Social Studies G8-G9 Pamphlet PDF

KITWE DISTRICT EDUCATION BOARD SOCIAL STUDIES (GRADE 8-9) PAMPHLET FIRST PREPARED IN 2017 BY MONICA MAGORIMBO-MITANTO SECONDARY SUSAN MWENYA-WUSAKILE-SECONDARY CHIPETA-LIMA SECONDARY (First edited in 2018)...

KITWE DISTRICT EDUCATION BOARD SOCIAL STUDIES (GRADE 8-9) PAMPHLET FIRST PREPARED IN 2017 BY MONICA MAGORIMBO-MITANTO SECONDARY SUSAN MWENYA-WUSAKILE-SECONDARY CHIPETA-LIMA SECONDARY (First edited in 2018) 1 ACKNOWLEDGEMENTS The 2018 Kitwe district pamphlet review exercise would not have been accomplished without the involvement, participation, and commitment of many teachers. We want to thank them all. Most importantly we must thank Ms. Magorimbo Monica__________________ Mitanto secondary school Ms. Mwenya Susan ______________________ Wusakile secondary school Ms. Chipeta Stephen ______________________ Lima secondary school Mr. Musonda Alex ________________________ Kakolo Maposa secondary school Ms. Phiri Esther __________________________ Miseshi secondary school Mr. Mubanga Henry _______________________ Chibote secondary school Ms. Kowa Miriam ________________________ Chamboli secondary school Ms. Mwango Priscilla ______________________ Ndeke secondary school Ms. Munshya Lucy __________________________ Wusakile secondary school Mr. Sanjombi Kapalo _______________________ Chimwemwe secondary school Ms. Nampungwe Lillian ______________________ Machona secondary school Ms. Mbewe Agnes _________________________ Nkana secondary school Finally, we wish to acknowledge our indebtedness to the Kitwe district board secretary Mr. Allan Kaoma TOPIC 1: MAN THE SOCIAL BEING 1. State reasons for learning about the past  To understand the present. The way a particular group of people or society behave depends on their past. History gives us a lot of information about how people behaved in the past and how societies were formed. For example, in order to understand why 2  there is war in any country, we have to look at the past and see what reasons led to the war. Those who do not learn from history are doomed to repeat it.  To project the future. This means that it is possible to predict the future using the knowledge about the past.  History provides identity. History gives evidence about how families, groups of people, institutions, communities and countries were formed and how they have developed. It provides identity since a particular group of people can identify with a particular family, community or country.  It helps to emulate good morals. Reading about the stories of prominent individuals who upheld good morals such as Kenneth Kaunda, the first president of Zambia, helps us to learn and practice the moral values that such people practiced.  History is useful in the world of work. Some professions such as being an archaeologist or a historian require knowledge about the past.  It helps us understand people and the societies. Learning about the past helps us understand why a group of people, for example a tribe, behave the way they do. It also explains why societies have certain beliefs. When people from different cultural backgrounds understand each other‟s cultural background, they are able to understand the differences between them and thus live in harmony. 2. Discuss various methods used to learn about the past  Oral traditions are an important way of learning about the past. In the past, customs, beliefs, cultural practices and ideas of a particular group of people were passed on from one generation to another through word of mouth. Speeches, songs, stories, legends, chants, myths, poems and proverbs were used to pass down the history of a given people. 3   Written records comprise all recorded information. They may either be primary or secondary. Primary records consist of reports compiled from first hand experiences such as interviews, observations, oral traditions or archaeology. Secondary records on the other hand, consist of derived information. Written records are the most reliable methods of learning about the past. Examples of written records include; books, encyclopedias, journals, inscriptions, lists, diaries, autobiographies, biographies, newspapers and magazines.  Anthropology is the study of human life and culture. It examines such topics as how people live, what they think, what they produce and how they interact with their environments. Anthropologists try to understand the differences among groups of people as well as what they have in common.  Archaeology is the scientific study of remains of the past human cultures and behaviour through the examination of material remains of previous human societies. These remains include the fossils, which are preserved bones of humans, food remains, the ruins of buildings and human artifacts.  Linguistics is the scientific study of languages. It also seeks to analyze the relationship between various language groups. Linguistics deals with the structure and development of language and can therefore be said to be the study of languages as it changes in the course of time.  Genetics refers to the scientific study of hereditary and passing on of characteristics from parents to off-springs. Genetics helps historians to trace the origin of plants and animals and can therefore be used to explain the spread of plants and animals. 3. Describe measurement of time in history 4   Before Christ (BC) – the birth of Jesus Christ is used as a starting point to count years that came before he was born.  Anno Domini (AD) is used to count the years that came after Jesus Christ was born. Anno Domini is a Greek word which means “the year of our Lord” Anno Domini is sometimes referred to as the Common Era, Christian Era or Current Era  Decade is a period of ten years. The word is derived from a Greek word dekas which means ten. For example the period from 1990 to 2000.  Generation is an interval of time between the birth of parents and the birth of their offspring. This is usually taken to be about 30 years.  Century is a period of a hundred years in a dating system, from a year numbered 1 or 00.  Millennium is a period of 1,000 years. The word millennium comes from the Latin mill which means thousands.  How to calculate a Century? The first century is from year 0 to 99. The second century extended from AD 100 to 199.  For example; what century is 2018? Let’s do it together. You divide the given year by 100 and add 1 to the answer you get. This should give you the century for the year under consideration. 2018 = 20 + 1 = 21st Century. 100 For the event Before Christ, for example, how many years ago is BC 217? Take the year now: a) 2018 (2,018 years After Christ) Year then b) + 217 (217 years Before Christ) Add (a) and (b): 2235 The answer is 2235 years ago. Now try this activity Activity What Centuries are the following years: A. 2004 B. 1988 C.1244 D. 1098 4. Describe different versions of the origins of man 5   Scientific theory of creation states that life began in the sea. It is believed that there were small one-celled organisms which formed about four billion years ago. Scientists believe that mammals came for reptiles and then man developed from mammals through evolution. Evolution is a process of change by which man originated from ape-like creatures.  Biblical version gives an account of how man was created by God in the book of (Genesis 1: 1-28) on the sixth day. This account of creation is held as the origin of man by Christians, Muslims and the Jews. 5. Discuss the stages in the development of man  Proconsul Africanus are 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  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. 6  Australopithecus means “Southern Ape” was discovered by Louis Leakey at Olduvai Gorge in Tanzania in 1959. Fossil remains of this species were discovered at sites in South Africa in 1896, north of the Vaal River by Prof. Raymond A. Dart. Australopithecus lived about 3 million years ago. His characteristics included:  small canine teeth,  bipedalism, that is walking on two legs,  a low cranium behind a projecting face,  a brain size of an ape‟s brain,  body weight ranging from 27 to 49kg,  curved fingers and long thumbs,  Protruding faces like those of apes and little body hair. Australopithecus lived in different environments like woodlands, forests, grasslands and savannah.  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”  Homo- habilis existed in the early Stone Age period between 50,000 – 40,000 years ago. Homo is a Latin word meaning human or man and habilis means handy or skillful. This species is also known as „handy man‟ because he used stone tools. Homo habilis fossils were discovered at Olduvai Gorge. Physical characteristics of Homo habilis include having a larger brain than earlier ancestors, face was smaller, walked on two legs, and was the first of human ancestors to make stone tools. Homo habilis lived in grassland environment. Homo-habilis was much shorter and hairier than Homo sapiens. Homo sapiens refer to thinking or intelligent man. 7 6. Describe the periods through which man has lived  Stone Age is used to describe a period of human evolution where stone was used to make tools. The Early Stone Age is the beginning of the Stone Age and the beginning of early man. This period of time is called the Early Stone Age because the early man created tools made of stone. This period existed from about 55,000 – 40,000 years ago. Homo habilis made stone tools because he had a thumb and fingers bigger than those of an ape. Early Stone Age sites have been discovered in many parts of Zambia such as Kalambo Falls where Professor Desmond Clark found wooden tools and charcoal. The Early Stone Age creatures lived near rivers and waterfalls particularly the Victoria and Kalambo falls for three reasons; o they wanted water for drinking, o they wanted to catch fish o they wanted to hunt down the animals that came to drink water  The Middle Stone Age was a period between Early Stone Age and Late Stone Age. During this period the early man domesticated plants and animals. Dogs were the first wild animals to be domesticated to assist man in hunting. Pottery and the use of the 8  bow were started during this period. The most famous site where the remains of the Middle Stone Age man were found in Zambia was Kabwe. These remains were discovered in 1921. They were the remains of Homo Sapiens Rhodensis or Broken Hill Man. Other Middle Stone Age sites in Zambia are Kalambo Falls, Victoria Falls and Twin Rivers near Kafue River.  