Revised Our Khetiwe Social Studies 8-9 2022

OUR KHETIWE SOCIAL STUDIES PRODUCTION
REVISED OUR KHETIWE

SOCIAL STUDIES 8-9 2022
LESSON NOTES
A summarized version of grade 8-9 lesson notes
Wilfred Muntengwa Dip, Bed & MEd

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THE CONTINUED POOR PERFORMANCE OF GRADE 9 LEARNERS IN SOCIAL STUDIES
EXAMINATIONS
A. INTRODUCTION
What is the rationale behind Social Studies as outlined in the Social Studies 8-9 Syllabus?
 ―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‖
(CDC Social Studies Syllabus 8-9, 2013:09)
B. SOSTAZ TEACHERS REACTIONS
How did Social Sciences Teachers react to the introduction of Social Studies at Grade 8-9?
 The decision of INCORPORATING some aspects of CIVIC EDUCATION, GEOGRAPHY
and HISTORY that WERE PREVIOUSLY TAUGHT AS SEPARATE SUBJECTS has not
been welcomed since 2013 to date by Social Science Teachers based on the following
reasons;
1) The rationale of integrating of Civic Education, Geography and History topics into Social
Studies was a mistake
2) The lack of trained Social Studies from the current crop of teachers to teach it as one
subject
3) The integration of topics from the formerly three independent subjects has made Social
Studies bulky to be taught in 2 years
4) The Social Studies 8-9 School Syllabus WIDER COVERAGE versus Social Studies 8-9
Examination Syllabus NARROW COVERAGE mismatch
5) The current examination format of Social Studies 8-9 is encouraging independence of
components as each component of Social Studies has been allocated three parts in the
Social Studies Examination Paper instead of mixing the questions since it is one subject
6) The Social Science Teachers in most schools have continued to teach Social Studies at
Grade 8-9 in a protesting manner by allocating three teachers to teach the subject
disregarding what is outlined in the rationale as reflected in the Social Studies 8-9
Syllabus
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C. IMPLICATIONS ON SOSTAZ TEACHERS
What are the implications of Social Sciences Teacher’s react to the introduction of Social
Studies 8-9?
1) Creating a confusion of learners having three notes books in a single subject
2) Failure to measure the contribution of each teacher in the Social Studies examinations
performance
3) Continued poor performance of below 50% in Grade 9 Social Studies since the first
examinations in 2015
4) Learners are barely surviving on any of the two components either Geography
(34marks), Civic Education (33marks) or History (33marks)
D. WAY FORWARD ON SOCIAL STUDIES
What is the way forward regarding Social Studies?
1) All Heads of Departments or Heads of Sections to make sure that Social Studies is
taught as one subject by one teacher. No more disintegrated teaching of Social Studies
as that is against what the Syllabus states.
2) All issues relating to teaching of Social Studies will be taken care off during the review of
the School Curriculum in future
3) All Heads of Departments or Heads of Sections to make sure that Social Studies scores
above 60% in 2022 examinations
4) All Heads of Departments or Heads of Sections to make sure that they hold regular CPD
meetings in the department/section to help teachers not conversant with all the
components of Social Studies
5) All Heads of Departments or Heads of Sections to make sure that they rehearse with
other schools to access materials and support such as Our Khetiwe Notes, Sequence and
Lesson Plans in Social Studies
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GRADE 8 SOCIAL STUDIES TOPICS
1. Introduction to Social Studies
1. What is Social Studies?
2. What are the components of Social Studies?
3. How do we learn Social Studies?
4. Why do we learn Social Studies?
5. What is the Examination format of Social Studies?
2. Basic Maps in Social Studies
1. Maps and diagrams
2. Map reading techniques
3. Map reading interpretations
3. Man and His Environment
1. Introduction to Geography
2. Physical and Cultural features of Zambia
3. Weather and Climate
4. Forest and their products
5. Farming
6. Fishing
7. Tourism
8. Wildlife
4. Man the Social Being
1. Introduction to History
2. Learning about the past
3. Origins and Development of man
5. Political Development in Zambia (1890-1964)
1. Introduction to Civic Education
2. Zambia‘s path to independence 1890-1964
3. Features of colonial rule
4. Symbols of national identity
6. Governance
1. Governance
2. System of Governance
3. Constitution
4. Citizenship
5. Political organization
6. Elections
7. Central government
8. Local Government
9. House of Chiefs
7. Pre-Colonial Societies in Zambia
1. Bantu Migrations
2. Decentralized Societies
3. Centralized Societies
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GRADE 9 SOCIAL STUDIES TOPICS
1. Industrial development in Zambia
1. Mining in Zambia
2. Manufacturing and food processing industry
3. Power and Energy generating industries
2. Foreign influence on Central and Southern Africa
1. Development of Slavery and Slave Trade
2. Arrival of Europeans
3. Exploration of Africa
4. Agents instrumental in European occupation of Central Africa
5. Occupation of Northern Rhodesia
6. Africans reaction to foreign rule in Central Africa (Rhodesia and Nyasaland)
7. The federation of Rhodesia and Nyasaland
3. Social Development
1. Population
2. Gender and Sex roles
3. The Universal Declaration Of Human Rights (UDHR)
4. Corruption
5. Conflict resolution
4. Economic Development
1. Budget
2. Money
3. Inflation
4. Money Laundering
5. Trade
5. Regional and International Organizations
1. Regional Organizations
2. International Organizations
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TOPIC 1: INTRODUCTION TO SOCIAL STUDIES
1. What is Social Studies?
It is a subject that studies the Physical, Social, Political and Economic environment of a given
society.
2. What are the components of Social Studies?
Part 1: Geography (Social Studies Part 1)
Part 2: History (Social Studies Part 2)
Part 3: Civic Education (Social Studies Part 3)
3. How can we learn social studies?
1) By reading books, newspapers, novels and magazines
2) By listening to radio and TV station
3) By reading news on internet
4) By visiting historical sites such as museum
5) By learning in class
6) By studying pictures and maps
4. Why do we learn Social Studies?
1) To learn about the past
2) To learn about the earth
3) To learn about how life began on earth
4) To learn about civic education which include elections, citizenship, political party and
system of governments?
5) To learn on how to take care of our environment
5. What is the Examination format of Social Studies?
1) Section A (40 marks of multiple choice questions)
Part 1: Questions 1-14 (14 marks)
2) Section B (30 marks of diagrams, pictures, charts, maps or story based questions)
Part 1: Question 1 (10 marks)
3) Section C (30 marks of essay questions)
Part 1: There are 3 questions but choose & write 1 question only (10 marks)
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GRADE 8 SOCIAL STUDIES
TOPIC 2: INTRODUCTION TO GEOGRAPHY
LEARNING OUTCOMES:
a) Define geography
b) Explain importance of studying geography

c) Describe the location of Zambia
1. Define Geography
 It is the study of the earth as a home of man. Geography comes from the two Greek words
Geo and Graphia. Geo means Earth whereas Graphia means Drawing or Describing.
 In addition Geography can also be defined as the study of man and his environment. The
Environment includes living things such as plants, animals, insects and non-living things;
soil, mountains and rocks.

2. Explain importance of studying geography
1) To know our immediate environment

2) To develop skills to read and interprets maps and photographs
3) To understand and appreciate our environment

4) To make learners of global events
5) To make learners aware of environmental issues such as climate change, pollution, soil
erosion, deforestation etc.
6) To enable learners have career opportunities in Agriculture and Tourism
7) To enables learners to have a good understanding of the earth‘s processes such as
weather, climate, denudation and river processes

8) To enables learners to have writing skills such as research or report papers, essay, data
representation, etc.
9) To enables learners to have knowledge on location of different physical and cultural
features of the earth.
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3. Describe the location of Zambia
a) LOCATION OF ZAMBIA
Zambia is located in the Central Southern Africa.
b) SIZE OF ZAMBIA
The total area of Zambia is about 752000 square kilometres (sqkm2)
c) LATITUDINAL POSITION OF ZAMBIA
Zambia lies between to .
d) LONGITUDINAL POSITION OF ZAMBIA
Zambia lies between to .
e) ZAMBIA AND HER NEIGHBOURS
Zambia is completely surrounded by 8 neighbouring countries namely Tanzania, Malawi,

Mozambique, Zimbabwe, Botswana, Namibia, Angola and Democratic Republic of Congo
(DRC).
f) Zambia is a land locked country
1) What is a land locked country?
It is a country surrounded by other countries and has no sea coast.

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2) List down the advantages of Zambia’s land locked country position
1. It is easy to import and export goods to and from neighbouring countries
2. Zambia‘s tourism is promoted through package tours arrangement in collaboration with

other countries for example Zimbabwe
3. It houses a number of regional and international organisations due to its central location
for example; Zambia houses COMESA headquarter.
4. It hosts a number of regional and international conferences.
3) List down the disadvantages of Zambia’s land locked country position
1. Zambia hosts a lot of refugees due to war in the neighbouring countries
2. Zambia has to pay tax for using other countries‘ ports and other transport networks
3. Goods are sometimes smuggled in and from the neighbouring countries. For example
mealie meal and maize
4. Cross border crime is high because of long borders with neighbouring countries.
Key
1--Tanzania
2--Malawi
3--Mozambique
4--Zimbabwe
5--Botswana
6--Namibia
7--Angola
8—Democratic Republic
of Congo (DRC)
Task
1. Describe the importance of geography
2. Discuss the advantages and disadvantages of Zambia‘s landlocked position
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TOPIC 3: BASIC MAPS IN SOCIAL STUDIES
1. Maps and diagrams
LEARNING OUTCOMES:
i. Differentiate a map from diagram.
ii. Outline characteristics of a good map
iii. Explain map reading techniques
iv. Explain map reading interpretation
a) Differentiate a map from diagram.

1) A map
 It is the representation of the features of all or part of the earth on a flat piece of paper.
 It can also be defined as a representation of a real place drawn on a piece of paper and
drawn to scale.
 The map contains a lot of information such as physical features such as rivers,
mountains, lakes as well cultural features like settlements, buildings and forest
information.
 Maps are drawn by specially trained people known as cartographers.
 It uses universal accepted symbols to indicate natural and cultural features
 It is usually accompanied by the key
 It uses grid system to locate positions
2) A diagram
 It is a plan, graph, chart or drawing that explains something by showing how it works.
 It uses symbols that are not universally used and are based on individual drawing
 It does not have a key
 It does not use grid system to locate position.
b) Outline characteristics of a good map
These are certain characteristics which help us understand and interpret the information on a
map. A good map should have the following features or characteristics namely.
i. Title – This is the name or the heading of an area represented by the map and the
information it bears. A title is usually written at the top or the bottom of a map. The title of
a map should tell the reader ‗what‘, ‗where‘ and ‗when‘ about the map.
ii. Direction– To mean the compass direction or position of features or places in relation to
other. Cartographers place the North sign at the top of maps.
iii. Key (Legend) – To provide the meaning of information found on the map. It is a
combination of lines, signs, symbols and letters which are used to stand for various features
or things represented on the map.
iv. Author – To mean the name of the company or person who made the map
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v. Symbols – These are small pictures or signs drawn on the map representing real objects on
the ground. E.g. Any blue line on map represent water body. Each symbol is used for a
different purpose.
Types of map symbols
Point symbols:
 These mark specific place where something important must be shown.
 The point can be a dot, square, triangle or a special symbol developed by the cartographer.
Line symbols:
 These show the route taken by roads or railways.
 They can also show the course of a river or a boundary line between countries
Polygons:
 These are shapes with many sides of different lengths.
 They show areas such as forests, the surface of a lake, or farmland used for a specific crop
Symbols or conventional signs

 Symbols or conventional signs used on a map are shown in the key at the bottom of the
map.
 Symbols or conventional signs are needed because it is impossible to show many features
correctly according to scale for they will be too small to be seen.
 Symbols are helpful as they show what the land is like and what man makes use of it as well
as the way man lives.
 However symbols or conventional signs are dependent on each and every map used
meaning that a pupil must study the key of every map given
vi. Grid system - These are lines of longitude and latitude used to locate places on the map.
 A grid is a pattern of lines that cross each other, forming rows from side to side and
columns from top to bottom.
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 A grid system is used to describe the position of any given point within the grid pattern.
 The starting place for reading the grid reference is called the point of origin and it is
important to take note of it.
vii. Scale – This is the ratio distance on the map corresponding to the distance on the ground.
Map scale can be given in three ways namely statement scale, linear scale and ratio scale. Eg
1 unit on the map represents 100000 kilometers on the ground expressed as ratio
(1:100000).
viii. Frame- is a borderline or marginal lines which enclose a map. It shows the area represented
by a map and also makes the map look neat, beautiful and complete.
ix. Elevation
 Elevation means the height of a place in landscape.
 Another word with a similar meaning is altitude, which means height above mean or
average sea level.
 Elevation is a characteristic of relief maps and topographic maps only.
c) Task
i. Outline characteristics of a good map
ii. Differentiate maps and diagrams.
2. Map reading techniques and interpretations

1) What is Map reading?
It is a skill given to the learner in order to able to read any maps. However, map reading
involves the following skills.
i. Grid reference
ii. Measurement of direction
iii. Measurement of bearing
iv. Measurement of distance
v. Measurement of slope
2) GRID REFERENCE
This is used to refer to or locate any point on the map with speed and measurable accuracy. It
involves four and six figures grid reference.
a) Four figure grid reference
This requires learners to find numbers (figures) on which the given point or location lies on the
map.
Rules when determining four figures grid reference
1) Read starting with the EASTINGS and NORTHINGS.
2) The Vertical lines are called EASTINGS because they increase in value EASTWARDS
whereas the HORINZONTAL lines are called NORTHINGS because they increase in values
NORTHWARDS
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10 11 12 13 14 15 16
24 24
NORTHWARDS
23 23
NORTHINGS (HORIZONTAL LINES)

22 22
21 21
10 11 12 13 14 15 16
Original point EASTWARDS
EASTINGS (VERTICAL LINES)
 When taking a reading from a grid reference map, you take the EASTING first
 After taking the eastings, NORTHINGS are then read.
Examples
1. What is the four figure grid reference for station A?
 The EASTING for station A is 71
 The NORTHING for station A is 31
 Therefore the four figure grid reference for station A is 7131
Task
1. What is the four figure grid reference for the following points?
(A) B
(B) C
(D) D
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b) Six figure grid reference
This requires the learner to find six numbers on which the given point or location lies on the map.
Rules when determining the six figure grid reference
i. Firstly find the four grid reference on which the point or location lies on the map.
ii. Secondly find the 3rd number and the 6th number on which the point or location lies on the
map
iii. Thirdly to find the 3rd number and 6th number divide the square box into equal tenths on
vertical and horizontal lines
iv. Fourthly pick the 3rd number and 6th number where the point or location lies on the map.
10 11 12 13 14 15 16
24 24
23 23
.A
22 22
21 21
10 11 12 13 14 15 16
11 12
23
23
1 2 3 4 5 6 7 8 9
Tenth horizontal lines
.A
22 22
1 2 3 4 5 6 7 8 9
Tenth vertical lines
To find six figure grid references for point A will follow the following steps.
i. Find the Four figure reference for point A is 1122
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ii. Open up the four figure grid reference for point A by inserting a dash every after two
numbers or figures. A is 11___22____
iii. Insert the 3rd number and 6th number calculated on the two dashes created 114224
iv. Therefore, the six figure reference for point A is 114224
 We need to subdivide our 1km x 1km square into smaller 100m x 100m squares
 Write down the two figures representing the easting on the immediate left
 Divide the space between the easting in which the point is found into 10 equal lines and mark
the lines 1 up to 9
 Write down the line that passes through or on the left of the point next to the first two digits
 When taking a six figure grid reference, a four figure grid reference is taken first
 Therefore, the six grid reference for point A can be taken in the following steps:
1. The four figures are taken first starting with EASTING and then the NORTHING.
71—30---
2. Then the box is divided into 10 units of Easting‘s and Northings
3. Write down the line that passes through or on the left of the point next to the first
two digits
 Starting with easting first (1) and then the Northing (7).
 Therefore, the six figure grid reference for station A is 711307
3) MEASUREMENT OF DIRECTION
 To find the direction of a given point on the map we use the cardinal point method.
a) CARDINAL POINT METHOD
This is a method that uses cardinal points of a campus namely the North, South, East and
West (NEWS) to find directions of a given point on the map.
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North
North East
North West
West East
South East
South West South
RULES WHEN DETERMINIG THE DIRECTION OF A GIVEN POINT ON THE MAP

i. Identify the two points under consideration on the map.
ii. Connect the two points with a straight line using a sharp pencil or a ruler.
iii. Draw vertical lines through the two points to represent the campus directions namely
North and South.
iv. Draw horizontal lines through the two points to represent the campus directions namely
West and East.
v. Pick the direction under which the point lies on the map from the given point in the
question.
For example
i) Find the direction of point A from B
Step 1 Step 2 Step 3 Step 4
.B .B .B .B
.A .A .A .A
Point A from B is South West to North East
4) MEASUREMENT OF BEARING
 Bearing is an accurate way of giving the direction of one place in relation to another
 Bearing is the direction measured as an angle.
 Bearing is measured in degrees.
 The measuring of the angle is made from the true north and measured in a clock wise
direction.
 True North is shown by the vertical straight line.
 True North is known as Geographic North or Map North.
 Magnetic North is shown by the arrow pointing to the west of True North.
b) WHOLE CIRCLE BEARING

Bearing refers to the directional movement of an object from one point to the other.
RULES WHEN DETERMINING THE BEARING OF A GIVEN POINT ON THE MAP
i. Identify the two points under consideration on the map.
ii. Connect the two points with a straight line using a ruler and sharp pencil
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iii. Draw vertical lines through the two points to represent the campus directions namely North
and South.
iv. Draw the directions of the bearing using a campus square set.
v. Determine the angle size for the bearing using a protractor.
For example
i) Find the bearing of point A from B
Step 1 Step 2 Step 3 Step 4
.B .B .B
.B
.A .A .A
.A
Point A from B is 220˚
vi) Always measure the bearing angle starting from the North.
vii) The bearing angle is always read using the clockwise direction.
EXAMPLES
1. What is the bearing of B from A= 660
2. What is the bearing of D from C= 1800 +500= 2300
5) MEASUREMENT OF DISTANCE
i. What is a map scale?
A map scale is a ratio of a distance on the map to the corresponding distance on the ground.
Without the scale we would have no idea of distances over a map or the area covered by a
map.
ii. Types of a map scales
1. A ratio or representative fraction (RF)
This indicates how many units on the earth‘s surface are equal to one unit on the map. It is
expressed as 1/100 000 or 1:100 000. To mean 1 centimeters on the map is equal to 100 000
centimeters (1 kilometers) on the earth‘s surface.
2. A statement scale
This gives a written description of map distance such as ―one centimeter equals to ten
kilometer‖.
3. Graphic or linear scale
This is a line marked on the ground which the map user can use along with a ruler, string or
edge of a piece of paper to determine any given distance of an area on the map.
0 1 2 3 4 5km
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iii. Types of distance measured on a map.
There are two types of distance that are measured on a map namely;
1. Straight line distance
This is the measuring of distance between two points on the map that are on a straight line. A
map user can use a divider, a ruler or straight edge of a piece of paper to measure the straight
line distance. Thereafter take the readings on the linear scale given on the map to determine
the straight line distance of the given two points on the map.
For example what is the distance between point A and B?

.B
Point A and B is 2.6km

.A
2. Curved line distance
This is the measuring of distance between two points on a map that are on a curved line. A
map user can use cotton thread or string and straight edge of a piece of paper to measure the
curved line distance. Thereafter, take the readings on the linear scale given on the map to
determine the curved line distance of the two given points on the map.
For example what is the distance between point A and B?

