Junior Secondary School Social Studies - Zambia 2011 PDF

  Republic of Zambia MINISTRY OF EDUCATION, SCIENCE, VOCCATIONAL TRAINING AND EARLY EDUCATION JUNIOR SECONDARY SCHOOL SOCIAL STUDIES ZERO -DRAFT GRADES 8 AND 9...

  Republic of Zambia MINISTRY OF EDUCATION, SCIENCE, VOCCATIONAL TRAINING AND EARLY EDUCATION JUNIOR SECONDARY SCHOOL SOCIAL STUDIES ZERO -DRAFT GRADES 8 AND 9 Published by the Curriculum Development Centre P.O. Box 50092 Lusaka 2011 1        Copyright © All rights Reserved. No parts of this syllabus may be produced, stored in a retrieval manner, transmitted in any means without the prior consent of the copyright owner. 2        Table of Content Preface …………………………………………………………………………… Acknowledgements ……………………………………………………………… General Outcomes ……………………………………………………………….. Methodology …………………………………………………………………….. Scheming ………………………………………………………………………… Lesson Plan ……………………………………………………………………… Time Allocation …………………………………………………………………. 3        PREFACE This Integrated Social Sciences Syllabus has been prepared against the background of Educational reforms. It takes into account the new structure of the School Curriculum. It is an aspect of both the Educational Reform and Curriculum implementation. It attempts to meet the requirements of the Reform. One other thing which is significant in the syllabus is the provision of carefully planned and sequenced topics, sub-topics, outcomes and content. The subject- matter covering knowledge, skills and values is blended in an integrated approach. The strongest point about this syllabus is that learning experiences start from KNOWN to UNKNOWN. The learner, therefore, is first well introduced to THINGS around him/her. In this way the learner interacts with, and experiences both the immediate and distant communities and environments, all of which centre around local, regional, Africa and global context. These specific outcomes provide the bases for achieving the aims of basic knowledge, skills, methods and strategies such as collecting data, organisation of materials and interpretation. Above all, it aims at inculcating values such as social interaction, decision making. To achieve all these, teaching/learning processes will require practicals, dramatisations, projects and field visits. The syllabus focuses on the ability to acquire knowledge, skills and values needed to develop positive and desirable attitudes; the potential to tackle challenges posed by political, cultural, social and economic needs and factors. In this way, the syllabus contributes to the TOTAL DEVELOPMENT OF THE INDIVIDUAL, THE COMMUNITY AND SOCIETY BOTH IN THE IMMEDIATE AND DISTANT FUTURE. CURRICULUM DEVELOPMENT CENTRE LUSAKA 4        ACKNOWLEDGEMENTS The members of staff of the Social Sciences Department and members of the Social Sciences Curriculum Committee of the Curriculum Development Centre are indebtedness to the teachers, college lecturers and the standard officers of the Ministry of Education, Science, Vocational Training and Early Education for their professional contributions to the production of this syllabus. The members also register their thanks to the following: Mr. P K Kasaji, Chief Curriculum Specialist, Curriculum Development Centre, Lusaka Mr. L B Y Kalirani, Principal Curriculum Specialist, Social Sciences Faculty, Curriculum Development Centre, Lusaka Mr. G B Nsama, Senior Curriculum Specialist, Social Sciences Faculty, Curriculum Development Centre, Lusaka Mrs. B M Hamwiinga, Curriculum Specialist, Civic Education, Social Sciences Faculty, Curriculum Development Centre, Lusaka Mr. D S Mwiinga, Curriculum Specialist, History, Social Sciences Faculty, Curriculum Development Centre, Lusaka Mr. D P Kasungami, Curriculum Specialist, Zambian Languages, Languages Faculty, Curriculum Development Centre, Lusaka Mrs. F Shamputa, Senior Curriculum Specialist, Editorials, Curriculum Development Centre, Lusaka Mr. C Moonga, Lecturer, Nkrumah University, Kabwe Mr. J Lungu, Teacher, Chizongwe Secondary School Thanks are also extended to the Typing Staff of the Ministry of Education, Science, Vocational Training and Early Education Headquarters for working tirelessly and patiently in order to produce this document. 