
outcomes.
HOMEWORK
1.Define money laundering and briefly explain on the effects of money laundering
249
LESSON NUMBER: one hundred and fifteen (115)
LESSON REFERENCES:
LEARNING OUTCOMES
i. Explain the challenges facing the manufacturing and processing industries
ii. Outline the solutions to the challenges faced by manufacturing and processing industries.
1). Describes the challenges facing the manufacturing and food processing industries.
1. High cost of raw materials
The raw materials needed to produce goods in the industries are sold at very high price and
sometimes they are in short supply.
2. Lack of capital
Most industries lack capital such as human, machinery and money to use in their industries.
3. Competition
There is a high demand for goods produced by industries from the people such that if the goods
are not of high quality people avoid buying them making the company that produced suffer losses.
4. Lack of good transport network
Most industries have challenges in transportation of their goods to and from their industries. Mostly
many roads are full of potholes.
5. Lack of good storage
Most industries have little or no storage where they can put their goods before transporting to
market.
6. Lack of readily available market
Most industries lose their goods due to lack of people to buy their goods on time by either going
bad or reaching the expiry date.
7. Lack of technology
Most industries rely on simple tools to produce goods hence affecting the production of goods.
8. Poor (bad) government policy
Poor or bad policies disadvantage the industries to point where they may fail to operate and
subsequently lead to their closure or lay down some of its workers.
b) Solutions to the challenges facing manufacturing industries.
i. Manufactures should try to source raw materials locally unless there is no alternative.
ii. Banks should be giving loans at a low interest rate
iii. Local manufacturers should produce high quality goods that can be meet both local and
international standard
iv. The government should invest in expanding and improving dilapidated transport network.
v. Manufacturers should ensure that there is adequate storage facilities with modern fittings to
avoid goods being spoilt.
vi. Manufacturers should invest in both local and international publicity.
vii. The manufacturers should invest in ICT and move with time.
viii. Government should encourage local and foreign investment through low tax / tax
exemption.
outcomes
HOMEWORK:
i. Explain challenges faced by manufacturing and processing industries.

ii. Outline the solution to the challenges facing manufacturing industries.
251
LESSON PLANS FOR GRADE (9).
LESSON NUMBER: one hundred and sixteen (116)
COMPONENT: History
SUB TOPIC: Occupation of Matabeleland and Mashonaland
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the causes of the rebellion of Ndebele and Shona of 1896-97 in Zimbabwe.
THE CAUSES OF THE REBELLION OF THE NDEBELE

1) The British southern company took away of their cattle.
2) Forced labour in the miners and on the farms was done through the supervision of the Shone
policemen as the shone people were regarded as servants for the Ndebele.
3) Constant friction with the BSA Company made them get rid of the settlers.
4) Ndebele defeats in 1893 war was a humiliation to them and they wanted to revenge.
5) The BSA Company refused to raid the Shone for food, cattle, captives after the company
occupied Mashonaland. But the Ndebele could not provide for themselves
6) Spread of rinderpest.
7) Drought from 1895 led the Ndebele to starve and spread of diseases for and rinderpest
for cattle,
8) The BSA Company made the Ndebele to pay hut tax for land on which the stayed free of
charge for years.
9) Beast land was grabbed by the BSAC settlers.
THE SHONA
1) BSAC made Shona pay hut tax for their land
2) BSAC worked under force in their mines and plantations.
3) Best land for Shone was given to the BSAC settlers while owners where either turned into
squatters or where moved into reserves like Matabeleland.
4) Droughts from 1895 led the Shona people to strive and spread diseases for example
intestinal diseases for people and rinderpest for cattle.
5) Killing of the Shona cattle by the BSAC to prevent the spread of rinderpest angered them
6) The BSAC took over their ivory trade with the Portuguese in the Zambezi valley.
7) Shona feared Ndebele rule if they did not take part in the rebellion
8) Freedom from the Ndebele rule after the BSAC occupied Mashonaland encouraged them to
pursue their independence further by shaking off BSAC rule through a rebellion
RESULTS/EFFECTS OF THE RENBELLION
1) The Ndebele wanted Shona police to disband and this was done
2) The Ndebele wanted some their headmen to return their powers as chives and this was done
for example Umugulu was made the headman of the Gwanda district
3) The ndebele were promised seeds to plant in the rain season
4) The Mwari priests were punished in the revolt. Siguamatshe for instance was sentenced to
twelve years‘ imprisonment with hard labour. However Mkwai escaped , and with his help it
spread to Mashonaland
5) The leading priests Kagubi and the Nehanda were hanged in May, 1898.
outcomes
HOMEWORK
1. What were the causes and results of Shona uprising of 1898?
253
LESSON NUMBER: one hundred and seventeen (117)
SUB TOPIC: Money
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define the term budget
b) Identify features of the budget
c) Describe the types of budget
d) Outline the role of parliament in formulation and implementation of national budget
1. What is a budget?
It is a plan on how to raise and spend money. A budget involves making estimates about how much
money one is likely to raise and spend.
2. Name the parts (features) of a budget.
There are two features or parts of a budget namely;
i. Income – which is money received from salaries, rent or business.
ii. Expenditure - which is money spent on various needs such as buying food, paying
school fees and transport for work/school.
3. Name the types of budget
There are three types of a budget namely;
i. Personal budget
It is a plan on how an individual going to raise and spend money. Therefore, when making a
personal budget expenditure should equal or less than income. For example, if you earn to k200
per month your expenditure should be k200 or less. Below is an example. Given k100 show how
you can spend it on your school materials.
ii. Family budget
It is a plan on how a family is going to raise and spend money. Usually, our parent workout the
budget on how to raise and spend money on family needs such as education, medical services,
clothes and food. In most cases the family budget is made up of income, expenditure (fixed
expenses such as rent and flexible expenses such as buying TV) and saving money for investment.
For example, given k200 prepare a budget for your family on the basic needs.
iii. National budget
It is a plan on how the government of the country is going to raise and spend money in a year.
(a) Parts of national budget
The national budget has three parts namely
(i). Recurrent Revenue (Income)
It is the money that government raises from taxes, loans and grants from donor and financial
institutions.
(ii). Recurrent Expenditure
It is the money that the government spends on paying salaries and wages of government workers.
Also, for maintenance of government equipment‘s, buildings and roads
(iii). Capital expenditure
It is the money that government spends on new planned projects such as construction of roads and
building of new schools and hospitals.
(b) Ways of preparing a national budget
By the time the government presents its budget to the country most of its income and expenditure is
in proposal form. It outlines how its hopes to raise and spend money in that given year. Therefore,
it can either prepare a budget surplus, deficit or balanced budget.
(i) Budget Surplus
It is when income is more than expenditure
(ii) Budget deficit
It is when expenditure is more than income.
(iii) Balanced budget
It is when income is equal to expenditure.
3. Outline the role of parliament in formulation and implementation of national budget
(budget process).
(i). Drafting
Individual members of parliament submit individual budgets of the constituency they represent to
the ministry of finance.
(ii). Legislative approval
Parliament approves the budget presented to parliament by the Minister of Finance.
(iii). Monitoring and implementation
Parliament through the Public Account Committee (PAC) monitors the implementation of the budget
country wide.
(iv). Audit
Parliament through the Public Account Committee (PAC) carryout audits of the money given to
various government departments in the budget country wide
outcomes.
HOMEWORK
1. Identify the features of the budget
255
LESSON NUMBER: one hundred and eighteen (118)
SUB TOPIC: Power and Energy generating industries
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Define energy
ii. Define and describe renewable resources
A. MEANING OF ENERGY
 Energy refers to resources with the capacity to produce work or power
 Energy makes things work.
 We need energy for almost everything we do each day. We need energy for
lighting, for moving our vehicles, for cooking and heating, and for running machinery
and equipment in the kitchen, office, industries and mines.
B. ZAMBIA’S SOURCES OF ENERGY
 Wood
 Electricity
 Wind
 Coal
 Biogas
 Solar
 Geothermal
 Petroleum
C. DEFINE AND DESCRIBE RENEWABLE
 Renewable resources of energy are those that can be replaced over time by natural
processes such as water or those that are permanent such as solar, winds, tide, geothermal
heat, water and various forms biomass. Biomass can include biological materials that come
from living, or recently living organisms, such as wood, paste and alcohol fuels.
1. Wood fuel
2. Most rural communities in Zambia depend on wood fuel for cooking and heating. Household
energy supply in urban areas is mainly based on charcoal.
3. Most of the charcoal produced in Zambia is for domestic energy use, especially for cooking.
The high demand for wood fuel has resulted in deforestation of many Zambia‘s forest
ecosystems.
4. Charcoal is commonly used in urban areas than wood, as it is easier to transport and
produces less smoke and sulphur. Most charcoal produced in rural regions and used in urban
areas.
2. Hydroelectricity
5. Hydroelectricity is generated by water. Zambia is blessed with plenty of water recourses,
which make up 40% of all the fresh water in the southern Africa region.
6. Hydroelectric power (HEP) is the second most important energy source in Zambia (after
wood fuel). About 10% of the natural energy supply comes from hydroelectricity.
7. More than 99% of Zambia‘s electricity comes from hydroelectricity.
Zambia exports power to Zimbabwe, DRC, South Africa Botswana and Namibia and there are
plans to export to Tanzania, Mozambique, and Malawi.
3. Solar power
 Solar power is a cheap and clean source of renewable energy.
 Solar energy comes from sunlight. Humans have used the sun for thousands of years for
heating, removing salt from sea water, and cooking food.
 Nowadays the sun can be used to create electricity. This can be done in two ways:
 Directly by using photovoltaic (PV). PV converts light renege into electricity by photoelectric
effect. PV cells can be used to power portable devices such as calculators. Large number of
PV cells are put together to create solar panels.
 Indirectly, by using concentrated solar power (CSO). Concentrated solar power systems use
lenses or mirrors and tracking systems to focus a large area of sunlight into small beams.
 Zambia is a very sunny country so solar power has a great potential. Currently, however,
solar power is rarely used in Zambia.
 A number of companies have entered the Zambian market to supply and install solar
operated equipment‘s. These include Muhanya solar limited, Suntech, Davis and Shirtliff
and sun beam. Most of them are based in Lusaka.
4. Wind
 Farmers use wind power to pump water from underground into farm barns.
 Wind mills are the simplest form of wind energy: the wind turns the blade of the wind mill
which then drives a mechanical pump. This pump pumps water from underground boreholes
 Wind can be used to generate electricity. Wind turbines are like giant windmills. They
convert wind energy to electricity for distribution. The wind makes the rotors rotate, which
drives generators produce electrical energy.
 This electricity can be transmitted via a power grid. Using wind to generate Power is not
widely used in Zambia. Some farms use wind power to pump water, but there are no wind
turbines is Zambia.
5. Geothermal power.
257
 Geothermal power uses energy stored within the earth.
 Deep within the earth temperatures may reach over 5000 degrees salacious. This heat
is called geothermal energy.
 Geothermal power plants use heat from deep inside the earth to generate steam to
make electricity.
 They are normally built in areas that have a lot of hot springs, geysers, or volcanic
activities, because these are places were the earth is practically hot just below the
surface.
 The steam spins the turbine, which is connected to a generator to produce electricity.
Then the steam cools off in a cooling tower, condenses back to water and pumped back
into the earth for the process to start again.
6. Biogas.
 Biogas is a fuel produced by fermentation of organic matters.
 Biogas is any fuel that comes from decay of organic matters, such as food peelings or
manure. Basically, it means rotting plants produce gas, which is then collected.
 Biogas is composed mainly of methane, with some carbon dioxide and other trace gases
 Biogas can be produced by processing waste from livestock (such as dang and uneaten
food), food production (such as fruits and vegetable wastes) and effluents from industries as
well as municipal waste water treatment plants.
 In Zambia, this source of power production has not yet seen much production.
Companies involved the development of biofuel
1. The biofuels association of Zambia,
2. Copper belt energy cooperation (CEC)
3. Thomro investments limited, Black power investments set up a bio fuel refinery plant
in Zambia in 2011.
outcomes
HOMEWORK
1. Define renewable sources of energy.
2. Give two advantages of solar power.
3. What are the disadvantages of charcoal burning?
SOCIAL STUDIES GRADE 9 CONTENT
LESSON NUMBER: one hundred and nineteen (119)
COMPONENT: History
SUB TOPIC: Occupation of Northern Rhodesia
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss the occupation of Northern Rhodesia under the BSA Company.
2. Explain the results and effects of colonisation of Southern and Northern Rhodesia.
A. Discuss the occupation of Northern Rhodesia under the BSA Company.