A B
Point A and B 5.6 km
Measuring distance not straight (i.e. Road, Railway) or River:
 What is the distance of the road from grid square 8144 up to the bridge in grid square
8749.
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 This can be done in the following way as follows:
A. Using a string
 A string is put along the road starting at easting 81up to northing 50.
 The string is then straightened and put along the scale and measure the distance it represents.
6) MEASUREMENT OF SLOPE
 This is the measuring of physical features such as hills, mountain, plateau, escarpment and
buildings on the map. This involves finding out the measurement through control lines, height
(spot heights and trigonometry station) and gradient.
 Relief is the difference in elevation (or height) between parts of the Earth's surface
 Relief is a central component of topographical and physical maps
 There are a number of techniques which have been developed over time to accurately
represent relief features on a map.
1) CONTOURS
a) What are Contour lines?
 These are imaginary lines connecting places with same height on the map
 Contour lines are the most common method of showing relief and elevation on a standard
topographic map.
 A contour line represents an imaginary line on the ground, above or below sea level.
 All points on the contour line are at the same elevation.
 The elevation represented by contour lines is the vertical distance above or below sea level.
Types of contours on shape
b) Even slope contours
These are contour lines that are evenly spaced
c) Steep slope contours
These are contour lines that are close together.
d) c).Gentle slope contours
These are contour lines that have a wide distance between each other
High Veld
.
Middle Veld
Low Veld
Steep slope contours

Even slope contours
Gentle slope contours
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 A contour interval (VI)is the difference in height between contour lines.
 Contour lines always increase or decrease by the same amount.
 This means that if one contour line represents points 50 metres above sea level and the
next contour line shows points at 100 metres above sea level, then the third contour line
will be 150 metres above sea level. In this example, the contour interval is 50 metres.
 The Horizontal equivalent (HE) is the distance between two contours expressed as a
horizontal measurement.
 The horizontal equivalence will vary according to how the steep or gentle the slope of the
land is.
Vertical Interval (VI) or Vertical Rise (VR)

This is the difference in height between successive contours on the map. eg 220m-200m= 20m
as Vertical Interval (VI).
Horizontal Equivalent Or Distance (HE)
This is the difference between two places on a straight line on the map. eg point A is 200m and
B is 150m.
For example. Calculate the horizontal equivalent (HE)
A B
200m 150m HE =200m -150m= 50m
2) GRADIENT
It is the steepness of the slope. It can also be defined as a ratio of vertical rise (VR) to horizontal
equivalent (HE)
 The altitude or height of two points.
 The distance between the two points
 Then find the different in height between two points
 Then measure and convert the distance in height of two points by their distance
apart.
 Finally divide the difference in height of two points by their distance apart
(horizontal equivalence)
 Therefore gradient is calculated by the following formula
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Gradient (G) = Vertical Rise (VR)
The formula for gradient is ; Horizontal Equivalent (HE)
RULES TO FOLLOW WHEN CALCULATING GRADIENT ON THE MAP
i. Check the two points on a map whose gradient is to be determined and label them using a
faint pencil.
ii. Find the difference in height between the two points by subtraction as your vertical rise (VR)
iii. Connect the two points with a straight line.
iv. Measure the distance between the two points as your horizontal equivalent.
For example, What is the gradient between point A and point B assuming the distance is
600?
. B 200 .B200
. B 200
600
.A 50
.A 50 .A 50
v. Calculate the gradient using the formula as follows

Gradient (G) = Vertical Rise (VR) where VR = 200-50=150, HE=600
Horizontal Equivalent (HE)
= 150
600
= 1 or 1 : 4
4
The gradient value simply means that for every horizontal distance of 4 meters one travels, he or she
also moves vertically or upwards by 1 meter.
3
Height (m)
2
1 16 12 8 4 0 Distance (m)
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3) HEIGHTS
To find the height of a given place on the map follow closest successive contour passing nearer
that place under consideration until you find a four figure number on it. eg 100, 1100, 1200.
OTHER WAYS OF FINDING HEIGHT ON THE MAP
i. Spot height
This shows the actual height of a particular point on the map but they are not visible on the
ground. They are shown on the map with a point or a dot and number. eg .232m
ii. Triangulation point
This shows the height of the ground above sea level. They are usually marked by cement
pillars on the top of the mountains or on other high point in the area. They are shown on
the map with a triangle sign and a point on it. e.g
iii. Bench marks
These are contour like lines except, they are thinner than actual contours. They are
sometimes shown on the map as broken lines or un marked continuous brown lines and
their interpretation is mainly dependent on spot heights.
4) HACHURING
 Hachures are short lines of varying thickness which show the shape and slope of the land.
 In accordance with this technique, the steeper the slope is, the thicker the lines are which
represent it.
 They do not represent exact elevations, but are mainly used to show large, rocky outcrop
areas.
 Hachures are used extensively on small-scale maps to show mountain ranges, plateaus, and
mountain peaks.
5) HILL SHADING
 This method also shows the steepness of slope but it differs from hachuring in that it
does not show the steepness using lines but uses shadow.
 This method does not show the exact height of the slope
6) LAYER TINTING (COLORING)
 Layer tinting uses different colours (or shades) to represent different heights.
 It is a mapping convention for darker colours to signify greater height.
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 When using layer tinting, green is often used for low land, yellow for higher land and
brown for the highest land.
7) VALLEY
 This is along depression usually occupied by a river.
 On contour maps, valleys are shown by a series of V-shaped contours pointing upstream
8) RIDGE OR MOUNTAIN RANGE
 Mountain usually occurs together in mountain ranges with some peaks higher than
others.
 A ridge is a long narrow area of highland sometimes almost flat on top.
 The contour lines of range or a ridge may be drawn close to another, indicating the
presence of steep slope
9) SPUR
 This is a highland which extends towards longer ground.
 On contour maps, a spur is shown by V-shaped contour lines pointing towards lower
ground.
10) WATERSHED
 Watershed is an area of high ground that separates the headwater streams of two river
systems.
 Mountains, ridges and spurs can form watersheds.
 Water flows down opposite slopes into different rivers
11) Gorge
 It is a narrow, steep-sided river valley.
 Gorges have very narrow floors and valley walls that are almost vertical.
 On contour maps, gorges are shown by contour lines that drawn close together and that
approach very near to the river from both sides
12) GAP
 It is an opening or way by which a natural mountain barrier can be crossed.
 If there is a permanent road or way through a gap then it is called a pass.
 The road between Livingstone and Lusaka goes through a gap in the Munali hills.
13) COL
 It is a depression between peaks along ridge.
 While its shape is similar to a gap, it is usually still too high in the mountains to allow a
permanent route to pass from one side to the other.
 The shape of a col resembles someone‘s neck when they are lying down.
14) SADDLE
 It is so called because it resembles a saddle of a horse.
 The saddle includes the peaks on each side as well as the depression between them, so
it is wider than a col.
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TOPIC 4: PHYSICAL AND CULTURAL FEATURES OF ZAMBIA
A. PHYSICAL FEATURES
LEARNING OUTCOMES:
a) Define Physical features
b) Describe the physical features of Zambia
1. Define Physical features
 There are natural features such as mountains, rivers, streams, swamps, hills, highlands,
islands and lakes.
2. Describe the physical features of Zambia
1) The Main rivers of Zambia
1. The Zambezi River
It is the longest river in Zambia and all other big rivers in Zambia end in it. Zambezi River starts
from Kalene hills in Mwinilunga in the North Western province of Zambia. It flows into Angola
and re-enter Zambia near Chavuma. It then flows through Western province, Southern and
Mozambique before entering the Indian Ocean. In addition Zambia got its name from Zambezi
River.
2. The Kafue River
It is the second largest river in Zambia. It starts from the Zambezi-Congo watershed in the
North West of Chingola. It then flows South wards through the Copperbelt and then south
west wards towards the Lukanga swamps in Central province. Thereafter, it flows west and
south wards and forms the Kafue flats, then east wards into the Zambezi River near Luangwa
(Feira) district. It is the polluted river in Zambia.
3. The Luangwa River
It starts at from Luangwa- Malawi watershed in Mafinga Hills. It joins Zambezi River at Luangwa
district. A tributary is when a small river joins a big river.
4. The Chambeshi-Luapula River
The Chambeshi-Luapula River is regarded as one river because in the Northern Province it is
called Chambeshi while the same river is known as Luapula in the Luapula Province. Chambeshi
River enters Lake Bangweulu and re-emerges as Luapula River. It then enters Lake Mweru and
from Lake Mweru it joins the Luvua River which flows into the Congo River.
2) The Main lakes of Zambia
1. What is a Lake?
It is a body of water that collects in hallow or depression inland.
2. Name the types of Lakes of Zambia
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There are three types of lakes found in Zambia.
a) Depression Lakes (U-Shaped): These are lakes formed by erosion of the land forming a
hollow or depression. Water then collects in the depression forming a lake. These include;
Depression
Cracks forms on a flat piece of land water collects in a depression to form a Depression Lake (U-Shape)
i. Lake Bangweulu-It is one of the lakes not shared with another country and it is
found in Luapula province.
ii. Lake Mweru-It is a depression lake found in Luapula province. It shared between
Zambia and Congo DRC.
iii. Lake Mweru-wa-Ntipa-It is a depression lake found in Northern Province. It is
not shared with any other country.
b) Rift Valley lakes-These are lakes formed as a result of land sinking down forming a deep
depression. Water then collects in the valley forming a lake. These includes;
i. Lake Tanganyika-It is a rift valley lake found in Northern Province. It is shared by
Tanzania, Congo DRC and Zambia.
Rift valley
Cracks forms on a flat piece of land water collects in a rift valley to form a Rift valley Lake (V-Shape)
c) Man-made or artificial lakes-These are lakes formed when a dam is built across a river
valley. Water collects behind the dam forming a lake. This include;
i. Lake Kariba-It is a man-made lake or artificial lake found in Southern Province. It is
shared between Zambia and Zimbabwe. A man-made lake is created by building a
dam (wall) across a river to block the water. The water that collects behind the dam
wall forms a lake.
ii. Lake Itezhi Tezhi- It is a man-made lake or artificial lake found in Southern Province.
It is not shared with any country.
3) Name the main uses of rivers and lakes in Zambia
1) Farming
2) Hydro-Electric Power(HEP)
3) Tourism
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4) Water Supply
5) Fishing
6) Transport
7) Settlement
8) Boundary
9) Minerals
10) Building materials
4) What is a Swamp?
It is a wetland area usually found near lakes or rivers. The swamps are not totally under water
like lakes or rivers but they remain wet and soggy all year round.
i. Name the swamps found in Zambia
1. Bangweulu swamps
2. Busanga swamps
3. Lukanga swamps
4. Mweru-wa-Ntipa swamps
5. Kafue flats
6. Luena flats
ii. Name the importance of swamps in Zambia
1. Supports the well growth of plants
2. Home too many wild animals and birds
3. Traps water from reaching human settlement which can cause floods
4. Purify the water by filtering the dirty floating on water
5. Source of water for humans and animals
6. Source of fish
TASK
1. Describe the physical features of Zambia
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The Map of Zambia Showing, Swamps, Rivers and Lakes
B. RELIEF LEVELS
LEARNING OUTCOMES:
a) Define Relief
b) Describe the Relief levels of Zambia
1. Define Relief
 It is the height of the land above or below sea level. It is how high or low land is
2. Describe the relief levels of Zambia
a) Name the relief levels of Zambia
 Zambia is divided into three (3) three levels as follows
b) Land above 1200 metres (High Veld)
 This relief level is called the high veld or the high land and they form the highest parts of
Zambia.
 The highest lands form a natural boundary with DRC in the north, Malawi and Tanzania in the
northeast and other higher parts include the Mbala highlands, Mafinga hills, Makutu mountains
and the Tonga plateau.
 Almost all the major rivers in the country have their sources on these highlands. A source refers
to a place where a river starts from.
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 These highlands are also known as divide or watershed. A watershed is a highland separating
two river systems. Watershed separates waters flowing in different directions to rivers, lakes or
seas.
 The following are the watershed that are found in Zambia:
 The Zambia – Malawi watershed.
 This separates the Congo river system (flowing towards DRC) from the Zambezi river system
(flowing towards Zambia.
 The Luangwa-Malawi watershed
 Separates the Luangwa river system in Zambia from the Shire river system in Malawi.
c) Land between 900 and 1200 metres (Middle Veld)
 This is the second highest land in Zambia.
 The middle veld makes up the largest area in Zambia as it is found in most of the regions or
provinces of Zambia.
 The middle veld is a large flat plateau with smaller hills that gently rise and fall.
 Most of the swamps, plains and lakes lie on this plateau.
d) Land below 900 metres (Low Veld)
 It consists of river valleys like the Luangwa and Zambezi valleys as well basins such as the area
basin around Lake Tanganyika.
 A basin refers to a depression in the earth‘s surface.
 Other low lands are Muchinga and Zambezi escarpments which lie on the edges of the valleys.
 An escarpment refers to the bottom of a steep slope and separates two level land surfaces.
 Escarpments have long steep slopes which are broken up by the smaller valleys of tributaries
flowing into larger rivers.
 A tributary is a smaller stream flowing into a larger river.
TASK
a) Define Relief
b) Describe the Relief levels of Zambia
C. DRAINAGE SYSTEM
LEARNING OUTCOMES:
a) Define Drainage System
b) Discuss terms related to Drainage System
c) Describe the types of Drainage Systems
1. Define drainage system
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 This is the movement of water over the earth‘s surface or down in the soil.
 Drainage refers to the system of rivers, lakes and swamps.
 The drainage of Zambia refers to how rainwater is drained by rivers that flow into lakes and
swamps, and eventually into the oceans.
 The fresh water lakes, rivers and swamps that make up the water supply of Zambia have many
functions and uses.
2. Discuss terms related to drainage
1. Tributary- a smaller river joins a big river
2. Source- a Point where a river starts from
3. Mouth- a Point where the river ends which could be river, lake, ocean
4. Confluent- a point where two rivers meet
5. Watershed- a highland separating to river systems
3. Name the types of drainage patterns
There are many different types of drainage patterns or systems however, the most three common
ones are Dendritic, Trellis and Radial drainage.
i. DENDRITIC DRAINAGE
The word Dendritic is a Greek word Dendron meaning Tree. Water moves off the earth surface in
a tree like pattern.
ii. TRELLIS DRAINAGE
This pattern is rectangular in shape. The small streams or a small river (subsequent) joins the big
streams or big rivers (consequent) at right angle.
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iii. RADIAL DRAINAGE
This pattern develops on a dome or volcanic cone. The river radiate outwards from the central
point like the spokes of a wheel. At times rivers radiate from the top of the mountain or highland
TASK
1. Define Drainage System
2. Discuss terms related to Drainage System
3. Describe the types of Drainage Systems
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D. CULTURAL FEATURES
LEARNING OUTCOMES:
a) Define Cultural Features
b) Discuss the different types of cultural features found in Zambia.
1. Define cultural features

 These are man-made cultural features that are made by the Zambians such as road and
railway network, bridges, plantations and settlement patterns.
2. Discuss the different types of cultural features found in Zambia.
a) Roads network
Zambia has the following major roads.
i. The Lusaka – Copperbelt Road – most used inter- provincial highway
ii. The Ndola – Kitwe dual carriage way- most used inter-city highway
iii. The Great North Road – Runs from Chirundu and passes through Kafue, Lusaka, Kapiri
Mposhi, Mpika, Isoka up to Tanzania.
iv. The Great East Road – Runs from Lusaka to Chipata
v. The Lusaka – Mongu Road – passes through Mumbwa to Mongu then Kalabo
vi. Chingola – Solwezi Road – Runs from Chingola to Solwezi then Mwinilunga.
vii. Lusaka – Livingstone Road – passes through Mazabuka, Monze, Choma, Kalomo to
Livingstone.
viii. Livingstone – Shesheke Road – links Zambia and Bostwana.
b) Railway network
Zambia has two principles lines of rail, the Zambia Railways (ZR) and the Tanzania-Zambia
Railways (TAZARA).
i. Zambia Railways Routes
The Zambia Railways runs from Kitwe and passes through Ndola, Kapiri Mposhi, Kabwe, Lusaka,
Livingstone and Zimbabwe.
ii. Other lines of rail includes
 Mulobezi to Livingstone - constructed to transport timber from Mulobezi.
 Maamba to Masuku – constructed to transport coal from Maamba.
 Njanji Commuter Line (Chilenje to Town) - constructed to transport people to
town.
iii. Tanzania-Zambia Railways (TAZARA) Routes
 TAZARA is co-owned by Zambia and Tanzania. It runs from Kapiri Mposhi through
Mpika, Kasama up to Dar es Salaam.
iv. The countries linked by railway network in Zambia
 Democratic Republic of Congo – from Ndola to Sakania then Lubumbashi
 Tanzania – from Kapiri Mposhi and border crossing at Nakonde
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 Malawi – Chipata – Mchinji opened in 2010 to link Zambia and Malawi.
 Zimbabwe – from Livingstone via the Victoria Falls Bridge to Bulawayo.
c) Bridges
The following are some of the bridges in Zambia
i. The Victoria Falls Bridge – built across the Zambezi river to link Zambia and Zimbabwe
The Chirundu Bridge – Formerly known as Otto Beit Bridge built to link Zambia and
Zimbabwe.
ii. The Katima Mulilo Bridge – built Zambezi river to link Zambia and Namibia via Trans –
Caprivi Highway.
iii. The Luangwa Bridge – built across Luangwa river to Lusaka to Chipata
iv. The Kafue Hook Bridge – built across the Kafue river to link Lusaka to Mongu
v. The Kafue Bridge – built across the river to link Lusaka to Livingstone vii. The Luapula
(Tuta) Bridge – built across the Luapula river to link Zambia to Congo DRC. It is one of
the longest bridge in Zambia
vi. The Kalabo Bridge – built across Zambezi river to link Kalabo to Mongu
vii. The Kazungula Bridge- built across Zambezi river to link Kazungula to Bostwana
d) Plantations
Zambia has several plantations that are divided into five categories as follows.
i. Forest and Forest reserves – where different trees are reserved for future use
ii. Plantations – such as Sugar, Coffee, Tobacco, Cotton and Tea
iii. National parks – certain species of plants are found in parks
iv. Game management area – also certain plants are found in such as areas
v. Woodlands – special trees are planted such as palm trees for power lines
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e) Settlement Patterns of Zambia
1) What is a Settlement?
It is place where people live. The settlements in Zambia vary in size from cities, big towns, small
towns, villages and isolated homesteads in rural areas.
2) Name the types of settlement
a. Nucleated Settlement pattern
This is a settlement where houses or huts are clustered together over an area. Houses or Huts
may be built around a place of common interest (also known as nucleus of the houses) such
as a well, school or mine.
b. Dispersed Settlement pattern

This is a settlement where houses or huts scattered over an area. The distance between each
houses or huts varies but within the same area.
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c. Linear Settlement pattern
This is a settlement where houses or huts are built in a line over an area. This can be along a
major road, rail line or river banks.
TASK
a) Define Cultural Features
b) Discuss the different types of cultural features found in Zambia.
TOPIC 5: WEATHER AND CLIMATE
A. WEATHER
1) Introduction to Weather
LEARNING OUTCOMES:
1. Define weather
2. Explain weather related terms
3. Outline the elements and instruments of weather
1. Define weather
It is the atmospheric conditions of a particular place over a short period of time.
1. What is Meteorology?
Is the study of weather and making of weather forecasts?
2. Who is a Meteorologist?
Is a person who studies weather and make weather forecasts.
3. What is Weather Forecast?
Is the prediction of what kind of weather might be expected over the few days or months?
4. What is Weather or Meteorological Station?
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It is a place where the elements of weather are measured and recorded.
1. What are Elements of Weather?
These are atmospheric conditions that make up weather of a particular place at a given time.
2. What are Instruments of Weather?
These are instruments used to measure elements of weather.
ELEMENTS INSTRUMENTS UNITS LINES DRAWN
ON MAP
Rainfall Rain gauge Millimeters(mm) Isohyets
Temperature Thermometer Degrees Celsius or Centigrade ( ) Isotherms
or Degrees Fahrenheit ( ).
Humidity Hygrometer Relative humidity (%) None
Air pressure Barometer Millibars(mb) Isobars
Sunshine Sunshine None Isohels
Recorder/Sun dial
Cloud Cover Human eye by Oktas or eighths Isonephs
Observation
Wind Speed Anemometer Knots None
Wind Direction Wind Vane/ weather Compass directions None
clock
TASK
1. Define weather
2) Rainfall
 It is formed when small droplets of water join together to form clouds.
 It is always measured by an instrument called a Rain gauge.
 Drizzle is a very fine rain (raindrops).
 Haze, Mist or fog these are formed when condensation occurs at a ground level without
necessarily resulting in rain.
 Dew is water in form of droplets that appears on exposed objects such as car roofs, leaves and
grass in the morning or evening due to condensation.
 Snow is formed when condensation takes place at temperatures below freezing point and the
whole land is covered ice pellets.
 Hail or sleet is formed when moist air ascends quickly to cooler layers of the atmosphere,
when this happens, water droplets freeze into ice pellets and fall as hail or hailstones.
 TYPES OF RAINFALL
There are (3) three common types of rainfall namely Relief, Convection and Convergence.
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a. Relief rainfall
i. It is also known as orographic rainfall
ii. It is formed whenever moist air is forced to ascend a mountain barrier
iii. It is common in all regions
iv. The side that receives rainfall is called Windward side or wayward side.
v. The side that does not receive rainfall is called Leeward side or rain shadow.
b. Convectional rainfall
i. This is type is formed when the land is heated forcing evaporation of water from rivers,
plants, lakes, seas or soil.
ii. It usually occurs in the afternoon and is common in Equatorial and Savannah regions
iii. It is usually accompanied by lightning and thunder
iv. Thunderstorms (heavy rain sometimes mixed with hail accompanied by lightning and
thunder) can occur when land surfaces are greatly heated.
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c. Convergence rainfall
i. It is also known Cyclonic, frontal or depression rainfall
ii. This type of rainfall occurs when large masses of air of different temperature meet forcing
the warm moist air to rise over the cooler moist air to form clouds.
iii. It is usually a very heavy rain that lasts for few hours
iv. It is common in low pressure belts (doldrums) areas
v. As the warm air rises, pressure decreases, the air expands and cools, condensation takes
place and light showers called frontal or cyclonic rain occurs.
vi. The point where the air masses meet is called Frontal.
vii. For example in Zambia the three air masses namely North West Trade Winds (warm moist
air mass), North East Trade Winds and South East Trade Winds (cooler moist air masses)
brings about convergence rainfall in Zambia.
viii. The point where these three trade winds meet is called Inter-Tropical Convergence Zone
(ITCZ).
North East
Trade Winds
North West
Trade Winds
ITCZ
South East
Trade Winds
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TASK
1. Explain the meaning term rainfall
2. Describe the types of rainfall
3) Measurement of rainfall and temperature

LEARNING OUTCOMES:
a) Describe the measurement of rainfall
b) State how rainfall measurements are recorded
c) Describe temperature as an element of weather
d) Explain is read, measured and recorded
A. Describe the measurement of rainfall