After the Middle Stone Age, the Late Stone Age which is also called Neolithic Stage followed. This was about 45 000 years ago. The Late Stone Age man was the San or Bushman. The people here nomadic hunters. The following are some of the sites discovered in Zambia kifubwa and Kivuku near Solwezi, Nachikufu cave near Mpika, Mpulungu near Lake Tanganyika, Samfya on the shores of Lake Bangweulu, Mumbwa cave in Central Province, Nsalu cave near Serenje and Gwisho Hot Springs. -The earliest tool to be made by men of the Early Stone Age was pebble which would have been used for crushing roots and pounding. -This tool was followed by hand axe then a cleaver. Hand axe was sharpened along the edge. It was used for digging and cutting animals that they killed. A cleaver was used for chopping and skinning animals.  The Late Stone Age people also did paintings on rocks. The types of paintings were Naturalistic paintings which showed natural things such as the domestic animals which they kept and those they hunted. Naturalistic paintings are found at Nachikufu. Schematic paintings were abstract showing shapes, colour and texture. It was also during this period that man invented the bow and arrow. This improved his hunting 9  skills and during this period, people began to live in caves and rock shelters to shield themselves from the effects of the weather.  The Iron Age is the period characterized by use of iron to make tools and weapons. This brought about changes in society, which included improved agricultural practices, religious beliefs and artistic styles. Blacksmithing developed with implements and weapons being hammered into shape. The introduction of the alphabet and the development of written language during the Iron Age enabled man to write books and keep historic record. By the 4th or 5th century AD, Iron Age farmers had settled throughout much of Southern Africa. The earliest hunter-gatherers were slowly displaced or absorbed by Iron Age Negroid populations between 300 AD and 400 AD. These people brought with them metal working, slash and burn agriculture, which still exists in some parts of Zambia, cultivating sorghum, beans, bananas and yams, rearing of cattle and goats, pottery and dwellings made from boards and plaster. Settlements were small and largely self-sufficient. TOPIC 2: BASIC MAP READING TECHNIQUES 7. Explain the difference between a map and diagram. a) A map represents the geographical features and relative position of places while a diagram is simply a pictorial graphic, numerical or written material which presents a clear visualised summary. b) A map has a grid reference system to indicate the location of something on the earth while with a diagram, this is not necessary. c) A map reveals distance and campus direction between places and points on the earth‟s surface while for a diagram, these are not important. d) A map indicates elevation and slope while a diagram does not. e) A map uses symbols while diagram this is not always necessary. 8. State characteristics of a map. The main characteristics of a map include:  TITLE: A map should have a title which is the heading of the area represented by the map and the information it bears. 10   KEY/LEGEND: A map should have Key also known as a Legend showing a combination of symbols, signs, lines and letters to show different things. The Key to show the name for the list of symbols and the description of what each symbol means.  COMPASS DIRECTION: the map should have a compass to indicate position of a place in relation to another,  GRID SYSTEMS: A map should have a grid describe the position of any point within the grid pattern. The map needs to have coordinates in form of latitudes and longitudes.  SCALE: The Scale to show the relationship between distances on the map and the actual earth surface. There are three types of scales namely:  Statement scale- given in words or figures e.g. 1cm represent 1 km on the ground  Linear scale- a horizontal line divided geometrically into a number of equal parts which represent an equal number of kilometers  Representative fraction or ratio scale- expressed in form of a ratio or fraction e.g. 1: 50,000. meaning that 1cm on the map is equal to 50,000cm on the ground.  FRAME: this is a borderline or marginal line which encloses a map. It shows the area represented by the map and makes the map neat, beautiful and complete 9. Describe the location of a place or point on a map.  Using four and six figure grid reference system 45 43 NORTHINGS 42  A 41 18 19 20 21 22 23 24 EASTINGS 11   The dot on the grid above is identified by easting 19 and northing 41  The four grid reference is 1941 All places on earth are located at specific degrees of latitude north or south of the equator, specific degrees west or east of the Greenwich Meridian 10. Identify directions of places on a map.  Latitudes- these are imaginary lines running from east to west. They measure the distance of a place north or south of the equator. They join points on the earth‟s surface that are of equal distance North or South of the equator. They are measured in degrees from the equator and increase in value as one moves further to the North or South of the equator. Latitudes run from 0 at the equator to 90 both North and South there are 180 latitudes in total. The equator is the longest latitude and divides Africa into two equal halves: the northern and southern hemisphere.  Longitude- these are imaginary lines that run from the North to South on a map. They are referred to as angular distance East and West of the prime meridian. They are measured from 0 towards the east and o towards the west. They are also known as meridians and run north to south, from the North Pole to South Pole. 12   Compass-is an instrument used to determine direction. It has a magnetic needle which responds to the earth‟s magnetic force. The needle always point northwards. It has four main points which are known as primary or cardinal points which are: North, South, East and West. Other points are called subsidiary points which are: North-east, South-east, South-west and North-west.  Bearing- direction from one place to another on a map can be given more accurately by using bearing. To find bearing, two points are joined using a straight line. Then draw an arrow showing direction of the true north through A-the first point from which the bearing of another place B is being considered. Using a protractor, measure the angle between the North and the line which joins the two places. The angle you get is the bearing. 11. Measure distances on a map. Distance is the amount of space between two points. To measure distance on the map the following methods are used:  Straight line Method- using a paper with straight edge. The paper is marked at the edge and place the mark against the starting point of the distance one is measuring. Mark the end point of the distance and place this against the map scale.  Segment method- on features that are not straight, one can use a segment method where especially if one has to measure the distance of a river. One need to segment/divide the river and measure each of the segments independently. Then add all the distances to get the total distance. A straight paper with straight edge may also be used to record the length of the segments by making a mark on the paper and then 13  place the mark against the start point. Then mark all the segments. Later place it against the Map scale. The scale to the left of zero enables us to read off smaller measurements of the main unit. Illustration of the process of measuring curved line distance Measuring curved distance on a linear scale using a paper  The string method- the string is used to follow the bends of either the road or river to be measured. The string is then stretched against the map scale to calculate distance. 12. Interpret relief features.  Contour lines Contour lines are lines drawn on a map connecting points of equal elevation. Map markers use contour lines to show height on maps. Contour lines are therefore very useful because they allow us to show the shape of the land surface (topography) on a map. Examples relief are shown below 14  Spur. These have a V shape downwards. Look at the contours at b, the v points downwards. Saddle. The low-lying area between two mountain peaks is called a saddle. See the arrow. Valleys have a V shape Uphill. a and b shows the valleys. Conical hill The slopes are similar in all directions. The sides are usually steep with a small pointed top. Sport heights 15  They are points on ordinance survey maps whose heights have been measured by land surveyors. Sport heights are marked by a dot with the height in metres written beside the dot as shown below.  Trigonometrical station These are stations are places, usually on hill summits, whose altitude, latitude and longitude have been measured and provide extra information on height. The symbol below is used. 13. Identify drainage patterns.  Dendritic patterns  It looks like tree with many branches  Depends largely on the  Tributaries join the main river at acute angle (less than 90).  Trellis pattern  It is formed in areas where the rocks crack to form a grid pattern  It is common over certain types of rocks such as granite,  It has many right (900) angles and looks like framework of crossed seams alternate. 16   Radial pattern  Occur on cone-shaped mountains such as volcanoes  Water flows away from the high point equally in all directions.  It looks like spokes of a bicycle wheel. 14. Identify cultural features.  Settlements These are symbols indicating where permanent buildings have been built e.g. villages, towns.  