5        INTRODUCTION The term “Integrated Social Science” is here used to identify a new study area that has been introduced at junior secondary school level (Grades 8 and 9). It does not denote a political school of thought, a philosophy, a doctrine or a form of organisation. It only refers to this new learning area on human relationships and behaviour. It is an inter-disciplinary programme with a contemporary orientation incorporating some aspects of Civic Education, Geography and History that were previously taught as separate subjects in the former curriculum. Education in Zambia as well as elsewhere is deemed to be the vehicle through which a morally, democratic learner should be developed. Thus, Integrated Social Science is expected to be the mirror through which the Zambian society should see itself in its quest and dedication to promote and perpetuate its social skills, beliefs, values and traditions. Some educators believe that some subjects such as mathematics, natural sciences and languages are more important and intellectually challenging than others like History and Geography. While no one can deny the fact that scientific and technological advances are crucial to human survival, one cannot also deny the fact that many of these advances can threaten human survival by scientists without social skills and conscience. They are likely to utilise instruments of science and technology advances to exploit and suppress other human beings rather than their betterment. To avoid such human self-exploitation or destruction, Integrated Social Science has to be taught, because it is one principal means to prepare any learner to accept one’s social roles and become responsible adults. It assists learners to develop positive values and respect for human life. The syllabus further takes into account national educational goals and the structure of the various disciplines that contribute to the subject “Integrated Social Science”. For instance, one of the main National Goals is the “achievement of an all-round development of the learner through self-reliance of an individual”. It is for this reason that the specific outcomes of the syllabus aim mostly at equipping the learner with productive skills. The syllabus emphasises the various approaches adopted in learning such disciplines in an integrated manner. The subject matter is arranged in a spiral manner, that is, dealing with the same topic, moving from the simple to the complex, while at the higher grades the study extends in breadth and depth. The syllabus takes into account factors of space, time perspective, political and socio-economic changes. 6        GENERAL OUTCOMES Integrated Social Science aims at developing a learner physically, socially, culturally, and economically who will become functional in society and responsible at the end of the learning cycle. The study area also provides opportunities for the development of knowledge, skills, values and attitudes that are necessary to face the challenges and dictates of adult life and dynamic society. The following are the general outcomes of the syllabus: Develop an understanding of the economic, political, civic, cultural, geographical and historical factors which influence social development; Create an understanding of democratic principles and beliefs such as human rights; Develop an understanding of the importance of sustainable development; Create an awareness of the interaction of human beings with social, economic and biophysical environment; Create an awareness of the consequences of Western European colonisation; Develop an understanding of political, economic and social developments which have taken place in Zambia before and after independence; Develop moral responsibility for the preservation, conservation and improvement of the natural and cultural resources that Zambia is endowed with; Develop an understanding of the determinants of population growth in Zambia; Equip learners with the necessary understanding of contemporary issues such as HIV/AIDS, substance abuse, child labour and abuse, corruption, water and sanitation, human rights and good governance; Develop the knowledge that man is a geological being and part of the earth’s ecosystem. 7        METHODOLOGY Recommended methodologies are learner-centred. They include group work, role play, case studies, and demonstration, debate and action projects. 8        SCHEMING As a reminder, a scheme of work is here defined as a series of related activities designed by the teacher to attain specific outcome or outcomes. Scheming is aimed at changing the behaviour of the learner through the attainment of specific outcome or outcomes. A scheme of work is also a plan to achieve specific outcomes through content and learning activities related to a topic or sub-topic. The scheme of work should consist of the following: Topic; Sub-topic; Key concepts and main ideas; Specific ideas drawn from main ideas; Aims for teaching of that topic/sub-topic; Initial learning activities; Development activities using aids; Evaluation activities; Summarising activities. 