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

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

It is the degree of hotness or coldness of a body or place.
It is measured in Degrees Celsius or Centigrade ( ) or Degrees Fahrenheit ( ).
a). How to read temperature
It is observed by measuring the highest (maximum) and the lowest (minimum) temperatures of the
day.
Degrees Celsius or Centigrade ( )
i. 0 represents freezing point of water
ii. 100 represents boiling point of water
Degrees Fahrenheit ( )
i. represents freezing point of water
ii. represents boiling point of water
b). How to measure temperature
Temperature is measured using a thermometer. The following are ways in which temperature
can be measured using the minimum and maximum thermometers.
a. Minimum thermometer
i. It is used to measure minimum temperature which is the lowest temperature
of the day of a given place.
ii. This thermometer uses alcohol.
b. Maximum thermometer
i. It is used to measure maximum temperature which is the highest temperature
of the day of a given place.
ii. This thermometer uses mercury.
Mercury
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c. Six’s thermometer
i. It is also called the minimum and maximum thermometer.
ii. It is used to show both maximum and minimum temperatures
iii. The two thermometers are joined in a U- shaped glass tube.
c). How record temperature

a) Mean daily temperature is the average of maximum and minimum temperatures.
The maximum and temperatures for one day are added together and then halved.
For example Maximum temperature
Minimum temperature
Mean daily temperatures = + = =
2 2
b) Diurnal/Daily range of temperature is the difference between maximum and
minimum temperatures of the day.
For example Maximum temperature
Minimum temperature
Daily range of temperature =
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c) Mean monthly temperature is obtained by adding all the daily readings for the
month divided by the number of days in that month.
d) Mean annual temperature is the total mean month temperature divided by 12
months.
e) Mean annual range of temperature is the difference between the highest mean
monthly temperature and the lowest mean monthly temperature.
f) Isotherms are lines drawn on the map joining places with same mean temperature.
TASK
a) Describe the measurement of rainfall
b) State how rainfall measurements are recorded
c) Describe temperature as an element of weather
d) Explain is read, measured and recorded
4) Humidity
LEARNING OUTCOMES:
a) Define the term Humidity
b) Explain the relationship between Humidity and Temperature
c) Discuss how humidity is read and measured
d) Explain how the thermometers are stored in the Stevenson screen
A. Define the term Humidity

 It is the amount of water vapour in the air.
i. Relative humidity- is the ratio between the amounts of water air can hold at given
temperature and the actual amount of water in the air.
ii. Saturation point- is when there is a limit in the quality of water in the air. It is
when the rate of humidity is 100% or when the relative humidity is 100%.
iii. Absolute humidity- is the actual amount of water present in the air.
iv. Dew point- is the critical temperature at which the air is fully saturated.
B. Explain the relationship between Humidity and Temperature
i. As temperature rises, air holds more water vapour.
ii. The higher the temperature the more water vapour in the air.
iii. The more the temperature falls the less the water vapour in the air.
iv.When relative humidity reaches 100% the air is completely saturated and cannot
hold any more water. And at this point condensation will occur in form of minute
droplets of clouds, rain, mist, dew and fog.
C. Discuss how humidity is read and measured
i. Humidity is measured by an instrument called Hygrometer
ii. Hygrometer is made up of wet bulb and dry bulb thermometers.
iii. When air is not saturated, water evaporates from the container and the muslin
becomes wet.
iv. The wet muslin cools the wet bulb and causes the mercury to contract.
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v. However, the dry bulb is not affected and the two thermometers will indicate the
amount of water vapour in the air.
v. How to read humidity

Thermometer reading Amount of humidity
Large difference Low humidity
Small difference High humidity
No difference Air is saturated
D. Explain how the thermometers are stored in the Stevenson screen

Stevenson screen
 It is a wooden box that is suspended or supported by four legs found at the weather station.
 Stevenson screen is used to keep (4) four thermometers namely maximum, minimum, dry
bulb and wet bulb thermometers.
 It is suspended from the ground so that the heat from the ground does not affect the
temperature readings.
 It is painted white to reflect the rays of the sun so that heat from the sun does not raise the
temperature inside the box.
 It has louvered windows to allow free air circulation.
 It has a doubled layered roof with space in between to prevent direct rays of the sun reaching
the instruments inside.
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HOMEWORK
a) Define the term Humidity
b) Explain the relationship between Humidity and Temperature
c) Discuss how humidity is read and measured
d) Explain how the thermometers are stored in the Stevenson screen
42
5) Air Pressure and Sun Shine
LEARNING OUTCOMES:
a) Define the term Air Pressure
b) Explain the relationship between altitude, temperature and air pressure
c) Discuss how air pressure is read and measured
d) Describe Sunshine as an element of weather
A. Define the term Air Pressure

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

i. The higher the temperature the lower the pressure.
ii. The higher the pressure the lower the temperature
iii. High temperature areas are associated with low pressure (doldrums )
C. Discuss how air pressure is read and measured
i. Air pressure is measured by an instrument called barometer
ii. Air pressure is measured in units called millibars
iii. Air pressure is measured using two types of barometers namely.
a. Mercury Barometer
 It is a very accurate instrument
 At sea level this 76cm is in metric units
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b. Aneroid Barometer
 It consists of a hollow metal box which contains very little air.
 The top of the box is flexible so that it expands and contracts according to
changes in atmospheric pressure outside the box.
c. Isobars -are lines drawn on the map joining places with equal amount of pressure.
D. Sunshine
 Hours of sunshine are measured by a sunshine recorder or sun dial
i. Sunshine Recorder or Sun Dial
 It consists of a glass sphere of 102mm in diameter through which the rays of the sun are
forecast upon a sensitised card graduated in hours.
 At the end of the day the card is taken out and the length of trace is turned into hours
and minutes which represents the total amount of sunshine for the day.
 A line is made on the card when it is sufficiently heated but not when the rays are faint.
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ii. Isohels – these are lines drawn on the map joining places of equal amount of
sunshine.
TASK
a) Define the term Air Pressure
b) Explain the relationship between altitude, temperature and air pressure
c) Discuss how air pressure is read and measured
d) Describe Sunshine as an element of weather
6) Cloud cover, Wind Speed and wind Direction

LEARNING OUTCOMES:
a) Explain the following elements; Cloud Cover, Wind Speed and Wind Direction
b) Discuss how Cloud Cover, Wind Speed and Wind Direction is read and measured
1. Clouds
 Are made of water droplets or ice particles that float in the sky.
 The shape, height and movements of clouds indicate the type of weather conditions for
that particular place.
i. Measurement of cloud cover
 Cloud cover is measured by the human eye through observation
ii. Isonephs – these are lines drawn on the map joining places of equal amount of clouds.
2. Wind speed
 It is measured by an instrument called anemometer.
i. Anemometer
 It has three or four arms mounted on a vertical shaft (mast) with metal cups
fixed at the ends of the arms.
 These arms rotate when there is wind and this movement operates a meter
which records the wind speed in km per hour.
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3. Wind direction
 It is measured by an instrument called wind vane
 Sometimes it can also be measured by an instrument called windsock.
i. Wind vane
 It is used to indicate wind direction
 It has a rotating arm with a tail at one end and a pointer
 When the wind blows, the arm swings till the pointer faces the direction of the winds.
 Usually winds are always named from the direction they blow. For example the east winds
blows from east to west named east west winds and south winds blows from south to west
named south west winds.
ii. Windsock
 It is commonly found in airports and airstrips.
 It helps pilots to determine which direction to take when taking off or landing.
 It is made up of a piece of cloth mounted on a frame made out of metal or wood.
 The piece of cloth will show the direction in which the wind is blowing to and when there is no
wind it rests horizontally to the frame.
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iii. How to record the direction of wind
 Wind rose is used to record the direction of wind on each day of the month.
Wind rose
 It consist of an octagon with eight compass points
 Each of the small rectangles represents the date in which the wind blew from
that direction.
 For example on 13th of the month the wind is north west
 The days without the wind are called calm days.
 Calm days are recorded in the box in the centre of the octagon
 For example, the diagram below shows 3 calm days.
4. How to record wind on the map

 Winds are shown by arrows on a weather map.
 A shaft of an arrow shows wind direction
 A feather of a shaft shows the wind speed
Feather (wind speed)

Station
Shaft (wind direction)

i. This flag stands for the speed of 50 knots
ii. This full feather stands for the speed of 10 knots
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iii. This half feather stands for the speed of 5 knots.
TASK
a) Explain the following elements; Cloud Cover, Wind Speed and Wind Direction
b) Discuss how Cloud Cover, Wind Speed and Wind Direction is read and measured
7) Factors influencing weather patterns

LEARNING OUTCOMES:
1. Describe the factors influencing weather patterns
The following are the factors that make weather to differ from one place to another.
i. Latitude
This is the distance away from the equator. The nearer to the equator the hotter it becomes, this is
because the midday sun is directly overhead at the equator throughout the year and therefore,
there is constant heating around the equator hence making it a hotter place and cooler at both
south and north poles due to less sun lights being received.
ii. Altitude
This is how high or low a place is above sea level. Therefore, the higher you go the cooler it
becomes. To mean a place on higher altitude will be cooler than that place on lower altitude. For
example, a person standing on the ground in October will feel more heat than that one standing
on top of the roof of a tall building. This is because when the ground is heated by the sun it
produces long heat waves, thereby making the area few metres about the ground too hot as
compared to a place raised high in the atmosphere.
iii. The location of the country or distance from the sea
The position and distance from the sea of a certain place has an effect on weather. This is because
the ocean currents that blow in from the sea, they contain more moisture than winds that blow
from inland areas hence bring about warmness and coldness to the countries that receives these
ocean currents.
iv. The prevailing winds
These are winds that consistently blow from the same direction at a particular time of the year.
Therefore, the differences in temperatures between parts of the world at different latitudes create
a movement of air and water in great swirling currents. These movements distribute heat energy
from the sun across the planet such that since the cooler air is dense than warmer air it forces the
warmer air to rise and circulate on the planet thereby bringing about warm or cold temperatures
in different countries of the world.
v. Seasons
The charge of seasons that influence weather is brought about by the two movements of the earth
namely rotation and revolution.
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a. Rotation –this is spinning or rotating of the earth on its axis once in 24 hours. For
example, the earth spins like a soccer player spinning a ball on his or her
fingertip. This rotation of the earth brings about day and night, difference in time
and prevailing winds.
b. Revolution –this is the movement of the earth around the sun. It takes or
366 in a leap year to make one complete revolution around the sun. This
revolution of the earth brings about charge of seasons, varying length of day and
night, change in position of the midday sun
HOMEWORK
1. Describe the factors influencing weather patterns
B. CLIMATE
LEARNING OUTCOMES:
a. Define Climate
b. What is Zambia‘s climate?
c. Describe Zambia‘s temperature and rainfall climate characteristics
d. Describe Zambia‘s Climatic seasons
e. Describe the effects of Climate of human activities
1. What Is Climate?
 It is the atmospheric conditions of a particular place over a long period of time.
 The elements of climate are the same as the elements of weather such as rainfall,
temperature, humidity, air pressure, cloud cover, sunshine, wind direction and wind
speed.
 However for the elements to be considered as climate of a given area they must
occur repeatedly in that given area over a period of 35 years.
2. What is Zambia’s climate?
Zambia has tropical continental climate also known as Savannah climate.
3. Describe Zambia’s temperature and rainfall characteristics
a. Temperature
Temperatures in different parts of Zambia are influenced by two factors
i. Latitude - this means the distance away from the equator. It is hotter near the
equator because the sun‘s rays are more direct throughout the year. Example,
Mwinilunga is hotter than Lusaka because it is closer to the equator.
ii. Altitude – this means how high or low a place is above sea level. It is
generally cooler at higher altitudes, such as on highlands or mountains, than
at lower altitudes, such as valleys. Example, Mbala lies at a high altitude and is
therefore cooler than Chirundu in the low-lying Zambezi valley.
b. Rainfall
Rainfall distribution in Zambia is affected by latitude and altitude
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i. Latitude – the northern part of Zambia gets the most rainfall. This is because it is
closer to the equator.
ii. Altitude – the higher altitudes such as highlands or mountains, receive more than
at lower altitudes, such as valleys.
4. Name the seasons of Zambia
There are three seasons in Zambia namely
i. Hot dry season (Autumn)-(August to November)
ii. Rainy season (Summer)- (mid-November to April)
iii. Cool season (Winter)-(May to August)
5. Name the effect of climate on human activities.
The climate of each given country affects people in the following ways.
i. It influences people‘s health, behaviour, eating habits, choice of clothes and
recreation activities.
ii. It dictates the farming seasons
iii. It influences human settlement(where people live)
iv. It influences the type of houses that people build
v. It influences the type of business favourable for each given area such as tourism,
fishing, farming and mining.
vi. Its brings about bad weather which can cause a lot of problems to people such as
flooding, drought, skin diseases and loss of animals.
TASK
a. Define Climate
b. What is Zambia‘s climate?
c. Describe Zambia‘s temperature and rainfall climate characteristics
d. Describe Zambia‘s Climatic seasons
e. Describe the effects of Climate of human activities
8) Human activities and climate change

LEARNING OUTCOMES:
a. Describe the impact of human activities on climate
b. Discuss the causes of Climate Change and Global Warming
a. Name the impact of human activities on climate

i. What is climate change?
This is the change of climate which is attributed directly or indirectly to human activity that alters
the composition of the global atmosphere.
ii. What is greenhouse effect?
This is the ability of the air to absorb long heat waves from the earth after allowing the sun heat
waves to pass through. The greenhouse effect contains gases such as water vapour, carbon
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dioxide, nitrous oxide and methane gas which normally absorbs the long heat waves from the
earth to balance up the atmospheric temperatures neither too hot nor too cold
iii. What is global warming?
This is an average increase in the earth‘s temperature which brings about extreme hotness or
coldness.
The following are the human activities that affect the climate.
1) Fuel combustion – the smoke from all automobiles such as smoking vehicles contains different
gases such as carbon monoxide which bring about climate change and Global warming.
2) Industrial activities – the smoke emissions from industrial plants which contain different toxic
gases which affect the environment and bring about climate change and global warming.
3) Agricultural activities – the continuous use of chemicals in agricultural activities increases the
emission of greenhouse gases that such as carbon dioxide, methane and nitrous oxide that
leads to climate change and global warming.
4) Deforestation – the continuous cutting down of trees to make charcoal and clearing of land
for farming is affecting the rain cycle hence bring about drought. Also trees help in absorbing
access carbon dioxide in the atmosphere, so there absence brings about climate change and
global warming.
5) Waste management – the undesignated dumping of waste produced by human activities
pollutes the environment thereby producing different gas emissions as they decompose hence
causing climate change and global warming.
6) Fugitive emissions – the continuous emissions of gases from all types aerosol sprays such as
perfumes, air fresheners, air conditioning and refrigeration equipment has contributed to
climate change and global warming.
7) Mining
The process of extracting minerals leads to gases emission and dust pollution of the
environment thereby causing climate change and global warming.
8) Over consumption
The continued production and transportation of goods from one place to another due
overconsumption leads to overexploitation of natural resources and emissions of gases from
international freight transport, which contributes to climate change and global warming
b). Effects of Climate Change and Global Warming
i. Biodiversity
The extreme change in elements of weather conditions leads to loss of animal and plant life.
ii. Oceans
The extreme change in elements of weather conditions leads to melting of ice at Polar Regions
thereby increasing water levels in oceans and bring about floods in nearby countries.
iii. Human Conflict
Climate change and global warming brings about shortage of foods and reduced production of
goods thereby causing people to fight for few food and goods.
iv. Natural Disasters
Climate change and global warming brings about natural disasters like floods, hurricanes, Cyclone
storms and wildfires, frost-free season.
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v. Human diseases
Allergies, asthma, and infectious disease outbreaks will become more common due to increase in
climate change and global warming.
c). Solutions to Climate change and Global warming
i. Renewable energies
The first way to prevent climate change is to move away from fossil fuels and begin to use
Renewable energies like solar, wind, biomass and geothermal.
ii. Energy use
The other way is to reduce our consumption of energy by using more efficient devices such as
energy serving bulbs.
iii. Sustainable transportation
By promoting public transport of electric vehicles to cut down on gases emission
iv. Sustainable infrastructure
By promoting the building of low energy buildings that will require less use of air conditioning and
lighting.
v. Sustainable agriculture
By encouraging organic farming methods which use organic matter unlike use of chemical fertilizer
vi. Forest management
By encouraging better use of natural resources through stopping charcoal burning and
deforestation
vii. Responsible consumption
To cut down on Fugitive emissions like aerosol sprays such as perfumes, air freshener, air
conditioning and refrigeration equipment
viii. Recycling
By encouraging recycling and use of recyclable products such as use of recyclable plastic bags
ix. Controlling fire burning
By stopping bush fires and waste disposal burnings
x. Waste management
By collecting and dumping waste disposals in designated places.
TASK
a. Describe the impact of human activities on climate
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TOPIC 6: FOREST AND THEIR PRODUCTS
LEARNING OUTCOMES:
a) Define a forest.
b) Describe the types of vegetation found in Zambia
c) Identify types of tree species found in Zambia
a) What is a forest?
 A forest is an area dominated by trees. It can also be defined as the caring and planting of trees
over a piece of land.
b) What is Vegetation?
 It is any grasses or trees that grows in a given place or area
c) What is Natural Vegetation?
 It is any grasses or trees not planted by man that grows in a given place or area.
d) What is Artificial Vegetation?
 It is any grasses or trees planted by man that grows in a given place or area.
e) Name the types of vegetation found in Zambia
Zambia‘s vegetation is classified as Savannah vegetation and is mainly characterised by trees and tall
grass.
Therefore, Zambia‘s vegetation can be divided into the following 3 types.
a) Closed forests
 This is a type of forest that mainly consists of trees close to each other..
 It is found in places of high rainfall such as North Western, parts of Southern and Western
provinces.
 The closed forests are sometimes referred to as Deciduous Savannah Woodlands. A
deciduous tree is a tree which is green and luxuriant during rainy season and shade off leaves
during dry season to minimize loss water through evaporation.
 Furthermore, the closed forest forms a closed canopies to mean a structure formed when tree
tops or crowns touch each other creating a shade forest.
 A canopy allows very little sunshine to pass through and reach the ground as a result little or
no under growth plants or grasses grow in such conditions.
 Examples of trees that form canopies include Kayimbi, Mukwa (Zambia teak), Mupundu, Mukusi
and Mutemwa.
b) Open forests
 This is a type of forest that consists of scattered trees with grass in between the trees. This type
of forest is found in all provinces of Zambia and covers about 70% of Zambia. Examples of
trees found in open forests include Mutondo, Musaka, Kayimbi, Mopane and Muunga (Thorn
Acacia) trees.
f) Grasslands (Swamps)
 This is a type of forest that is mainly covered with grass and number of countable trees or very
few scattered trees can survive the waterlogged soil conditions. Zambia‘s Savannah Vegetation
name was derived in reference with this type of grasslands.
g) Name the types of trees found in Zambia
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1. Local (Indigenous) trees.
 These are trees that are not planted by man but grow naturally in the environment. These trees
produce hardwood timber.They grow slowly.They are short with thick bark. They have
umbrella shaped crowns. They have big leaves. Examples of local (indigenous) trees that
produce hardwood timber include Mukusi (Zambian teak), Mupapa, Muwaka, Musompa,
Kayimbi, Mululu, Mukula and Mukwa.
2. Exotic (imported) trees
 These are trees that brought into Zambia from other countries in the world. These trees
produce softwood timber. They grow fast.They are tall with smooth trunks.They have cone
shaped crowns.They have small leaves. Examples of Exotic (imported) trees that produce
softwood timber include Eucalyptus, Gmelina, Tropical Pine and Rose wood.These exotic trees
are planted in plantations located in Copperbelt at Chati, Chichele, Itimpi (Kitwe), Mwekere and
Mufulira. Also in Choma, Samfya, Kabwe and Chisamba.
h) Reasons why Exotic trees are planted in these areas
i) High annual rainfall of over 1200mm.
ii) Moderate temperature (180C-240 C).
iii) Good government policy.
iv) Ready market for timber
v) Good soil fertility.
TASK
a) Define a forest.
b) Describe the types of vegetation found in Zambia
c) Identify types of tree species found in Zambia
FOREST AND THEIR PRODUCT

LEARNING OUTCOMES:
a) Identify and describe forests products and their uses.
b) Outline the importance of forests
c) Explain the importance of conserving and preserving forests.
a. Name the forest products and their uses
Forest product Use
1. Timber Used in construction of houses and furniture.
2. Honey A source of food
3. Mushrooms A source of food
4. Herbs A source of medicines
5. Fruits A source of food
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6. Tubers A source of food
7. Vegetables A source of food
8. Fuel wood A source of energy
9. Caterpillars A source of energy
10. Leaves, roots and bark Traditional medicines, vegetables, basket and
net making
11. Resins Used in making soap, varnishes and paints and

sizing paper
b. List the importance of Zambia’s forest

1. Used in construction of buildings
2. Making Furniture
3. Making Electrical poles
4. Making railways sleepers
5. Making herbal medicine
6. Source of oxygen
7. Source of bees wax (honey)
8. Source of wild fruits
9. Source of charcoal, firewood
10. Protect the ground from soil erosion
11. Shelter for wild animals
12. Helps in rainfall formation
c. State why it is important to conserve and preserve forests.
1. Forest Conservation is the wise use of natural resources so that is available for use in future.
2. Forest Preservation is the keeping of natural resources same or preventing it from any
damage or extinction.
3. How to conserve forests:
i. Putting Commercial forestry programs for timber to protect our natural forests.
ii. Forests can be conserved and preserved through dedicated efforts by all citizens and
government.
iii. Control and regulation of bush fire.
iv. Control and regulation of charcoal burning.
v. Control of commercial logging (selling of timber).
vi. Educating communities on the importance and values of forest resources.
vii. Tree planting programs more especially in schools.
viii. Using renewable sources (wind, solar and water energy) instead of burning wood.
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4. Importance of conserving forest
i. Provision of food
ii. Home of wild animals Source of medicines.
iii. Source of clean air (oxygen).
iv. Prevention of soil erosion.
v. Helps in rainfall formation.
vi. Provide shelter to wild animals.
vii. Source of recreation and scenery.
viii. Source of herbal medicine
ix. Source of timber for furniture and construction
TASK
a) Identify and describe forests products and their uses.
b) Outline the importance of forests
c) Explain the importance of conserving and preserving forests.
FOREST AND THEIR PRODUCTS