Northern Rhodesia (now Zambia) was occupied in two main ways:
I. North Western Rhodesia was occupied through signing of treaties with some chiefs,
especially the Litunga of the Bulozi.
II. North Western Rhodesia was occupied through battles, defeating chiefs who resisted
colonial rule. For example, Chitimukulu of the Bemba, Mpezeni of the Ngoni and Mwata
Kazembe of the Lunda.
Colonisation of North Western Rhodesia
- British rule over the Barotseland, the area controlled by the Litunga of the Lozi, was
established through a series of treaties. This area became North Western Rhodesia.
1. Ware Concession (1889)
- In 1885, Lubosi was restored as Litunga of the Lozi after tatila Akufana had overthrown
him.
- He also faced threats from Ndebele raids and European hunters and concession seekers.
- In 1889, Lubosi therefore asked for British protectorate from Sidney shippard, the British
administrator Bechuanaland (now Botswana).
- Before the British could respond, the Litunga signed the ware concession of 1889with Henry
ware.
- Henry ware sold the concession of Cecil John Rhodes in 1890.
2. Lochner Treaty (1890)
- Cecil John Rhodes sent Frank Lochner to the Litungaas his personal representative. Lochner
had the support of Khama, the king of Bechuanaland, as well as the missionary Francis
Coillard.
- This led to the Lochner Treaty between the Litunga and the BSA Company
259
- This treaty granted the BSA company mineral rights in areas that were not settled by the
Lozi.
- This treaty granted the BSA Company mineral rights in areas that were not settled by the
Lozi, but which the Litunga claimed as belonging to him. After seven years the British sent a
representative, Robert Corydon, to the area.
- Corydon found it difficult to administer Bulozi since the treaty did not give them
administrative powers.
- He then requests Arthur Lawley to influence Litunga to grant him administrative powers
3. Lawley Treaty
- The Lawley treaty of 1898 granted the BSA Company administrative powers in the area
that Litunga claimed to be his.
4. Orders in Council-
- The responsibilities and involvement of BSA in the Orders in Council of 1899 were:
1. The area of the Lozi became known as North Western Rhodesia.
2. Barotseland would fall under a representative of the BSA.
3. The Litunga remained in control; over Bulozi between Sefula and Lealui.
5. Corydom treaty (1900)
- Confirmed the Lawley treat and set out the responsibilities of the British government in
Barotseland:
1. The BSA Company would administer the area.
2. They had to provide schools, industries and transport services.
3. They were allowed to make land grants to settler in Kalomo and Choma.
- As a result of this treaty settlers began to come to the area.
NOTE:
- The administrative centre in North-Eastern Rhodesia was Fort Jameson, while in North-
Western Rhodesia the capital at first, but was moved to Livingstone.
- North-Western Rhodesia and North-Eastern Rhodesia were joined in 1911. Livingstone
became the first capital city.
B. Results/effects of colonisation in Southern and Northern Rhodesia.

1. Social and humanitarian results
- Africans adopted European Ways of life. For example, they learned European languages
such as English, French and Portuguese. This eroded African culture.
- Due to missionary activities, they learned new skills, such as carpentry, bricklaying and
tailoring.
- Africans received better medical care and were exposed to European Knowledge about
the link between hygiene and good health. For example, they learned how to dig pit
latrines.
- Wars that came with imperialism led to deaths.
2. Political results
- African chiefs lost their power to rule to European colonial administrators.
In addition, Africa was divided into colonies ruled by different European countries.
- The partitioning of Africa/creation of boundaries between colonies according to the wishes
of the European colonisers led to the separation of some tribes. For example, the Chewa
were now found in Northern Rhodesia, Nyasaland and Mozambique.
3. Economic results
- Introduction of money which replaced the barter system.
- Colonialists brought their industry technology to Africa.
- Africans were introduced to paying substantial hut taxes.
outcomes
HOMEWORK
1. Write short notes on the following:
a) Ware concession.
b) Lochner Treaty.
c) Result/effects of imperialism in Southern and Northern Rhodesia.
261
LESSON NUMBER: one hundred and twenty (120)
SUB TOPIC: Money
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Explain the sources of the national budget
b) Explain the importance of the budget
c) Identify the challenges associated with budget implementation
1. Sources of revenue of for National budget
These areas where government expects to raise money for expenditure.
 Taxation: The Zambia Revenue Authority (ZRA) collects taxes on behalf of the
government from all business transactions in the country such as importation of vehicles
and selling goods in shops.
 Dividends: The government has shares in business companies such as ZANACO, Zambia
National Building Society (ZNBS) and Zambia National Provident Funds (ZNPF).
 Privatization: This is the selling of government owned companies to private individuals.
The government can decide to sell the whole company or sale some shares in that
government.
 Bilateral aid: This is assistance from one nation to another. Mostly the assistance that
Zambia receives comes from the PARIS CLUB (DONOR COMMUNITY) to mean rich
countries that help poor countries. The countries include among others Britain, USA,
Germany, France, Japan, Italy, Canada, Sweden, Denmark, Norway, Finland and China.
These countries usually give GRANTS to mean a gift that is not to be paid back.
 Multilateral aid: This is assistance from local or international financial institutions to a
country. The institutions include any local banks such as ZANACO or NATSAVE and
international banks include World Bank, International Monetary Fund (IMF) and African
Development Bank (ADB). Usually when these institutions give money to countries,
countries are expected to pay back with interest. Therefore, when a country fails to pay
back the money it owes financial institutions that will be called DEBT CRISIS.
 Government companies: The government is running some companies such as ZAMTEL
and tourism attractions center‘s where it makes money for itself.
 Fines: This is money raised government through forfeited assets to the state and money
paid people in courts.
 User fees: This is the money that the people pay to assess government services such as
all licenses, national registration document and toll gates.
2. Challenges associated with the implementation of national budget.
> Tax invasion: Some individuals or companies avoids paying taxes to the government by either
hiding true tax due or use other means to avoid paying tax.
> Smuggling: Some individuals or companies import or export goods to and from other countries
without necessarily passing through ZRA boarder points to pay tax
> Fraud: Sometimes government money is stolen by those entrusted to pay for government projects
through paying companies which does not exist.
> Theft: Some government officials steal money meant for government projects.
> Corruption: Some government officials connive with some companies to overcharge the
government and then share that extra money with that company.
> Donor dependency: Sometimes the donor community will promise to give Zambia the money but
due to unforeseen circumstances they fail to honor the promise.
3. Important of the budget
i. It helps a person, family or nation to give priority to basic needs such as food, health
and education
ii. It helps a person, family or nation to save money for future use
iii. It is a control measure to mean it helps a person, family or nation to cut down on
wastages and make best use of the money available.
iv. It promotes transparency in the handling of money in a family or nation as the
budget will be there to been by anyone.
v. It helps people to accountable as all they have raised and spent will be clearly
written down.
vi. It promotes equity in the sharing of resources more especially in a family and nation
as all need areas will be given a fair share of the money.
outcomes.
HOMEWORK
1.Explain the importance of the budget
263
LESSON NUMBER: one hundred and twenty one (121)
LESSON REFERENCES:
LEARNING OUTCOMES
i. Define non-renewable sources
ii. Describe the non-renewable sources
iii. Describe Zambia‘s status on crude oil, natural gas and uranium
iv. Explain the advantages and disadvantages of non-renewable sources of energy
A. Define non-renewable sources

 Non-renewable energy comes from source that will run out or cannot be replaced for
thousands or even millions of years. This includes FOSSIL FUELS (which are coal, crude oil
and natural gas) and uranium.
 Most fossil fuels are burned to create energy and electricity. More electricity is generated
from coal than from any other fossil fuel.
B. Describe the non-renewable sources
1) CRUDE OIL is a liquid fossil fuel. It is re fined and used in car, aeroplanes and motorbikes.
2) NATURAL GAS can be piped into homes and for gas ovens and stoves.
3) URANIUM is a non-renewable resource. It is a heavy metal that occurs in rocks. Nuclear
energy is created by SPLITTING URANIUM ATOMS. THE ENERGY IS THEN USED TO
GENERATE ELECTRICITY.
4) COAL The mined coal is used to generate thermal electricity power at a number of thermal
power plants in the country.
C. Describe Zambia’s status on crude oil, natural gas and uranium
a) CRUDE OIL AND NATURAL GAS

 Zambia has none of its own natural gas or oil reserve.
 Crude oil or petroleum is imported from the Middle Eastern countries and mainly used in the
transport industry in Zambia, the agricultural industry, as well as for the generation of
electricity.
 Besides takers, an oil pipeline from Dar es Salaam is used to transport petroleum to Ndola.
 There it is refined by the Zambia National Oil company (ZNOC) into petrol, liquefied
petroleum gas (LPG), diesel, aviation fuel (for aeroplanes) and kerosene for the Zambian
market. There are plans to import oil from Angola
 In, Zambia the main companies that market petroleum products are: Puma, Total, Petroda,
Mobile Engen, Mount Meru and Oddys.
b) URANIUM
 Uranium is used in nuclear power plants to generate electricity.
 Uranium is at this stage it is not being mined in Zambia. It also does not have any nuclear
power plants. However, some of our neighbouring countries do use this type of non-
renewable energy e.g. South Africa.
D. Explain the advantages and disadvantages of non-renewable sources of energy
1) ADVANTAGES OF NON-RENEWABLE SOURCES OF POWER
 Power production is not affected by drought
 Nuclear fusion of Uranium produces a lot of energy.
 The sources of power can be stored for future use, for example coal, petroleum etc.
2) DISADVANTAGES OF USING FOSSIL FUELS AS ENERGY SOURCES
 Mining crude oil, uranium core damages the environment and also may be dangerous to the
health of workers.
 Fossil fuels are non-renewable energy sources. Their supply is limited and they will
eventually run out.
 Mining and processing fossil fuels produces harmful waste products, and releases large
amounts of pollutants into the air and water system.
 When fossil fuels are burnt, they give off carbon dioxide, a greenhouse gas which is the
main cause of global warming.
 They also emit sulphur dioxide, which combines with moisture in the air to form acid rain.
Acid rain destroys mountains and buildings. It also affects the soil and the crops that grow in
it.
 The mines may scar the landscape, particularly if they are open pit mines. Mine dumps
destroy the landscape and may give off poisonous gases.
 Burning coal at thermal power stations produces large amounts of pollution, as well as large
amounts of solid waste.
 Nuclear power stations could lead to major nuclear disasters if damaged.
outcomes
HOMEWORK:
1. Give at least three examples of petroleum products.
2. Give three disadvantages of non-renewable sources
265
LESSON NUMBER: one hundred and twenty two (122)
COMPONENT: History
SUB TOPIC: Africans reaction to foreign rule in Central Africa.
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe African resistance to colonialism.
2. Discuss the stages of African resistance to colonialism.
1. AFRICAN RESISTANCE TO COLONIALISM