9        LESSON PLAN A lesson plan is a general or specific outline of what a teacher intends to do to help learners to learn. It should specify teaching/learning activities which will facilitate learning. A lesson plan must be arranged in such a way that effective instructions are clear and learners are exposed to meaningful learning experiences. It should include the following: A list of key concepts and main ideas; A statement of specific ideas derived from main ideas; A statement of specific outcomes; Teaching activities – what the teacher will do to facilitate learning; Learning activities – what the learner will do in order to learn; A list of resources/aids to be used to facilitate learning; Evaluation activities based on the stated specific outcomes (what the teacher wants to do to demonstrate that learning has taken place); Lesson evaluation 10        TIME ALLOCATION It is recommended that five (05) periods of forty (40) minutes each should be allocated to the teaching of Integrated Social Science. 11        GRADE 8 8.1 THEME: Political development GENERAL OUTCOME: Create an appreciation of political development and governance in Zambia since 1964 CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES Political Civic Education 8.1.1 Explain the meaning of civic Study of political, social, cultural Identification Knowledge Development education and economic issues of Zambia Zambia’s path to 8.1.2 Describe Zambia’s path to BSA Company rule, welfare Research Appreciation independence independence societies, trade unions, federation, Unity political parties Symbols of 8.1.3 Describe symbols of national Flag Critical Patriotism National identity Coat of arms thinking Solidarity Identity 8.1.4 Demonstrate the value of National anthem Unity national symbols Peace Governance Systems of 8.1.5 Identify systems of governance Systems: bad and good Critical Justice Governance 8.1.6 Describe the characteristics of Good; consultation, rule of law, thinking Accountability good and bad governance citizen participation in decision Identification Transparency making, accountability, Analysis transparency Bad; no consultation, non participation in decision making, absence of rule of law, 8.1.7 Identify institutions that Institutions: anti-corruption promote good governance commission, auditor generals office, the media, civil society organisation Constitution 8.1.8 State types of constitutions Written and unwritten constitutions Identification Appreciation 8.1.9 Explain the importance of a Promotes orderliness, guarantees Critical Awareness Constitution individual rights, thinking Patriotism Citizenship 8.1.11 State qualifications of Zambian By: birth, naturalisation, descent, Identification Patriotism citizenship Responsibility 8.1.12 Describe qualities of a good Loyalty, honest, patriotic, respect for Integrity 12        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES citizen human rights, Respect 8.1.13 State rights and duties of a Rights; health, life, voting, Awareness Zambian citizen education, food, shelter Duties; pay tax, obey laws, report crime. Political.1.14 Describe a political party A group of people coming together Analysis Tolerance organisation.1.15 Describe a one party political to promote a political agenda Identification Co-existence system. Existence of one political party Comparison Integrity.1.16 Describe multi-partism Existence of more than one political Honesty.1.17 State the advantages and party Accountability disadvantages of multi-partism. Advantages; wider freedom of Assertiveness political choice, promotes competition Disadvantages; interparty conflicts lack of sustainable development, costly to manage Elections 8.1.17 Explain types of elections Presidential, parliamentary, local Analysis Decisiveness government (general or tripartite), Effective Patriotism by-elections communication Honesty 8.1.18 Describe electoral procedures Delimitations, registration, Voting Integrity 8.1.19 Describe the role of the nomination, campaigning, voting Identification Transparency Electoral Commission of Management of elections: Assertiveness Zambia monitoring, code of conduct 8.1.20 Identify electoral malpractices Rigging (Vote buying, intimidation, misleading) Central 8.1.21 State organs of government Central government (Legislature, Identification Patriotism Government Executive, Judiciary) Critical Appreciation 8.1.22 Describe functions of Law making, implementation, thinking government enforcement Local 8.1.23 Explain the history of local History of local government Identification Patriotism Government government in Zambia (periodization) Appreciation 13        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES 8.1.24 State the functions of local Collection of levy, provide services, Accountability government enact and enforce