Transport networks Mode of movement of goods and service from one place to another e.g. roads, railway, airport 17   land-use The utilization of land through agriculture, mining and conservation  communication networks Links between settlements e.g. Celz, MTN, and Airtel 15. Describe Relief levels of Zambia. Relief is the general appearance of the land surface. The land surface can be flat, steep, high or low. It can also be the difference in elevation or height between parts of the earth‟s surface. It can therefore be classified into three levels namely:  Land below 900m above sea level This relief level is called low veld. It is the lowest relief level consisting of river valleys like Luangwa, Zambezi valleys and Lake Tanganyika basin.  Land between 900m and 1200m above sea level This relief level is called middle veld. It consists of a gently undulating plateau such as Bangweulu, Lukanga, Busango, Mweru-wa-ntipa swamps, Kafue, Luena flats, etc  land above 1200m above sea level This relief level is called high veld. This region includes highlands such as Mbala, Makutu-lake Malawi watersheds 16. Locate the major drainage features of Zambia.  Drainage refers to rivers, streams and water bodies such as Lakes and swamps.  Major rivers are: the Zambezi, Chambeshi- Luapula, Kafue and Luangwa  Lakes include Kariba, Tanganyika, Lake Mweru, and Lake Bangweulu.  Swamps and wetlands in Zambia are: Bangweulu swamps, Busanga swamps and Lukanga swamps 18 17. State the cultural features of Zambia.  Road and railway network, Zambia has two principle lines of rail, the Zambia Railways (ZR) and the Tanzania- Zambia Railways (TAZARA) Roads in Zambia are: The Lusaka –Copperbelt Road, The Ndola-Kitwe dual carriage ways. The great East Road, Lusaka- Mongu Road, Solwezi-Mwinilunga Road  Settlements Pattern Much of population is concentrated along the railway line, linking the Copperbelt with Lusaka, the capital, and with the border town of Livingstone. Settlement pattern vary regionally depending on differences in economy, and routes of communication and on the distribution of natural resources and trading centres. Settlement can be categorized in two ways: rural and urban settlement. There are three types of urban settlements:  Traditional pre-colonial town- built of long-lasting materials occupied by people engaged in craft production and commerce  Those established by colonial powers- new industrial centres located in areas of low population density  The main small townships- established as local administrative and trading centres during the colonial period. They link rural areas and modern cities.  Bridges: The Victoria Falls Bridge, Mwanawasa Bridge, Sioma Bridge, Chirundu Bridge and Katima-Mulilo Bridge TOPIC 3: PRE-COLONIAL SOCIETIES IN ZAMBIA 18. Describe the origins and movements of the Bantu speaking people.  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 19  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. The Bantu migrated from their original homeland due to the following reasons:  They had acquired iron-working knowledge and had made strong farm implements which led to increased food production. As a result there was increased population which forced them to migrate.  Drying up of the Sahara grasslands, since the Bantu speaking people were farmers, the environment forced them to migrate to look for new fertile lands for farming and water as Sahara turned into a desert.  They had developed better weapons through iron-working and therefore, found it easier to find other groups in areas they migrated to. 20   They experienced internal disputes that were brought about by family and clan quarrels. These made some groups of people to break off from their families and clans and migrate to other areas.  They encountered calamities such as famine, drought and diseases.  They were crop farmers and thus were looking for fertile lands that they could cultivate.  They were invaded by hostile neighbours.  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.  Adventure; some groups moved to new area to explore. After many years, the Eastern Bantu met the Western Bantu in what is today known as Angola, Southern Democratic Republic of Congo and part of Western Zambia. Here they made one of the earliest iron-working groups in Central Africa. This was the beginning of the Luba – Lunda Empire and from the Luba-Lunda Empire; various Bantu tribal groups migrated into Central Africa (Zambia and Malawi). 19. Identify the Historical locations of different Bantu ethnic groups in Zambia.  Northern: Bemba, Mambwe  Muchinga: Namwanga, Bisa  Luapula: Lunda  North-Western: Luvale, Lunda, Kaonde  Western: Aluyi  Central: Lenje, Swaka  Lusaka: Soli  Copperbelt: Lamba  Southern: Tonga, lla, Toka-Leya  Eastern: Chewa, Nsenga, Tumbuka 21 20. Describe the spread of Farming and iron-working of farming.  From Fertile Crescent in the Middle East, farming spread to other parts of the world. It reached Egypt around 650 BC. Here it was started in the Nile River Valley, along the banks of the river Nile. The farmers learnt to keep animals such as goats, cattle, donkeys and sheep. For irrigation they invented a number of methods. Among the early devices for lifting water from streams and water channels was the Egyptian Shadoof. The Shadoof is a bucket set on one end of a weighted pole. The pole rests on a lever and is used to lift water manually to higher lying fields. From Egypt, civilization and farming spread to Ethiopia (Axum) and Sudan (Kush). I Kush, an iron centre was established at Meroe. From Kush and Axum, the spread of farming southwards into Central Africa was slow because of thick forests and jungles along the equator, rivers and dangerous animals as well as bad climate.  In Zambia, the most well -known Iron Age people lived in the present Southern Province in an area that extended from Gwembe Valley, through Kalomo. The remains of their way of life have been found in the following sites which are located around or near Kalomo; Ndonde, Kalundu, Isamu Pati and Gundu. The Kalomo people are the earliest Bantu settlers and farmers in Zambia. They settled in Kalomo because; o The land was fertile o There was enough pasture for animals o There was enough rainfall 22 21. Discuss the importance of Technology of the Bantu speaking people.  It led to farming for food security. The Bantu who migrated into Zambia introduced cultivation of grains and cattle rearing.  With increased agriculture, came the opportunity for villages and town centres to develop, as people were typically drawn to the new agricultural areas.  The use of was expanded into new regions as the cultivation of grain was spread as the Bantu speakers migrated to new areas. This new technology led to increased improvements in iron smelting thereby resulting in social, economic and cultural changes. 22. Identify the major decentralized societies in Zambia.  Tonga  Lla  Lenje  Soli 23. Discuss the main features of decentralized societies.  Political- they did not have a well-defined political structure or system of government. Originally they did not have a king or paramount chief. They were organized into matrilineal clans which were subdivided into family lineages and these lineages administered justice during disputes, distributed land and controlled property belonging to their members.  Social organization – they believed in the extended family structure. The number of wives and children a man had, determined his status in the society. For example the Tonga practiced polygamy meaning that a man was allowed to marry many wives. They were also highly religious people. They practiced ancestral worship, offering sacrifices before planting seeds and also soon after harvest, to thank their ancestors. Girls were kept away from society for a number of months, only to appear during the initiation ceremony. 23   Economic- they depended on farming. They also kept large herds of cattle because there was plenty of grazing land. Their main crops were maize, millet and sorghum. Trade was also done at Ing‟ombe Ilede, which means sleeping cow. 24. Identify the major centralized societies in Zambia.  Bemba  Luyi  Lunda  Chewa  Ngoni 25. Discuss the main features of Centralized Societies  They had no supreme hereditary ruler at a time and under him were several sub-chiefs and Headmen.  They had armies and they conquered decentralized societies.  They had a well-established social institutions such as clans and lineages  Each centralized society had well established cultural institutions  The supreme ruler served as the chief priest during major tribal religious ceremonies  The sub-chiefs had to be installed only after the approval of the supreme ruler. 26. Explain the importance of culture to any society.  Sense of belonging and helps the member to gain positive concept about the family, the nation and Government  Enables group life linked and related as a large unit  A tool through which people pass knowledge  Gives a vision to its people  Provides rules and norms by which people must live  Encourages unity among its members  Gives opportunity to members to understand each other as interpret their interaction and communication according to their culture. TOPIC 5: WEATHER AND CLIMATE OF ZAMBIA 24 26. Describe weather and climate.  Weather:  state of the atmosphere at a given place and time  atmospheric condition of a place over a relatively short period of time  it changes from time to time  and it varies from place to place  Climate:  average conditions of the atmosphere over a period of time  prevailing atmospheric conditions of a given place, over a relatively long period of time e.g. over 30 years 27. State the elements of weather and their measurement.  Elements of weather:  Temperature:  Is measured using an instrument called Thermometer  There are three types of thermometers namely:  Maximum thermometer- uses mercury  Minimum thermometer – uses alcohol  Six‟s thermometer- also called the maximum and minimum thermometer. Uses mercury in the maximum and alcohol in the minimum  This is the hotness or coldness of air.  It is measured in degrees Celsius/centigrade or degrees Fahrenheit  It can also be referred to as the amount of heat in the atmosphere of a given place. 25  The six‟s thermometer  Rainfall:  instrument used Rain gauge  measured in millimeters (mm)  the rain gauge consists of the following:  funnel  outer container  inner container/glass jar  measuring cylinder  it is important because it makes crops grow  rainfall in Zambia is seasonal, its experienced between October and April 26  Sunshine  instrument used Sunshine recorder  Is the direct rays of sunlight on the earth‟s surface  The Campbell strokes sunshine recorder records the number of hours and minutes of sunlight that receives on a daily basis.  