When the Europeans colonised Africa the reaction to colonial was not uniformed. Some Africans
especially in those places that suffered a lot during slavery welcomed and supported colonialism
they believed that colonialism brought the end of slavery and also stopped inter-kingdom warfare
in some parts of Africa. Others were against colonial rule right from the start. By the end of the
world war one in 1914 all of Africa except Liberia and Ethiopia, had been colonised.
2. African resistance to colonialism had two stages
1) Primary resistance and secondary resistance
2) DEFINITION
3) Resistance simply means a force that tends to oppose something.
or
4) Resistance is an underground organisation engaged in a struggle for liberation from
forceful occupation.
5) Primary resistance refers to the early staged when Africans were not yet trying to get rid
of the colonial authorities. They mostly protested peacefully against unfair colonial polices.
6) Secondary resistance refers to later stages when Africans tried to overthrow colonial rule
and become independent. They worked for their rights and towards independence through
organisations such as welfare societies, trade unions and political partied. In some cases,
they undertook armed struggles for independence.
1) PRIMARY RESISTANCE
The primary resistance to colonialism by Africans started in the late 1th century. Throughout the
period for scramble for Africa, European coloniser first stiff resistance in a many parts of Africa.
After 1900, European began to introduce changes to colonial rule in an effort to increase revenue
from the colonises. These changes included
i. Taking land from Africans and giving to the growing number of European in the colonies
ii. The introduction of tax such as hard tax and poll tax
iii. Africans were forced to work for Europeans in order to pay tax. This was because the new
tax had to be paid in cash not as cattle or crops it was done before.
iv. In Central Africa, primary resistance was mainly led by independent churches that broke
away from the missionary churches. Their African religious leaders believed that the
missionaries and colonial governments were guilty of social, political and economic injustices.
v. In Central Africa, independent churches were set up by religious leaders such as the
following:
1. WILLY MOKOLAPA
i. Makolapa set up the first Ethiopian Church in Barotseland in 1900 after breaking
away from the Paris Evangelical Missionary Society.
ii. His preaching was about equality for all races and he used the slogan was Africa
―for African.‖
iii. The colonial government under the administration of Robert Corydon did not
approve of the Church because of his teachings due to the messages. Therefore, the
church collapsed with the failure of Mokolapas return to bulozi from cape town
where he had gone to raise some money for the church
2. ELLIOT KAWANA
i. Kamwana broke away from the Free Church of Scotland in Nyasaland. He became
involved in spreading the Watch Tower movement (an American religious movement
which later became known as the Jehovah‟s Witnesses.
ii. Later he created his own independent church, the ―Mlondo‖ or Watchman mission. He
criticized the colonial administration, taxation, oppressive laws and the loss of land.
iii. The colonial government and the missionaries did not approve of his approach. They
sent him into exile, first in South Africa and later in Mauritius.
3. CHARLES DOMINGO
i. Domingo a former student of Robert laws of the Livingstonia Mission started the Seventh
Day Adventists in Malawi.
ii. He then set up the African Seventh Day Baptist Church in Mozambique.
iii. Later he joined the British African Congress founded by Joseph Booth, which supported
the interests of Africans against their colonial masters.
iv. He openly spoke out against the white missionaries and the colonial government. This led
to him also being sent into exile.
4. MATHEW ZWIMBA
i. He formed a church in Southern Rhodesia in 1915 that was called church of the White
Bird.
ii. This church combined traditional beliefs with the Christian faith.
5. JOHN CHILEMBWE
i. He is generally seen as the most important leader of the independent churches in Central
Africa. He also led a rebellion.
267
ii. Chilembwe, a Yao from Nyasaland, in 1893 became into contact with Joseph Booth, the
leader of the Zambezi Industrial Mission in Blantyre. Booth paid for Chilembwe to Study
theology in America from 1899 to 1900.
iii. On his return, Chilembwe founded the providence Industrial Mission in Chirad Zulu on the
shire Highlands. By 1911, he had opened a number of schools.
iv. In 1915, he led a rebellion against the colonial government with the aim: ―Strike a blow
and die, for our blood will surely mean something at last.
The main reasons for this Rebellion to colonialism were the following:
i. Racial discrimination: The colonial government discriminated against Africans and did
not allow them to take on responsible positions in government.
ii. Hut tax: Africans had to pay a hut tax, which whites farmers did not have to do. The hut
tax forced Africans to become labourers on white farms.
iii. Mistreatment of farm labourers: African labourers on white farms were treated very
badly by white supervisors. For example, on the large Bruce Estate, the supervisor, W.J.
Livingstone, was known for his cruel treatment of workers. Workers had to work for very
long hours for little pay. They also had to pay rent for settling on white farms, while also
having to pay hut taxes to the government.
iv. Insufficient Schools: Chilembwe complained bitterly about the small number of schools
available to Africans. He blamed the missionaries who preached about equality but who
did not practice it.
v. Involved of Africans in the First World War (1914-1918); immediate cause of the
1915 rebellion was the recruitment of Africans by the British to serve as soldiers and
porters when the first world war against the death of so many ―white man‟s war.‖ He
was the especially bitter that the families of Africans who were killed in the war still had
to pay taxes.
vi. Chilembwe and his men took advantage of the absence of British soldiers and police
who were on the border with the Germany colony of Tanganyika (now Tanzania) to
prevent a possible German attack.
vii. The uprising started on the Bruce Estates where Livingstone and other two other whites
were killed.
viii. However, the rebellion was quickly suppressed by the colonial government. Chilembwe
was killed on the Mozambique border while trying to escape.
outcomes
HOMEWORK
1. Write short notes on the following:
a. John Chilembwe
b. Elliot Kawana
c. Willy Mokolapa
LESSON NUMBER: one hundred and twenty three (123)
SUB TOPIC: Trade
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Define the term trade
b) Describe local and international trade
1. What is Trade?
It is the selling and buying of goods and services. For example, schools tuck shop selling biscuits to
pupils.
2. Types of trade
There are two types of trade namely;
i. Local/Home/Domestic/Internal Trade
It is the selling and buying of goods and services within the country. For example, a marketer goes
to buy Kapenta for sale in Siavonga.
Advantages of Local/Home/Domestic/Internal Trade
i. Promotes economic growth in the country
ii. Encourages industrial development in the country
iii. Supplement the provision of goods and services in the country
iv. Promotes trade specialization of regions in the country
v. Creates employment for the local people in the country
Disadvantages of Local/Home/Domestic/Internal Trade
i. Limited market may lead to loss of business
ii. Limited raw materials may lead to closure of industries
iii. It may lead to monopolization of goods and services
iv. Goods and services may be in short supply and fail to meet the needs of people
v. Locally produced goods and services may be of poor quality
ii. International/Foreign/Interstate/External trade
It is the selling and buying of goods and services among countries. For example, a Zambian
business lady goes to South Africa to buy clothes for sale in Zambia.
Advantages of International/Foreign/Interstate/External trade
i. It brings foreign exchange in the country
269
ii. It encourages countries to specialize. For example, Zambia produce copper while
Japan produces vehicles
iii. It promotes a potential market of goods and services from other countries
iv. It improves economic relations among countries
v. It supplements the provision of goods and services in less developed countries
Disadvantages of International/Foreign/Interstate/External trade
i. Less developed countries have become dumping grounds for second hand goods
such as Salaula and Vehicles
ii. It leads to moral decay in the country as goods such as tight clothes do not fit into
the expected Zambian attire.
iii. It can lead to less developed countries become dependent of goods from
developed countries
iv. It can lead to serious shortages of certain goods such as fuel if in the producing
country if there is a problem in the supply such goods.
v. It can lead to loss of market for locally produced goods as people may prefer
buying foreign goods.
outcomes.
HOMEWORK
1.Discuss the differences between foreign trade and local trade.
LESSON NUMBER: one hundred and twenty four (124)
LESSON REFERENCES:
LEARNING OUTCOMES
i. Describe the production of hydro-electricity.
ii. Discuss the advantages and disadvantages of hydro- power production.
iii. Mention some of the hydro power stations in Zambia
iv. Describe Zambian government‘s efforts in increasing hydro power electric production
v. Identify institutions dealing in power and energy.
A. Describe the production of hydro-electricity

1. Dam or reservoir stores water
2. Water flows in steep slope pen stock
3. Fast running water turns turbines
4. The turbine turns the generation
5. The generator produces electricity which goes in a transformer
6. Electricity produced reaches homes
B. Discuss the advantages and disadvantages of hydro- power production.

ADVANTAGES OF HYDRO ELECTRICITY
1. It is a renewable resource
2. It is clean and does not cause pollution
3. It is easily transported through cables
4. It has a broad range of uses in modern households and agriculture
5. It is cheaper as compared to thermal Ease to use, it is a matter of a flick
DISADVANTAGES OF HYDRO ELECTRICITY
1. High cost of building a power station
2. It is affected by drought
3. It cannot be stirred like petroleum
271
4. Leads to re allocation of people when constructing.
C. Mention some of the hydro power stations in Zambia

HYDRO-ELECTRIC POWER STATIONS IN ZAMBIA
There are number of hydroelectric power stations in the country were hydroelectricity is generated.
This includes:
1. Kariba north bank power station
2. Kafue gorge power station
3. Victoria Falls power station
4. Lunzua in Mbala
5. Lusiwasi in Serenje
6. Chishimba in Kasama
7. Musonda in Mansa power station
8. Shiwangandu in Chinsali power station
D. Describe Zambian government’s efforts in increasing hydro power electric production

1) The itezhi-tezhi hydro power plant project is expected was completed in February 2015
2) The Kafue gorge lower hydro project was completed in 2021.
3) Another new project is the construction of Kabompo gorge project.
4) These new developments will ensure a more constant power supply and make Zambia as
regional supply of electricity.
E. Identify institutions dealing in power and energy.

i. Zambia Electricity supply Corporation(ZESCO)
It was formed in 1970 to generate (produce), transmit (transporting) and distributing (supplying) of
hydro electric power (electricity) in Zambia. It is a major source of power in Zambia and runs
several hydro power stations across Zambia. It is a parastatal company to mean it is owned by the
Zambian government.
ii. Copperbelt Energy Corporation (CEC)
It was formed in 1997 to transmit and distribute to mining companies on the copperbelt. It has its
own power stations that it controls. Although in most cases it buys electricity from ZESCO and resells
it to the mining companies. It is a private company based on the copperbelt province- means it is
owned by individuals.
iii. Energy Regulation Board (ERB)
It was formed in 1995 to regulate the provision of all forms renewable and non-renewable energy
in Zambia. Its headquarters are based in Lusaka near mass media (ZNBC).
FUNCTION S OF ERB
1. Tissue licenses to all companies of power and energy.
2. To monitor the performances of companies involved in the supply of power and energy in
Zambia.
3. To receive and investigate any power and energy related complaints from consumers.
4. To set and control the price of energy of energy and power in Zambia.
5. To set out rules and regulation on energy and power in Zambia.
outcomes
HOMEWORK:
1) Give three advantages and three disadvantages of hydro-electric power production.
2) What do the following letters stand for:
 ZESCO
 ERB
 CEC
 HEP
273
LESSON NUMBER: one hundred and twenty five (125)
COMPONENT: History
TOPIC: Foreign Influence on Nyasaland
SUB TOPIC: Africans reaction to foreign rule in Central Africa (Nyasaland)
LESSON REFERENCES:
6. Our Khetiwe Grade 9 Social Studies
LEARNING OUTCOMES:
 Secondary resistance: Nyasaland
1. SECONDARY RESISTANCE
 The secondary resistance to colonial rule was the struggle for nationalism and
independence.
 This started soon after the world war II (1935- 1940).
 During the war many Africans from the France and British colonials were recruited to
fight the Allies in Europe, Asia and North Africa.
 When recruiting African soldiers, the British and France that that soldiers would be
helping to protect the world against the evil of fascism and Nazism.
 At the end of the war, the returning soldiers asked themselves why they would give
their lives to keep Europe and America free when their selves were not free in their
own countries.
 Therefore, the returning and educated Africans created the charter called Atlantic
charter in 1941.
 The charter stated that the allies had to respect the rights of all people to choose the
form of government they would have.
 It also stated that the sovereign rights of self-government to be given back to those
that who had forcibly deprived them.
 African declined to use this charter to end the colonial rule in Africa. By the late
1940s and early 1950s, new political parties were formed almost every African
colony.
 Unlike the primary resistance, Africans went beyond the demands and end of
discrimination.
 The central demand was for the end of colonial rule which would have given them
political freedom.
 By the end of 1960s, only seven African colonials remained under colonial rule and
these were Angola, Mozambique, Namibia, South Africa, Zimbabwe and Guinea
Bissau and Cape Verde in west Africa.
 Although it took many years if struggle, sacrifice and suffering all of the settler won
their independence, and South Africa became the last African country to gain its
independent.
 Secondary resistance in Central Africa started through welfare societies (also called
Native Associations) and trade Unions.
 The Welfare Societies were formed by mission-educated young Africans.
 They believed that the education they received made them able to take part in the
government of their countries.
 At first, their aim was just to inform the government about the complaints of Africans
so that the living and working conditions of Africans could be improve.
 However, later these societies were changed into political parties that fought for
independence
B. Nyasaland (Malawi)
- In 1912, the colonial government in Nyasaland (now Malawi) passed a District
Administrative Ordinance to prevent educated Africans from having a say in the colonial
government.
- This allowed for districts councils in which only chiefs were allowed as representatives.
Chiefs were usually older and did not have a missionary education.
- This system of indirect rule allowed the chief to keep their traditional powers, while at the
same time the colonial powers used these rulers to impose colonial rule on the Africans
1. Creation of first native associations to resist colonial rule
- 1912: North Nyasaland Native Association under the leadership of Levi Mumba with
support from Dr Laws
- 1915: Southern Province Native Association, with Gresham Njilima as its Secretary (the son
of one of the people killed during the Chilembwe rebellion)
- 1920 Mombera Native Association
2. Factors that led the people of Nyasaland to fight for independence
1) Little Economic Benefit