by-laws Awareness House of Chiefs 8.1.25 Identify roles of traditional Provide leadership in the Critical Awareness rulers community, Custodians of thinking Appreciation 8.1.26 State the composition of the traditional values and land, Identification Respect House of Chiefs Three representatives from each province 8.1.27 Explain the role of the House of Advise government on traditional Chiefs issues, 8.2 THEME: Man and the environment GENERAL OUTCOMES: Create an understanding of relationships between man and the environment Develop skills needed to read and interpret maps, charts and diagrams CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES Environment Physical and 8.2.1 Describe Relief levels of Zambia land below 900m, between Observation Awareness   cultural features 900m and 1200m and land Interpretation Appreciation of Zambia above 1200m above sea Analysis Responsibility level Analysis Conservation 8.2.2 Locate the major drainage features lakes, rivers and swamps Description Preservation of Zambia Drawing Scenic Beauty 8.2.3 State the cultural features of Zambia Road and railway network, Application settlements, plantations, bridges Weather and 8.2.4 Describe weather and climate Weather : atmospheric climate of conditions of a place at a Zambia given time Climate : average weather 14        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES conditions of an area over 8.2.5 State the elements of weather period of time Temperature, wind, 8.2.6 Identify the instruments used to humidity, pressure, rainfall measure elements of weather Temperature: thermometer, wind speed: anemometer, wind direction: wind vane, humidity: hygrometer, pressure: barometer, rainfall: rain gauge Calibration of weather instruments 8.2.7 Explain factors which influence Seasons, distance from the weather sea, prevailing winds, latitude, altitude 8.2.8 Describe the climate of Zambia Tropical 8.2.9 Analyse effects of weather and Temperature and Rainfall climate on human activities characteristics Forests and their 8.2.10 Describe the types of vegetation Close, open forests and products swamps 8.2.11 Identify type of tree species Indigenous and exotic tree species 8.2.12 Name forest products and uses Timber, mushrooms, honey, medicines, fruits, tubers, 8.2.13 Explain the importance of vegetables, fuel wood conserving and preserving forests Conservation preservation and sustainability Population of 8.2.14 Explain population concepts Population concepts: Interpretation Awareness Zambia population density, census, Application Appreciation growth rate, birth rate, Application Awareness mortality rate 15        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES 8.2.15 Describe the population distribution Population distribution Conservation of Zambia Early marriages, high Appreciation 8.2.16 List factors leading to rapid fertility rate, poverty population growth in Zambia rural-urban, urban-urban and 8.2.17 Explain population migration in urban –rural Zambia Food security, low 8.2.18 State the impact of HIV and AIDS productivity, high death rate, on the population Farming 8.2.19 Describe the different traditional Transhumance types of shifting cultivation Chitemene Fundika 8.2.20 State the main crops grown under Millet, sorghum, cassava, traditional shifting cultivation lentils, groundnuts 8.2.21 Explain the effects of shifting Deforestation, soil erosion, cultivation on the environment. leaching, carbon emission, rainfall variability 8.2.21 Describe commercial farming Large-scale, mechanisation, use of chemicals to control diseases and pests, use of artificial fertilisers Growing areas and conditions 8.2.22 Identify the major cash crops grown maize, tobacco, cotton, under commercial farming coffee, wheat, sugarcane, banana, pineapple, tea 8.2.23 State characteristics of foreign-owned, labour estate/plantation agriculture intensive, long-term investment, large capital outlay, irrigation, processing done on site, export oriented 16        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES 8.2.24 State factors influencing commercial Diseases and pests, pasture, livestock farming. markets, water scarcity, traditions, thefts 8.2.25 Explain the impact of commercial Deforestation, pollution, farming on the environment. Soil erosion, displacement of wildlife Fishing 8.2.26 Locate the major fisheries in Zambia Lakes: Kariba, Tanganyika, Application Awareness Mweru, Bangweulu Identification Appreciation Rivers: Zambezi, Kafue, Conservation Chambeshi-Luapula, Integrity Luangwa Honesty Swamps: Lukanga, Barotse Selflessness flood plains 8.2.27 Identify the types of fish Breams, Babel, Tiger fish, Bottle fish, Buka-buka, Fresh water sardines (Kapenta) 8.2.28 