LEARNING OUTCOMES:
a) Describe the factors that are contributing to the depletion (finishing) of the Zambian forests.
b) Discuss the causes and effects of deforestation
c) Describe the roles of Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
d) Explain the following forestry related terms
A. Name the factors that are contributing to the depletion (finishing) of the Zambian
forests.
1. Forest fires
2. Charcoal burning
3. Overgrazing of animals
4. Droughts
5. Clearing of land for farming
6. Clearing of land for settlement
7. Clearing of land for mining
8. Clearing of land for road construction and developmental projects.
9. Cutting down trees for furniture making
10. Cutting down trees for construction of buildings
B. Causes and effects of deforestation
1. Causes of deforestation
1) Clearing forests for commercial farming practices that require and burning of trees for
farmland.
2) Commercial logging for timber.
3) Cutting of trees for charcoal and firewood.
2. Negative effects deforestation
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a) Destruction of biodiversity and changes in climate patterns all over the world.
b) It can lead to desertification, with useful forests turning into useless deserts.
c) Migration of animals and birds to other areas for shelter
d) Shortages of wood fuel.
C. Describe the roles of Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
1. Name the department responsible for running the affairs of forestry in Zambia.
 Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
2. Name the duties of the Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
i. By allowing the non-governmental organizations support the forestry industry.
ii. Delinking of ZAFFICO from the forest department in order to improve efficiency
iii. Educating the communities on the importance of caring for forest resources.
iv. Embarking on rural electrification which may reduce on use of wood fuel
v. Encouraging people to plant trees during the tree planting day.
vi. Establishment of forest reserves and plantations throughout the country by the forestry
department.
vii. Establishment of the forestry department to control forestry.
viii. Fire controls which may destroy trees is being done by the government.
ix. Giving of licences to all those willing to do forestry and lumbering
x. Introduction punishments to all those found disturbing the forests.
xi. It has embarked on afforestation and re-afforestation programmes.
xii. The forestry department is promoting agro-forestry.
D. Explain the following forestry related terms
1. Deforestation- is the illegal cutting down of trees
2. Afforestation- is the planting of new trees in areas where there were no trees before.
3. Re-afforestation-is the planting of new trees in areas where the trees were cut down.
TASK
a) Describe the factors that are contributing to the depletion (finishing) of the Zambian forests.
b) Discuss the causes and effects of deforestation
c) Describe the roles of Zambia Forests and Forestry Industrial Corporation (ZAFFICO)
d) Explain the following forestry related terms
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TOPIC 7: FARMING
LEARNING OUTCOMES:
a) Define farming/agriculture
b) Explain importance farming
c) Describe the traditional type of shifting cultivation of the Lozi (Lishanjo, Litapa, Mazulu,
Matongo Litema).
A. What is Agriculture/Farming?
Is the growing of crops (arable farming), the keeping of domesticated animals (pastoral farming) and
birds (poultry farming) either for sell (commercial farming) or home consumption (subsistence
farming).
B. Name the factors affecting Agriculture in Zambia
i. Climate
ii. Distance from the market
iii. Soils
iv. The role of the government
v. Transport facilities
vi. Diseases
vii. Vegetation
C. Name the Importance of Agriculture in Zambia
i. Source of foreign exchange
ii. Source of employment
iii. Source of food
iv. Source of raw materials
v. Source of income
vi. Source of economic growth
D. Name the types of Agriculture in Zambia
There are three types of agricultural systems practiced in Zambia and these are:
i) Subsistence/Traditional Agriculture
birds (poultry farming) for home consumption with little or no surplus for sale? This is also called small
scale farming.
ii) Emergent Agriculture
birds (poultry farming) for home consumption with surplus for sale? This is also called Semi
Commercial Farming.
iii) Commercial Agriculture
birds (poultry farming) for sale?
Subsistence/Traditional Agricultural system
a) Characteristics of Subsistence/Traditional Agricultural system
i. Small farms
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ii. Grow crops such as maize, millet, cassava, beans, groundnuts, sweet potatoes
iii. Use Simple tools such as axes, hoes, pangas and sticks
iv. Low productions
v. No use of chemicals and fertilizers ).
THE LOZI SYSTEM
The Lozi system is made up of five different agricultural techniques namely Matema, Matongo,
Mazulu, Lishanjo and Litapa.
Matema (Litema)
It means Cut-over area. It is similar to Chitemene farming system
Matongo (Litongo)
This farming is done on areas where people once lived.
Mazulu (Lizulu)
It means an anthill. This farming is done on anthill made by termites due flooding in western province
Lishanjo (Sishango)
This farming is done at the edge of the water bodies such as rivers and swamps.
Litapa (Silapa)
This farming is done in different areas where there is water lodged (stuck) in the flood plains.
Name the crops grown under Lozi farming system
Cassava, Maize, Sorghum, pumpkins, Groundnuts and Sweet potatoes.
What is Transhumance?
It is the seasonal movement of the Lozi people of Western province with their animals from the flood
plain to the upland.
List the advantages of the Lozi system
i. No use of chemical fertilizer
ii. Application of manure improves soil fertility
iii. Practice mixed farming of animals and crops
List the disadvantages of the Lozi system
i. Cutting of trees lead to deforestation
ii. Needs a lot of labour
iii. Farmers lose crops to floods
TASK
1. Describe the Lozi types of shifting cultivation
2. Describe the advantages and disadvantages of the Lozi system
FARMING
LEARNING OUTCOMES:
a) Describe the different traditional shifting cultivation practices
 Chitemene system of the Bemba
 Fundika system of the Mambwe
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1. Chitemene
What is Chitemene?
It is a Bemba word which means Cut Over Area. It is called Ntena in North Western. Chitemene system
is also known as slash and burn or shifting cultivation. Under this system tree branches are slashed
and heaped in one area. After they have dried, they are burnt so that the ash acts as fertiliser. It is
mainly practised in Northern, Luapula, North Western, Western, Copperbelt and Central province.
Name the crops grown under Chitemene system
The crops grown include millet, maize, cassava, pumpkins, myungu, cowpeas, sweet potatoes,
sorghum, groundnuts and beans.
List the advantages of Chitemene system
i. Burning kills harmful insects and pests
ii. Ash act as cheap fertilizer
iii. Use simple tools like hoes and axes
iv. Requires only small capital
v. Use of cheap labour
List the disadvantages of Chitemene system
i. Useful organisms are killed in the soil
ii. It promote deforestation
iii. It encourages soil erosion
iv. Burning releases carbon dioxide into the atmosphere.
v. Nitrogen is lost in the atmosphere by burning
vi. The Eco-system is disturbed.
vii. The habitat (homes for living things) is destroyed.
Name the farming tools and inputs used by Chitemene farmers.
a. Farming tools
Hoes, axes, watering cans, oxen, ox-drawn ploughs
b. Farming inputs
Chicken droppings, cow dungs, ashes
Name the effects of Chitemene system (Shifting Cultivation) on the environment
i. it causes deforestation
ii. it causes soil erosion
iii. it causes low productivity
iv. it causes air pollution
v. it causes global warming
vi. it causes rainfall variability (changes in rainfall patterns)
Name factors favouring (encouraging) Chitemene system
i. Burning neutralizes the acidic soil to make it fertile
ii. Poor, infertile soils
iii. Presence of heavy rainfall which encourage the growth of trees.
iv. Bembas are not traditional cattle-keepers
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v. Low population densities in places where Chitemene is practiced
vi. The farmers are poor and cannot afford to buy farming inputs e.g. pesticides, inorganic
fertilizers e.t.c.
Name the reason for the decline of Chitemene system
i. Community education on deforestation
ii. Depletion of forests
iii. High demand for land for settlement
iv. Introduction of improved farming practices
v. Diversification of farming
2). Mambwe System
It is also known as Fundika. The Mambwe systems involve the cutting of grass and bury them in the
mould. After sometime, the moulds are opened and the manure soils are spread where cultivation is
to be done at the beginning of the rainy season. It is practised in Northern and North Eastern parts of
Zambia.
Name the crops grown under Mambwe system
Maize, Millet, Cassava, Beans and Groundnut.
Name the advantages of Mambwe system
i. No cutting down of trees
ii. No use of chemical fertilizers
Name the disadvantages of Mambwe system
i. Needs a lot of labour to make moulds
ii. It discourages mixed farming
TASK
1. Describe the advantages and disadvantages of Chitemene farming system
2. Discuss the factors and effect of Chitemene farming system
FARMING
LEARNING OUTCOMES:
a) Mention crops grown under traditional farming
b) Discuss the problems faced by subsistence farmers
c) Explain the effects of shifting cultivation on the environment
a. Crops grown under traditional shifting cultivation

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

 Commercial farming is the growing of crops and the rearing of animals on a large scale for sale
at a profit.
 Crops grown include: vegetables such as tomatoes, fruits like bananas, tea, coffee and so on.
Animals kept include cattle, pigs, goats, chickens and so on.
B. Mention the types of commercial farming
Just like the same way traditional farming is of different types, so is commercial farming. Commercial
farming types depends on the crops grown. It includes mixed farming, plantation farming, market
gardening, livestock farming and horticulture,
C. Describe the characteristics of commercial farming
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a) Large scale
The farms are usually large and large pieces are usually required. This is also because processing is
usually done on site.
b) Mechanization
It is highly mechanized meaning most of the work done uses machines. The machines used include
tractors, trucks, planters, shellers, combined harvesters and helicopters for spraying pesticides.
Mechanized framing encourages large scale production and improved quality of produce.
c) Export oriented
The produce is primarily for sale both to local and foreign customers so it involves a high level of
organization. Produce must be of high quality to effectively compete on the market. It usually located
near urban areas with well-developed transport and communication networks.
d) Use of chemicals and fertilizers
Chemicals are used to control pests and diseases. Helicopters are used to spray chemicals since the
farms are large. Artificial fertilizers are also used to make the soil fertile. These fertilizers contain
element such as nitrogen, phosphorus and potassium which are needed by all crops.
e) Skilled labour
It requires skilled labour for many of its functions. For example, there is need for a well-trained pilot to
fly the helicopter as well as trained drivers to operate the combined harvesters and so on.
f) Large financial investments
Because of the methods used to run these farms, a lot of capital is needed to buy the machines and
for operational costs.
D. Identify crops grown under commercial farming
A cash crop is a crop that is grown mainly for sale other than for use by the farmer. In Zambia, we
have a lot of cash crops that are grown in different parts of the country and these require different
growing conditions.
a) Maize- it requires temperatures of over 18°C and summer rain of 650mm. It needs well drained
soils rich in humus. It is produced in all parts of Zambia but Eastern province is the major
producer.
b) Tobacco- grows in areas with temperatures above 21°C and well drained soils. Rainfall
between 600mm to 900mm.The major producer is Nyimba in Eastern province.
c) Cotton- grows in rich soils with temperatures of over 20°Cand rainfall over 500mm.Main
growing areas include Chipata in Eastern province and Kabwe in Central province.
d) Coffee- Temperature between 18°C and 24°C.Heavy rainfall of 1000mm. Requires fertile and
well drained soils. Mainly grown in Kasama in Northern province.
e) Wheat-grown mainly under irrigation in Lusaka, Northern and Southern provinces. Minimum
temperatures of 16°C and rainfall between 250mm to 900mm.
f) Sugar cane- grown under irrigation by Nakambala Sugar Estates in Mazabuka. Requires warm
temperature with minimum of 25°C and rainfall of over 1500mm.
g) Bananas- grown at Mununshi in Mansa Luapula province. Temperature of over 20°C and
rainfall of 1000mm.
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h) Pineapples- mainly grown in Mwinilunga and Ikelenge district of North Western province. It
requires temperatures between 15°C to 30°C. Rainfall between 1000mm to 1500mm.
i) Tea- requires warm temperatures between 10°C to 32°C. Rainfall of over 1500mm and mainly
grown in Kawambwa in Luapula province.
TASK
1. Define commercial farming and explain the types, characteristics and crops grown
FARMING
LEARNING OUTCOMES:
a) Describe plantation/estate farming in Zambia
b) Define the term pastoral farming
c) Discuss cattle ranching in Zambia
a) Describe plantation/estate farming in Zambia

1) Plantation farming (Estate)
Plantation or Estate farming is the growing of tree crops such as banana, pineapples cotton,
tobacco, sugarcane, coffee, cocoa, tea, rubber and citrus fruits like oranges and lemons.
2) Describe the Location of plantation agriculture in Zambia
1) Nakambala sugar Estate in Mazabuka
2) Kaleya Small holding in Mazabuka
3) Ngoli coffee Estate in Kasama
4) Kateshi Coffee Estate in Kasama
5) Kawambwa tea Estate in Kawambwa
6) Mununshi Banana Scheme in Luapula
7) Dunlop rubber plantation at Nchelenge.
8) Chiawa Banana Scheme in Chiawa
3) State the characteristics of estate/plantation farming
1) Plantations are usually foreign owned by large companies.
2) Processing of produce is done on site
3) They are labor intensive, meaning they employ a lot of people
4) They are usually export-oriented, meaning they mainly export their produce
5) They require large capital
6) They require large scale irrigation
7) They require long term investment
8) They concentrate on monoculture meaning growing one type of crop
b) Define the term pastoral farming
It is the rearing or keeping of domesticated animals and birds either for sell or home consumption.
Livestock (pastoral) farming in Zambia is practised under both subsistence (Traditional) and
commercial farming.
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c) Discuss cattle ranching in Zambia
1. Cattle Ranching
It is the commercial keeping of cattle for beef.
2. Why are major Ranching areas in Zambia located along the line of rail?
i. Availability of cheap and reliable transport.
ii. Ready market for beef and other animal products.
iii. There are no tsetse flies.
3. Name the Cattle ranching breeds
The most popular commercial breeds reared in ranches are cross breeds between local (Angoni)
breed and Exotic (Afrikander or Boran) breeds.
4. Why do farmers cross breed the animals?
In order to come up with animals that can with stand high summer temperatures and poor winter
feeding.
5. What efforts have been put in place to increase beef production.
i. Setting up of state ranches in many parts of the country e.g. Mbesuma ranch in Chisali,
Chisamba ranch in Chisamba and Irumi ranch in Mkushi.
ii. By opening new undeveloped areas.
iii. By teaching local people how to care for their livestock.
iv. By producing breeding stock for sale to commercial famers.
v. By producing beef for sale to local areas.
TASK
1. Discuss why most cattle ranches are located along the line of rail and explain the measures put
in place to increase beef production
FARMING
LEARNING OUTCOMES:
a) Describe dairy farming
b) Describe poultry farming
c) Discuss other common livestock kept in Zambia
d) Explain why livestock farming is important in Zambia
b. Dairying Farming
It is the rearing of cattle for milk production.
1. Name the chief dairy breeds reared for milk production in Zambia.
i. Friesians (most common breed)
ii. Jerseys
iii. Ayrshires.
2. Name the milk processing companies (plants) and creameries in Zambia
i. Zambeef in Lusaka, Chisamba and Mongu.
ii. Parmalat in Lusaka.
iii. Luscold in Lusaka.
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iv. Finta Danish Dairies in Livingstone (these produce long life milk)
4. Name the Products obtained from milk.
i. Cheese
ii. Butter
iii. Ice cream
iv. Yoghurt
c. Poultry
It is the rearing of chickens, ducks, geese and ostriches for meat and eggs.
i. What is hatchery?
It is a process of producing chicks from eggs under artificial condition.
ii. Name the hatchery companies in Zambia
Hybrid Company-It is leading producer of day old chicks in Zambia. It supplies its chicks to
poultry farmers within the country and to other countries like Tanzania, Democratic Republic of
Congo and Uganda. Hybrid is located in Lusaka and Kitwe.
d. Other Livestock
1. Pigs
Pigs are reared by both Traditional (subsistence) and commercial farmers in Southern, Eastern and
Lusaka provinces.
2. Sheep
Sheep are mostly kept by traditional farmers in Southern Northern and Eastern province
a. The factors discouraging the Rearing of Sheep in other Parts of Zambia
i. High temperature cause rot and parasites
ii. Tall grass is not suitable for sheep grazing.
iii. Limited market for mutton (meat).
b. The black head Persian Sheep
This is a non-wool bearing sheep kept by most farmers in Zambia because it is hardy and can
withstand climatic conditional.
c. Why is Sheep rearing less important in Zambia?
It is because the climate is not very suitable for sheep rearing.
3. Goats
The goats are the only domestic animals reared in all provinces of Zambia because they are able to
survive even in the absence of good pastures. They can live by eating branches, bark and leaves.
3). Why is (Livestock) Pastoral farming important in Zambia?
i. The domestic animals kept are a source of food like meat and milk.
ii. The domestic animals also provide leather, hair and wool used for making blankets, clothing etc.
iii. The domestic animals like cattle are used for manure (cow dung), transport and bridal payment
(lobola).
TASK
1. Discus why it is important to continue keeping livestock farming in Zambia
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FARMING
LEARNING OUTCOMES:
a) State the areas where livestock (pastoral) is practiced in Zambia
b) Discuss the factors that influence Livestock (Pastoral) farming in Zambia
c) Discuss the role of the government in promoting (Livestock) pastoral farming in Zambia
4) Name the areas where (livestock) pastoral farming is practised in Zambia.
i. Western province in Mongu.
ii. Southern Province especially along the line of rail from Livingstone – Mazabuka and also in
Namwala.
iii. Northern Province especially in Kasama and Mbala.
iv. Eastern Province especially in Chipata and Petauke.
v. other areas include Kitwe, Lusaka, Chisamba and Serenje.
5). Name the factors that influence Livestock (Pastoral) farming in Zambia
i. Rainfall.
Places that receive high rain are more suitable for livestock than places with little no rainfall.
ii. Temperature
Places that are very hot are not good for domestic animals or rearing eg Luangwa and Zambezi
valley are too hot for cattle rearing.
iii. Diseases
Places with cases of diseases such as trypanosomiasis (nagana) east coast fever, foot and mouth
disease, anthrax, contagious bovine pleuro –pneumonia, heart water and lamp skin disease are not
suitable domestic animals rearing.
iv. Vegetation
Places with plenty of natural pastures and shade are suitable for domestic animal rearing e.g. open
woodlands forest.
v. Nearness to market
If animals have to work or travel long distances to the market they will lose weight and even the
price will reduce.
vi. Symbol of wealth
Traditional cattle keepers such as Tonga, Ila, Lozi, Ngoni and Mambwe are interested in numbers
rather than quality of the cattle they have.
vii. Cattle rustling
It is the stealing of cattle from the farmers. Cattle rustling is common in southern and western
province.
6). Discuss the role of the government in promoting (Livestock) pastoral farming in Zambia
i. The government has set up many ranches in many parts of Zambia to breed domestic animals
and supply to farmers.
ii. The government train agriculture officers to take care of pastoral farmers domestic animals and
offer advice to them.
iii. The government encourages the setting up of support institutions such as ZAMBEEF who
purchase animals and animal products from farmers.
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iv. The government controls the diseases through the department of veterinary and livestock.
7). What is Overgrazing?
It is the keeping too many domestic animals on a place of land such that the grass cannot grow
properly.
8). What is a Overstocking?
This is the keeping of too many cattle on a small place of land.
TASK
1. Discuss the factors that influence Livestock (Pastoral) farming in Zambia
2. Discuss the role of the government in promoting (Livestock) pastoral farming in Zambia
FARMING
LEARNING OUTCOMES:
a) Describe the following farming practices
a) Mixed farming
b) Market garden farming
c) Horticulture farming
d) Irrigation farming
e) Cash crop farming
f) Crop diversification
g) Crop rotation
a) Mixed Farming
This is the cultivation of different crops and the rearing of livestock at the same time on the same
farm. The Crops grown includes maize, wheat, Soya beans and Livestock reared include cattle,
goats, sheep.
b) Market garden Farming
1) This is the intensive growing of vegetables and mainly for sale near urban areas.
2) It is also called Truck Farming (transportation)
3) This is carried out near urban areas where transport is available and ready market for the
products.
4) The chief vegetables grown are potatoes, tomatoes, onions, cabbage, beans, egg plants,
carrots, beet roots, lettuce and chili pepper.
5) Fruits such as bananas, mangoes, avocado, guava and pineapples are produced seasonally.
c) Horticulture
This involves the production of ornamental plants such as flowers for sale locally and for export.
d) Irrigation Agriculture
This is the growing of crops in the dry part of the year by supplying water from rivers, boreholes
and reservoirs (dams).
xi. What are the Importance of Irrigation?

1) Irrigation transforms bare land into areas of green vegetation.
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2) It enables the farmers to use a piece of land to produce crops two three times in a year.
3) It is one way of increasing food production to achieve household and National food security
(self-sufficiency)
xii. Name the Methods of Irrigation
1) Sprinklers
2) Canals
3) Flooding
4) Over-head irrigation
xiii. Name the areas of Irrigation
1) Areas around Lusaka for green maize, vegetables, flowers and wheat.
2) Chisamba area for green maize, vegetables, wheat and flowers.
3) Mpongwe area mainly for wheat but also coffee.
4) Mazabuka area for wheat and sugarcane.
xiv. List the factors which makes necessary to undertake Large scale Irrigation
1) Its flat land which gently slopes towards the river is ideal for irrigation.
2) The presence of a river and its tributaries as fallows are made from there.
xv. Name the crops grown by Irrigation
1) Maize (sweet corn), cabbage, tomatoes, onions, Irish potatoes, rape, carrots and green pepper
for local market.
2) Also roses, gladioli, fillers and vegetables such as baby corn, paprika, green beans, peas and
asparagus for the export market are grown.
xvi. What are the Positive effects of Irrigation
1) It transforms bare land into an area of green vegetation
2) If the land is planted with tree crops like coffee, bananas and tea, this increases the land‘s
retention of rainwater as ground water.
3) Large scale growing of tree crops aided by irrigation makes the climate wetter in the long run.
4) Growing crops twice or three times in a year increases food and raw material production in the
country.
xvii. What are the Negative effects of Irrigation
1) Salination: when the land ids continuously used for irrigation, the fertilizer used make it saline
and this reduce productivity.
2) Water diseases: Irrigated areas have an increase in snails and mosquito populations which
transmit bilharzias and malaria respectively.
3) Fertilizers used on agricultural lands next to the river under irrigation will be washed into the
river. This will lead to the growth of aquatic plants which may sometimes be obstacles to
navigation on rivers.
e) What is a cash crop?