Air pressure  is the weight of the air exerted on the earth‟s surface  instrument used barometer  there are two types of barometers namely: the Simple Mercury barometer and Aneroid barometer  Air pressure is measured in units called millibars (mb). Simple Mercury Barometer Aneroid barometer 27  Humidity  Refers to the amount of water vapour in the atmosphere  It varies from time to time and place to place  instrument used is the Hygrometer  the air is said to be saturated, it means it can no longer hold more water vapour  Absolute Humidity is the actual water vapour present in the air at a given time  Relative Humidity is the ratio of the amount of water vapour in the air at a give temperature to the maximum amount the air can hold at the same temperature. The Hygrometer  Wind  Is air in motion/moving  When air is in motion/moving, it has both speed and direction.  Wind Direction 28   The instrument used to measure the direction of the wind is called the wind vane  It can also be measured by the windsock  The wind vane rotate freely as the wind blows.  The arrow points into the direction from which the wind is blowing e.g. the arrow will point to the eastward if the wind is blowing from the east.  For the windsock, it will point to the direction into which the wind is blowing e.g. if the wind to blowing from the east to west, the windsock will point to the west.  Unit used is compass direction. The wind vane  Wind speed  The instrument used is the anemometer.  It has four cups that rotate freely when the wind is blowing  The greater the speed, the faster the rotation of the cups  A meter connected o the anemometer records the number of rotations  Is recorded in Km/h and units used is Knots. 29   Clouds  Clouds are masses of small visible particles of water ice that are formed by condensation  Are usually suspended in the sky  Can be observed by our naked eyes and units used is Oktas 28. Explain factors influencing weather.  Seasons: The Rotation of the earth causes day and night One Revolution of the earth around the sun takes 3651/4  Distance from the sea  Zambia lies in the interior of the continent therefore she is far from the moderating effects of the oceans  Zambia as a result has cooler winters and hotter summers  Global air movements due to different in temperature between parts of the world at different latitudes create a movement of air and water in great swirling currents.  Prevailing winds  Three winds which meet over Zambia in summer cause much of rainfall that is received  These are: South east trade winds, North West trade winds or Congo air and north east monsoons 30   The Congo air entering from the north wet bring more rainfall to Zambia than the other two winds  The zone in which these three air masses meet or converge is called the Inter- tropical Convergence Zone (ITCZ)  Latitude  Refer to the distance from the Equator  The northern part of the country receives more rainfall and has high temperatures because it is near the equator.  When the North West rain-bearing winds and the east monsoons blow from the equatorial region into the northern part of the country, they have moisture and bring more rains, but as they progress southwards, they become drier losing moisture hence the less rainfall received in the southern parts of Zambia.  Altitude  Altitude is how high or low place is above sea level  Lower areas in Zambia experience high temperatures e.g. Luangwa and Gwembe valleys while highlands experience lower temperatures e.g. Mbala is cooler because its high altitude whereas Chirundu in the Zambezi Valley is hotter because of its lower altitude. 29. Describe the climate of Zambia.  Zambia lies in the tropical areas near the Equator. She has a tropical climate. It‟s characterized by three seasons:  The cool, dry winter season from May to September  The hot, dry season in October and November  The rainy season from December to Africa Zambia‟s climate is favorable for the cultivation of a wide range of crops such as maize, tobacco, cotton, rice, wheat and groundnuts, all kinds of vegetables, citrus fruit, bananas, pineapples, mangoes, avocados and even grapes.  Temperature and rainfall characteristics:  Summers have high temperatures and rain falls in summer.  The rain is usually in the form of thunderstorms 31   Winters have lower temperatures and there is no rainfall. 30. Analyze effects of climate on human activities.  Climate affects human activities in the following ways:  November – March: this period is called the farming season because the rains dictate the farming activities  Clothes: the type of clothes to wear is also dictated by seasonal changes i.e. warm clothes are worn in cold season and light clothes in hot dry season.  Human settlement: people tend to settle in areas with higher amounts of rainfall and fertile soils because of their suitability for agriculture.  Migration: during high rainfall some areas get flooded thus forcing people to migrate to higher grounds.  Trading Activities: climate influences trading activities that take place in different parts of the country. The exchange of goods and services in different parts of the country is limited to the crops and goods that are available.  Housing: the types of houses built in different areas of the country are dictated by climate, i.e. people living in areas that are affected by floods cannot build permanent houses. 31. Analyze effects of human activities on climate Human activities have an effect on the climate which includes:  Pollution  Emissions produced as a result of human activities which lead to global warming, climate change and depletion of the ozone layer Global warming and climate change  Global warming refers to average increase in the earth‟s temperature, which in turn causes changes in climate. Global warming is largely caused by human activities that result in the greenhouse effect.  Rainfall patterns seem to be changing, with many places experiencing more droughts and other places experiencing more floods. 32   Industrial Activities  Increase in the number of manufacturing industries and the use of automobiles.  Produce different gases which affect the environment.  Agriculture  Increases the emission of greenhouse gases such as carbon dioxide, methane and nitrous oxide leads to global warming and climatic change.  Deforestation  Cutting down of trees to clear land for agriculture, establish settlements or to make charcoal has affected the amount of rainfall received.  Trees attract rainfall TOPIC 6: FORESTS AND THEIR PRODUCTS 32. Describe the types of vegetation found in Zambia. Zambia‟s vegetation is classified as Savannah vegetation, mainly characterised by scattered trees and tall grass. The vegetation can be divided into three categories:  Closed forests- these are very dense forests where the trees grow very closely together. They are found in areas that receive high rainfall. Most of these areas are called deciduous savannah woodlands. They include evergreen forests, swamps and mountain forests. Closed forests form canopies-a structure formed when tree tops or crowns touch each other, creating a shaded forest. Trees include: Kayimbi, Mukwa (Zambian Teak), Mupundu, Mutemwa clippers(climbing plants), Mukusi etc  Open forests consists of scatted trees with grass in between the trees. They cover 70% of Zambia. Trees found include Miombo, Mutondo, Musaka, Kayimbi, Mopane and thorn acacia trees.  Swamps and Grasslands are extensive areas covered with grass. They are naturally areas without trees. They are referred to as open grassland vegetation. 33. Identify type of tree species. The types of trees found in Zambia can be categorized into two: 33   Indigenous trees- these are local trees which are found in their natural environment. The trees take long to grow and produce hard wood timber.  Exotic trees- these are those that are not found in their natural environment. They are imported outside Africa and are planted in Zambia. There are a lot of plantations in Zambia in which exotic are found. Exotic tree species include: eucalyptus, gmelina and tropical pine. Exotic tree plantations are mainly located on the Copperbelt at Chat, Chicele and Mufulira. Other plantations are in Choma, Samfya, Kabwe and Chisamba. 34. Identify forest products and their uses. FOREST PRODUCT USE Timber For construction of houses and Furniture Honey A source of food Mushrooms A source of food Herbs Source of medicines Vegetables A source of food Fuel wood A source of energy Caterpillars A source of food Leaves, roots and barks Traditional medicines, baskets and net-making resins Used in making soap, varnished and paints, and sizing paper 35. Explain the importance of conserving and preserving forests  Provision of food from forest products such as honey and caterpillars  Home of wild life  Source of medicines  Clean air that the forest improve air quality and reduce in the emission of greenhouse gases that contribute to global warming  Forest prevent soil erosion  Forests replenish streams and rivers and provide drinking water  Forests are home to millions of species of plant, animals and insects, many of which provide food and medicines 34   Forests provide beautiful scenery for relaxation and solitude. Dangers of forests  Forest fires: fire lit by poachers disturb and even kill animals i.e. many snakes and rodents are burnt to death by these fires  Deforestation: cutting down of trees destroy the natural habitat for animals  Overgrazing: keeping too many animals in one area leads to overgrazing which leaves the soil bare, leading to soil erosion. When soil erosion occurs, vegetation stops growing.  Droughts: very little grass and other vegetation grow where there is drought. TOPIC 7: FARMING Farming is the growing of crops and rearing of livestock. There are two types of farming namely:  Subsistence Farming: growing of crops for consumption.  A subsistence farmer grows crops for his or her own or family consumption.  He or she may sell the surplus and buy things that he or she does not grow/produce.  