Describe fishing methods Gill and Seine nets, Baskets, Fishing lines, Motor boats, Dugout canoes, Spears 8.2.29 Describe fish processing methods. Smoking, Sun drying, Salting, Freezing, Caning 8.2.30 State the challenges facing the Marketing, storage, fishing industry transportation, over fishing, bad fishing methods 8.2.31 Suggest possible solutions to Restocking, annual fish challenges facing the fishing bans, fish farming, using industry standard fishing instruments Tourism 8.2.32 Identify the major tourist attractions National parks, Water falls, Analysis Awareness, in Zambia Historical sites, Traditional Identification Appreciation ceremonies, Water sports Conservatio 17        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES 8.2.33 State the advantages and Advantages: Foreign n disadvantages of tourism exchange earnings, Cultural Recreation exchange, Infrastructural Integrity development, Employment Honesty Disadvantages: Trafficking Selflessness in trophies, Diseases, Prostitution 8.2.34 Explain the importance of Cultural heritage, conserving tourism resources sustainable development, recreation 18        8.3 THEME: Man the social being in the past GENERAL OUTCOME: Create an understanding about why and how we learn about the past. CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES Knowledge Skills Values Pre-history Learning about the 8.3.1 Give reasons for learning about the Reasons…………….. Data Awareness past past Oral traditions, written collection Appreciation 8.3.2 Discuss various methods used to records, anthropology, Application learn about the past archaeology Measuring time: BC, AD, 8.3.3 Compile time charts to show Decade, Generation, important events Century, Millennium Origins and 8.3.4 Describe different versions of the Scientific and Biblical Appreciation Development of origins of man Imagination Man 8.3.5 Discuss the stages in the Proconsul Africanus, Cooperation development of man Kenyapithecus, Australopitrhecus, Zinjanthropus, Homo- habilis 8.3.6 Draw a time-chart to illustrate Periods: Early, Middle and stages of the evolution of man Late Stone Age and Iron Age Pre-colonial Origins and 8.3.7 Describe the origins and Origins of the Bantu Identification Appreciation Societies in movements of the movements of the Bantu speaking speaking people Classification Awareness Zambia Bantu Speaking people Peoples 8.3.8 Identify the historical locations of Northern Zambia: Bemba, different Bantu speaking peoples in Mambwe, Namwanga Zambia Luapula: Lunda North-western Zambia: Luvale, Lunda, Kaonde Western Zambia: Aluyi 19        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES Knowledge Skills Values Central Zambia: Lenje, Soli, Lamba-Swaka Southern Zambia: Tonga Eastern Zambia: Chewa, Nsenga, Tumbuka 8.3.9 Describe the spread of farming and Origins of farming and iron iron-working in Zambia working in Zambia 8.3.10 Discuss the importance of Geographical and technology of the Bantu speaking technological influences on people economic and strategic activities and farming Decentralised 8.3.11 Identify the major decentralised Tonga, Ila, Lenje, Soli Differentiating Appreciation societies societies in Zambia Use of maps Belonging 8.3.12 Discuss the main features of Political, social, economic Identification decentralised societies and cultural features Centralised societies 8.3.13 Identify the major centralised Bemba, Luyi, Lunda, societies in Zambia Chewa 8.3.14 Discuss the main features of Political, social, economic decentralised societies and cultural features 8.3.15 Explain the importance of culture Importance of culture to to any society any society 8.3.16 Locate and name on the map of Zambia the centralised and decentralised societies 20        GRADE 9 9.1 THEME: Governance GENERAL OUTCOME: Develop an Understanding, Respect and Promotion of Human Rights CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES Governance Fundamental 9.1.1 Explain fundamental human rights Fundamental Human Rights Analysis Respect Human Rights: Civil and political , economic, Research Justice Rights social and cultural and collective rights Effective Awareness Responsibilities communication Impartiality Violations of human rights Inter-personal Responsibility 9.1.2 Identify institutions and Institutions that promote human rights: organisations that promote human Police – VSU, Courts, Human Rights rights in Zambia Commission, Amnesty International 9.1.3 Identify the factors that lead to Lack of information, corruption, weak law human rights violation enforcement, 9.1.4 Participate in human rights activities in school and community Gender roles 9.1.5 Describe gender roles Gender roles Critical thinking Appreciation 9.1.6 