It is a crop grown for sale
i. Name the types or cash crops grown in Zambia
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Maize, tobacco, groundnuts, cotton, coffee, tea, sugarcane, sunflower, soya beans, rice, rubber,
wheat and pineapples.
ii. Give three reasons why maize is an important cash crop in Zambia
1.it is a staple food
2.It is used as folder crop for feeding cattle
3. it is used as raw material in opaque brewing and production of Millie meal
iii. Give examples of cash crops used as raw materials in Zambia
Cotton, tobacco, sugarcane, sunflower, wheat and groundnuts.
iv. Mention any towns that have cotton ginnery in Zambia
Lusaka, Mumbwa and Chipata
f) What is crop diversification?
It is the growing of different types of crops at the same time such as maize, cotton and sorghum.
i. Why is crop diversification important?
1. It increases the production of cash crops
2. it gives a variety of crops grown
3. it improves the methods of collecting crops
4. it improves the marketing of crops
5. it improves the income generation of farmers
g) What is crop rotation?
It is the growing of different crops on the same field year after year to maintain nutrients and soil
fertility.
i. Why is crop rotation important?
1. it improves soil fertility
2. it adds nutrients to the soil
3. it promotes nitrogen in the soil
4. it discourages life cycle of harmful pests
5. it reduces soil leaching(downward loss of nutrients )
6. it improves soil structure
TASK
Describe the following farming practices
1. Mixed farming and Market garden farming
2. Horticulture farming and Irrigation farming
3. Cash crop farming, Crop diversification and Crop rotation
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TOPIC 8: FISHING
LEARNING OUTCOMES:
a. Describe fishing
b. Explain the meaning of a fishery
c. Name the major fisheries of Zambia
a. Discuss the importance of fishing
A. What is fishing?
It is the activity that involves the catching of fish either on small scale or large scale from the water
bodies such as rivers, lakes, dams and ponds.
B. What is a Fishery?
It is an area where fish is caught for sale or eating.
C. Name the main fisheries of Zambia.
i) Lake Tanganyika Fishery
There are two types of fish caught namely Lake Sardines commonly known as Kapenta and the
Nile perch commonly known as Buka buka.
ii) Lake Kariba Fishery
The following types of fish caught at Lake Kariba fishery namely lake sardines (Kapenta) bream fish,
Tiger fish, bottle fish and cat fish.
iii) Kafue River Fishery
The following types of fish caught at Kafue river fishery namely barbell, pike, bulldog, bottle nose
and bream (the main fish caught)
iv) Lake Bangweulu Fishery
The following types of fish are caught at Lake Bangweulu fishery namely bulldog, barbell, tiger,
green headed and red-breasted bream fish.
v) Other Fisheries found in Zambia include the lake Mweru- Luapula river
fishery, Lukanga swamps fishery, Zambezi river, Luangwa river, Chambeshi
river and Luena fishery.
D. Why is fishing important?

i) It is a source of income (money)
ii) It is a source of employment e.g. fishermen, marketeers and drivers.
iii) It is a source of food proteins.
iv) It promotes development of towns e.g. Mpulungu town.
v) It encourages the setting up of fishery industries to make fishing boat,
nets.
vi) It is a good source of recreation e.g. fishing competition.
TASK
1. Define fishing and explain the importance of fishing
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FISHING
LEARNING OUTCOMES:
a. Describe the types of fishing methods
A. Name the types of fishing methods
1. Subsistence (small scale) Fishing
It is the catching of fish for one‘s own consumption.
Methods of fishing of fishing under subsistence (small scale) fishing
i. Spear: - spears are used in shallow waters and require skills and patience as people may injure
themselves if they are not careful.
ii. Baskets: - there are either dragged through shallow water as the fish is driven into them.
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iii. Hooks and Lines: - hooks are baited with worms of any fish food that can attract fish for a
meal
iv. Traps: - these are made in such a way that once the fish gets in the, they cannot come out. The
traps are usually made up of reeds or sticks and a cone shaped inlet.
v. Dug-out canoes: - these are used to fish and transport fish to the harbour or camping area.
6. Commercial (large scale) Fishing

It is the catching of fish mainly for sale.
Methods of catching fish under commercial fishing
i. Hand Nets:- these are used to scoop fish out of n the water, and nets are called by
different local names depending on where they are used. This Insenga on Lake Tanganyika
is used to catch Kapenta and Mutopo on Mweru-Wa-Ntipa.
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ii. Fish Craft: - These range from dug-out canoes to large motor powered boats. Fibre glass
boats are increasing replacing wooden boats and dug-out canoes.
iii. Gill nets:- these are used to trap fish by their gills. The nets are made of strong nylon. The
net is mounted on a rope at the top (head rope) and bottom (foot) rope) floats are attached
to the head rope while heavy sinks are attached at the bottom or they may be allowed to
drift. They are used to set over night and the fish caught are removed next morning.
iv. Seine nets or drown nets: - they are also made of strong nylon the seine net is also
mounted on a head rope with floats and a foot rope with sinkers. The two people on the
sides will begin to pull the net and fish caught is put in the boat
v. Poisons and explosives: - this is a bad fishing method used by small scale fisherman to
catch the fish. The place where the poison and explosives to kill the fish in the water and
later collect when the fish float dead.
TASK
1. Describe the types of fishing methods
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FISHING
LEARNING OUTCOMES:
a. Describe the methods of processing and preserving fish
b. Discuss fish farming in Zambia
c. Describe the functions of the fishery department
d. Outline the Challenges or Problems faced by the Fishing Industry
e. Suggest solutions to the Challenges or Problems faced by the Fishing Industry
A. Name the Fish Processing and Preservation Methods
The following are the methods in which fish is processed and preserved.
i. Salting: - this the method where fish is cleaned, washed and cut open then dry salted
with salt.
ii. Sun drying: - this is the method where fish is cleaned, washed and cut open and left to
dry on the sun.
iii. Freezing: - this is the method where fish is cleaned, washed and put in the fridges to
get frozen.
iv. Smoking: - this is the method where fish is cleaned, washed and smoked to dry under
hot smoke from fire wood.
v. Canning: - this is the method where fish is cleaned, washed and packed into small
containers as canned fish also known as tinned fish.
B. Discuss the Fish Farming in Zambia
1. What is fish farming?
This is where fish farmers build up fish pounds and dams and restock them with the fish they wish to
farm. The fish in fish ponds and dams is provided food for by the owners.
2. Name some places where Fish Farming is practiced in Zambia
i. Fiyongoli fish farm
ii. Mwekera fsh farm.
iii. Kariba fish farm.
iv. Mwenda fish farm.
v. Chilanga fish farm.
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C. Name the Functions of the Fishery Department
1. Enforcing fishing regulations such as banning the use of destructive fishing methods such as
poison and explosives.
2. Observing fish ban as breeding season in order to allow fish to reproduce.
3. Regulating the amount of fish to be caught in each fishery.
4. Conducting fish research in order to improve fish production.
5. Encourage people to engage in fish farming.
6. Teaching people not to over fish.
7. Protesting fishing areas through the provision of fish guard.
8. Providing storage facilities especially for fresh fish.
9. Providing training facilities for fishermen.
D. Name the Challenges or Problems faced by the Fishing Industry
1. Over fishing.
2. Water pollution.
3. Aquatic plants (plants that grow in water)
4. Bad fishing methods
5. Illegal fishing.
6. Shared rivers and lakes with other countries.
7. Fish diseases.
8. Poor marketing of fish.
9. Shortage of storage facilities.
10. Long distances and poor road network to and from fisheries and market.
E. Name the Possible Solutions to the Challenges or Problems facing The Fishing Industry
1. Fisheries department should regulate the amount of fish to be caught in each fishery.
2. Fisheries department should ensure that annul fish ban is strictly followed.
3. The government should seriously punish anyone found to have polluted the water.
4. Aquatic plants should be cleaned regularly from the fishing areas.
5. Fisheries department should sensitive the people on the badness of using dangerous fishing
methods.
6. The government should agree with countries that it shares rivers and lakes on fishing areas.
7. The government should strength the research department on fishing so that any diseases
detected and controlled quickly.
8. The government should promote fish farming in the country.
9. The government should offer fish training to fishermen.
10. The government should improve the road network system and improve marketing of fish.
TASK
1. Describe the methods of processing and preserving fish
2. Describe the functions of the fishery department
3. Outline the Challenges or Problems faced by the Fishing Industry
4. Suggest solutions to the Challenges or Problems faced by the Fishing Industry
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TOPIC 9: TOURISM
LEARNING OUTCOMES:
a. Explain the meaning of the following terms; tourism and tourist
b. Describe the two types of tourist
c. Describe the different types of tourism
d. Discuss the different types of tourist attractions in Zambia
A. TOURISM
1. What is tourism?
It is the movement of people from one place to another for leisure (vacation), adventure (exploration),
pleasure (fun), education and religion.
2. Who is a tourist?
Is a person who moves from one place to another for leisure (vacation), adventure (exploration),
pleasure (fun), education and religion?
3. Name two types of tourist
(A) Local or Domestic Tourist
These are tourists that come from within the country e.g Mr Tembo from Lusaka goes to view Victoria
Falls in Livingstone with his family.
(B) International or Foreign tourism
These are tourist who come from another countries e.g Mr Brown from England comes to view
Victoria Falls in Livingstone with his family.
4. Name the different types of tourism
a. Eco –tourism
This is the tourism concerned with environmental protection.
b. Nature tourism
This is the tourism that deals with natural wonders of the world
c. Adventure tourism
This is the tourism that deals with adventure activities such as bungee jumping from bridges and
white water river rafting.
d. Cultural and historical tourism
This is the tourism that deals with traditional ceremonies and historical sites.
5. Name the major tourist attractions in zambia
i) Water falls:
These include the Victoria falls on the Zambezi river in Livingstone, Kalambo falls on the Kalambo river
in Mbala and musonda falls on the kalungweshi river in Luapula.
ii) Traditional (culture) ceremonies
These include the Kuomboka ceremony of the Lozi people of Western province, Mutomboko
ceremony of the Lunda people of Kazembe kingdom of Luapula and LikumbiLyaminze of the Luvale
people of North-Western province.
iii) Wildlife in national parks and game reserves
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These include the south Luangwa National park for elephants and buffalos and the Lochniver and blue
lagoon National park of birds.
iv) National heritage site
These include the Shiwang‘andu hot springs in Chinsali and Ing‘ombe Ilede in Siavonga.
v) Museums and national monuments
These include the Moto-Moto museum in Mbala, Lusaka museum in Lusaka, Livingstone museum in
Livingstone, Dag Hammarskjold in Ndola and freedom statue in Lusaka.
vi) Sports
These include fishing and golf competition, bungee jumping off Victoria falls bridge, white water
rafting and sailing on the rapids of the Zambezi.
TASK
1. Describe the different types of tourism
2. Discuss the different types of tourist attractions in Zambia
TOURISM
LEARNING OUTCOMES:
i. Explain the advantages and disadvantages of tourism.
ii. Outline the functions of the Zambia National Tourism Board
iii. Describe the problems facing the Tourism Industry
iv. Suggest the measures taken by the Zambian government to improve tourism.
6. Why is tourism important (advantages)/reasons for conserving it
i) It brings foreign exchange.
ii) It is a source of income e.g hotels owners.
iii) It promotes development e.g construction of roads to tourist centres.
iv) It provides employment (jobs).
v) It promotes local hand craft industry (home based industry).eg Kabwata/ Maramba Art
Centres
vi) It promotes the preservation of our cultural heritage sites
vii) It encourages conservation of wild life
viii) It improves other areas of the economy like airports, hotels and transport
ix) It Provides market for farm products
x) It promotes cultural exchange between countries
7. Name the disadvantages of tourism
i) Some tourist can come as thieves or spies.
ii) It promotes the spread of communard diseases such as HIV/AIDS, STIS and Bird flu.
iii) It promotes moral decay destruction of local culture e.g poor dressing by girls and
woman.
iv) It can lead to extinction (finishing) of endangered species such as elephants, Rhinos and
Buffalos through hunting or trafficking.
v) It pollutes the environment e.g. littering of plastics of employ bottles.
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vi) Too much money is spent on building tourism infrastructures such as hotels at the
expense of other projects such as schools.
vii) A lot of money is used to import goods from other countries such as safari vehicles.
viii) Prostitution: tourist may encourage more women to engage in prostitution.
8. The Zambia National Tourism Board (ZNTB)
This is a body that promotes the development of tourism industry in Zambia.
9. The Functions Of The Zambia National Tourism Board (ZNTB)
i) Advertising Zambia‘s tourism attractions both locally and internationally.
ii) Attract both local and foreign invest to invest in the tourism industry.
iii) Represent country at various international conferences concerning tourism.
10. Problems faced by the tourism industry in Zambia
i) Absence of National airline. Tourists have depended on foreign airline that comes to
Zambia.
ii) Under developed and undeveloped transport and communication infrastructures.
iii) Inadequate advertising and marketing of tourist attractions.
iv) Inadequate accommodation and company facilities in tourist centres
11. Name The Measures Taken By Zambia Government Improve And Develop Tourism
Industry.
i) By encouraging private investment both local and international to invest in tourism
industry.
ii) By encouraging and promoting package tours with neighbouring countries such as
South Africa and Zimbabwe.
iii) By embarking on consistent and aggressive market and advertising both local and
broad.
iv) By transport and communication infrastructures in tourist attraction centres.
v) By conserving and protecting endangered animals, birds and plant species that may
attract researches and adventures in future.
vi) By advertising other unknown tourist attractions to the world rather than the Victoria
Falls only.
vii) By constructing better accommodation facilities in tourist centres.
TASK
i. Explain the advantages and disadvantages of tourism.
ii. Outline the functions of the Zambia National Tourism Board
iii. Describe the problems facing the Tourism Industry
iv. Suggest the measures taken by the Zambian government to improve tourism.
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TOPIC 10: WILDLIFE
LEARNING OUTCOMES:
i. Explain the following terms: Wildlife, Game Cropping, Zoo, Game Management Area, Game
Park and Game Reserve.
ii. Describe the classification of wildlife
iii. Explain the importance of wild animals
iv. Outline the disadvantages of wild animals
1. What is wildlife?
These are animals and birds that are not domesticated (kept) by man plants non planted by man.
2. What is game cropping?
It is the selective killing of wild animals when they become too many in the park.
3. What is a zoo?
It is place where animals are kept and fed a zoo is smaller than a game park.
4. What is Game Management Area?
It is park which has wild animals and people living in as well.
5. What is Game Park?
It is a park for wild animals only
6. What is a Game Reserve?
It is a private owned park where specific wild life animals are kept.
7. Name the classifications of wild animals.
i) Carnivorous animals:
These are animals that feed on other animals flesh (meat) examples include lions, leopards, cheetah,
wild dogs and hyenas.
ii) Herbivorous animals:
These are animals that feed on vegetation materials or grass. Examples include Zebra, Giraffe,
Elephants, Buffaloes, Impala and Hippos.
8. Name the importance of wild animals
i) Promote tourism.
ii) Bring foreign exchange.
iii) Source of employment e.g game guards.
iv) Source of income e.g by selling meat, skin, horns and tusk.
v) For education.
vi) Provides meat for people.
vii) Provides revenue to services industries such as hotels, motels.
9. Name the disadvantages of wild animals
i. Villages lose their sheep, goats and cattle to lions, hyenas and leopards.
ii. Parks take up much needed land for agriculture e.g Kafue National Park.
iii. People can be killed by wild animals
iv. The grazing of large livestock herd diminishes food and water resources of local wild.
v. Wild animals can lead to deforestation as most of them are herbivores
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vi. Many people come into contact with wild animals and animal parts that may be
contaminated with the deadly virus that easily spread and not easily contained e.g
Corona virus is believed to have come from bats.
vii. Trampling during a stampede loosen the soil and contribute to soil erosion.
TASK
i. Describe the classification of wildlife
ii. Explain the importance of wild animals
iii. Outline the disadvantages of wild animals
WILDLIFE
LEARNING OUTCOMES:
1. Explain the meaning of wildlife conservation
2. Explain the importance of conserving wildlife
3. Outline reasons why people capture wild animals
4. Outline measure taken by the government to conserve wildlife
5. Mention examples of Zambia‘s National parks.
A) What is conservation of wildlife?
This is the wise use of wildlife so that its available for use in future.
B) The importance of conserving wildlife.
i. To avoid extinction of wildlife.
ii. To allow animals to increase.
iii. To maintain ecological balance.
iv. It is a source of revenue for the country.
v. It is the heritage of the country.
C) What is poaching?
It is the illegal killing of wild animals.
D) The reasons why poachers kill or capture wild animals
i. To sell horns, tusks, meat and skins.
ii. For eating.
iii. To smuggle the rare species such as birds and leopards.
E) Measures taken by Government to Promote wildlife.
i. Give military training to game rangers.
ii. Involving local people in game management and protection.
iii. Providing of improved communication equipment and vehicles to ZAWA officers.
iv. Give stiffer penalties to poachers.
v. Banning of the trade in endangered animals species such as Rhinos, elephants and lions.
F) Organization involved in the Protection of Wildlife
i. Zambia wildlife Authority (ZAWA)
ii. World Wild fund for nature(WWF)
iii. Wildlife Conservation Society of Zambia (WCSZ)
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G) Names and location of game parks and National parks found in Zambia
1. North Luangwa and South Luangwa National Park-Lusaka Province
2. Kafue National Park-Central and Southern Province
3. Blue Lagoon National Park-Lusaka Province
4. Lonchivar National Park- Southern Province
5. Lower Zambezi-Lusaka Province
6. Kasanka Naational Park-Luapula Province
7. Mosi-oa-Tunya National Park-Southern Province
8. Sumbu National Park-Northern Province
9. Liuwa and Sioma Ngwezi National Park-Western Province
10. West Lunga National Park-North Western
11. Luvashi Manda National Park-Muchinga Province
12. Lukusuzi National Park-Eastern Province
13. Mweru-wa-Ntipa National Park-Luapula Province
14. Isangano National Park-Northern
15. Lusaka National Park-Lusaka Province
TASK
1. Explain the meaning of wildlife conservation
2. Explain the importance of conserving wildlife
3. Outline reasons why people capture wild animals
4. Outline measure taken by the government to conserve wildlife
5. Mention examples of Zambia‘s National parks.
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TOPIC 11: INTRODUCTION TO HISTORY AND LEARNING ABOUT THE PAST
LEARNING OUTCOMES:
a) Define History
b) State the reasons for learning about the past
c) Discuss various methods used to learn about the past
1. Define History
 History is the studies of the past activities of man in relation to his environment. The word
History comes from a Greek word ―Historia‖ which means to ―search for‖ or to ―inquire‖
 The History was coined in 5BC by Herodotus who is also known as the father of History
2. State the reasons for learning about the past
1. By studying history you can know your family tree. This way you can learn who your
grandfather or grandmother was.
2. To understand the origin and development of human beings.
3. To understand other people‘s culture
4. It reveals to us the mistakes that our ancestors made. By knowing the mistakes, we are able to
avoid them.
5. Understanding history makes us know the causes and effects of events and avoid conflicts.
6. Respect for our ancestors achievements.
7. To project the future.
8. To understand the present.
9. Understanding history gives us a sense or feeling of belonging to a certain group of people.
3. Discuss various methods used to learn about the past
1) Oral tradition: this is history passed on from one generation to the other by the word of
mouth. For example it is passed through story-telling, poems, songs, proverbs and riddles.
However, this method is unreliable and does not provide visible or recorded evidence about
the past as information is sometimes distorted and inaccurate.
2) Written records: this is history learnt from a written source. For example books, journals,
letters and magazines. Some of the earliest writing was invented from ancient Egypt called
Hieroglyphics about 196 B.C. Much later in the 15c A.D. printing was invented. It is the most
reliable methods of learning about the past.
3) Archaeology: this is the study of ancient remains. Archaeologists study pre-historic cultures by
excavating material events that people left behind. Duration is determined by using the Radio
Carbon Dating 14 machine or C14. It is the most accurate method.
4) Anthropology: this is the study of culture of a group of people. For example dress, food,
religion and behaviour. This method help to reconstruct the past through the observation of
cultural products
5) Linguistic evidence: this is the study of languages. Historians are able to trace the origins of
people through their languages. People with similar languages are believed to have originated
from the same place.
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6) Genetics: the scientific study of hereditary and passing on of characteristics from parents to off
springs
7) Photographic visual sources: these are historical drawings and paintings. These include pre-
historic art of various kinds, the drawings and painting depicting various kinds of life the early
people led for example the Bushmen
8) Information and Communication Technology: This is learning of the past through internet,
television and radio. For example EBS Radio.
TASK
1. Discuss the reasons for learning History
2. Describe the methods of learning history
LEARNING ABOUT THE PAST