He or she uses a small portion of land  He uses simple tools such as hoe, axe and panga  Commercial Farming: growing crops primarily for sale.  A commercial farmer grows crops for sale.  He uses chemicals and machinery such as pesticide, combine harvesters etc.  He uses a bigger portion of land.  Uses labour-skilled, semi-skilled and unskilled 36. Describe the different traditional types of shifting cultivation.  Lozi system of Western Province uses a multi-system type of farming practice. The system is made up of five different agricultural techniques such as litapa, lishanjo, matema, mazulu, Matongo.  Litapa: crops are grown in large shallow depressions on the plain. Land is prepared in May and planting in June. Harvesting is done in November.  Lishango: takes place at the edge of the plain and is practiced throughout the year. Planting is done in June and harvesting in November. Soon after harvesting, new crops are planted again and harvesting in May/June the following year. 35   Matema: refers to cut-over area. It similar to chitemene system. Lashing is done between mid-April and August, burning is done in October, cassava is planted on the onset of the rains with ash acting as fertilizer. When the rains start, other crops such as maize and vegetables are grown on the same piece of land. After four to five years, the field is abandoned.  Mazulu: Lozi term for ant hill. Farming is done on anthills made by termites, artificially made by humans or deposits that result from flooding. It takes place on the flood plains. They rise above flood waters when the area is flooded. Cattle kraals are made on these mounds as a source of manure. Crops grown include: maize, sorghum, pumpkins, groundnuts and sweet potatoes.  Matongo: crops are grown during rainy season on the lower slopes of the plateau. Farmers do not use chemical fertilizer instead they use cow dung as manure to increase soil fertility.  Transhumance  Refers to seasonal change of grazing and farmlands, the practice of moving livestock between different grazing lands during different seasons.  During rainy season, the Lozi move to higher ground with their animals where they settle and practice farming  After the floods have receded, they move back to the plain and continue with their farming activities. Advantages of Lozi system  No chemical fertilizer is needed  Animal manure increases soil fertility thus cheap method of farming  Integrates livestock with crop farming Disadvantages  Cutting of tree branches and burning leads to land degradation and air pollution due to smoke  All techniques are labour intensive  Farmer frequently lose their crops since farming takes on the floodplains 36  Mambwe system  Also called Fundika  Involves the making of mounds or heaps.  These mounds are made just before the end of the rainy season when the soil is still soft.  Grass is heaped in different places in a field and covered with soil to make mounds and compost.  The decayed grass serves as manure when the mounds are opened and the soil spread all over the field. Crops such as cassava, millet and vegetables are planted when rainy season starts  Mounds are opened in the second year. Advantages  Its friendly to the environment- no cutting of trees is involved  Chemical fertilizer is not used Disadvantages  Requires a lot of labour for making mounds and leveling when planting  Little integration between livestock and crop farming – there is total loss when crops fail to do well.  Chitemene system: 37   Chitemene means a cut-over area; mainly practiced in Luapula, Northern and in some parts of Central Provinces like Mkushi and Serenje  It is also known as slash and burn or shifting cultivation.  Tree branches are slashed and heaped in one area.  After drying, they burnt so that ash is used as fertilizer  On the onset of rains, crops like maize, vegetable, cassava, millet, sorghum and beans are grown. Advantages  Doesn‟t need artificial fertilizer to increase soil fertility as the ash acts as fertilizer; hence it is a cheap method  Only simple and cheap farming tools like hoes and axes are used  During burning, fire kills harmful insects (pests) that may destroy the crops; hence there is no need to use pesticide Disadvantages  Burning destroys the land- the area is used only once or twice as the soil becomes unproductive.  Cutting of trees leads to deforestation and in turn causes soil erosion or desertification.  Burning kills useful organisms in the soil  Yields are often poor  Crops grown are usually consumed within the shortest period  There is a lot of work e.g. slashing, dragging and heaping the branches in places 37. State the main crops grown under traditional shifting.  Millet, sorghum, cassava, lentils, groundnuts 38. Explain the effects of shifting cultivation on the environment.  Deforestation as a result of cutting down of trees 38   Soil erosion due to exposing the soil to the soil agents of soil erosion such as water and wind.  Low productivity: forest clearance brings about declining land productivity due to soil erosion leading to low income for farmers  Leaching is the washing away of top soil reducing nutrient in the soil  Pollution: the smoke produced when braches and grass are burnt causes air pollution  Rainfall variability: is caused as the result of vegetation influence in rain formation. Trees attract rainfall and deforestation leads to rainfall variability.  Global warming: burning of branches add carbon dioxide to the atmosphere which leads to global warming. 39. Describe commercial farming.  Large-scale are farms that are usually large and large pieces of land are required, Mechanization is the process of using agricultural machinery to mechanize farming.  Use of chemicals to control pest and diseases since the farms are large  Use of artificial fertilizers on the farm to make to soil fertile again. 40. Identify the major cash crops grown under commercial farming.  Maize, tobacco, cotton, coffee, wheat, sugarcane, banana, pineapple, tea 41. State characteristics of estate/plantation agriculture.  Foreign-owned Plantation are owned by foreigners  Long-term investment Farmers do not recover their capital immediately  Labour intensive Force is required for efficiency on the farm  large capital outlay Large capital is required to acquire labour, land, planting machinery or tools and chemicals  Irrigation The artificial application of water to crops  processing done on site Factories are constructed on the farm  export oriented Plantation agriculture is export oriented 42. State factors influencing commercial livestock farming. 39   Diseases and pests  Plenty of Pasture is suitable for feeding animals on.  Markets are an occasion where people buy and sell goods. Nearest market promotes commercial livestock  Water scarcities these are areas without enough water supply and do not promote commercial livestock farming  Traditions hinder commercial livestock farming. Some traditions regards rearing of animals such as pigs to be a taboo  Thefts due to crime of stealing animals and farm equipment discourage farmers. 43. Explain the impact of commercial farming on the environment.  Deforestation causes reduction of rainfall, increase in temperatures prolonged drought then desertification.  Pollution is the process of making air, water and soil contaminated or dirty. The major pollutants on the environment due to commercial farming are the chemicals.  Soil erosion leads to rapid depletion of the soil nutrients, low crop yield.  Displacement of human and wildlife due to clearing the vegetation for commercial farming. TOPIC 8: FISHING IN ZAMBIA 40 44. Locate the major fisheries in Zambia. Zambia has many rivers, lakes, streams and swamps from which fish is caught. A number of fisheries are found on the lakes and rivers. A fishery is a place where fish is caught. These fisheries include:  Kariba Fishery  Located on the Zambia-Zimbabwe border  It‟s a man-made lake which resulted after the construction of the Kariba Dam  Fish caught include: bream, sardine (Kapenta), sharp-toothed barbell, pike, Kalongwe and mutaba.  It is well equipped with a fishery Training Centre at Sinazongwe where fishermen are trained on how to use modern methods of fishing such as boats and nets.  They are also taught boat-building skills, net mending, engine repairing, how to manage finances and also fish farming.  There is also a well constructed and covered fish market and ice plant where ice blocks are produced and sold to fishermen for fish preservation.  Kafue Fishery  Is rich in fish such as Bream, pike, mud sucker, bull dog, tiger fish and barbell  Located near Kafue town 41   It extends from Itezh-tezhi gap where the Kafue River turns sharply east, and continues through the Kafue flats up to Kafue Gorge.  Zambezi (Flood plain) Fishery  Located on the mid-Zambezi flood plains of the western province.  Is also rich in fish species due to abundant fish food in form of animal droppings from Liuwa Plain National Park. And fish caught include mud sucker, bottlenose, pike, bream and barbell  Though rich in fish the fishery has not grown into an important commercial fishery because:  It is far from major cities, the only market for fresh fish is Mongu  Poor road network- difficult to construct roads because of the area is sandy; hence the fish is mostly sold dry.  Tanganyika  Is located on the Lake Tanganyika, north of Zambia.  It is well known for Nile perch and sardines  Nile perch are huge fish, found only I this fishery in Zambia  Chambeshi-Luapula Fishery  Chambeshi is also called the Chambezi, rises on a plateau in Northern Zambia between Lakes Tanganyika and Malawi.  Chambeshi River flows south-west, entering Lake Bangweulu in the wet season, from which it merges directly as the Luapula River.  There is little fishing taking place between the source and Lake Bangweulu.  Along the Luapula, fishing is the most important activity, attracting a lot of people.  It is the most densely populated areas in Africa  The development of fishing Industry has been hindered by poor infrastructure; hence large quantities of fish are wasted.  Fish caught include bream, barbell and tiger among others.  