Classify sex roles Sex roles Honesty 9.1.7 Explain gender discrimination Gender discrimination Fairness 9.1.8 Identify institutions that promote Institutions that promote gender Responsibility gender equality discrimination: Home, school, faith based organisations, workplaces 9.1.9 Participate in gender advocacy in Institutions that promote gender equality: school Government Ministries, Human Rights Commission, Civil societies Corruption 9.1.10 Explain corruption Corruption Critical thinking Integrity Forms of Corruption: Cash and services Accountability 9.1.11 Explain the causes of corruption Causes: e.g. greed, poverty Transparency 9.1.12 Explain the effects of corruption Effects: Political, economic and social 9.1.13 Describe the role of the community saying no to corruption, reporting in fighting corruption corruption 21        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES 9.1.14 Identify the institution that Anti-Corruption Commission (ACC) spearheads the fight against corruption in Zambia 9.2 THEME: Economic and Social Development GENERAL OUTCOME: Develop an understanding and appreciation of the skills for economic and social development CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES Economic Budget 9.2.1 Describe types of budgets Budgeting Entrepreneurial Appreciation Development Types of budget: Individual and skills Transparency National Problem solving Equity 9.2.2 Identify features of a budget Features of a budget: Income and Accountability expenditure Honesty 9.2.3 Explain sources of National Budget Sources of budget: Taxes, donors Integrity 9.2.4 Explain the importance of a budget Importance: control measure, Thriftiness transparency, equity, accountability Awareness 9.2.5 Identify the challenges associated Tax evasion, corruption, theft, fraud, with budget implementation Respect misapplication, lack of accountability 22        CONTENT TOPIC SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES Trade 9.2.6 Describe local and international trade Local trade; buying and selling of goods and services within the country International trade; buying and selling of goods and services between countries Chain of distribution: producer – manufacturer –wholesaler – retailer – consumer 9.2.7 Identify the challenges associated with Poor transport and communication, local and international trade unfair competition, poor quality of products, counterfeit products, porous borders, inadequate harmonised standards 9.2.8 Identify crimes associated with trade Smuggling, counterfeit products, human and drug trafficking, fraud, corruption, International Regional 9.3.1 Identify regional organisations to which SADC, COMESA, NEPAD, AU, Communication Cooperation Organisations Organisations Zambia is a member Negotiation Interdependence 9.3.2 Outline structure of regional Structure of regional organisation Arbitration Peace organisations Networking Friendship 9.3.3 Explain functions of regional Standardisation, quality assurance, Solidarity organisations accreditation and metrology of products and services (SQAM) 9.3.4 Discuss benefits of Zambia’s Ease of trade through SQAM for membership to regional organisations products and services 23        9.4 THEME: Industrial Development GENERAL OUTCOMES: Develop an understanding of the relationships between industrial development and resources that Zambia is endowed with Develop skills to read and interpret maps, charts statistics and diagrams Industry Mining 9.4.1 State the major minerals mined Copper, cobalt, coal, precious stones, Analysis Awareness in Zambia nickel Application Responsibility 9.4.2 Describe methods of mining Open and shaft mining Comparison Conservation used in Zambia Safety 9.4.3 Discuss the contribution of Employment, foreign exchange, Appreciation mining to the socio-economic economic development, social Patriotism development amenities, infrastructural development Integrity 9.4.4 Discuss the impact of mining on Pollution, land degradation, Honesty the Environment. displacement of communities 9.4.5 Identify possible solutions to Compliance with environmental mitigate the impact of mining standards, diversification into non- on the environment mining activities 9.4.6 Identify crimes associated with Corruption, theft, sub-standard and the mining industry in Zambia counterfeit products, fraud, Manufacturing 9.4.7 Identify manufacturing Steel making, textiles, leather, Analysis Awareness and Food industries furniture, brick/block making, pottery Application Responsibility Processing 9.4.8 Identify food processing Milling, caning, confectionery, Measuring Conservation industries beverage Interpretation Safety 9.4.9 Describe factors influencing the Raw