LEARNING OUTCOMES:
a) Describe the measurement of time used to learn about the past
1. Describe the measurement of time used to learn about the past
1) Time can be defined as the passing of seconds, minutes, hours, days, weeks, months, and
years. Time can also refer to the past time (time that is gone)
2) EXPLANATION OF TIMINGS
Decade…………………………………..period of 10years
Generation…………………………….period of 30years
Jubilee…………………………………….period of 50years
Century…………………………………..period of 100years
Millennium……………………………….period of 1000years
3) Time charts and timelines are one way in which we can write history. They show different
things and events which happened in the past.
4) Chronological order is the order which shows events in the sequence in which they happened
from birth to death.
5) A.D (Anno Domini) is a Greek word which means „the year of our Lord‟ Anno Domini is
sometimes referred to as Common Era, Christian Era or Current Era. Anno Domini is used to
count the years that came after Jesus Christ was born. Dates in the A.D are measured forward.
6) B.C (Before Christ)-these are events which happened before the birth of Jesus Christ. The
years in B.C are counted backwards.
7) How to calculate centuries?
i. Centuries are calculated by simply adding one (1) to the hundreds.
ii. Divide a year given by 100
iii. Add 1 to the answer found, ignoring the decimal point.
iv. The first century is from 0 to 99. The second century extended from AD 100 to 199. e.g A.D 1892+1
=19th century
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8) How to calculate years ago for A.D
 Years ago for A.D are calculated by subtracting the year given from the year now.
 How to calculate years ago for A.D For example: How many years ago is 1835?
2013 - 1835 = 175 years ago
NOTE: Subtract the year given (2013) from the year now (1835).
9) How to calculate years ago for B.C.
 B.C means ‗Before the birth of Jesus Christ
 All the events that happened before the birth of Christ are written with the letters B.C in front
of them. B.C 752
10) How to calculate years ago for B.C
 Time before the birth of Christ is counted backwards.
 The years ago for B.C are calculated by adding the year when the event happened to the year
now.
 For example: How many years ago is B.C 752?
2013 + 752 = 2770 years ago.
11) How to convert years into centuries.
 Divide a year given by 100
 Add 1 to the answer found, ignoring the decimal point.
Example: In what century were the following years?
a) 560
b) 910
c) 1620
d) 1423
Solutions
a) 560/100 =5.6
5 +1=6th century
b) 910/100=9.1
9+1=10th century
c) 1620/100=16.2
16 +1=17th century
d) 1423/100=14.23
14 + 1=15th century
TASK
3. Write a chorological order of your life time from birth to date
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TOPIC 12: ORIGINS AND DEVELOPMENT OF MAN
LEARNING OUTCOMES:
a) Describe the different versions of the origin of man
1. Describe the different versions of the origin of man
Humans have lived on earth for hundreds of thousands of years. Other plants have lived longer than
that for billions of years. Since the earliest times, humans have tried to understand how human life
came into existence.
a). Scientific Theory
According to scientists, the earth was once part of the sun but at about five hundred thousand million
years ago (500,000,000) earth separated from the sun (Big bang theory) and after millions of years the
earth began to cool and rocks began to appear.
1. Evolution of plants
-Scientifically life began in the sea or water.
- The first to appear were small green plants called Algae.
-These plants evolved in bigger plants which spread to the land.
-Plants produced oxygen through the process of photosynthesis.
2. Invertebrates and vertebrates
-Invertebrates were soft bodied animals that evolved in the water like sponges.
-Arthropods were the ancestors of other insects.
-Vertebrates were animals with backbones which evolved from insects
-The earliest vertebrate was fish which evolved about 1.2 million years ago
3. Amphibians
-These evolved about 300,000years ago.
-They are animals which lived both on land and in the water.
-They laid eggs in the water.
-The earliest ones were frogs.
4. Reptiles
-These were animals which lived on the land.
-Hatched their young inside hard shells.
-An example of this creature is a lizard.
-Huge reptiles called dinosaurs evolved
-The dinosaurs died 70 million years ago due to change in the climate.
5. Mammals
-These are animals which are warm blooded and controlled their body temperatures.
-They gave birth and breastfed their young ones.
-Apes and man evolved from the mammals.
-They have fur or hairly bodies
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b) BIBILICAL THEORY
According to the Bible in the book of Genesis everything was created by a supreme being called God.
Creation took six days and he rested on the seventh day.
Day 1: Light
Day 2: Sky
Day 3: Land, Sea and Plants
Day 4: Sun, Moon and Stars
Day 5: Sky and Sea creatures
Day 6: Animals, Man and Woman
Day 7: Rested
TASK
1. Describe the different versions of the origin of man
ORIGINS AND DEVELOPMENT OF MAN

LEARNING OUTCOMES:
a) Discuss the stages in the development of man
1) Proconsoul Africanus
2) Kenyapithecus
3) Zinjanthropus
a) Discuss the stages in the development of man
1. Proconsul Africanus- also known as dental apes because their teeth and jaw look like those of
apes. Their skeleton however, has monkey-like features. The most complete Proconsul
Africanus skull found to date was discovered by Mary Leakey in 1948 Rusinga Island in Kenya.
This hominoid species lived more than 20 million years ago
2. Kenyapithecus means Kenyan Ape. Kenyapithecus lived 13 to 20 million years ago and he was
named by Dr Louis Leakey in 1961. Kenyapithecus had powerful chewing muscles along with
large molars and small incisors. He was an herbivore. Fossils of Kenyapithecus were discovered
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in Kenya. Kenyapithecus spent most of his time in trees and cracked hard seeds and nuts with
his teeth and chewed tough stems and bark
3. Zinjanthropus was discovered in 1959 by Dr. Louis Leakey and his wife Mary in East Africa at
Olduvai Gorge. Zinjanthropus was also called Nutcracker man because of his huge teeth which
he used to crack nuts. Its brain was like that of an ape, but it walked upright like a human. That
is why it also sometimes called ― Ape Man‖
4. Appearance
i They looked like an ape
ii They could not walk upright
iii They could not stand upright
iv They had hair all over their bodies which kept warm
5. Environment
i They lived in the bush
ii They moved up and down in search of food and water
iii They did not make tools
iv They made sounds like monkeys
v They slept in the trees
6. Foods
i They eat wild fruits
ii They eat caterpillars
iii They eat fish
iv They insects
TASK
Write brief notes on the following
1. Proconsoul Africanus
2. Kenyapithecus
3. Zinjanthropus
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LEARNING OUTCOMES:
1. Describe the stages in the development of Man
1) Australopithecus
2) Homohabilis
1) Australopithecus
These creatures were discovered in South Africa by Professor Dart. There were discovered in 1924 at a
place called Taung. They lived more than one million years ago. Australopithecus is sometimes called
Southern Ape because he was found in South Africa.
Appearance
i. He was able to stand and walk on two legs
ii. He was able to run
iii. His teeth were smaller to that of modern man
iv. He had a height of 4 feet
v. He had a smaller brain capacity
vi. His lower jaw was massive with large molars suggesting a vegetarian diet
Environment and Food
i. He lived in an open country on mud flats near swallow lakes.
ii. He lived near rivers because he needed water for drinking, fish for eating and hunting
down animals that came to drink water.
iii. He used both wooden tools such as club and stone tools.
iv. His diet included fish, meat, wild fruits, insects and caterpillars.
b) Homohabilis
The skeleton was discovered in East Africa at Olduvai Gorge by Dr Leaky. Dr Leaky called him
Homohabilis which means handy man.
Appearance
i. He was a true man but looked like an ape
ii. His forehead and back of his head were like that of an ape
iii. His lower jaw was chinless
iv. He had a brain capacity of 900 to 1300 cubic centimeters
v. His teeth, hands and fingers were similar to modern man
Environment and Food
i. He lived near rivers and lakes because of water for drinking, fish for eating and catching
animals that came to drink water.
ii. He made a windbreak of stone pilled in a semi-circle which archaeologist found at
Kalambo falls. This was to protect himself from the cold.
iii. He depended on food gathering, fishing, hunting along the shores of Olduvai.
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iv. He made tools with his hands.
v. He is called the first true man
vi. His bones were found with small creatures such as rodents and tortoise
vii. His tools included pebble, club and cleaver.
TASK
a) Australopithecus
b) Homohabilis

LEARNING OUTCOMES:
a) Describe the periods through which man has lived
1. Early Stone Age
1) THE EARLY STONE AGE (55,000-40,000)
The Stone Age is the name we use for the early prehistoric period when humans used stones to make
tools with sharp edges. The stone period is divided into three stages called eras: Early, Middle and
Late Stone Age. An example of a creature that lived in this period was Homo-Habilis. These creatures
lead a nomadic way of life.
2) TOOLS
The earliest tool made by these men was the pebble tool which could have been used for crushing
roots and pounding. These tools were followed by a hand axe than a cleaver. Handaxes were tools
which had a straight sharp edge on one end that could have been used for digging and cutting the
animals they killed. The cleaver which had a straight sharp edge was used for chopping and skinning
animals
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3) FIRE IS DISCOVERED
In the world, fire was first discovered in China towards the end of the early Stone Age. Although fire
was first, discovered in this period, these creatures did not have the intelligence to use it to scare away
the fierce animals. As a result, they continued to live in the open grass lands and forests.
At Kalambo falls, the early me of Zambian appear to have built themselves some kind of shelter which
they called a windbreaker.
4) FOOD
The food of the early Stone Age man included meat which he hunted fish, wild fruits, roots, leaves and
edible grasses.
5) ENVIRONMENT
These creatures lived near rivers and waterfalls, particularly the victoria and Kalambo Falls, for three
reasons
-the wanted water to drink
-they also wanted to catch fish
-they wanted to hunt down the animals that came to drink water
TASKS
1. Describe the early stone age period
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LEARNING OUTCOMES:
Describe the period in which man has lived
 Middle Stone Age
1. THE MIDDLE STONE AGE
This period lasted between 40,000-10,000 years ago. This was a period between the early and the late
Stone Age.
2. BROKEN HILL MAN
He was discovered in 1921 by miners who were digging into kopjes or small hills in Kabwe.
3. APPEARANCE
Broken Hill Man looked like modern man. ii. He had a smaller brain compared to modern man, but
bigger than that of the earlier creatures.
4. ENVIRONMENT
Because of the discovery of fire, man was able to live safely in the caves. Fire kept him warm during
the cooler nights.
Food Broken Hill Man depended on fruits, fish and wild animals for his food.
5. TOOLS
i. Tools in this era were improved because man learnt how to fix stone spear heads to a wooden
handle (shafting)
ii. ii. Other tools were introduced for specific purposes such as; chopping tools, knives, scrapers,
spear heads, point Sangoan pick and others.
iii. iii. New methods of hunting were also introduced such as pitfalls, traps and missiles (throwing
stones)
iv. iv. These tools and hunting methods helped man to become the master of his environment.
TASK
1. Describe the middle stone age period
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LEARNING OUTCOMES:
Describe the periods through which man has lived
 Late stone age
1. Late Stone Age

A. Period
The Late stone in Zambia developed about 10, 000 years ago. The San or Bushmen are the people
who lived during the Late Stone Age in Zambia.
B. Appearance
The San were short people with fully grown male measuring about 1.5 meters. They had a yellowish
complexion and spoke with a click sound. In Zambia the san were known by names like Ba Kafula
and Mwandibonenakuli. They moved naked or wore small skins of animals they killed.
C. Sites
The famous sites in Zambia were the san people lived are Caves in Chilanga, Leopard Hill Caves in
Lusaka, Kalambo falls, Mumbwa Caves in Mumbwa, Mwela Caves in Kasama, Nsalu Caves in Serenje,
Nachikufu Caves in Mpika and Gwisho Springs in Lochinvar National Park in Monze.
Other areas of san people were Namib and Kalahari Desert. Also within the forest of Congo we had
Pygmies and Aborigines in Australia.
D. Economic life
The san people were nomads, hunters of animals and gatherers of wild food like fruits such as Masuku
and Mpundu, leaves and roots. They did not either grow crops or keep animals except the dog which
they used for hunting.
E. Social life.
The san people were artists or painters and knew how to make and use fire. The san people lived in
very tiny hunts, caves, holes in the ground or spent nights in trees.
F. Political life
The san people had no chiefs but had organized groups called Hunting bands. A hunting band was
made up of 20 to 300 people headed by the most skillful or best hunter. Each hunting band had its
own hunting territory.
G. Religion life
The san people believed in the existence of god called the Kaag or Keagan. They also worshipped the
moon and stars. They had a great respect for Praying Mantis as it was a symbol wealth and good
fortune.
H. Hunting Tools
The san people used the following tools for hunting
i. Bow and arrow
ii. Bored stones as digging sticks
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iii. Arrow heads, scrapers for engravings polished axes, missile stones, spears and clubs.
I. Methods of Hunting
The following are the methods hunting used.
i. Traps – by digging traps to trap animals
ii. Encircling- by surrounding the animal and kill it
iii. Chasing the animal in the direction of hiding men
iv. Dress up in animal skins and pretend to be animals
a. Types of painting
a). Naturalistic
This is the drawing of people and animals as they appear in nature (real life situation). The evidence
was naturalistic painting was found at Nachikufu caves in Mpika and Mwela rocks in Kasama.
b). Schematic
This is the painting which was difficult to understand as they looked like mathematical drawings of
triangles and rectangles. The evidence of schematic painting was found at Nsalu caves in Serenje.
c). Dirty White
They used dirty white paint to draw animals like snakes and lizards and people.
d). Engravings
This was painting done using sharp tools such as crappers on rocks. They either made continuous
lines by scratching or stabbed. They used feathers for brushes. The paint was obtained from charcoal
and soil. The evidence of engravings was found at Chifubwa rocks in Solwezi North Western.
TASK
a) Describe the late stone age period

LEARNING OUTCOMES:
1. Describe the iron age period
This is when the knowledge of iron working (Iron Age) and farming began in the world.
1). Iron Age period
This was the period when communities learnt how to smelt Iron ore and make various tools, utensils
and weapons such as spearheads or points, spears, axes, pots, iron gongs and knives.
The Iron Age, which began from between 4500 BC and 2000 BC, marked a new step in human culture
because of two developments and these are:
1) Iron became the main material for cutting tools and weapons.
2) People started using written or painted symbols for their language. This meant the
beginning of literature and historical records.
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3) This was the period when communities learnt how to smelt Iron ore and make various
tools, utensils and weapons such as spearheads or points, spears, axes, pots, iron gongs
and knives.
The Iron Age is divided into two periods:

-Archaeologists divide the Iron Age period into two eras and these are:
a) Early Iron Age2nd -10th century AD: During this era, people started using iron tools, but still
lived in smaller groups and followed a simpler lifestyle.
b) Late Iron Age11th -13th century AD: During this era, more organized societies began to
develop, with more advanced developments, such as farming and trade. The later stages of Iron
Age also brought other changes, such as the development of farming and trading of goods
between different groups.
This was the period when man started rearing animals such as cattle, goats and sheep and
growing of crops such as rice, wheat, barley and oats.
A. Origin of Civilization
1). In the Middle East
The knowledge of iron working and farming began in the Middle East about 10,000 years ago in
Syria, Iraq and Iran. The Hittites were among the early Iron Age community to have smelted iron in
the Middle East. Farming developed around the river Tigris and Euphrates because of the Fertile
Crescent Soils in an area called Mesopotamia. Mesopotamia means the land between two rivers. In
this area of Mesopotamia people started rearing of animals such as cattle, goats and sheep and
growing of crops such as rice, wheat, barley and oats.
2). In Europe
The knowledge of iron working and farming later spread to Europe in Greece and Rome
3). In Asia
The knowledge of iron working and farming later spread to Asia in India and China
4). In Africa
a). North Africa in Egypt
In Africa the knowledge of iron smelting and farming first reached Egypt around 650 BC or 7000 years
ago along the Nile valley. The Egyptians learnt how to smelt iron, grow crops such as such as
Sorghum, millet, and other cereals and fruits such as grapes and bananas through irrigation under the
methods such as Egyptian Shadoof where a bucket is tied end of a weighted pole and lift water
manually to high- lying fields.
They also learnt how to use the oxcart (wheel cart), reared sheep, donkeys, camels and cattle for meat
and milk as well as kept chickens and dogs. Because of this, the Egyptians were called Agriculturalists
(people who grow agricultural) and pastoralists (people who rear domesticated animals such as
cattle, sheep and goats). Later on King of Egyptians Pharaoh ordered for the building of pyramid
houses for leaders to live in whilst supervising the farming activities.
b). West Africa in Kush (Sudan)
The knowledge of iron smelting and farming from Egypt later on spread to Kush (Sudan).
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The great demand for iron tools in Kush led to the development of an important iron working centre
called Meroe. Meroe became the capital of Kush in the fifth and sixth century.
c).East Africa in Axum (Ethiopia)
The knowledge of iron smelting and farming from Egypt, Kush (Sudan) spread to Axum (Ethiopia).
d). Central and Southern Africa
The knowledge of iron smelting and farming took long to spread to Central and Southern Africa
because of the following reasons;
1. Remote places with poor transport network
2. Thick forests and jungles along the equator
3. Rivers, swamps with dangerous animals
4. Climatic differences
5. Plenty of wild fruits in Central and Southern Africa
6. The long distance between Egypt and Central and Southern Africa
e). Central Southern Africa in Zambia
The knowledge of iron smelting and farming reached Zambia about 2000 years ago through Tanzania
and Congo DRC.
1). Early Settlement in Zambia
In Zambia mainly in Southern Province, the knowledge of iron smelting and farming spread quickly
because of following reasons;
1. there was plenty of rainfall
2. there was plenty of pasture
3. there was fertile land
4. there were no tsetse flies
2). Evidence of Early Iron Age Men in Zambia
Evidence of iron age men has been found at Machili and Lusu in Sesheke, Victoria falls and Dambwa
in Livingstone, Kalundu, Gundu, Isamu pati (big tree) in Kalomo, Kalambo falls, Chondwe in
Copperbelt, Kapwirimbwe in Lusaka, Choma, Busango, Sebanzi Hill and In‘gombe Illede in Siavonga.
The evidence found in these sites includes bones of domesticated animals such as cattle, sheep, goats
and dogs and channel decorated pots.
How they smelted iron
i. First they dug a trench in the ground. Then they gathered the rock bearing iron and
charcoal which they put in layers.
ii. The charcoal was then lit and left to burn until most of it was exhausted.
iii. The iron was then taken out for purification in the furnace trench filled with alternate
layers of charcoal.
iv. In the furnace the iron was again placed between layers of charcoal and the walls were
plastered with mud.
v. The charcoal was then lit through a hole at the bottom of the furnace.
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vi. When the burning was finished the charcoal was raked out of the bottom and iron was
ready for use.
vii. Identification – Collection –Burning—Purification –Tool making
Reasons for iron smelting
i. They improved the way of farming for example the use of the plough
ii. They were able to clear more land
iii. It was easy to settle into the new land because they could clear the forest and the bushes
iv. They were able to protect themselves from dangerous animals and hostile tribes
v. This made them involve in trade through exchange of tools
vi. It improved the farming skills
vii. It further improved the hunting skills
TASK
a) Describe the iron age period