-Nyasaland gained the least from the federation. For example, it received only 6% of
development loans. It was mostly seen as a source of labour
2) Unequal representation
-The people of Nyasaland were unhappy that there was no African representative on the
executive council
3) Taxation
-Africans in Nyasaland resented the loss of land to white settler farmers as well as the direct and
indirect taxes that Africans had to pay.
275
3. Stages in the struggle for independence
1) -1994: Formation of Nyasaland African Congress (NAC) by leaders such as wellington
Chirwa and Charles Matinga.
2) -1955: The Young Turks, a group of younger, more radical leaders such as H. Chipembe,
ChiumeYaleta, Dunduza Chisiza T.D Banda replaced the more moderate older leaders Their
aim was to achieve self-government and a system of one man, one vote.
3) -1957: Expansion of congress, to a mass political party through an active program of
recruiting new members.
4) -1959 March: states of emergency declared by the governor, Sir. Robert Armitage, after a
series of violent clashes between congress members and colonial officials. There were also
strikes, riots and demonstrations, of which the worst was at Nkanda Bay.
5) -1959 July: Malawi Congress Party (MCP), a new political party, formed under the
leadership of Orton Chirwa. When Dr Hastings Kamuzu Banda was released from prison in
6) -1959: Devlin commission set up by the colonial office in London to investigate the causes of
the troubles in Nyasaland in 1955. In its report the commission stated the violence resulted
from wide spread opposition to the federation and the people‘s desire to rule themselves
7) -1960, he became the new leader of MCP. Banda declared that the MCP would become
continue fighting for the total independence in Malawi.
8) -1960: Monckton commission did further investigations and determinate that there was
strong opposition to the federation in Nyasaland as well as Northern Rhodesia.
9) -1960 April: More self-government and the rights to vote granted to Nyasaland by colonial
Secretary Macleod.
10)1961 August: Elections under a new constitution were won by a large majority by the
Malawi Congress Party.
11)1963 January: Responsible government status was granted to Malawi.
12)1964 July: independent state of Malawi established with Dr Hastings Kamuzu Banda as
first president.
13)Note: The Associations succeeded in bring African people together and letting them rise
above ethnic divisions. This helped to prepare the way for national unity in the fight for
independence.
outcomes
HOMEWORK
1. Describe the stages of the struggle of independence in Nyasaland.
LESSON NUMBER: one hundred and twenty six (126)
SUB TOPIC: Trade
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the chain of distribution
b) Describe the importance of producer, wholesaler, retailer and consumer in the chain of
distribution
A. Describe the chain of distribution

It is the movement of goods and services from the producer to the consumer.
 How goods move in the chain of distribution
The producer (manufacturer) produces the goods in bulk and sells them to the wholesaler who
breaks the bulk of goods and packs the goods in sizeable packs and then sells them to the retailer
who also re-packs the goods in sizeable packs and sells them individually to the consumer who
finally consumes the goods.
B. Describe the importance of producer, wholesaler, retailer and consumer in the chain of
distribution
A. Importance of the producer or manufacturer

i. They produce goods to be consumed by consumers
ii. They ensure availability of goods on market
iii. They determine the price of goods in the chain of distribution
iv. They advertise the new products to potential consumers
v. They provide storage for goods for wholesaler
B. Importance of the wholesaler
i. They act as link between the producer and retailer
ii. They help the producer to distribute goods
iii. They make it possible for the retailer to buy goods in sizeable packs
iv. They ensure a timely release of goods on the market
v. They provide storage of goods for retailers
C. Importance of the Retailer
i. They act as link between the wholesaler and consumer
277
ii. They receive feedback about products from the consumer
iii. They make it possible for the consumer to buy goods individually
iv. They are located near homes of people
v. They advertise goods on sale through brochures every week eg. Shoprite
brochures
D. Importance of the Consumer
i. They give feedback on goods consumed
ii. They provide markets for producer, wholesaler and retailer
iii. They encourage the producer to produce more goods
iv. They help to dispose off the litter such as plastics and tins used in packaging of
goods.
v. The purchase of goods helps in sustaining and developing the country
economically as more shops and industries will be opened.
outcomes.
HOMEWORK
1. Explain the chain of distribution with the aid of a diagram.
LESSON NUMBER: one hundred and twenty seven (127)
TOPIC: SOCIAL DEVELOPMENT
SUB TOPIC: POPULATION
LESSON REFERENCES:
LEARNING OUTCOMES
i. Explain the following Population concepts: Population, Census, Mortality Rate, Infant
Mortality Rate, Maternal Mortality Rate, Fertility Rate, Population Growth Rate, Death Rate,
Birth Rate, Migration, Immigration, Emigration, Immigrant, Emigrant, Life Expectancy, Zero
Population, Over Population, Optimum Population, Population Explosion and Population
Density.
POPULATION CONCEPTS
1. Population – is the number of people living in an area or country at a particular time
2. Census – is the official counting of people living in an area or country at a particular time.
3. Mortality rate – is the number of deaths in a given population in a year.
4. Infant mortality rate – is the number of babies who die before the age of 5 years in a
year
5. Maternal mortality rate– is the number of women who die during or after giving birth in a
year.
6. Fertility rate– is the actual reproductive performance of an individual in his/her lifetime.
7. Population growth rate – is the rate at which the population is increasing or decreasing in
a given year due to birth rate, death rate and migration.
8. Birth rate – is the number of births per 1000 population in a year.
9. Death rate – is the number of deaths per 1000 population in a year
10. Migration – is the movement of people from one area to another.

11. Immigration – is the movement of people into an area
12. Immigrant – is a person who comes to settle in a country from another country.
13. Emigration – is the movement of people out an area
14. Emigrant – is a person who leaves his/her own country and goes to settle in another
country.
15. Life expectancy – is the number of years a person is expected to live after birth.
16. Zero population – is when the population remains constant (not changing)
279
17. Over population – is when the population is more than the resources available
18. Optimum population – is when the population is balanced or equal to the resources
available.
19. Population Explosion (Boom) - is when the population is increasing rapidly or at a faster
rate.
20. Dependence ratio – is the number of people aged below 15 and above 64 years who
depend on other people for a living.
21. Population density - is the number of people living in an area or country per square
kilometer.
outcomes
HOMEWORK:
Explain the following Population concepts: population, census, mortality rate, infant mortality rate,
maternal mortality rate, fertility rate, population growth rate, death rate, birth rate, migration,
immigration, emigration, immigrant, emigrant, life expectancy, zero population, over population,
optimum population, population explosion and population density.
SOCIAL STUDIES GRADE NINE (9) CONTENT
LESSON NUMBER: one hundred and twenty eight (128)
COMPONENT: History
SUB TOPIC: Africans reaction to foreign rule in Central Africa (Northern Rhodesia)
LESSON REFERENCES:
LEARNING OUTCOMES:
Secondary resistance: Northern Rhodesia
A. Northern Rhodesia (Zambia)

Welfare societies: welfare societies in Northern Rhodesia were linked to the native associations in
Nyasaland through missionaries who came to work in Northern Rhodesia.
Reasons for formation
- Fighting for better condition
- Participating in the running of colonial government
B. Main stages in the growing influence of these societies
1. Mwenzo welfare association
1923: first welfare Association at Mwenzo in Northern Province, led by David Kaunda,
Donald Siwale, Hezekiya Kawosa and Peter Sinkala.
- association was not successful
- and by 1923 it had collapsed
2. Livinstone native association
1930 the Livingstone Native Association was formed under Isaac Nyirenda and Ernest
Matako. Other Associations were formed in Lusaka, Choma, Chipata, Mbala Mazabuka and
Kasama
- Held meetings were ill-treatment of Africans were brought up and the colonial
government was criticized
- However, govern J.C Maxwell banned compliments against the government. Therefore,
association was weakened
3. Ndola and Choma welfare societies
281
- Was formed in 1930
- Leaders where ernest Mumwamba, E Matako and Elijah Chungu for Ndola one
- Complained against racial inequalities and other colonial injustices
4. Federation of welfare societies
1946: Federation of Welfare Societies, led by DautiYamba, united all societies so that they
could work together more effectively
5. 1948 Northern Rhodesia African National Congress (NRANC), led by Godwin Mbikusita
Lewanika from the Feration of welfare societies into the first political party.
6. Another form of secondary resistance in Northern Rhodesia was through trade unions e.g. in
1949, the Nothern Rhodesia Mine Workers Union (NRAMWU) was formed led by Lawrence
Katilungu.
7. NRAMWU worked together with the political parties that developed from welfare societies
to resist colonial rule
8. 1950: Federation Committee started in Ndola by a group of young men, such as Justin
Chimba, Simon Kapwepwe, Rueben Kamanga and Nephas Tembo to campaign against
federation.
9. 1951: Northern Rhodesia African National Congress changed to the African National
Congress (ANC), led by Harry Nkumbula. The ANC‘s aim was to prevent the formation of
the federation. In March 1953, Nkumbula burned the British White Paper on the proposed
Federation Constitution and called for two days of national prayer.
10. 1953: Federation of Rhodesia and Nyasaland created in October despite African
protests.
11. 1958: Zambia African National Congress (ZANC) formed by younger members who felt
that the ANC was working too closely with the colonial powers. The aim of ZANC was to
unite Africans and to fight for independence. However, the ZANC was banned by the
colonial government. Its leaders, such as Kenneth Kaunda, Simon Mwansa Kapwepwe and
Munukayumba Sipalo, were arrested.
12. 1959: United National Independence Party (UNIP) was created from other political
parties formed when the ZANC was banned. Mainza Chona led the party until Kenneth
Kaunda was released from prison in 1960.
13. 1960: Self-government granted to Nyasaland led to increased demands from Kaunda for
a similar Constitution for Northern Rhodesia. Kaunda wanted a non-violent campaign to
continue working towards independence, but the campaign became violent in some cases.
14. 1961: Civil disobedience campaign called the Chachacha, this campaign led to the
government revising the Constitution, on condition, on condition that the violence stopped.
15. 1962: Election held, which were based on the new Constitution. UNIP got 14 seats, ANC 7
seats and the United Federal Party 10 seats. Kaunda and Nkumbula formed a coalition
government.
16. 1963: Central African Federation ended
17. 1964: Self-government granted, followed by another election on the basis of universal
adults franchise. UNIP won 55 SEATS, the ANC got 10 seats and the colonial government
got 10 seats. UNIP under Kenneth Kaunda got the majority of the seats. Kenneth Kaunda
became the first African Prime Minister.
18. 1964: Independent Republic of Zambia created on 24 th October, 1964. Kaunda took over
the administration from Sir Evelyn Hone, the last British Governor or Northern Rhodesia.
19. Achievement of welfare association
- Led to the development of pilitcal parties in Northern for example African national
congress under Godwin Mbikuusita Lewanika
- Injustices /ill-treatment of African by colonial government received world attention.
- Led to independence of some African countries
- Better working conditions in the miner
outcomes
HOMEWORK
1. Write Brief Notes On the background of Secondary Resistance.
- Northern Rhodesia
283
LESSON NUMBER: one hundred and twenty nine (129)
SUB TOPIC: Trade
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Describe the elements of international trade
b) Explain the recording of transactions in international trade
1. Elements of International/Foreign/Interstate/External trade