materials, power, transport, Appreciation location of industries labour, markets Accuracy 9.4.10 Explain challenges faced by Cost of raw materials, lack of capital, Patriotism manufacturing and processing unfair competition (sub-standard industries products), poor transport, lack of storage facilities, inadequate market, inadequate technology, counterfeit products, inadequate use of standards, 9.4.11 Identify the institutions that Zambia Bureau of Standards(ZABS), regulate manufacturing Zambia Environmental Management industries Authority, Pharmaceutical Regulatory Authority, Zambia Weights and 24        Measures Agency, Local Authorities, Zambia Police Intellectual Property Unit, Competition and Consumer Protection Commission. Power and 9.4.9 Describe renewable and non- Renewable: hydro-electricity, solar Energy renewable sources of power and power, wind, geo-thermal energy Non-renewable: petroleum, coal, nuclear, wood fuel, bio-gas 9.4.10 List institutions dealing in Copperbelt Power Company, Zambia power and energy. Electricity Supply Corporation, Energy Regulation Board, Zambia 9.4.11 Identify challenges associated Bureau of Standards with power and energy Transportation of petroleum products production in uncertified tankers, deforestation, adulteration of petroleum products Basic map Maps and 9.4.12 Explain the difference between Map: plan Reading diagrams a map and diagram. Diagrams: pictorial presentation Techniques 9.4.13 State characteristics of a map. Symbols, key, direction, grid systems, scale, elevation 9.4.14 Describe the location of a place four and six figure grid references or point on the map Latitude and longitude 9.4.15 Tell directions on the map Compass and bearing 9.4.16 Measure distances Distance along a straight line Distance along a winding course 9.4.17 Interpret relief features Contour lines: escarpment, valleys, Map Reading 9.4.18 Identify drainage systems plateaux, plains, gap/saddle/col and Drainage patterns: trellis, radial, interpretation 9.4.19 Identify cultural features dendritic Settlements, transport networks, land- use, communication networks 25        9.5 THEME: EUROPEAN COLONIAL INVASION OF AFRICA GENERAL OURTCOME: Create an awareness of the consequences of Western European Colonialism CONTENT TOPICS SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES Foreign Influence Development 9.5.1 Explain the origins of ‘slavery’ Social, economic and political needs Identification Awareness on Zambia of Slavery and the ‘slave trade’ up to the Critical Appreciation and Slave sixteenth century thinking Bravery Trade 9.5.2 Assess the effects of slave trade Social (disturbed cultural heritage, Drawing Justice on the African societies suffering of slaves), economic (loss of Analysis Cooperation able-bodied labour), and political (destruction of some kingdoms) 9.5.2 Locate the main Slave Trade West Africa, Central Africa, East routes in Africa Africa, North Africa 9.5.4 Describe the Triangular Slave Europe, Africa and America Trade 9.5.5 Identify people who were William Wilberforce and Abraham instrumental in the abolition of Lincoln slavery and slave trade Arrival of 9.5.6 Assess the aims of European Social, political, economic, religious, Europeans imperialism and the scramble for humanitarian Africa 9.5.7 Describe the exploration of Africa West Africa, Central Africa, East by Europeans Africa, North Africa 9.5.8 State the results of European Social, political, economic, religious imperialism in Central Africa 26        CONTENT TOPICS SUB-TOPIC SPECIFIC OUTCOMES KNOWLEDGE SKILLS VALUES European 9.5.9 Describe the steps leading to Missionaries, hunters and concession occupation of European occupation of Central seekers Central Africa John Cecil Rhodes and the British South Africa Africa Company Northern Rhodesia under the BSA Company African 9.5.10 Describe African resistance to Primary resistance to colonial rule: Reaction to colonialism welfare societies, mineworkers’ unions Foreign Rule and independent African churches in Central 9.5.11 Explain the struggle for Secondary resistance to colonialism: Africa independence political parties such as Northern Rhodesia African Congress (NRAC), African National Congress (ANC) and United National Independence Party (UNIP) 9.5.12 Describe the Central African Southern Rhodesia (Zimbabwe), Federation of 1953 to 1963 Northern Rhodesia (Zambia) and Nyasaland (Malawi) 9.5.13 Discuss reasons for and against Social, political, economic the Central African Federation 9.5.14 Assess the successes and failures Successes and failures of the Federation of the Federation 9.5.15 Describe the steps leading to the Political activities leading to the independence of Zambia independence of Zambia 27