LEARNING OUTCOMES:
1. Describe the early traders in Zambia at Ing’ombe Ilede
A. Site Discovered
Ing‘ombe Ilede was discovered in 1960 by Government Workers during the construction of Kariba
Dam. However, much of archaeological remains were excavated by J. H. Chaplin, of the National
Monuments Commission.
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B. Site Location
Ing‘ombe Ilede is situated between the banks of the Zambezi and Lusitu rivers about 48 Kilometres
from the dam walls of Kariba Dam in Gwembe District of Sourthern Province.
C. Why the Site is called Ing’ombe Ilede?
At this site, there was a big tree which looked like a sleeping cow; hence, the Tonga gave this site the
name Ìng‘ombe Ilede‘ which is a Tonga phrase for a `sleeping cow’
D. Site Trade activities
1) The trade was conducted along river Zambezi
2) The most common important local trading item was salt
3) The international items (from East Coast Africa of Ing‘ombe Ilede) traded in were
Beads, Cloth, Sea Shells and Iron Objects
4) The international items (from East Coast Africa of Ing‘ombe Ilede) traders went back
with Ivory, Copper, Gold and Slaves
5) From the North of Ing‘ombe Ilede Copper was brought from Kansanshi mines
6) From the South of Ing‘ombe Ilede Gold was brought from Hwange (formely known
as Wankie) in Zimbabwe.
7) From other areas of Ing‘ombe Ilede came Ivory and Slaves
E. Site burial arrangement
1) The poor or slaves were buried outside the market and no valuables were found on their graves
2) The rich or Royal members were buried at the center of the market with valuable items such as
copper crosses, razors ,iron twisted gold bangles, glass beads, spear heads, cowrie shells, cloth
and hammers
F. Why was Ing’ombe Ilede important / preferred by many traders?
1) Its nearer location to the Zambezi river made trade possible
2) It spread the knowledge of farming
3) It spread the knowledge of iron smelting
G. Why did the Ing’ombe Ilede trade stop?
1) It is believed that the Arabs from East coast chased away Ing‘ombe Ilede traders
2) It is believed that the coast began to trade with the Shona in Zimbabwe.
TASKS
1. Describe the early traders in Zambia at Ing‘ombe Ilede
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TOPIC 13: INTRODUCTION TO CIVIC EDUCATION
LEARNING OUTCOMES:
a) Define Civic Education
b) Explain the importance of learning Civic Education
1. Define Civic Education
 Civic education is the study of our political, social and cultural and economic issues.
 The Political issue includes Political Organization, Constitution, Governance, whereas the
Social and Cultural Issues include Corruption, House of Chiefs, Human rights and Conflict.
The Economic issues include Budget, Money, Trade and Regional Organization.
2. Explain the importance of learning Civic Education
1. It helps to form competent, active and responsible citizens.
2. It enables citizens to be aware of their fundamental rights and freedoms.
3. It enables citizens to participate in voluntary organizations such as workers unions, women‘s
associations, community organisations, etc.
4. It helps citizens to acquire proficiency in monitoring and correcting policies and laws of their
country.
5. It helps to facilitate the development of knowledge, skills and values in pupils.
6. It enables to produce knowledgeable learners who are aware, can make decisions, judge and
act based on human rights and social responsibilities.
7. It enables citizens to be analytical, innovative, creative and constructive mind which will cherish
and safeguard individual liberties and human rights.
8. It helps to produce learners who can express one‘s own ideas freely, exercise tolerance for
other people‘s views and maintain discipline and hard work for the sake of personal and
national development.
9. It enables pupils to contribute to the promotion of democratic values and sustenance of
democratic systems by making them understand, cherish and defend its equality.
10. It enables pupils to understand, cherish, promote and protect the equality between men and
women, human rights, the rule of law, representative governance etc.
11. Civic is related to people‘s duty, right and responsibilities in participating in the way their
community is organized.
12. Civic education helps you understand how to interact with the people and organization that
govern your community and the country.
13. The government as well as the organization such as political parties, offer civic education
programmes, especially to help young people prepare for their responsibility as citizens.
TASK
a) Explain the importance of learning Civic Education
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TOPIC 14: ZAMBIA’S POLITICAL DEVELOPMENT (1890-1964) AND COLONIAL FEATURES
LEARNING OUTCOMES:
a) Outline Zambia‘s path to independence (1890 to 1964)
b) Describe the features of colonial rule in Northern Rhodesia
A. Define Describe the features of colonial rule in Northern Rhodesia
1. 1890: Before 1890 the people who lived in this country called Zambia today were ruled by the
Chiefs or Kings. The Chiefs or Kings with their people formed kingdoms such as the Bemba, Lozi,
Tonga and Lunda kingdom.
2. 1890: In this year Litunga Lewanika signed mineral loyalty treaty with the British South Africa
Company (B.S.A.co) called Lonchner concession.
3. 1895: The British South Africa Company (B.S.A.co) began to rule North Western Rhodesia which
was under Litunga Lewanika.
4. 1897: The British South Africa Company (B.S.A.co) begin to rule North Eastern Rhodesia after
defeating the Ngoni people under chief Mpezeni.
5. 1911: The British South Africa Company (B.S.A.co) joined north western Rhodesia and north eastern
Rhodesia to form a large colony called northern Rhodesia.
6. 1912: The Mwenzo Welfare Society (M.F.S) was formed by Donald Siwale to fight colonialism.
7. 1924: British took over northern Rhodesia from the British South Africa Company as it was no
longer profitable to the company. Britain agreed to rule northern Rhodesia because they wanted
minerals or raw material for their factory in Britain. Britain promised to rule northern Rhodesia as a
PROTECTORATE to mean there were supposed to favour Africans who lived in northern Rhodesia.
8. 1930: The Passfield Memorandum was signed.
9. 1935: First strike by miners on Copperbelt in Nkana, Mufulira and Roan antelope.
10. 1940: Second strike by the miners on Copperbelt in Nkana and Mufulira..
11. 1946: All welfare societies were joined together by Dauti Yamba to form the Federation of Welfare
Societies to fight colonialism.
12. 1948: The first political party was formed by Godwin Mbikusta Lewanika called Northern Rhodesia
African National Congress (NRANC) to fight colonialism.
13. 1949: The Northern Rhodesia African Mine Worker Union (NRAMWU) was formed by Lawrence
Katilungu.
14. 1951: Northern Rhodesia African National Congress (NRANC) changed its name to African
National Congress (ANC) and its new leader was Henry Mwanga Nkumbula.
15. 1953: Rhodesia and Nyansaland joined together to form the Federation of Rhodesia and
Nyasaland. Rhodesia was made up of two countries namely Southern Rhodesia (Zimbabwe) and
Northern Rhodesia (Zambia) while Nyasaland (Malawi).
16. A federation is a system of government which is centrally organized but allows individual states to
control their own internal affairs. The first federal prime minister was Sir Godfrey Huggins and the
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last prime minister was Sir Roy Walensky. The capital city of the federation of Rhodesia and
Nyasaland was Salisbury (Harare).
17. 1958: Kenneth Kaunda broke away from the African National Congress (ANC) and formed Zambia
Africa National Congress (ZANC) which saw him get arrested.
18. 1959: The United Nation Independence Party (UNIP) was formed by Mainza Chona and after
prison Kaunda took over UNIP presidence.
19. 1960: The Mockton Commision was formed to look into the future of the federation of Rhodesia
and Nyasaland and it recommend that people did not want the federation.
20. 1961: Cha cha Campaign (civil disobedience) took place in Luapula and Norhern provinces of
Zambia.
21. 1962: UNIP and ANC formed coalition government. A coalition government is a government
formed by two or more political parties.
22. 1963: the Federation of Rhodesia and Nyasaland come to an end.
23. 1964: Zambia gets its independence.
B. THE FEATURES OF THE COLONIAL RULE IN NORTHERN RHODESIA
1. Hatch system was introduced which is the buying of goods through the window.
2. Indirect rule was introduced where people were ruled through chiefs.
3. Chitupa(Pass) was introduced were people were supposed to get a chitupa(pass) for any travelling
or movement.
4. Tea carts the Africans were only allowed to own the business of making tea.
5. Whites and Africans were not allowed to learn and sit in the same classroom in the school.
6. Whites and Africans were not allowed to live in the same compound.
7. Africans were not allowed to take part in government such as voting or standing for elections
8. Africans were forced to pay tax to colonial government
9. Africans working in mining industries on Copperbelt were not allowed to live with their wives and
children.
10. Africans were only employed to do low jobs such as clerical work, mining and farm labour.
TASK
1. Discuss the features of colonial rule in Northern Rhodesia
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TOPIC 15: SYMBOLS OF NATIONAL IDENTITY
LEARNING OUTCOMES:
a) What is meant by the symbols of national identity
b) Explain the economic activities that are reflected in the symbols of national identity
c) Outline the values of the symbols of national identity
1. What is meant by the symbols of national identity
1. Zambia‘s symbols of national identity are the national flag, the national anthem, coat of
arms and independence
2. Symbols of national identity help citizens to identify the heritage and culture of the country
3. Symbols of national identity give citizens a sense of belonging
4. Symbols of national identity remind citizens of the common values , ideals and duties for
their own benefit
2. Explain the economic activities that are reflected in the symbols of national identity
1. Black colour on the Zambian flag represents the people of Zambia who are described as
human resource in carrying out different economic activities
2. The green colour stands for land and natural resources. Land is one of the factors of production
of goods and services
3. The orange colour depicts the various mining activities that are carried out in the country
4. The hoe and pick are a reflection of the tools that are used in course of mining and agriculture
5. The maize symbolises Zambia‘s agriculture activities and staple food
6. The Zebra reflects Zambia‘s wildlife resources which attracts touists
7. The black and white way lines represent the Victoria Falls which is a source power generation
and tourist attraction.
b) Explain the values to the symbols of national identity
1) National symbols give citizens a sense of pride and patriotism
2) They help inculcate the values and ideologies of a country into its citizens
3) They give people something to identify themselves with
4) National symbols such as the eagle and orange colour shows the high value we place on
certain things
5) 5certain national symbols give a nation a link to its past. A good example of this is red
colour on the flag which reminds us of the people who shed blood during the struggle
for independence.
TASK
1. What is meant by the symbols of national identity
2. Explain the economic activities that are reflected in the symbols of national identity
3. Outline the values of the symbols of national identity
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SYMBOLS OF NATIONAL IDENTITY
LEARNING OUTCOMES:
a) Describe symbols of national identity in terms of features and ways of showing respect to each
of them.
1. National Flag
2. Coat of Arms
3. National Anthem
4. Independence Day
b) Explain the values to the symbols of national identity
1. Describe the symbols of national identity
There are four symbols of national identity namely National Flag, Nation Anthem, Independence
Day and Coat Of Arms.
a. NATIONAL FLAG
It is a sign of independence. It flies in all government institution such as schools, hospitals, colleges,
universities and government offices.
1. The Colours of the National Flag
There are four colours on the national flag and the eagle.
i. Black: Represents the people of Zambia.
ii. Orange: Represents the mineral wealth.
iii. Green: Represents the land and natural recourses.
iv. Red: Represents the blood that was shade during the struggle for independence.
v. Eagle: Represents our ability to solve our problems. Its name is Fish Eagle
2. How do we show respect to the national flag?
i. By saluting the national flag
ii. By flying it high government institutions such as schools, hospitals
iii. By including it in the national anthem.
iv. By flying it on all ministerial and presidential motor vehicles.
v. Draw the national flag and Label it.
A B C D
Key
A----- Green C----- Black
B----- Red D----- Orange E----- Eagle
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b. THE COAT OF ARMS
It is a sign of equality between men and women in Zambia
1. Features of The Coat Of Arms
The following are the features of the coat of arms.
i. The man and woman: Represents the importance of family life in Zambia.
ii. The black and white wavy lines: represents the Victoria fall on the Zambezi river.
iii. The hoe and pick: Represents the hard work of the Zambian people in mining and
agriculture.
iv. The maize cob, mine shaft head and zebra: represents fertile land, minerals and
wildlife in Zambia
v. The national motto ‗one Zambia one nation’: represents unity among all ethnic groups
of people in Zambia.
vi. The eagle: Represents the ability to solve our problems.
1. How do we show respect to the coat of arms.
i. By printing it on all government official documents such as books, NRC, Driver‘s license,
number plates and letters.
ii. By showing it on the TV stations before the president addresses the nation
iii. By printing it on all government official T-shirts and shirts.
Draw The Coat Of Arms Of Zambia
c. THE NATIONAL ANTHEM

It is a sign of independence. It is sung in public meetings such as sports and school assemblies. It is a
sung either at the beginning or at the end of the public meetings. The tunes for our national anthem
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is copied from South Africa song called Nkosikelele Africa which means God Bless Africa. It was
written by Enock Sontonga in 1897.
i. How Do We Show Respect to the National Anthem.
i. By standing still when singing the nation anthem.
ii. By singing the national anthem on important occasions (meeting).
iii. By stopping whatever activity someone is doing once hearing the national
anthem being sung.
The National Anthem
Verse 1.
Stand and sing of Zambia of Zambia, proud and free,
Land of work and joy in unity,
Victors in the struggle for the right,
We have won freedom‘s fight
All one strong and free.
Verse 2.
Africa is our own mother land,
Fashioned with and blessed by God‘s good hand,
Let us all her people join as one,
Brothers under the sun.
Verse 3.
One land and one nation is our cry,
Dignity and peace beneath Zambia‘s sky,
Like our noble eagle in its flight,
Zambia, praise to thee.
Chorus
Praise be to God,
Praise be, praise be, praise be,
Bless our great nation,
Zambia, Zambia, Zambia.
Free men we stand,
Under the flag of our land,
Zambia, praise to be
D. INDEPENDENCE DAY
Zambia got its independence on 24th October, 1964. Therefore every 24th October of every year
Zambia celebrate its independence.
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1. How do we show respect to the independence day?.
i. By celebrating it on every 24th October.
ii. By declaring 24th October as a public holiday
iii. By coming up with songs and poems for Independence Day celebration.
iv. By coming up with drama activities and knitting different attires for Independence
Day.
TASK
1. National anthem
2. Coat of arms
3. National flag
4. Independence day
TOPIC 16: GOVERNANCE

LEARNING OUTCOMES:
a) Explain the meaning of the term governance
b) Describe the types of governance
3. Explain the meaning of the term governance
A. What is governance?
It is the way people are ruled with or without their consent.
B. Name the types of governance
There are two types of governance namely good governance and bad governance.
1. Good governance (based on democratic principles)
This is a type of government which is legitimate competently, accountable, respect human
rights and the rule of law.
2. Name the Characteristics of good governance.
1) There is citizen participation in the affair of the country.
2) There is respect for human right in the file. iii. There is separation of power among the three
organs of government namely executive, judiciary and legislature.
3) There is checks and balances among the three organs of government to mean they check on
each other to ensure that they each of them operate within the law.
4) There is political tolerance on opposing views.
5) There is accountability and transparency. Accountability means that the leaders are answerable
to the people who elect them into office. Transparency means that the public resources for
government and community and activities.
6) There are regular free and fair elections.
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7) There is respect for rule of law which states that no one is above the law whether poor or rich.
8) There is an existence of many political parties.
9) There is independent judiciary to mean there is no government interference.
10) There is press freedom to mean radio, tv, newspapers are free to report on anything without
government interference.
11) There is an existence of civil society to mean non-government organization such as FODED.
12) Their government is helpful and caring on its people whether home or abroad.
3. Bad governance (based on dictatorship principles).
This is a type of government which is not legitimate, competent, and accountable and does not
respect the human rights and the rule of law. It is a government which rules against wishes of
the majority
4. Characteristics of bad governance
1) There is restriction of political parties‘ participation.
2) There is separation of power to mean the government powers are concentrated in one person
or four individuals
3) There is lack of press of freedom. The government only made reports what is good for their
ears.
4) There is violation of human right. For example people are tortured and detained for no reason.
5) There is no independence of judiciary to mean government leaders interfere with courts of law
6) There is arbitrary arrest to mean those who criticize government are arrested
7) There is lack of freedom of assembly and association.
8) There is neglect of public welfare. For example lack of school, good (commodities)
9) There is use of force in order to stay in power.
10) There is lack of citizen participation in public affairs.
TASK
a) Explain the meaning of the term governance
b) Describe the types of governance
TOPIC 17: SYSTEM OF GOVERNANCE

LEARNING OUTCOMES:
a. Explain the meaning of the term system of governance
b. State the factors used in classifying the system of governance
c. Describe democracy as a systems of Governance
a) Explain the meaning of the term system of governance (government)
1) Is the style of leadership that a government or authority uses to run a country.
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2) It includes the process of decision making and leadership
3) It is primarily about what the relevant ―governing body‖ does.
b) State the factors used in classifying the system of governance
1) Whether leaders are elected or born leaders
2) The way the leadership is structured
3) Who has the power to make or change laws
4) Who has the right to elect the leaders
c) Describe the systems of Governance
It is divided into two and these are democracy and dictatorship
1. Democracy
 This system of governance takes its name from Greek words ―demos‖ meaning people
and ―kratos‖ meaning power therefore, democracy means ―power to the people‖. It is
also a rule by the people for the people.
 In a democracy, people elect their leaders
 Election should be free and fair
a. Forms of democracy
i. Direct democracy:
 It is a form of democracy where people directly take part in making decisions on
matters that affect them.
 For example, in smaller communities such as villages people can express their views
directly on what they want to see happening
ii. Representative democracy
 It is also called parliamentary democracy or indirect democracy
 This form of democracy where people are indirectly involved in the affairs of their
community and only participate through their representatives such as the councilors,
mayors, members of parliament or the president of the country.
 It is used when it is not possible or practical for everyone to take part directly in making
decisions
 For example, decisions on day by day about how the country should be run.
iii. Examples of Democracies governments
i. Limited monarchy (Parliament monarchy)
This is rule by the King or Queen with limited powers in the country.
ii. Parliamentary monarchy: Some state has a monarch as a symbolic head of state, even
though the country is run as a democracy.
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The monarch does not have power to make any policies.
A good example is the United Kingdom, Jordan, Kuwait and the kingdom of Netherlands
where the Queen or King is head of state and the prime minister is head of government.
b. Republic
This is a rule by the elected president and his or her councillors, mayors and members of parliament
over a given period of time in the country. For example, Zambia and USA.
TASK
a. Explain the meaning of the term system of governance
b. State the factors used in classifying the system of governance
c. Describe democracy as a systems of Governance
SYSTEM OF GOVERNANCE
LEARNING OUTCOMES:
a. Define Dictatorship
b. Describe dictatorship as a system of Governance
c. Outline the institutions that promote good governance
1. Dictatorship
This is a rule by force, order or command by one person or a group of people in the country.
This is when people in a country do not have a say in government or how the country is run.
2. Examples of dictatorship governments
a) Oligarchy
This is a rule by force, order or command by a group of people in the country. This group could
be a tribe, race or rich people.
Only a few wealth people or a group with special privilege hold power.
A republic may be an oligarchy if just a few people have the right to vote.
b) Aristocracy
Run by aristocrats (people who are wealth and educated, with social privileges)
Many past monarchies were also aristocracies, as the people with the most money and social
power occupied positions of power.
Today, the term suggests that the wealthy control the politics of a republic.
c) Autocracy (Totalitarianism)
This is a rule by force, order or command by one person or a group of people in the country
who were once elected into office by the people or overthrow elected governments through
―coup d‘état‖ but later refused to leave office when the term of office ended.
RUN by one person who holds absolute control over all aspects of people in the country.
Examples: Italy and Germany in the 1930 and 1940s, and North Korea.
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Sometimes an autocratic leader starts off as a democratically elected leader, but then later
becomes a dictator. In the1970s and 1980s, many African countries had autocratic leaders.
d) Unlimited Monarchy (Absolute monarchy)
This is rule by the King or Queen with unlimited powers in the country. A good example is
Swaziland (Eswatine) where the King is both head of state and government.
e) Military dictatorship
Government run by the army, who often violently overthrows a democratically elected
government in a military coup d, teat.
Military governments usually suspend the constitution of the country and ban political parties,
so that they can have total control.
f) Communism
Life or no private ownership, all the country‘s land and resources belong to the state, so the
government controls the economy.
Aim is for all citizens of a country to share equally its resources. However, the rulers often
exploit or misuse people who have less power.
Communist governments are usually a form of totalitarianism. They allow only approved
candidates to stand for elected.
3. Name the institutions that promote- good governance in Zambia.
There are different organizations formed by various groups in the country aiming at promoting
good governance.
i. The Anti-Corruption Commission (ACC).
ii. The Human Rights Commission (HRC).
iii. Foundation of democratic process (FODEP).
iv. The Auditor General‘s Office
v. The parliament
TASK
a. Define Dictatorship
b. Describe dictatorship as a system of Governance
c. Outline the institutions that promote good governance
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TOPIC 18: CONSTITUTION
LEARNING OUTCOMES:
a. Explain the meaning of the term Constitution
b. Describe the two types of Constitution
c. Describe the characteristics of a good constitution
d. Explain the importance of the constitution
a) What is a constitution?
It is a set of fundamental rules and laws by which a nation, state, society or other organized group is
governed.
b) Name the types of constitution
There are two types of the constitution namely:
i. Written Constitution
This is a type of constitution where rules and laws are written down in a form of a book with several
pages.
A written constitution can either be flexible (easy to change) or rigid (difficult to change). Example of
countries with written constitution are Zambia, Zimbabwe, Tanzania, Malawi, south Africa and USA .
ii. Un Written Constitution
This type of constitution where people are ruled based on tradition, customs and beliefs. The
traditions, customs and beliefs might not be written anywhere but there are known by the people
themselves.
Example of countries with unwritten constitution include Swaziland, Morocco, Saudi, Arabia
,Lesotho, and Britain . All these countries are ruled by either kings or queens.
c) What are the characteristics of a good constitution?
i. LANGUAGE
A good constitution should be understood by all, this means that it should be simple for an ordinary
person to understand.
ii. UPHOLD MORAL VALUES
A good constitution should command respect from all the people meaning that it should be supreme
over every institution and everyone in the country.
iii. COMPREHESIVE
A good constitution is one that involves all the people in the making and generally acceptable by the
majority.
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iv. DURABLE
A good constitution should stand a taste of time in that it should be one that cannot be easily
changed to suite those in power.
v. CLEAR
A good constitution should clearly state what is prohibited and not.
vi. BRIEF
A good constitution should be stable and only contain important provisions because a detailed
constitution will lead to so many disputes.
vii. HUMAN RIGHTS
A good constitution should contain the fundamental human rights and freedom of people.
d) Why is the constitution important?
a. It guides people on what to do and not.
b. It limits the powers of government.
c. It protects human rights .
d. It describes the law making procedures in parliament.
e. It distributes power among the three organs of government namely: the Executive,
legislature and judiciary.
f. It establishes the government structure.
g. It makes sure that the government looks after the affairs of its people.
TASK
a. Explain the meaning of the term Constitution
b. Describe the two types of Constitution
c. Describe the characteristics of a good constitution
d. Explain the importance of the constitution
TOPIC 19: CITIZENSHIP

LEARNING OUTCOMES:
a) Explain the meaning of the following terms; citizen, citizenship (nationality) and dual
citizenship.
b) Explain the qualification for Zambian citizenship.
c) Explain the disqualifications for Zambian citizenship.
1. Explain the meaning of the following terms;
1. Citizen; it is a member of a national community who enjoys certain rights and privileges that
cannot be enjoyed by a foreigner.
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2. Citizenship; a full membership of a given country or the relationship that exists between an
individual and the state.
3. Dual citizenship; this is when a person has citizenship for two different countries
2. Explain the qualification for Zambian citizenship
1. He or she must be born in Zambia.
2. If he or she mother or father was born in Zambia.
3. If he or she is married to a Zambian man or woman.
4. If he or she has lived in Zambia for more than 10 years.
5. A child who is not a citizen but is adopted by a citizen automatically becomes a citizen of a country.
3. Explain the disqualifications for Zambian citizenship
1. If he or she acquires the citizenship of another country secretly.
2. If he or she requests for citizenship of another country.
3. If he or she has conducted himself or herself in such a way that threatens the security of a
country.
4. If he or she commits a serious offence like crime
4. Explain the disqualifications for Zambian citizenship
1. If he or she acquires the citizenship of another country secretly.
2. If he or she requests for citizenship of another country.
3. If he or she has conducted himself or herself in such a way that threatens the security of a
country.
4. If he or she commits a serious offence like crime
TASK
a) Explain the meaning of the following terms; citizen, citizenship (nationality) and dual
citizenship.
b) Explain the qualification for Zambian citizenship.
c) Explain the disqualifications for Zambian citizenship
CITIZENSHIP
LEARNING OUTCOMES:
a) Discuss the advantages of Zambian citizenship.
b) Outline the documents used in the registration of Zambian citizenship.
c) Describe the qualities of a good citizen
d) Explain the rights of a citizen
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1. Advantages of Zambian citizenship
a. He or she enjoys rights or benefits that a foreigner cannot.
b. He or she enjoys the feeling of love and pride. For his or her country which is known a
patriotism.
c. He or she has the right to vote, which is known as franchise
d. He or she has an advantage over employment as compared to a foreigner.
2. Documents used in registration of Zambian citizenship
a. Birth certificate
b. Green national registration card
c. Driver‘s license
d. Passport book
3. Qualities of a good citizen
1) 1.He or she must be a trusted citizen.
2) He or she must be honest citizen.
3) He or she must have a good character.
4) He or she must respect human rights.
5) He or she must be a loyal citizen.
6) He or she must obey the law.
7) He or she must help other citizens.
8) He or she must report crime.
9) 9.He or she must keep the environment clean.
10) 10.He or she must be patriotic.
11) He or she must be working for national unity and living in harmony with others.
4. What Are The Rights Of A Citizen?
What Is A Right? It is a lawful claim or benefit a citizen gets from his/her community.
1) Right to life
2) Protect from torture: torture means to hurt someone badly.
3) Right to liberty (freedom).
4) Right to free and fair trial. Right of habeas corpus is where a person who is detained in police
cells asks to be taken to court so that the court can prove if he/she is guilty or innocent.
5) Protection from forced labour.
6) Freedom of expression.
7) Freedom of conscience (religion)
8) Freedom of movement.
9) Freedom of association and assembly.
10) Protection against any form of discrimination.
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11) Right to property.
TASK
a) Discuss the advantages of Zambian citizenship.
b) Outline the documents used in the registration of Zambian citizenship.
c) Describe the qualities of a good citizen
d) Explain the rights of a citizen
CITIZENSHIP
LEARNING OUTCOME:
a) Explain the duties of a citizen.
b) Discuss the responsibilities of a citizen.
4. Duties of a citizen
A duty is what a citizen must do or ought to do the country. The following are duties of a citizen;
a. Paying tax
b. Caring for public property
c. Reporting any crime to the police
d. Obeying the law
e. Defending the country
f. Keeping the environment clean and safe
g. Helping in making democracy work (voting)
h. Upholding the constitution
i. Co-operating with law enforcement agencies
j. Contributing to the welfare and advancement of the community where they live
k. Being patriotic and loyal to the country
5. Responsibilities of a citizen
A responsibility is what he or she is supposed to do for his or her personal, family and community.
a) Personal responsibilities
i. By keeping oneself clean all the time
ii. By going to school
iii. By living a health life
iv. By behaving well e.g no fighting, stealing or insulting
v. By protecting yourself from any danger
b) Family responsibilities
i. By doing the work given
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ii. By taking care of the family e.g cooking, looking after children
iii. By disciplining the young ones
iv. By educating the children
v. By making sure that the family live a health life
vi. By providing food for the family
c) Community or country responsibility
i. By participating in any community programs
ii. By taking part in choosing leaders
iii. By defending the constitution of the country
iv. By fighting corruption
v. By working hard to develop the country
TASK
1. Explain the duties of a citizen.
2. Discuss the responsibilities of a citizen.
TOPIC 20: POLITICAL ORGANISATION