Bangweulu Fishery  Includes the Chambeshi River which has its source in the Mbala Highlands  It is an extensive swampy area with water filled depressions and basins 42   Reed-covered areas separate individual water bodies  It is rich in fish food of the droppings of the black lechwe found only on this fishery.  Luangwa Fishery  Rises from the Mafinga Mountains in the north east of Zambia and runs south west, all the way up to Luangwa town where it joins the Zambezi River. 45. Identify the types of fish found in Zambia.  There are more than three hundred types of fish caught in Zambia, most of which are of economic importance. The common ones are: Pike, Mud sucker, Barbell (mubondo), Yellow belly and green headed bream, Bull dog, Bottlenose, Sardines (Kapenta), Nile perch. 46. Describe fishing methods used in Zambia. Fishing methods  Gill and trawl nets, baskets, fishing lines, motor boats, dugout canoes, spears Fish Processing  Smoking is the method of preserving fish. The smoke from slow burning fire chases away the germs  Sun drying is the putting of fish under sunshine to dry  Salting is applying salt on the fish being preserved  Freezing is keeping fish at a very low temperature  Caning is the packing of fish in tin or can to prevent germs from entering fish. 43 47. State the challenges facing the fishing industry.  Marketing Long distance from the fishing areas to urban markets  Storage There is lack of appropriate storage facilities at major landing areas  Transportation Poor conditions of roads from fisheries  Over fishing occurs when fishermen use undersized nets for fishing, catch immature fish using mosquito nets to catch fish.  bad fishing methods  Some people use poison to catch fish 48. Possible Solutions to challenges facing the fishing  Restocking is the building up fish population in fisheries  annual fish bans and should be strictly observed  fish farming should be encouraged  Offering training to fishermen TOPIC 9: TOURISM 44  KEY National Game management park areas Tourism means visiting places and countries for pleasure or recreation. A tourist is a person who visits foreign places or countries for pleasure; they may visit places for business or health reasons. There are two types of tourist: local or domestic and foreign or international. 49. Identify the major tourist attractions in Zambia.  National parks see map (above)  water fall (Mambilima, Kalambo,Victoria)  historical sites  traditional ceremonies,  water sports 50. State the advantages and disadvantages of tourism. Advantages:  foreign exchange earnings, 45   cultural exchange,  infrastructural development  Create employment Disadvantages:  trafficking in trophies,  It can lead to outbreak of diseases, e.g. STIs, HIV/AIDS  Encourages prostitution.  Expose the country to drug trafficking  Income received from tourism is not constant it is seasonal 51. Explain the importance of conserving tourism resources.  It helps to maintain cultural heritage,  Contributes to sustainable development  It encourages recreation.  It encourages biodiversity  Infrastructural development is also maintained through conservation of tourism resources, TOPIC 10: POLITICAL DEVELOPMENT IN ZAMBIA 52. Explain the meaning of civic education.  Is the study of our political, social, cultural and economic environment  It is known as citizen education or democracy education. 53. Outline Zambia’s path to independence.  Zambia was called Northern Rhodesia before independence. The name Rhodesia was derived from Cecil John Rhodes, the British capitalist and owner of the BSA Company.  It was a British protectorate in south central Africa, formed in 1911 by amalgamating two protectorates of North-western Rhodesia and North-eastern Rhodesia.  The British South African Company ruled over Northern Rhodesia on behalf of British government. 46  From 1924, the administration of Northern Rhodesia was transferred to the British colonial office as a protectorate.  In 1953, three countries: Northern Rhodesia (Zambia), Southern Rhodesia (Zimbabwe) and Nyasaland (Malawi) were merged as one administration and was called Federation of Rhodesia and Nyasaland  The federation was unpopular among Africans that they started fighting for independence.  The British arrived and colonized Zambia in the 1890s, with the help of the British South Africa Company under Cecil John Rhodes.  So many welfare societies were formed by the independent African Churches joined by the educated Africans (educated by missionaries) to fight for social, economic and political advancement especially on the Copperbelt.  In 1935, a lot of disturbances and protest took place which include:  Over discriminatory laws such as hut tax  Permit laws for African to live and work on the Copperbelt  Colour bar  In 1946, the federation of African Welfare Societies was formed to discuss local affairs in English  1948, the federation changed its name to Northern Rhodesia Congress with Godwin Mbikusita Lewanika as its president and gradually developed a political force  In the late 1940s, several local trade unions representing African miners merged to form Northern Rhodesian African Mineworkers‟ Union  In 1951, Mbukusita Lewanika was voted out of office and replaced by Harry Nkumbula a school teacher from Kitwe.  In the same year, Kenneth Kaunda a former teacher became the organizing secretary for Northern Rhodesia Congress in the Northern Province.  In 1953, he moved to Lusaka as secretary general for the congress under NKumbula‟s presidency.  Both Kaunda and Nkumbula started to advocate self-government under the majority rule and in 1955, both were imprisoned for two months for being prominent in organizing boycotts and sit-ins. 47   In October 1958, after the imprisonment, Kaunda intensified the campaign of economic boycotts and disobedience. They left the Congress and formed the Zambia African National Congress with Kaunda as the president.  On 12 March 1959, Kaunda was arrested again, with 45 other members of the Zambia African National Congress and the party was banned  In October 1959, former Zambia African National Congress members formed the United National Independence Party.  In 1960, Kaunda was released from prison and became its leader  On 31 December 1963, the federation of Rhodesia and Nyasaland was dissolved.  In 1964 elections, UNIP gained 55 out of 75 parliamentary seats. The country became independent on the 24th October1964 with Kaunda as president. 54. Describe symbols of national identity.  The national flag. The black colour on the national flag stands for the people of Zambia. Red represents the struggle for freedom. Orange stands for our mineral wealth. The green represents the land and those natural resources. The Eagle symbolizes the freedom that we have in Zambia and ability to serve our own problems.  The national anthem. The national anthem is a song which is sung on official occasions, such as public meetings. It is sung at school assemblies and sports gatherings. The national anthem comes from a song called Nkosisikelele Africa which means God bless Africa. This song was written in 1897 by a South African called Enoch sontona. The song was a hymn and prayer of the black people of South Africa. This song was a symbol of African‟s long struggle for freedom.  The coat of aims. The oat of aims is another important symbol of national identity. It is used on government official paper. The man and the women on the coat of aims symbolize the important of family life in Zambia. It is also an indication of equality between men and women. The Black and white wavy lines stand for the Victoria Falls on the Zambezi River. The hoe and the pick stand for the hard work of the Zambian people in mining and agriculture. The eagle on the coat of arms stands for the freedom that we have in Zambia and zebra represent zamia‟s resources such as the fertile land, minerals and wildlife. 48 55. Explain the value of national symbols.  The value of the national symbols helps us to identify the heritage and culture of our country, and give citizens a sense of belonging and pride. They remind us of our values, ideals, and duties for the benefit of all citizens. TOPIC 11: GOVERNANCE-SYSTEMS OF GOVERNACE 56. Identify systems of governance Governance refers to the way rules, laws and policies are made and implemented by the political leaders in the country. It is the process of decision-making and implementation. There are two systems of governance:  Good governance (Democracy) is when people can elect their leaders.  Bad Governance (Dictatorship): is when people in the country do not have a say in government, or how the country is run. 57. Describe the characteristics of good and bad governance  Good governance:  Consultation: leaders make consultation with others.  Rule of law: The rule of law is effective, both to protect individuals in the society, and also to protect individuals in the society, and also to prevent leaders from abusing their power. 49   Citizen participation: Citizens have the freedom to participate in the process of choosing their leaders.  Transparency: Transparency means it is possible for citizens to see that their leaders are running the country according to legal, constitutional processes.  Bad government:  No consultation: Leaders make decisions on their own, often in their own interest.  Absence of rule of law: people in power can intimidate and abuse the rights of citizens, and citizens may protect from unfair or unlawful treatment.  No participation: citizens have to accept whatever their leaders do.  No accountability: Leaders may cover up wrongful practices, or may simply refuse to account for their actions.  No transparency: People do not have access to the processes by which the country is government 58. Identify institutions that promote good governance.  Anti-Corruption Commission. It investigates and takes suspected offenders to court.  Human Rights Commission. It ensures that human rights are protected in Zambia. TOPIC 12: CONSTITUTION 59. State types of constitutions.  Written constitutions. Is in the form of one specific document which describes the basic principle of how a country is governed.  Unwritten constitutions. Is not written down in the form of a specific document.  Flexible constitution. Is the constitution that can be changed by vote by the majority of representatives?  