i. Banks
The banks help in transfer of money from one country to another and also provide money
exchange services.
ii. Advertising
This is the notice of something for sale or services offered. Therefore, most companies advertise
their products.
iii. Transport
Goods and services are made available by moving them to areas of demand through air, water,
road and railway transport.
iv. Insurance
It provides a cover for goods in transit in case of damage or theft
v. Tariffs
These are taxes levied on goods brought into or taken out of the country.
vi. Quotas
It is the amount of goods allowed in and out of the country within a given period of time.
vii. Exchange controls (Restriction of trade)
The government may also impose a limit on trade with other countries on what to be imported and
not.
viii. Debt crisis
It is a situation where by a country fails to pay back debts it owes other countries or financial
institutions.
Possible solutions to debt crisis
i. Increasing exports
ii. Putting a limit on imports
iii. Lowering bank interest rates
iv. Expansion of agriculture sector
v. Reduction of government expenditure in non-market sector
2. Recording of transactions in International/Foreign/Interstate/
External trade
 Balance of trade
It is the difference between the value of imports and exports over a particular period.
Types of balance of trade
i. Trade is balanced
It is when the country‘s imports are equal to exports
ii. Trade surplus (Favorable balance of trade)
It is when the country‘s exports are more than imports
iii. Trade deficit (unfavorable balance of trade)
It is when the country‘s imports are more than exports
 Balance of payments
It is the difference in spending (payments) and earnings from the imports and exports.
Types of balance of payments
i. Balance of payments surplus (Favorable balance of payment)
It is when a country receives more foreign currency from exports but pays less foreign currency on
imports.
ii. Balance of payments deficit (unfavorable balance of payment)
It is when a country receives less foreign currency from exports but pays more foreign currency on
imports.
 Invisible trade
It is the money paid in foreign currency for a service offered. E.g., paying for shipping of goods,
tourism and insurance services
Types of invisible trade
i. Invisible exports
This is the money paid to an individual or company of a foreign country for the services offered.
e.g., Paying a Japanese company to ship the vehicle from Japan to Zambia
ii. Invisible imports
This is the money received from a foreigner for accessing a service in a foreign country. e.g.,
Money received from an American who pays to see Victoria Falls in Zambia.
outcomes.
based on the lesson outcome
HOMEWORK
1. Outline the elements of international trade
285
LESSON NUMBER: one hundred and thirty (130)
LESSON REFERENCES:
LEARNING OUTCOMES
i. Define population distribution
ii. Describe the population distribution of Zambia
iii. Name places in Zambia with high ,medium and low density population
iv. Mention reasons for high density, medium density and low density populated areas.
1. POPULATION DISTRIBUTION
This is how the population is spread over a particular area. Zambia‘s population is unevenly
distributed. For example, fewer people live in urban areas than in rural areas.
2. DESCRIBE THE POPULATION DISTRIBUTION IN ZAMBIA
The population of Zambia is distributed in three ways as follows.
1. HIGH DENSITY POPULATED AREAS
These are areas with a lot of people in Zambia such as Lusaka, Copperbelt and along the line of
rail from Livingstone to Copperbelt.
REASONS FOR BEING HIGH DENSITY POPULATED AREAS
1. Many industries
2. Good relief for human settlement
3. Cheap transport
4. Good medical facilities
5. Good climate in terms of favourable temperature.
6. Adequate rainfall
7. Good infrastructure.
8. High education opportunities.
9. High employment opportunities.
10. Availability of readily market
11. Good communication network such as roads and mobile providers.
2. MEDIUM DENSITY POPULATED AREAS
These are areas with an average number of people in Zambia such as Eastern, Northern, Western,
North Western, Luapula provinces and border areas. Therefore, much of the people found in the
medium density areas are in provincial capitals and along the roads leading to the provincial
capitals of the named provinces.
Reasons for living along the roads and in provincial capitals
1. Easy access to provincial administration services
2. Easy access to provincial general hospitals Availability of shops along the roads in
provincial capitals
3. Availability of readily available market
4. Easy access to transport network to transport farm products
5. Good communication network reception
6. High employment opportunities
7. High education opportunities
8. Easy access to sub industries outlet
9. Availability of good infrastructure
3. LOW DENSITY POPULATED AREAS
These are areas with very few people living in them in Zambia such as valley areas like Luangwa
and Zambezi valleys, fishing areas like Kafue flats, Lake Tanganyika basin and along Zambezi
river in Bulozi flood plains. Also in the remote rural areas and around game management of
Zambia
Reasons for being low densely populated areas
1. Lack of industries
2. Lack of easy access to transport network
3. Lack of easy access to communication network
4. High number of diseases such as Trypasonomiasis (nagama) which is caused by tse-tse fly
bite.
5. Poor soils
6. Very little rainfall
7. Extreme high temperature in hot season.
8. Lack of good health facilities
9. Most land in such areas is reserved for animal settlement such as in Luangwa and Kafue
areas.
Lack of education opportunities for further education
outcomes
HOMEWORK:
i. Define population distribution
ii. Describe the population distribution of Zambia
iii. Name places in Zambia with high ,medium and low density population
iv. Mention reasons for high density, medium density and low density populated areas
287
LESSON NUMBER: one hundred and thirty one (131)
COMPONENT: History
SUB TOPIC: Africans reaction to foreign rule in Central Africa.
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss the people who contributed towards the struggle for independence in Northern
Rhodesia.
 David Kanneth Kaunda
 Harry Mwaanga Nkumbula
 Simon Mwansa Kapwepwe
1. David Kennth Kaunda

1) Kaunda was born on 28th April, 1924 at Lubwa Mission in Chinsali, Northern Province
of Northern Rhodesia, now Zambia.
2) He attended Munali Training Centre in Lusaka from August 1941 – 1943.
3) Later he became a teacher.
4) In 1951, Kenneth Kaunda became the organising secretary for northern Rhodesia
congress in the northern province.
5) In 1953, he moved to Lusaka as a secretary under NKumbula presidency.
6) In 1955, Kaunda organised number of boycotts and sit-ins, which led to his
imprisonment for two months.
7) In 1958, Kaunda and the young radical members left the congress to form the Zambian
African national congress(ZANC).
8) 1959, Kaunda was arrested again with 45 other members of Zambian African national
congress and the party was banned.
9) 1959, former Zambian African national congress(ZANC) members formed the united
national independence party (UNIP). When Kaunda was released from prison in
January and he became its leader.
2. HARRY MWAANGA NKUMBULA
1) Harry Mwaanga Nkumbula was born in Maala village in namwala district of southern
province.
2) He became nationalist leader and he assisted in the struggle for independence of
northen rhodesia from british colonialism.
3) Nkumbula received his early formal education at Methodist mission school
4) In 1934, he completed standarded six at the kafue training institute
5) Nkumbula joined the northern Rhodesia governments teaching in Copperbelt.
6) During world war ii, he became involved in Africa nationalist politics for example, he
held the position of secretary of the Mufulira Welfare association and co-founded the
Kitwe African society.
7) in 1951, NKumbula was elected president of northern Rhodesia Africa congress.
8) The party was soon renamed the African national congress (ANC).
9) In 1958, there was as split between Kaunda with other members of ANC left Nkumbula
to form the Zambian African national congress (ZANC)
10)After elections in 1962, nkumbula formed a coalition with UNIP and was given the post
of minister of Africa education. This UNIP/ANC alliance lasted until the pre
independence election of January 1964, when UNIP won 55 seats to the ANCs 10 seats.
Nkumbula became leader of the opposition. Nkumbula died on 8th October 1983
3. SIMON KAPWEPWE
1) Simon Kapwepwe was born on 12th April, 1922 in Chinsali District in Northern Province.
Kapwepwe started his prmairy education in Chinsali.
2) 1942 and 1943, he did his standard five and six in Lubwe.
3) In 1945, he became a primary school teacher at Lubwa.
4) In June 1948, he became an assistant walfare officer with the kitwe municipal council,
chingola district and a teacher at Wusakil primary school in kitwe. Kapwepwe was not
satisfied with the policies of the colonial northern Rhodesian government and so he became
a founding member of the northern rhodesia congress in 1948.
5) This party was soon renamed the Africa national congress (ANC) under the ledership of
harry Nkumbula.
6) Kapwepwe was a member of the national excutive and became the secretary of Kitwe
branch of the party.
7) In 1955, kapwepwe returned from india where he had gone for studies and found that the
ANC had no leader. This was because both Harry Nkumbula and Kenneth Kaunda had
been imprisoned for two months.
8) Kapwepwe then became acting president. When nkumbula returned from prison, he
appointed Kapwepwe to the position of acting provincial organiser for Northern Province.
9) In August 1956, Kapwepwe became the ANC treasurer, based in Lusaka.
10)In 1958, kapwepwe, together with Kaunda, Sikota Wina and others, broke away and
formed the zambain African nation congress (ZANC). This party was declared illegal in
march 1959 and its leaders were placed under a banning order (imprisoned).
11)Kapwepwe was sent to mongu, in Barotseland. While the ZANC leadership was in jail,
Mainza Chona and other nationalist from ZANC formed a new party, the united national
independence party (UNIP) to replace ZANC. Kapwepwe and the other imprisoned leaders
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of the ZANC joined the new party. When he was released from jail in December 1959, he
helped in the organising of provincial and district branches of UNIP in Barotseland.
12)In 1960, Kapwepwa, and Kaunda attended the federal review conference in London
together with Mainza chona and Harry Nkumbula. In October 1962, there were elections in
northern rhodesia. Kapwepwe challenged Dauti Yamba and won the elections. The result of
the election was a UNIP/ANC coalition government in which Kapwepwe was given the post
of minister of African agriculture.
13)The general election, held in January 1964, was won by UNIP with 55 seats, as opposed to
the ANCs 10 seats.
14)In September 1964, he was appointed minister for foreign affairs and held that post for
three years. Later, Simon Kapwepwe was appointed Zambia‘s second vice president.
outcomes
HOMEWORK
1. Write Brief note on the following:
A.) Kenneth Kaunda
B.) Harry Nkumbula
C.) Simon Mwansa Kapwepwe
LESSON NUMBER: one hundred and thirty two (132)
TOPIC: Regional and International organizations
SUB TOPIC: Regional organizations
LESSON REFERENCES:
LEARNING OUTCOMES:
a) What are regional organizations
b) Outline structures of regional organizations of SADC
1. What are regional organizations

These are incorporate international membership and encompass geo-political boundaries of
countries that operate as a single state to promote the interest of their members.
2. Regional organizations to which Zambia is a member
1) When was SADC formed?
1st April, 1980
2) SADC was formerly known as Southern African development co-ordination conference
(SADCC)
3) SADCC was changed to SADC on 17th August, 1992 in Windhoek, Namibia
4) The headquarters of SADC are in, Gaborone, Botswana
5) There are 15-member country of SADC which are, Angola, DRC, Botswana, Lesotho,
Madagascar, Malawi, Mauritius, Mozambique, Namibia, Seychelles, south Africa,
Swaziland, Tanzania, Zambia and Zimbabwe
6) The two main aims of SADC are?
(i) to promote national political liberation in southern Africa
(ii) to reduce interdependence on south Africa during the Apartheid era.
7) objectives of SADC?
i. to promote and defend peace and security.
ii. to create common political values system and institutions.
iii. to promote self- sustaining development.
8) Five functions of SADC
i. combating HIV and Aids.
ii. promote peace and security.
iii. promote quality standards of life.
iv. promotes economic and political development.
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v. promotes self-sustainable development.
9) Organization structure of SADC
i. Summit of heads of state or government,
 it is the highest or supreme level of authority.
 it makes the policies of SADC.
 it meets once every year
it is made up of heads of state.
ii. Organ and political, defense and security co-operation
 it is responsible for promoting peace and security in the SADC region.
 it is headed by a head of state elected every year.
iii. Council of ministers
 it is responsible for planning and supervising all activities of SADC
 it is made up of one minister from each member of state.
 it advices the summit on SADC policies.
iv. Secretariat
 it plans and manages SADC programmes.
 it‘s headed by an executive secretary appointed every after four years.
v. Tribunal
 it is the legal advisory body of SADC.
 it is made up of 10 judges
 it deals with any disputes in SADC.
vi. Troika ministerial committees
 it makes sure that development plans for SADC are implemented.
 it is made up of ministers from each SADC member state.
vii. Standing committee of officials
 it advices the council of ministers
 it is made up of officials that deals with economic planning of finance from each SADC
member state.
viii. National committee
 it helps to prepare SADC policies and strategies.
 it prepares new projects for SADC.
 it is made up of government, private and civil society officials for each SADC member state.
10)How does Zambia benefit from being a member of SADC?
 it is helped to achieve development and economic growth.
 it is helped to alleviate poverty.
 it is helped to improve the quality of standard of life.
 it is helped to promote and defend peace and security.
11)The two languages used in SADC are English and Portuguese
outcomes.
HOMEWORK
f) Explain the structure of SADC
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LESSON NUMBER: one hundred and thirty three (133)
LESSON REFERENCES:
Our Khetiwe Grade 8 and 9 Social Studies
LEARNING OUTCOMES
i. State factors leading to rapid population growth in Zambia.
ii. Discuss the effects of rapid population growth.
iii. Explain the solutions of rapid population growth.
A. THE FACTORS LEADING TO RAPID POPULATION GROWTH IN ZAMBIA

The following are the reasons that have led to Zambia‘s population to be increasing at a faster
rate.
1. High birth rates due to high fertility rate.
2. Improved medical facilities.
3. Improved food nutrition.
4. Decline in death rates.
5. Lack of family planning.
6. Early marriages.
7. Low education levels among girls and women.
8. Religious and traditional beliefs.
9. High levels of poverty.
10. Lack of recreation facilities (social amenities) such as play parks, swimming pools, sports
playing fields, movies and game centres to keep young people busy.
11. Desire for big family
B. THE EFFECTS OF RAPID POPULATION GROWTH IN ZAMBIA

The following are the problems of rapid population growth in Zambia.
1. Overcrowding in public places e.g. towns, markets, schools, hospitals.
2. Shortage of housing leading to high rentals.
3. Inadequate medical facilities.
4. Pressure on education such as high enrolment in schools, colleges and universities.
5. Increase in street kids and street vending.
6. Increased crime.
7. High unemployment levels.
8. Development of unplanned settlement (shanty compounds).
9. Environmental degradation e.g. air, water, noise and land pollution.
10. Poor sanitation.
11. Shortage of land for human settlement and agriculture.
C. THE SOLUTIONS TO RAPID POPULATION GROWTH IN ZAMBIA