Rigid constitution. It is the constitution that requires special processes before the constitution can be amended. 60. Explain the importance of a Constitution.  It is the highest law of the land, and  It is the one that constitutes the country and  Its laws which governs the country or an organization. TOPIC 13: CITIZENSHIP 61. State qualifications of Zambian citizenship 50   By birth: If you were born in Zambia, and at least or of your parents is Zambian.  Descent: If you were born outside Zambia, but at least one of your parents is Zambian.  Registration: Anyone over 18 years of age, and who has lived in Zambia continuously for 10 years or more, can apply to the citizenship board of Zambia to become a citizen.  Adoption: A child who is not a citizen but is adopted by a citizen automatically becomes a citizen of the country. 62. Describe qualities of a good citizen  Loyalty: a good constitution is loyal to the country. A citizen is the member of various social groups such as family, city and the country. A citizen must sacrifice his or her interest for the sake of wider interest.  Honesty: a good citizen performs their duties sincerely, faithfully and cooperates with the state officials in the discharge of their duties. Good citizens are supposed to be honest in everything. A good citizen:  Does not tell lies in a court of law.  Exercise the right to vote honestly.  Does not evade tax.  Patriotic: a good citizen is patriotic. This means that he or she:  Will do anything to protect the interest of the nation.  Will not betray the country for the sake of personal gain.  Will report any activities that may put the security of the national at risk.  Does not get involved in the activities that may disrupt peace.  Works hard to develop the nation.  Respect for human rights: A good citizen has respect for human rights. Human rights are entitlements that every human being has by virtue of his or her belonging to the human race. These are collective rights recognized by every sovereign state and ensure in their constitutions and international law. 63. State rights, duties and responsibilities of a Zambian citizen  Rights to:  Health: Every citizen has the right to enjoy good health. 51   Life: This is the universal human right which is enshrined in the constitution. No one has the right to take another person‟s life.  Liberty: Liberty is freedom. Every citizen should enjoy freedom as long as he or she does not commit a crime or do anything that infringes other citizen‟s rights.  Speedy and fair trial. No citizen should be detained by the police for a long period before the court of law.  Against forced labour: A citizen should not be forced by any employer to do a particular kind of work against his or her will.  Freedom of conscience: A citizen has the right to belong to any religious group or political party of choice.  Freedom of movement: Travelling to any part of the country is not restricted for citizens. There are no passes needed.  Freedom of assembly and association: A citizen of is free to meet publicity and discuss views, religious, political or otherwise, with people who hold similar or divergence views.  Property: A citizen is free to own any property including land and buildings.  To vote: Every qualified voter has the right to vote for and elect the leader of his or her choice.  Duties of a citizen:  pay tax  obey the laws of the country  Report any crime activities to the police.  Responsibilities of a citizen:  At Personal level, a Zambian citizen is responsible for:  Paying tax to enable the government fund development projects such as roads.  Voting to elect local and national leaders.  Obeying the law.  Maintain a clean environment by cleaning both oneself and the surrounding.  Protect government property by not vandalizing buildings and installations.  Take good care of the public facilities.  At a Family level a Zambian citizen has the responsibility to: 52   Play a role by doing house chores  Avoid being wasteful in terms of food and other resources such as water and electricity.  Protect the members of the family.  At the community level a citizen is responsible of:  Provide voluntary services such as road maintenance and cleaning the environment to avoid disease outbreaks.  Reporting criminals and criminal activities to the police.  Caring for public property by protecting against vandalism or destruction.  Showing respect for the rights of other citizens.  At national level a citizen is responsible of:  Defending the country by not harboring illegal immigrants.  Avoid any corrupt practices.  Being tolerant with the views of other people who may have different political or religious views from him or her. TOPIC 14: POLITICAL ORGANISATION 64. Describe a one party political system. A one party political system is the type of governance in which a single political party forms the government, usually based on the existing constitution. All other parties are outlawed because it believed that the involvement of other parties would hinder progress. When Zambia got independence in 1964, there were two political parties that were prominent. These were united national independence party (UNIP), led by Dr Kenneth Kaunda, who was the first president of Zambia, and the African national congress (ANC), led by harry Mwanga Nkumbula. Soon after that, Zambia becomes a one party state. The only political party in existence by that time was UNIP. When this was done the group that led spearhead the re-introduction of the multi-party system formed a political party called movement for multi-party democracy (MMD).Fredrick Titus Jacob Chiluba was 53  elected the party president. He later became the second republican president in 1991, when his party won the tripartite. 65. Describe multi-partism. The multi-party system is a system where more than two parties actively participate in the country. It is a system in which no one party can be guaranteed an absolute majority. Zambia moved from being a one party state in the 1980s.There is many parties in Zambia namely:  Forum for democracy and development (FDD)  Movement for multi-party democracy (MMD)  United national independence party (UNIP)  United party for national development (UPND) 66. State the advantages and disadvantages of multi-partism.  Advantages:  Citizens are offered a wider freedom of political party.  It promotes competition in terms of good policies to be implemented. This brings development in the country.  Policies decisions take into account the views and interest of all people.  It provides an effective system of checks and balances on the government and this promotes political moderation.  A multi-party system can lead to a coalition government which produces reasonably stable government.  Disadvantages:  The multi-party system may bring about conflicts among political parties.  Too much time and money is spent on campaigns and politicking instead of development.  There is lack of sustainable development because the part in power is in a hurry to produce results. This ends up in shoddy and uncompleted work.  It is costly to manage the system.  If inter-party conflicts are not handled well, they may lead to national disunity. 54 TOPIC 15: ELECTIONS 67. Explain types of elections There are two types of elections:  General or tripartite elections  By-elections General elections These are held every five years. They are called general or tripartite elections. Tripartite comes from the word three because they are held at three levels:  Presidential elections: these are elections that are held to elect the state president.  Parliamentary elections: These are elections held to elect members of parliament(MPs)  Local government elections: These are held to elect ward councilors and Mayors. By-Elections This is a special election held between general elections to fill a vacancy. This happens when a member of parliament or councilor dies, expelled or resigns to join another party. 68. Describe the electoral process 55  Delimitation; demarcating new areas Registration of voters Nomination day Campaign day Polling day Announcement of election results  Delimitation: This is refers to the processes of dividing the country into constituencies, wards and polling districts.  Voter Registration: All citizens wishing to exercise their right to vote are registered as voters. In Zambia, for one to be registered as voter, he or she should be, 18 years and above and in position of a green national card.  Nomination: The nomination process starts with each political party taking party in the elections which are aimed at selecting their candidates for the vacant positions. The political parties forward the names of the elected candidates to the electoral commission of Zambia.  Election campaigns: elected officials from various parties go back to the voters at prescribed intervals to seek their mandate to continue being in office. Campaign is an attempt by political parties to influence the voters to vote for them. They are not allowed during the Election Day. They begin a day after nomination and end a day before Election Day. Voting starts at 06:00hrs and end at 18:00hrs. Campaigns are done through: radio or TV adverts; political rallies, that is addressing large gatherings; slogan 56  chanting and distribution of branded campaign materials such as caps, t-shirts and chitenge materials.  Voting: is the actual casting of the ballot. It is done on the election day at a polling station through a secret ballot.one has to carry a voter‟s card and National Registration card (NRC) to the polling station.  Counting the results at the polling station: results are counted by the presiding officer and the assistants at the polling station in the presence of political party agents, monitors and observers and any other authorized persons by ECZ. After counting the results are taken to the central place in the constituencies where the final results are announced. For general or presidential election, results are sent from the collation centres to the ECZ Headquarters. They are then transferred to the Election Result Centre where the final results are announced by the returning officer.  Declaring the winner: this is when the returning officer adds the results from all the polling stations and announces the results of the elections at the collation centre; starting from the lowest votes 69. Describe the role of the Electoral Commission of Zambia The Electoral Commission of Zambia (ECZ) is an independent and autonomous electoral management body responsible for facilitating and supervising the electoral process in Zambia in line with the country‟s electoral system. The primary goal is to deliver a credible electoral process. It has regulatory powers to disqualify or bar anyone who does not conform to the rules from contesting for elections. It performs the following roles:  To supervise the registration of voters and review the voters registers/roll. This is usually done before elections are due. It is intended to register all eligible voters, that is, all who have attained the voting age.  To conduct the presidential and national assembly elections. The ECZ is mandated by the constitution of Zambia to run and supervise all national elections.  To review the boundaries of the constituencies. This is done for the purpose of elections. It is known as the delimitation process. It is carried out before elections.  To conduct voter education. It is the duty of the ECZ to educate voters so that they do not fall prey to electoral malpractices. 57   To conduct and supervise the local government elections.  To formulate and review electoral general regulations. ECZ comes up with regulations and ways to enforce these regulations such as providing the electoral code of conduct- a document that provides conditions o conduct free and fair elections.  Dispute resolution. ECZ is mandated to establish alternative resolution mechanisms for the management of electoral disputes through the Conflict Management Committee.  Review of electoral laws. The commission continuously reviews and updates electoral laws.  To perform any other statutory function requested by the National Assembly. Identify electoral malpractices  Rigging; this means manipulating the electoral system so that the system favors a certain political party or candidate. In most cases, rigging is done by the ruling party.  Intimidation: The people who are not in power can also interfere with elections through physical force or verbal intimidation, which can result to improper casting of votes. This can also interfere with campaigns.  Buying of votes This may take the form of:  Directly offering money to would be voters  Promising voters jobs  Buying voters food or beer or drinks  Persuading competing candidates not to vie against them through blackmail or bribery.  Misleading information The electoral may be poorly informed about issues or candidates due to:  Lack of freedom of the press  Lack of truthfulness in the press due to state control.  Lack of access to news and political media.  Lack of freedom of speech may force the media to spread state propaganda  Misleading voters on how to vote.  Lack of open political debate. When there are a lot of electoral malpractices, the elections are not said to be fair and free 58  CENTRAL AND LOCAL GOVERNMENT Describe central government The central government, governance the affairs of the all country. It is the government of a nation or state. 70. State organs of government  Legislature: The function of the legislature is to make laws of the country. The legislature is made up of national assembly and the president. The national assembly consists of 156 elected representatives and up to eight appointed members. These members serve five year term after being elected by popular vote. Each member represents one constituency.  Executive: The executive is headed by the president. Other members of the executive are the vice president and the ministers who are appointed by the president to fill the ministerial positions.  Judiciary: The judiciary is made up of the supreme court, the high court, the industrial relations court, subordinate court, local courts and any courts that parliament may operates independently and subjected only to the constitution and laws of Zambia. 72. Describe functions of central government.  Governing the whole country: A government must control the people it seeks to govern and protect. The Zambia central government seeks to maintain internal peace, that is, peace among individuals and groups within the country. This means that the central government should ensure that there is law and order.  Maintaining national security: The central government is responsible for preserving the security of zamia‟s society from foreign aggression. The government maintains armed forces and, when necessary, utilizes them to protect the territory and people it governs from attack and invasions by foreign powers.  Exercising international: Foreign diplomacy is the process in which a sovereign state conducts formally peace full relations with another sovereign state, including all formal relationships and interactions 59   Making laws for the whole country: through parliament, the central government formulates laws for the country.  To establish justice: mandated to enforce the rule of law. It operates a system of laws and courts that:  Makes all citizens equal under the law  Provides them equal opportunities to obtain just settlement of their civil disputes and receive fair treatment if suspected or accused of engaging in criminal activity.  Thus the government should operate a system of administering justice, a system which treats all citizens fairly.  To encourage unity: to keep the country as a unitary state by ensuring that there is equal representation in government from all regions through equal distribution of services and balanced developmental process.  Implementation of the laws: through the judiciary laws are implemented. 73. State the functions of local government Zambia is divided into 10 provinces administered by appointed official from the central government. Each province is further divided into districts. Lusaka as well as other large towns has a city council. Administrative districts lying outside municipal and township areas are governed by rural councils. The functions and powers of the rural councils and urban local authorities are similar and the arrangement is called the Local government. The following are the functions of the local government:  To provide services such as fire services, garbage, services, libraries, street lights, and seeing to it that repairs are made to the roads and keeping city parks clean and watered.  To collect rates and levies in their areas  To carry out town planning  Establishment and maintenance of cemeteries  Establishment, maintenance and regulation of slaughter houses, markets, car parks and public conveniences and sewage and refuse disposal.  Controls and regulate outdoor advertising, movement and keeping of pets of all description, the functions of shops and kiosks, and licensing, regulating and control of the sale of liquor. 60   Make recommendations to the central government on economic planning  To control roads, water, health facilities and other public services within their areas  They are also responsible for registration of all births, deaths and marriages. TOPIC 17: HOUSE OF CHIEFS Introduction  During the pre-colonial period, all areas were ruled by chiefs, there was no central government.  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.  The village headmen allotted land to heads of sub-sections or heads of families who distributed land to their dependents.  Chiefs were often used as instruments of indirect rule by the colonial administration.  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.  In 1965, the government instituted the House of Chiefs. 74. Identify roles of traditional rulers  providing leadership in the community  Serve as custodian of traditional values and land.  However they are not allowed to join or participate in partisan politics. 75. State the composition of the House of Chiefs  It is made up of 50 chiefs; five elected by the chiefs from each of the ten provinces.  The chairperson and the vice chairperson are elected from amongst the members.  The elected members hold office for a period of three years and may be re-elected for further period of three years.  They can also resign upon giving one month notice in writing to the chairman.  The office of members becomes vacant under the following conditions: 61   If a member dies  If a member stops being a chief in his area  If a member becomes a candidate to any election or accepts an appointment to any office in a political party  If a member is declared or becomes of unsound mind under any law in Zambia 76. Explain the role of the House of Chiefs  To consider and discuss any bill dealing with custom or tradition before it is introduced into the National Assembly  To discuss and decide on matters that relate to customary laws and practices  To discuss any other matter referred to it by the president  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  Advising government on traditional issues  Uniting their people and lead them to peace and development  Promote culture values and the local heritage  They can use their social roles to bring solutions to conflicts arising from culture and traditional misunderstandings.  To discuss and decide on matters that is related to customary laws and practices.  To discuss any other referred it by the president. 62 GRADE NINE TOPIC 1: DEVELOPMENT OF SLAVERY AND SLAVE TRADE 1. Explain the motives behind ‘slavery’ and the ‘slave trade’ up to the sixteenth century Slavery is a system in which one is forced to work for someone, who regards him or her as a property to be bought and sold. A slave is a person who is legally owned by another person and is forced to work for that person without pay. The slave trade between Europe, Africa and America developed as result of European expansion and colonization of new territories that they discovered. We can divide the motives or reasons behind slavery and slave trade into the following categories:  Social motives:  Need for domestic servants,  Getting rid of undesirable members of society,  As a form of punishment and,  To settle excess population in Africa or depopulate Europe  Political motives:  Desire to expand African political influence, 63   Desire to expand European political influence,  For