The following are the ways in which rapid population growth can be reduced in Zambia.
1. Use of family planning methods such as pills, condoms and abstaining.
2. Provision of more school places for girls
3. Provision of recreation facilities (social amenities) such as play parks, swimming pools, sports
playing fields, movies and game centres to keep the young people busy.
4. Provision of employment opportunities to reduce high poverty levels.
5. Discourage early marriages.
6. Discourage religious and traditional beliefs.
7. Limiting the number of children per married couple.
8. Teaching of sex education in schools.
9. Making polygamy marriage illegal.
10. Raising the status of women in society e.g. giving more jobs to women
outcomes
HOMEWORK:
i. Give reasons for the rapid population growth in Zambia.
ii. Explain the effects of rapid population growth.
iii. Outline measures for the rapid population growth in Zambia.
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LESSON NUMBER: one hundred and thirty four (134)
COMPONENT: History
SUB TOPIC: Africans reaction to foreign rule in Cantal Africa.
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss the people who people who contributed towards the struggle for independence in
Northern Rhodesia.
1) Julia Mulenga Nsofwa Chikamoneka
2) Mama Chibesakunda Kankasa
3) Mainza Mathias Chona
1) JULIA MULENGA NSOFWA

i. Julia Mulenga Nsofwa, commonly known as Mama Chikamoneka was a fierce activist and
organiser. Chikamoneka, which in Bemba means it will be seen was a nickname she adopted
to hide her identity and avoid being jailed when mobilising citizens
ii. She organised women protests against colonial oppression and was a founding member of
the women‘s brigade. The brigade accommodated nationalist leaders, raised funds for the
activities and organised event across the country.
iii. Mama Chikamoneka was very effective at the recruiting and was often in the forefront of
the protests and the marches she organised.
iv. She also organised women to boycott butcheries which abused their African customers and
often sold low quality meat. Her home was used as a meeting place for other leaders of the
nationalist movement who were in hiding.
v. Mama Chikamoneka‖s most famous act in the struggle for independence was her decision to
march half naked with other activists in public to protest against the colonial regime and to
call for immediate independence.
vi. 1960 when Ian McLeod, secretary of state for the colonies, visited northern Rhodesia.
McLeod wept as a result of this action and mama called it the most amusing incident in her
life. In her view, to show her nakedness was the highest form of anger and the only weapon
she had, she wanted to highlight the suffering the people.
2) MAMA CHIBESAKUNDA KANKASA
ii. Mama Chibesakunda Kankasa was an active member of UNIP during the struggle for
independence with her husband.
iii. She hosted many male freedom fighters at her home, the role which earned her the
nickname of national cook.
iv. Mama kankasa was just in her twenties at the height of the nationalist movement.
v. In 1955, she stepped up her role serving as a recruiter and helping bring more prominence
to the role of women. During her time the UNIP administration as minster for women‘s affairs
(1969- 88), she helped push for expanded women‘s right such as paid maternity leave
which was successful.
3) MAINZA MATHIAS CHONA
i. Mainza Mathias Chona was born on 21st January, 1930 at Nampeyo, near Monza in the
southern province of the British colonial of northern Rhodesia.
ii. His father Hameja Chilala was also a known as chief Chona.
iii. Mainza Chona did his primary education at Chona out-school in Nameyo and later went to
Chikuni mission where he was converted to Catholicism.
iv. In 1951, He completed his secondary education at Munali secondary school and then
worked as an interpreter at the high court in Livingstone.
v. In 1955, Chona went to London, where he studied law at Gerys inn. While in England, he
met other African nationalist, including Harry Nkumbula and Kenneth kaunda.
vi. He also made contact with London- based white supporters of the nationalist cause, such as
Simon Zukas and Doris Lessing.
vii. Upon returning to Northern Rhodesia, he was called to the bar in December 1958.
viii. Mainza Chona and other nationalist broke away from the ANC and, in October, 1959,
Chona became the first president of the United National Independence party (UNIP), the
successor to ZANC.
ix. However, he stepped down when Kaunda was released from prison in January 1960.
x. Chona was elected deputy president of UNIP, but he had to leave Northern Rhodesia to
avoid being arrested for inciting rebellion authority.
xi. He remained in London as UNIPs overseas representative for more than a year. He also
served as a UNIP delegate to the federal review conference in London in December 1960
and returned home in February 1961.
xii. In June 1961, Chona was elected national secretary of UNIP and he remained in that post
for eight years. He was instrumental in securing the short-lived coalition between UNIP and
the ANC in January 1963.
xiii.In January, 1964, Kaunda formed Northern Rhodesia first black Cabinet, and gave Chona
the post of Minister of justice in UNIPs pre-independence government.
xiv.At independence, in October 1964, President Kaunda appointed Chona to the post of
Minister of Home Affairs.
xv. Between 1966 and 1969, Chona held about five different ministerial appointments,
including minister without portfolio.
297
xvi.He was sent to the United States as ambassador in 1969. In November, 1970, he returned
to Zambia and was appointed the country‘s vice-president.
outcomes
HOMEWORK
1. Write brief on the people who contributed towards the struggle for independence in
Northern Rhodesia.
1) Julia Mulenga Nsofwa Chikamoneka
2) Mama Chibesakunda Kankasa
3) Mainza Mathias Chona
LESSON NUMBER: one hundred and thirty five (135)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Outline structures of regional organizations of COMESA
1. Common Market for Eastern and South Africa (COMESA)

1) When was COMESA formed? It was formed, 18th December, 1994
2) What is the former name for COMESA? Preferential trade area (PTA) for eastern and
southern.
3) Name the 20 member countries of COMESA; BURUNDI, COMORAS, DEMOCRATIC
REPUBLIC OF CONGO (DRC) LESOTHO, EGYPT, ERITREA, ETHOPIA, KENYA, NAMIBIA,
MADAGASCAR, MALAWI, MAURITIUS, RWANDA, SEYEHELLES, SUDAN, SWAZILAND,
TANZANIA, UGANDA, ZAMBIA AND ZIMBABWE
4) The two countries that pulled out of COMESA in 1997? Angola and Mozambique
5) The two countries that have joined COMESA recently? These are Libya and Djibouti
6) The headquarters of COMESA? Are in Lusaka- Zambia
7) Why was COMESA created?
i. to create a big economic environment within the region in order to attract and assure
local and foreign investors.
ii. to create a wider market for its members Africa.
8) When was the preferential trade area (PTA) for eastern and southern Africa formed? it
was formed in 1981
9) When did the preferential trade area (PTA) for eastern and southern Africa change its
name? it was changed on 8th December, 1994
10) Functions of COMESA
i. To attain sustainable growth and development of member countries
ii. To promote joint development in all fields of economic activities
iii. To adopt economic policies and programs that improves the welfare of the citizens and
encourage close relations between member countries
11) Creating a suitable environment for domestic and foreign investment
12) Working together to strengthen the relations between COMESA and the world
299
13) Maintaining peace and security between member countries so that economic development
ties in the region are strengthened
14) Structure of COMESA
1. Authority
it is the highest of supreme policy making organ of COMESA.
it is made up of heads of state.
it directs and controls all COMESA functions.
it meets once per year
2. Council of ministers
it is the second highest or supreme policy making organ of COMESA.
it prepares the agenda for the summit.
it is made up of ministers from each country.
it makes decisions on administration and financial management.
3. Inter- government commission
it is made up of experts or people skilled in various jobs.
the expert‘s co-ordinates with the council of ministers on the activities of COMESA.
4. Secretariat
it is responsible for the administration of COMESA.
it is headed by the secretary general
he/she tenure of office is 4 years.
5. Court of justice
it is the judicial organ which handles all legal matters of COMESA
it is headed by a judge president.
it consists of 6 other judges.
6. Committee for the heads of central bank
it makes financial and budgeting decisions
7. Technical committees
There are about 12 different technical committees on agriculture legal affairs, tourism and wild
life, trade and monetary affairs.
These committees prepare programmes and make sure that they are implemented.
outcomes.
HOMEWORK
a) Explain the structure of COMESA
LESSON NUMBER: one hundred and thirty six (136)
LESSON REFERENCES:
LEARNING OUTCOMES
i. What is meant by the term population migration
ii. Discuss the types population migration in Zambia
1. What is meant by the term population migration?
It is the movement people from one place to another for various reasons. The migration within or
inter countries.
2. Discuss the types of population migration in Zambia
Population migration in Zambia is either voluntary or compulsory depending on the factors behind
the migration of people.
a) RURAL-URBAN MIGRATION
This is the movement of people from rural areas to urban areas.
2. PUSH FACTORS
The following are some of the reasons why people run away from rural areas in Zambia.
i. Fear of witchcraft
ii. Lack of employment for the educated people.
iii. High number of diseases.
iv. Lack of good shelter(poor houses)
v. High levels of poverty.
vi. Poor transport network.
vii. Lack of recreation activities
viii. Lack of education facilities.
ix. Lack of proper health facilities.
x. Poor communication reception.
3. PULL FACTORS
The following are some of the reasons why people want to live in urban areas.
i. High employment opportunities.
ii. Good infrastructure e.g. roads, houses.
301
iii. Highgrown.er chances of getting married.
iv. Good health facilities.
v. High education opportunities.
vi. New technology.
vii. Good transport network.
viii. Good communication network.
ix. Provision of recreation facilities.
x. Desire for a town life.
b) Urban-rural migration
This is the movement of people from urban areas to rural areas.
Reasons for leaving urban areas to rural areas
i. Availability of enough land for human settlement and agriculture.
ii. Presence of natural forests for a healthy living and fresh air.
iii. Desire for a village life.
iv. Absence of rentals, rates and other bills.
v. Reduction in food buying as much food is grown.
c) Urban-urban migration
This is the movement of people from one place to another in urban areas.
Reasons for moving from one urban area to another
i. Hike of rentals in the previous or current house.
ii. Change in working place and schools for children.
iii. High crime levels.
iv. Poor water and electricity supply in the area.
v. Family population growth due to birth rate, death rate and migration.
d) rural-rural migration
This is the movement of people from one place to another in rural areas.
Reasons for moving from one rural area to another
i. Family population growth rate due to birth rate, death rate and migration.
ii. Looking for enough land for agriculture.
iii. Presence of drought in the area.
iv. Presence of animal and human diseases.
v. Introduction of developmental projects by the government of the community in the area.
e) Country-country migration.
This is the movement of people from one country to another.
Reasons for country-country migration
i. Presence of war in the country.
ii. Looking for employment opportunities.
iii. To reunite with family members.
iv. Availability of business opportunities.
v. Political reasons.
outcomes
HOMEWORK:
1. What is meant by the term population migration
2. Discuss the types population migration in Zambia
303
LESSON NUMBER: one hundred and thirty seven (137)
COMPONENT: History
TOPIC: Foreign Influence on Zimbabwe
SUB TOPIC: Africans reaction to foreign rule in Central Africa (Southern Rhodesia)
LESSON REFERENCES:
LEARNING OUTCOMES:
Secondary resistance: Southern Rhodesia
1. Southern Rhodesia (Zimbabwe)

 Zimbabwe only became independent after a long period of armed struggle. This was
because the white settlers in Southern Rhodesia wanted self-government that did not
include Africans.
 However, in the 1960‘s, two important African political parties were formed: Zimbabwe
African People‘s Union (ZAPU), led by Joshua Nkomo and Zimbabwe African Nation
Union (ZANU), led by Ndabaningi Sitholi and Robert Mugabe.
 On the 11 of November, 1965, southern Rhodesia now led by Ian Douglas Smith and his
Rhodesia front party made a unilateral declaration of independence from the United
Kingdom.
 The declaration ended Zimbabwean colonial history. In 1969 Rhodesia formally
declared itself a republic but Britain failed to take any decisive action against any
Rhodesian government.
 Therefore, in 1970 and 1971 they tried negotiate a settlement with smith. Smith refused
to make a significant concession and ignored the week international sanctions that had
been imposed by the United Nations.
2. Main stages in the struggle for independence led by these two parties:
1) 1962: Rhodesia Front, led by Winston Field, formed by racist white groups.
2) 1963: ZAPU banned by the government led by Field, after passing an emergency law
following disturbances in Bulawayo. Nkomo was forced into exile.
3) 1963: ZANU formed when leaders such as Sithole and Mugabe broke away from ZAPU
because they wanted to start an armed struggle against the government. They decided
to again the support of rural African population who could give the guerrilla fighters
opposed to the government food and shelter.
4) 1964: Ian Smith became the Prime Minister of the Rhodesia Front government. He
immediately began fighting for the right of the white government to become
independent from Britain.
5) 1965: Unilateral Declaration of Independence (UDI), which meant that Ian Smith
declared Rhodesia an independent republic, even though the British government did not
agree. The British Foreign Secretary, Douglas Home, even tried to solve the Rhodesian
problem by offering to recognize Smith‘s government, provided that Africans were given
opportunities to advance towards majority rule
6) 1972; Pearce Commission appointed by the British government to find out what
Africans thought about Home‘s proposed agreement. The commission‘s findings were that
Africans in Rhodesia were totally opposed to the agreement.
7) Meanwhile, the armed struggle by Africans against the Smith government continued.
8) 1978, the Liberation Struggle Movement had won the war. After negotiations, an
independent Constitution was drawn up in preparation for elections.
9) 1980: ZANU won the elections. Robert Mugabe became the first Prime Minister of an
independent in April
outcomes
HOMEWORK
1. Write Brief Notes On the background of Secondary Resistance.
- Southern Rhodesia
305
LESSON NUMBER: one hundred and thirty eight (138)
LESSON REFERENCES:
LEARNING OUTCOMES:
a) Outline structure of regional organizations NEPAD and AU
b) Discuss benefits of Zambia‘s membership to regional organizations
3. African Union (AU)
1) What is the former name of African union? organization of African unity (OAU)
2) When was the organization of African unity (OAU) formed? African Union (AU)
formed on 25th may, 1963
3) When did the organization of African unity OAU) change to African union (AU)? It
was changed 9th July, 2002.
4) The headquarters of African union (AU)? They are in Addis Ababa, Ethiopia
5) Where was the idea of forming organization of African unity (OAU) copied from?
pan- African or pan- African movement
6) In which country was the summit to change OAU to AU held? In South Africa
7) Who was the chairperson of organization African unity (OAU) when it changed to
African union (AU) on 9th July 2002 in South Africa. Thabo Mbeki South African
president
8) Functions of AU
i. promoting unity and solidarity among the African states.
ii. coordinating efforts to achieve better life for Africans.
iii. defending independence
iv. getting rid of all forms of colonialism from Africa
v. promoting international cooperation
9) Objectives of AU.
i. to unite African states.
ii. to promote co-operation among member states
iii. promote sustainable development
iv. to promote and protect the rights of the people
v. to promote peace, security and stability on the continent
10)Structure of AU
i. Authority of heads of state and government
ii. Council of minister of foreign affairs
iii. Inter-governmental commission
iv. Secretariat
v. Commission of mediation, conciliation and arbitration
vi. Specialized commissions
4. The New Partnership for Africa’s Development (NEPAD)
1) When was NEPAD adopted? 11th July 2001- Lusaka Zambia
2) Why was NEPAD created? to promote economic development programmes of African
union
3) The founding countries of NEPAD? Algeria, Egypt, Nigeria, Senegal and south Africa
4) Members of NEPAD ARE, 50 countries
5) The headquarters of NEPAD? Midland- South Africa
6) Main functions of NEPAD
i. to eradicate poverty
ii. to promote sustainable growth and development
iii. to promote empowerment of women
iv. to integrate African into the global economy
7) The structure of NEPAD
i. Assembly of African Union
ii. Heads of state and Government implementation committee
iii. Steering committee
iv. Secretariat
v. National NEPAD structures
vi. NEPAD council
5. Benefits of Zambia membership of regional organization
a. Access to wider market
b. Infrastructure development
c. Employment opportunities
d. Attract investment
e. Access to technical assistance and expertise
f. Promote cross – border trade
g. Promote common traffics and policy trade
h. Promote studies of environmental problems
i. Promote research programmes on different diseases
outcomes.
HOMEWORK
a) Discuss the benefits of Zambia‘s members of regional organisations
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LESSON NUMBER: one hundred and thirty nine (139)
LESSON REFERENCES:
LEARNING OUTCOMES
i. State what the acronyms HIV/ AIDS stand for.
ii. Explain the ways by which one can contract and prevent HIV/AIDS.
iii. Discuss the impact of HIV/AIDS on the population.
iv. Outline the solutions to the impact of HIV/AIDS on the population.
1. WHAT HIV/AIDS STANDS FOR
HIV/AIDS stands for Human Immunodeficiency Virus. AIDS stands for Acquired Immunodeficiency
Syndrome
2. WAYS IN WHICH ONE CAN CONTRACT AND PREVENT HIV/AIDS
a) How one can contract HIV/AIDS
i. Through sexual contact with an infected person
ii. Through mother to child transmission during pregnancy, birth or breast feeding
iii. Sharing injection drug equipment such as needles with someone who has HIV.
iv. Through blood transfusion that is contaminated with HIV
v. Contact between skin, wounds or mucus membranes and HIV infected blood or blood
contaminated body fluids.
b) Ways HIV can be prevented
i. Abstinence
ii. Use condoms during sex
iii. Avoid sharing needles
iv. Prevent infection after exposure
v. Being faithful to one sexual partner.
3. THE IMPACT/EFFECTS OF HIV/AIDS ON ZAMBIA’S POPULATION.
The following are the effects of HIV/AIDS on Zambia‘s population.
i. Loss of skilled and unskilled man power.
ii. Loss of many hours due to time spent looking after the sick.
iii. More money is spent on drugs than economic activities.
iv. Reduction in the production of goods and services.
v. Decline in agricultural activities.
vi. Reduction in population.
vii. Increase in widows and widowers.
viii. Increase in orphans and street kids.
ix. Sick workers missing work most of the time.
x. Loss of money by government in paying workers who are not working due to sickness.
4. SOLUTION TO THE IMPACT/EFFECTS OF HIV/AIDS ON ZAMBIA’S POPULATION.
i. Provision of medicine Anti-Retro Viral (AIDS)
ii. Provision of home based care
iii. Provision of medicine to infected mothers to prevent Mother To Child Transmission (MTCT)
iv. Sensitizing and educating the public about HIV and AIDS transmission and treatment
v. Provision of Voluntary Counselling and Testing (VCT) and treatment
vi. Voluntary male circumcision to reduce infection and re-infection rate
vii. Provision of protection by use of condoms to both infected and uninfected
viii. Promoting by abstinence
ix. By taking Pre-Exposure Prophylaxis (PREP) medicine.
x. By avoiding sharing sharp objects like needles, razor blades etc.
outcomes
HOMEWORK:
i. State what the acronyms HIV/ AIDS stand for.
ii. State the ways by which one can contract and prevent HIV/AIDS.
iii. Discuss the impact of HIV/AIDS on the population.
iv. Outline the solutions to the impact of HIV/AIDS on the population.
309
LESSON NUMBER: one hundred and forty (140)
COMPONENT: History
TOPIC: Foreign Influence on Central Africa
SUB TOPIC: The Federation of Rhodesia and Nyasaland
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Describe the Central African Federation of 1953 To 1963
2. Discuss the reasons for Central African Federation
1. The Central African Federation of 1953 to 1963

i. Federation meant that Zambia, Malawi and Zimbabwe would be united under one
government which they could Federal government but in which each state would have its
own government to decide its own affairs. The federal capital would be Salisbury while
territory capital would be Lusaka for Zambia, Zomba for Malawi and Salisbury for
Zimbabwe.
ii. The Central African Federation, also called the Federation of Rhodesia and Nyasaland
iii. It was formed on October 1953. Under this system, Nyasaland, Northern Rhodesia and
Southern Rhodesia fell under one central government.
iv. The Headquarter of the federation was in Salisbury (now Harare) in southern Rhodesia.
v. However, each of these areas still had its own regional government.
vi. Many whites in both Southern and Northern Rhodesia were in favour of the amalgamation
or joining of the three areas.
vii. The Passfield memorandum of 1930 stated the principle of the paramountcy of African
interests. This meant that the British government was in favour of policies that protected the
interests of Africans rather than those of white settlers.
viii. Africans in Northern Rhodesia had serious concerns about federation, as they believed that
it would lead to the dominance of Southern Rhodesia. They were concerned that the racial
segregation that was widespread in Southern Rhodesia would spread to Northern Rhodesia.
2. Reasons for the Central African Federation
1. Social reasons
 Settlers in Northern Rhodesia did not approve of the policy of the paramountcy of African
interests. They hoped that federation with Southern Rhodesia would end this policy.
 Africans in Southern Rhodesia supported federation because they believed that union with
Northern Rhodesia would bring the policy of the paramountcy of African interests to their
area.
2. Political reasons
 Settlers in Northern Rhodesia did not approve of the policy of the paramountcy of African
Interests. They hoped that federation would mean an end to this policy.
 Africans in Southern Rhodesia supported federation because they believed that union with
Northern Rhodesia would bring the pramountcy of African interests to their area.
3. Economic reasons
 The white in Southern Rhodesia wanted to benefit from the income from the copper mines in
Northern Rhodesia, while those in Northern Rhodesia, while those in Northern Rhodesia
wanted to benefit from the southern gold field.
 The conservative government in Britain believed that federation would result in economic
stability, with three main products (copper, gold and tea) for export.
 The British government also believed that federation would attract international funding for
large-scale projects, such as the building of a hydro-electric scheme and the extension of
railways.
outcomes
HOMEWORK
1. a.) Describe the central African federation of 1953 to 1963
b.) discuss the reasons for the Federation
311
LESSON NUMBER: one hundred and forty one (141)
SUB TOPIC: International organisations
LESSON REFERENCES:
LEARNING OUTCOMES:
a) What is meant by the term international organizations
b) Describe the United Nations as an International Organization
a) What is international organization?

It is an organization that has members from different parts of the world.
1. When was the United Nations (UN) formed? 24th October, 1945
2. In which country was UN formed? san Francisco – USA
3. Which international organization was formed before UN? league of nations- 1918
4. Where are the headquarters of UN? New York – USA
5. Which international organization shares the same birthday with Zambia on 24th
October? United Nations (UN)
6. Why was the United Nations (UN) formed?
i. to promote peace in the world
ii. to prevent war in the world
7. How many countries are members of the United Nations (UN?) 192 countries
8. The missions of The United Nations (UN)
To maintain world peace
To develop good relation between countries
To encourage respect for human rights
9. Functions of United Nations (UN)
Maintaining international peace and security
Promote economic development
Promote human rights
10. Qualifications for United Nations membership
Peace, Loving Country
Self-Governing Country
The six organs of the United Nations (UN)

i. General Assembly
-made up of 192 countries
-each country has one vote (single vote)
-meets once per year
-accept new members to UN
-Act as parliament of UN
ii. Security Council
-made up of 15 countries
-5 out of 15 countries are permanent members these are United States of America (USA), Britain,
France, China and Russia.
-10 out of 15 countries are Non-permanent members and are elected every after 2 years
-this organ is responsible for maintain peace and settle disputes worldwide
iii. Secretariat
-is headed by Secretary General
-he/she is the Chief Administration officer of UN
-he/she is appointed every after 5 years
-he/she act as spokesperson of UN
-this organ is responsible for administration various UN programs
-this organ acts as civil service of UN
-it provides people to translate the 6 official languages of UN and these are _English, French,
Chinese, Arabic, Spanish and Russian.
no Name Country of nationality Period
origin
1 Trygve Lie Norway Norwegian 2/02/1946 to 10/11/1952
2 Dag Hammarskjold Sweden Swedish 10/04/1953 to 18/09/1961
3 Myint-U- Thant Burma Burmese 30/11/1961 to 31/12/1971
4 Kurt Waldheim Austria Austrian 01/01/1972 to 31/12/1982
5 Javier Perez De Cuellar Peru Peruvian 01/01/1982 to 31/12/1991
6 Boutros Boutros –Ghali Egypt Egyptian 01/01/1992 to 31/12/1996
7 Kofi Annan Ghana Ghanaian 01/01/1997 to 31/12/2006
8 Ban Ki-Moon South Korea South Korean 01/01/2007 to 31/12/2016
9 Guterres Antonio Portugal Portuguese 01/01/2017 to date
iv. Economic and Social Council (ECOSOC)

-made up of 54 countries elected every after 3 years
- Co-ordinates and supervises the UN specialized agencies
-meets 2 times in a year
-promotes human rights
313
-prepares draft convections
1. The World Health Organisation (WHO)
 Headquarters: Geneva, Switzerland
 Works towards the highest level of health care for the greatest number of people.
 Coordinates research in fields such as drug and alcohol abuse, primary health care, and
nutrition.
 Improves sanitation and hygiene in developing countries.
2. Food and Agriculture Organisation (FAO)
 Headquarters: Rome, Italy
 Inform, advises and promotes scientific research
 Assists agricultural development in developing countries.
 Controls the flow of food aid to Asian and African countries.
 Raises nutritional levels and standards of living.
3. International Labour Organization (ILO)
 Headquarters: Geneva, Switzerland
 Raises world standards of working conditions
 Creates greater employment opportunities for women and men
 Aims to get rid of social injustices for all working people.
4. United Nations Children’s Fund (UNICEF)
 Assists developing nations with things such as vaccination programmes and relief services.
 Aims to decrease infant mortality by two thirds, and reduce the frequency of respiratory
illnesses and dysentery
 Runs campaigns to prevent child prostitution, trafficking in children, and illegal child labour
5. United Nations Educational, Scientific and Cultural Organization (UNESCO)
 Headquarters: Paris, France
 Aims to bring peace and security to the world
 Promotes peace and tolerance between different nations
 Strives to achieve access to quality education for all children
 Encouraging scientific cooperation between nations
6. International Monetary Fund (IMF)

 Headquarters: Washington DC
 Promotes international monetary cooperation and exchange rate stability
 Works to assist the growth of international trade, and to reduce poverty
 Lends money to members that have balance of payment difficulties
v. Trusteeship Council
-protects countries that are not yet independent
-promotes independence of countries
vi. International Court of Justice
-made up of 15 judges who serve for 1 year elected by General assembly and security council
11. Benefits of Zambia’s membership to United Nations (UN)

i. UN specialized agencies supports and promotes health programmes
ii. UN specialized agencies supports and promotes education, science and culture programmes
iii. UN specialized agencies give loans to Zambia
iv. UN specialized agencies offers advice on how to manage money related issues
v. UN specialized agencies increases food production in the country
vi. UN specialized agencies assists children in health, education and nutrition matters
outcomes.
HOMEWORK
a) Describe any four United Nations specialized agencies
315
LESSON NUMBER: one hundred and forty two (142)
TOPIC: Basic Map Reading techniques.
SUB TOPIC : Maps and Diagrams.
LESSON REFERENCES:
LEARNING OUTCOMES:
i. Differentiate a map from diagram.
ii. Outline characteristics of a good map
iii. Explain map reading
a) Differentiate a map from diagram.
1) A map
 It is the representation of the features of all or part of the earth on a flat piece of
paper.
 It can also be defined as a representation of a real place drawn on a piece of
paper and drawn to scale.
 The map contains a lot of information such as physical features such as rivers,
mountains, lakes as well cultural features like settlements, buildings and forest
information.
 Maps are drawn by specially trained people known as cartographers.
 It uses universal accepted symbols to indicate natural and cultural features
 It is usually accompanied by the key
 It uses grid system to locate positions
2) A diagram
 It is a plan, graph, chart or drawing that explains something by showing how it
works.
 It uses symbols that are not universally used and are based on individual drawing
 It does not have a key
 It does not use grid system to locate position.
b) Outline characteristics of a good map
These are certain characteristics which help us understand and interpret the information on a map.
A good map should have the following features or characteristics namely.
i. Title – This is the name or the heading of an area represented by the map and the
information it bears. A title is usually written at the top or the bottom of a map. The title of
a map should tell the reader ‗what‘, ‗where‘ and ‗when‘ about the map.
ii. Direction– To mean the compass direction or position of features or places in relation to
other. Cartographers place the North sign at the top of maps.
iii. Key (Legend) – To provide the meaning of information found on the map. It is a
combination of lines, signs, symbols and letters which are used to stand for various features
or things represented on the map.
iv. Author – To mean the name of the company or person who made the map
v. Symbols – These are small pictures or signs drawn on the map representing real objects on
the ground. E.g. Any blue line on map represent water body. Each symbol is used for a
different purpose.
vi. Grid system - These are lines of longitude and latitude used to locate places on the map.
vii. Scale – This is the ratio distance on the map corresponding to the distance on the ground.
Map scale can be given in three ways namely statement scale, linear scale and ratio scale.
Eg 1 unit on the map represent 100000 kilometers on the ground expressed as ratio
(1:100000).
viii. Frame- is a borderline or marginal lines which enclose a map. It shows the area represented
by a map and also makes the map look neat, beautiful and complete.
outcomes
HOMEWORK:
i. Outline characteristics of a good map
ii. Differentiate maps and diagrams.
317
LESSON NUMBER: one hundred and forty three (143)
COMPONENT: History
TOPIC: Foreign Influence on Central Africa
SUB TOPIC: The Federation of Rhodesia and Nyasaland
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss reasons against the federation.
2. Discuss the success and the failures of the federation.
3. Explain why the federation broke up.
1. Reasons against the Federation:

i. Social reasons:
 Whites in Southern Rhodesia wanted to have closer ties with apartheid in South Africa. The
policy of the paramountcy of African interests therefore met with their opposition.
ii. Political reason:
 African in Northern Rhodesia did not trust the idea of partnership. Robinson Nabulayato
said, ―Partnership is a leader for Europeans to climb on us.‖
 In Britain, the Labour and Liberal Parties objected to federation if it was going to be
imposed on Africans.
iii. Economic reasons:
 Both whites and Africans in Northern Rhodesia felt that those in Southern Rhodesia were just
interested in their copper mines.
 Whites and Africans in Nyasaland felt that federation would bring little benefit to them,
and would simply use them as a source of labour.
2. Successes and failures of the Federation

i. Successes
- Federation attracted foreign funding. This resulted in the construction of the Kariba Dam
and hydroelectric power station, as well as the extension of the railway line to the
Copper.
ii. Failures
- In the Federation, the ideas of partnership were soon forgotten. As Africans had feared,
the whites in Southern Rhodesia benefited the most.
- Racialism spread to Northern Rhodesia, where the hatch system and pass laws were
introduced
- Politically, Africans made little progress as they were not given representation in the
Executive Council.
-
Africans in Northern Rhodesia and Nyasaland lost fertile farmlands to white settlers and
were forced to work as labourers on white farms
3. Why the federation broke up
- Little or no African support for the federation
- Africans were not consulted hence strong from the start
- Fear amongst Africans that partnership would stop political advance and strengthen
white domination
- African not interested in obvious economic advantages of federation because they were
confined to manual work and lower grades of public service
- Federation seemed to retard prospect of independence so movement regarded it as a
prime target.
outcomes
HOMEWORK
1. Outline the success and the failures of the federation of Rhodesia and Nyasaland
2. Discuss why the federation broke up.
319
LESSON NUMBER: one hundred and forty four (144)
SUB TOPIC: International organisations
LESSON REFERENCES:
LEARNING OUTCOMES:
1. Discuss the Common Wealth as an International Organisation
2. Outline the international voluntary organizations and donor agencies
2. What is Commonwealth?
It is a group of countries that were once colonized by Britain
1) A diplomat who represents the country in a former colony of Britain?
High Commissioner
2) A diplomat who represents the country in a non-former colony of Britain? Ambassador
3) The head of the commonwealth? King or Queen of Britain
4) Major principle of the commonwealth? To promote co-operation and tolerance
5) The chief officer of the common wealth? Secretary General
6) The headquarters of the commonwealth? London
7) Aims of commonwealth
-to promote international peace and security
-to promote human equality and dignity
8) Functions the Common Wealth
i. Alleviating poverty
ii. Promoting gender equality and empower women
iii. Achieving a greater respect for human rights
iv. Ensuring a basic education for all
v. strengthening the delivery of health care in member countries
vi. Encouraging Common Wealth countries to work together to make their economy stronger and
improve their systems of government
9) The structures of commonwealth
1. Commonwealth Heads of States Conference
2. Finance Ministers’ Conference
3. Commonwealth Secretariat
4. Secretary General
5. High Commissioners
10) Benefits of Zambian’s membership to commonwealth
i. Political co-operation
ii. Military co-operation
iii. Commonwealth parliamentary association
iv. Economic co-operation
11) The organizations under the commonwealth
i. Commonwealth Development Corporation
ii. British Ministry of Overseas Development
iii. Education Co-operation
iv. Medical Co-operation
v. Medical Equipment and Medicines
vi. Social and Cultural Co-operation
1. International voluntary organization and donor agencies

1) What is voluntary service?
It is an activity done without paying or reward and without being forced.
2) What is a voluntary organization?
It is a group of people who do activities without being paid or rewarded and without being
forced.
3) Examples of international voluntary organization
i. Red cross
ii. Lions (Lion Club)
iii. Rotary international
iv. Jaycees
v. Oxfam
vi. Cheshire
4) Who is the founder of Red Cross? Jean Henry Dunant from Switzerland
5) When was the Red Cross formed? in 1859
6) The headquarters of Red Cross? Geneva-Switzerland
7) Services offered by the Red Cross
i. Primary health care
ii. First aid
iii. Welfare services
iv. Blood donation
v. Disaster preparedness
8) Red cross in Muslim countries is called, Red crescent
9) Aid that is received by a poor country from a richer country? Bilateral aid
10) Examples of bilateral aid agencies from richer countries
321
i. Swedish International Development Agency (SIDA) from Sweden
ii. Finnish International Development Agency (FINNIDA) from Finland
iii.United States Agency for International Development (USAID) from
United States of America
iv. Japanese International Co-operation Agency (JICA) from Japan
11) What do we call the aid received from an international financial institution such
as World Bank? Multilateral Aid
 Examples of multilateral agencies
i. World bank
ii. African Development Bank (ADB)
iii. International Monetary Fund (IMF)
outcomes.
HOMEWORK
1. Discuss the Common Wealth as an International Organisation
2. Outline the international voluntary organizations and donor agencies
REMEMBER TO REVISE WITH LEARNERS MAP WORK BY HAVING PRACTICAL LESSONS
GOD BLESS YOU

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TO

LUPWISHI GEORIGETTE (BA.Ed)-DAVID KAUNDA STEM SCHOOL

BANDA NANCY (BA.Ed)-LIBALA SECONDARY SCHOOL

NTITIMA MARY (Dip.Ed)-NORTHMEAD SECONDARY SCHOOL

LUKWESA NATASHA (BA.Ed)-NYUMBA YANGA SECONDARY SCHOOL

NJOVU TECKSON (BA.Ed)-PRIVATE SCHOOL

NDALAMA SARAH SEMBA (BA.Ed & MA-HSD)-CHAKUNKULA SECONDARY SCHOOL

LUYELE AGNESS (Dip Ed & BA.Ed)-CHIBOLYA SECONDARY SCHOOL

PHIRI BETTY (BA.Ed, MSc-ENRM)-MUNALI BOYS SECONDARY SCHOOL

1. Define Physical features

1. Describe the physical features of Zambia

1. What is meant by the symbols of national identity

1. Define drainage system

1. Define cultural features

A. Describe the measurement of rainfall

B. State how rainfall measurements are recorded

C. Describe temperature as an element of weather

1. Late Stone Age

A. Define the term Humidity

C. Discuss how humidity is read and measured

D. Explain how the thermometers are stored in the Stevenson screen

1. Explain the meaning of the following terms;

A. Define the term Air Pressure

b. Relationship between temperature and air pressure

C. Discuss how air pressure is read and measured

A. EVIDENCE OF EARLY IRON AGE MEN IN ZAMBIA

1. Advantages of Zambian citizenship

A. ORIGINS AND MOVEMENTS OF THE BANTU-SPEAKING PEOPLE

6. Explain the following terms;

1. Three political party system

a. Name the impact of human activities on climate

a) Movements from the great lake region

b) Movements from the Luba-Lunda Empire

1. Local (Indigenous) trees.

A. THE CAUSES OF THE LUBA-LUNDA MIGRATION

1. Define Electoral process

a. Name the forest products and their uses

1. Timber Used in construction of houses and furniture.

2. Honey A source of food

3. Mushrooms A source of food

4. Herbs A source of medicines

5. Fruits A source of food

6. Tubers A source of food

7. Vegetables A source of food

8. Fuel wood A source of energy

9. Caterpillars A source of energy

a) Historical locations of the Bantu ethnic groups in Zambia

b) IMPORTANCE OF TEACHNOLOGY TO THE BANTU SPEAKING PEOPLE

A. Explain the meaning of the terms; Pre-colonial and Pre-colonial Societies

C. Discuss the bond of kingship, succession and inheritance of decentralised societies

ii. Name the functions of the executive

A. THE TONGA PEOPLE

1. Sate the composition and functions of organs of Government (Legislature)

The vice president

156 Elected MPs

i. Name the Functions of the Legislature

THE ILA SPEAKING PEOPLE

a. Crops grown under traditional shifting cultivation

A. Origin of the Lenje people

1. State the composition and functions of organs of Government (judiciary)

A. Define commercial farming

Small Claims court

a) Describe plantation/estate farming in Zambia