LEARNING OUTCOMES:
a) Explain the following terms; political party, manifesto and political party conference or
conventions.
b) Describe the structure of a political party.
c) Discuss the function (importance) of a political party.
6. Explain the following terms;

a. Political party; is a group of people who come together to promote their political agenda.
It is also a voluntary association of people who share common beliefs and values whose main aim
is to form the government of the country.
b. Party manifesto; it is a document that contains the political party‘s ideas, plans, beliefs and
programs of the country once they are voted into power.
c. Party conference or convention; these are meetings held to discuss party matters. These
meetings are held at district, provincial and national levels.
7. Structures of a political party
In order for any political party to perform its roles and functions, it has the following party
structure;
>National Executive Committee (NEC) or Central Committee
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It is the highest organ of the party and lead by the party president.
> Provincial Committee
It is the second highest organ of the party and it is lead by the provincial chair person.
> District Committee/Constituency Committee
It is the third largest organ of the party and it is lead by the district chair person or constituency
chair person.
> Section and Branches
It is the fourth and lowest organ of the party. It is headed by the section or branch chair person.
National Executive Committee

(NEC) or Central Committee
Provincial committee
District committee
Constituency committee
Section and Braches
8. Functions (importance) of a Political Party

1) To educate the public on national issues
2) To nominate candidates for elections
3) To mobilise and educate people on elections
4) To unity members of society
5) To form government when they win elections
6) To promote social, political and economic development in the country
7) To act as a link between the government and the general public
8) To make government aware of ordinary citizens opinions and wishes
9) To develop policies and programs that reflect the wishes of their members
10) To monitor government actions to ensure rule of law
11) To provide checks and balances through constructive criticism
12) To monitor elections activities to ensure free and fair elections
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13) To enforce separations of power through representation in parliament
TASK
a) Explain the following terms; political party, manifesto and political party conference or
conventions.
b) Describe the structure of a political party.
c) Discuss the function (importance) of a political party.
POLITICAL ORGANISATION
LEARNING OUTCOMES:
a) Describe the three political party systems
1. Three political party system
A political party system is the classification of a country either a one-party system, two party
system or multi-party system.
a. One party system
This is where one political party is allowed to exist in the country by the constitution e.g Zambia in
the second republic.
>Advantages of one-party system
i. There is no time wasted on political campaigns as there is only one political party
ii. Avoids inter-party violence
iii. It is easier to formulate long term national planning as they will be no fear of being voted out
soon
vi. It is easier for the government to make decisions as there is no opposition
v. It promotes national unity as all they will belong to one party
>Disadvantages of one-party system
i. It promotes dictatorship as all opposition political parties are banned
ii. There is no respect for human rights
iii. There is no tolerance to divergent views
iv. There is no separation of powers
v. The party leader cannot be challenged during an election
vi. There is oppression of any political party leaders
vii. The press (media) is controlled by the government
viii. The pressure groups are not allowed to operate freely
xi. People are only given one set of programs
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b. Two-party system
This is where two political parties are allowed to compete against each other during elections by
the constitution e.g USA, the Democratic party versus Republican party and in Britain, the
Conservative party versus Labour party
c. Multi-party system
This is where many political parties are allowed to compete for power in the country by the
constitution e.g Zambia in the third republic.
>Advantages of two-party and multi-party system
i. There is wider freedom of political choice
ii. There is political tolerance
iii. There is existence of civil societies
vi. There is respect of human rights
v. there is regular, free and fair elections
vi. there is respect of the rule of law
 Disadvantages of two-party and multi-party system
i. Promotes disunity through tribal politics
ii. Promotes inter-conflicts between leaders of each political party
iii. It is costly to manage elections
iv. It wastes a lot of time in running elections
v. There is lack of continuity as each one that comes in power has its own ideas
TASK
a) Describe the three political party systems
TOPIC 21: ELECTIONS

LEARNING OUTCOMES:
a) Explain the meaning of the following terms; Elect, Election and franchise rights.
b) Discuss the three types of elections in Zambia and the qualifications attached to each type.
9. Explain the meaning of the following terms;
1. Elect; it is to choose a leader of a community or country.
2. Elections; it is the process of choosing a leader of a community or country.
3. Franchise Rights; it is the right to vote.
10. Types of elections
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 There are three types of elections, namely
a. Primary elections; these are elections held by different political parties to choose candidates
to stand in presidential, parliamentary and local government elections.
b. General elections; these are elections held to choose the president, members of parliament,
mayors and councilor‘s every after five years.
c. By-elections; these elections are held when a president, member of parliament, mayor and
councilor dies, resigns, expelled from the party or is imprisoned for more than six months.
 Qualifications of president, Member of Parliament, mayor and councilor.
President
i. Is a citizen by birth or descent
ii. Has been ordinarily a resident in Zambia
iii. Is a registered voter
iv. Has a grade 12 certificate or its equivalent
v. Fluent in the official language
vi. Has paid all taxes
vii. Declares all assets and liabilities
viii. Pays nomination fees
ix. Should be at least 35 years old
x. Is supported by at least 100 voters from each province
xi. He or she must belong to a political party
Member of parliament
i. Must be a citizen
ii. Must be a registered voter
iii. Must be 21 years old
v. Declares assets and liabilities
Mayoral and council chairperson
i. Is a citizen of Zambia
ii. At least 21years old
iii. Is a registered voter
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Councilor
i. Is 19 years or older
ii. Has a grade 12 certificate or its equivalent
iii. Is a citizen or a holder of a resident permit, resident in a district
iv. Has paid all taxes
TASK
a) Explain the meaning of the following terms; Elect, Election and franchise rights.
b) Discuss the three types of elections in Zambia and the qualifications attached to each type.
ELECTIONS
LEARNING OUTCOMES:
a) Define the term electoral process
b) Describe the electoral process in Zambia
1. Define Electoral process

These are stages or phases followed in electing leaders of a country such as a president, members
of parliament, mayors and councillors.
The Electoral Commission of Zambia (ECZ) is the one in charge of the electoral process
2. Describe the stages in the electoral process in Zambia
5. Describe the electoral process in Zambia
1. Electoral process are stages or phases followed in electing leaders of our country such as the
president, members of parliament, executive mayors and councilors.
2. Who is in charge of the electoral process in Zambia?
It Is the Electoral Commission of Zambia [ECZ]
1. Name the stages or phases of electoral process in Zambia
A. Legislation
This stage involves the formulation of legal framework to make the electoral process legal.
B. Delimitation
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The stage involves the dividing of the country into constituencies and wards. The electoral
commission of Zambia through the delimitation commission undertakes this function.
C. Voter’s Education
This is a stage where the Electoral Commission of Zambia carries out countrywide education on all
voters concerning elections.
D. Registration of voters
This is the period given to all citizens above the age of 18 years and is possession of the Green
National Registration Card (NRC) to register as voters (electorates). All voters are registered in the
electoral register and are issued with voter’s cards to make them vote for the leader of their
choice in any given elections.
E. Verification of Electoral Register
This is the period given to all registered voters to verify their particulars in the electoral register
F. Nomination Day
This is a day given to all aspiring candidates to file in nominations as candidates during elections.
Returning officer for presidential election is the chairperson of the Electoral Commission of
Zambia. All aspiring candidates are required to pay nomination fees.
G. Campaigns
This is a period given to all aspiring candidates to sell their manifestos to voters (electorates)
through rallies, posters, radio, TV, adverts and campaign t-shits and chitenges.
H. Polling day (Voting day)
This is the actual day of voting which last from 06 hours to 18:00hours. All electorates are to carry
a voter‘s card and Green National Registration Card (NRC) to enable them vote. All electorates
should go with clean nails (no artificial nails) to be painted with marker on the thumb.
1) Presiding officer: co-ordinates and supervises the voting at a polling station.
2) Assistant presiding officer: the co-ordinates and supervises the voting at a polling
station in the event of multiple streams.
3) Polling assistants: these are election officers who perform different duties at the polling
station.
4) Materials found in a polling station
1. Polling booth- a booth where to vote from
2. Ballot paper- a list containing names and faces of candidates
3. Ballot box- this is a box where papers are dropped after voting
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I. Counting and Tabulating of Results
This stage involves counting and verification of votes before announcement and declaration of the
winner.
 What is a rejected ballot paper?
A rejected ballot paper is one that is not included in the counting of ballot papers due to the
following reasons.
 Marking by the voter on more than one candidate
 Unmarked ballot paper
 Ballot paper marked with voter‘s name
 Ballot paper with voters signature
J. Announcement and Declaration of Votes
This stage involves announcement of results and declaring of the winner.
1) Returning officer: He/she announces the final results at the constituent level and
declares the Member of Parliament (MP) who has won the elections.
2) The returning officer in charge of announcing the final presidential results is the
chairperson for the Electoral Commission Of Zambia (ECZ)
K. Election Petition
 This is the final stage of the electoral process in Zambia.
 Anyone who took part in an election has the right to petition an election based on the
following principles:
(a) The person was not validly elected
(b) A provision of this Constitution or other law relating to the elections was not complied with.
 A presidential petition is heard by the constitutional court while that of the member of
parliament is heard by the high court with room to appeal to the constitutional court
The local government petitions are heard by the local government elections tribunal
TASK
a) Define the term electoral process
b) Describe the electoral process in Zambia
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SUMMARY OF ELECTORAL PROCESS IN ZAMBIA
Legislation
Delimitation
Voter’s Education
Registration of voters
Verification of Electoral Register
Nomination Day
Campaigns
Polling day
(Voting day)
Counting and Tabulating of Results
Announcement and Declaration of Votes
Election Petition
ELECTIONS
LEARNING OUTCOMES:
a) Describe the roles of the Electoral Commission of Zambia (ECZ)
b) Explain the various electoral mal-practices in the electoral process in Zambia
1. Roles of the Electoral Commission of Zambia
The constitution mandates the commission to implement the electoral process that is;
i. Conduct elections and referendum
ii. Delimit electoral boundaries
iii. Register voters
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iv. Settle minor electoral disputes
v. Regulate the conduct of voters and candidates
vi. Accredit observers and election agents
vii. To conduct voter education
viii. To review electoral laws
2. Electoral mal-practices
This is an illegal interference with the process of an election and this has an effect on the
credibility of an election.
Election rigging is the manipulating of the electoral process so that the system favours a certain
political party or candidate.
The following are ways of manipulating the electoral process;
i. Disenfranchisement, this is the situation where barriers are put in place, stopping eligible
voters from voting in an election.
ii. Voter intimidation, putting voters or a voter under pressure so that they may vote in a
certain way.
iii. Violence or threat of violence; this is where supporters who belong to certain political
parties are beaten by others supporters.
iv. Vote buying; this is a situation where voters are given money, chitenges and beer so as to
make them vote in a certain way.
v. Ballot stuffing; this is a situation where a voter submits multiple ballot papers during
voting.
vi. Misreporting votes; this happens during the counting of votes where staff from the
electoral body mis records votes for a certain political party to benefit certain political party
and disadvantage another political party.
vii. Tempering with electronic voting machines; this is the tempering of voting machines to
advantage a certain candidate or party.
viii. Misleading information; this is the deliberate misinformation of a candidate by a fellow
candidate to disadvantage the opponents.
TASK
a) Describe the roles of the Electoral Commission of Zambia (ECZ)
b) Explain the various electoral mal-practices in the electoral process in Zambia
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TOPIC 22: CENTRAL GOVERNMENT
LEARNING OUTCOMES:
1. Explain the meaning of the following terms Government and Central government.
2. Explain the functions of Central Government
3. Sate the composition and functions of organs of Government (Executive)
a) What is to govern?
It is to rule
b) What is Government?
It is a rule by a group of people on behalf of others in a country
c) What is a Central Government?
It is a group of people chosen to run the affairs of the country on behalf of its
i. To defend the country-It is the duty of the government to defend the country from both
external (outside) and internal (inside) enemies such as a traitor who is an internal enemy
that betrays or sells his/her own country and a spy who is an external enemy that gets
secret information about another country.
ii. To provide public services-The government provides services like education, hospitals,
transport, communication, housing, electricity, clean safe water to its people.
iii. To make executive and enforce law-The government makes laws through the legislature,
executives and enforces laws through the judiciary so as to maintain peace and order in the
country.
iv. To develop the country-The government develops the country by making plans on how
the country will grow such as are called economic policies. These economic policies are
made by experts at the Ministry of Finance
v. To establish international relations with other countries-It‘s the duty of the government
to establish international relations with other countries through diplomats such as
Ambassadors and High commissioners.
vi. To raise money-It‘s the duty of the government to raise money in order to finance the
provision of services in the country such as health, education from tax collections, grants
and loans.
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i. The Executive-This is the arm or organ of government that carry out decisions. It is
made up of the president, vice president, cabinet ministers, provincial ministers and civil
servants (government workers).
President
Vice president
Cabinet ministers
Provincial ministers
Civil servants
ii. Name the functions of the executive

i. To carry out decisions on behalf of the country
ii. To provide social services such as education and health
iii. To raise money
iv. To enforce laws in the country
v. To establish international relations
vi. To spearhead development in the country
iii. Name the functions/powers of the president
i. He/she is the head of state
ii. He/she is the head of government
iii. He/she is the commander in chief of the armed forces
iv. He/she gives instructions to government
v. He/she appoints commander of the security forces
vi. He/she can nominate eight (8) members of parliament
vii. He/she can declare the state of emergency
viii. He/she can dissolve parliament
ix. He/she open and closes parliament
x. He/she awards those who have served the country well
xi. He/she can exercise the prerogative mercy to mean the president can pardon or
reduce the sentence of prisoners
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xii. He/she appoints and dismisses senior government officials such as ministers,
chief justice, solicitor general, attorney general and permanent secretaries.
iv. Name the types of ministers in Zambia
There are two types of ministers in Zambia namely:
1. Cabinet ministers-These are ministers in charge of various ministries in government
such as ministry of education.
2. Provincial ministers-These are ministers in charge of provinces of Zambia such as
minister of Lusaka province.
v. Name the types of civil servants
1. The Secretary to the cabinet-This is the senior most civil servants in charge of all civil
servants in Zambia.
2. Permanent Secretary-This is the senior most civil servants in charge of the ministry. For
example ministry of education
3. Provincial permanent Secretary-This is the senior most civil servants in charge of a
province.
4. Civil servants-These are government workers working under various ministries and
department such as teachers, nurses, policemen, doctors and accountants.
TASK
CENTRAL GOVERNMENT
LEARNING OUTCOMES:
1. State the composition and functions of organs of Government (Legislature)
1. Sate the composition and functions of organs of Government (Legislature)

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

a. To make laws of the country
b. To make change on the laws of the country
c. To abolish the laws of the country
d. To ratify presidential appointments such as the Chief Justice, DPP and Judges.
e. To approve the country‘s national budget
f. To audit the money given to different projects in the national budget
g. To represent demands of people from various constituencies
ii. Name the powers of the legislature
a. Can override presidential veto
b. Can impeach (remove) the president
c. Can reject presidential appointments eg Chief justice
d. Can refuse to ratify treaties such as those on Gay marriages
e. Can conduct investigation on presidential action
f. Can reject or passes the budget
g. Can impose taxes on certain areas in the country
h. Can authorize certain expenditures in the country
iii. What is the difference between Legislature Parliament and National Assembly?
a. PARLIAMENT
It is called Parliament when the president of the country is present in the national assembly.
b. NATIONAL ASSEMBLY
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It is called National assembly when the president of the country is not present in the national
assembly.
iv. List down the staff of national assembly
1. The speaker of the national assembly
(a) He/she is the chairperson of national assembly
(b) He/she is elected by the MPs from outside parliament among the members of public
(c) He/she chairs the sitting of the national assembly
(d) He/she makes sure that standing orders are followed in parliament.
Standing orders are rules and customs followed in the national assembly
(e) He/she does not vote for or against any motion in parliament except if there is a tie on
the votes by MPs. The voting by the speaker to break a tie is known as casting vote.
(f) Mace is a symbol of speaker‘s power of authority.
2. The deputy speaker of national assembly
(a) There are two deputy speakers of national assembly one elected from outside
parliament and one elected from among members of parliament
(b) He/she chairs the sitting of national assembly when the speaker is not there.
(c) He/she is free to vote for or against the motion in parliament as long as he/she is an MP
as well.
3. The vice President
(a) he/she is the leader of the house in parliament
(b) He/she answers questions from MPs during Question Time
(c) He/she is elected as a running mate to mean if the president wins he/she has
automatically been elected as vice president during general elections
4. The clerk of national assembly
(a) He/she is the Chief Administrative Officer of the national assembly
(b) He/she takes down or records the minutes of the daily debates in parliament in a book
called National Assembly Debate Book (NADB)
5. The sergeant at arms
(a) He/she is the security officer of the national assembly
(b) he/she assists the speaker to maintain order in parliament
(c) He/she sends an MP who behaves contrary to parliament code of conduct when ordered
by the speaker to maintain order or when instructed by the speaker.
(d) He/she carries the Mace
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v. Describe the sitting arrangement in the National assembly or parliament
1. All ministers in parliament sit in front and are called front benchers
2. All ordinary MPs sit at the back and are called back benchers
3. All invited members of the public who come to listen to debates by MPs in parliament
sit in public gallery
vi. Discuss the opening and closing of parliament
1. Parliament is opened each New Year by the president of the country
2. The sessions are meetings held in parliament to discuss several issues affecting the
country.
3. The president closes parliament at the end of the year or session.
vii. Discuss the dissolution of parliament
1. Dissolution of parliament is the end of legal powers of parliament of making laws before
the end of the term of office which is five (5) years.
2. The president can dissolve parliament if the MPs do not co-operate with the president
on a number of national issues.
3. Parliament can dissolve itself if more than half of the MPs (two third majorities) in
parliament agree to dissolve it.
TASK
1. Discuss the powers of legislature and explain how the life of legislature can come to an end.
LEGISLATURE
LEARNING OUTCOMES:
1. Explain procedure of law making in parliament
i. Describe the process of law making in parliament
1. Definition of terms used in law making in Parliament
(a) Statute or act of parliament-This is a law made by parliament
(b) A Bill-It is a proposed or suggested law.
(c) A Public Bill -It is a bill suggested by or proposed by ministers
(d) A private Bill (Private Member’s Bill)-It is a bill suggested or proposed by an ordinary
MP.
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2 .Name the stages a bill passes in parliament before it becomes a law
(a) FIRST READING
This is the first stage at which the bill is introduced in parliament by the minister or an ordinary
MP. Thereafter, the MPs are given enough time to study the bill before it is debated.
(b) SECOND READING
This is the second stage at which the ministers or an ordinary MP who suggested or proposed the
bill explains it in details there after the MPs debate and vote for or against it. If the bill gets the
majority vote it will be passed to the next stage and if it fails to get the majority votes it will be
dismissed.
(c) COMMITTEE STAGE
This is the third stage under which the MPs in parliament are divided into small groups or
committees to look at the bill and make changes.
(d) REPORT STAGE AND FOURTH READING
This is the fourth stage under which the MPs vote for or against the changes made in the third
stage. Then the bill will be passed to the president to assent (sign)
(e) Bill goes to the president
This is the final stage under which the president assent (sign) or vetoes (refuse) to sign the bill. If
the president assent (sign) the bill; it will become a law and this is called an act of parliament
(statute) and the law will be published (Gazetted) in Government gazette which is a book
containing different types of laws. If the president refuse/rejects the bill it will be sent back to
parliament to be debated again and this is called vetoed.
TASK
1. Describe the process that the bill undergoes in parliament before being enacted into law
CENTRAL GOVERNMENT
LEARNING OUTCOMES:
1. State the composition and functions of organs of Government (judiciary)
1. State the composition and functions of organs of Government (judiciary)

This is the arm or organ of government that enforces laws. The word Judiciary comes from a word
judicature which means judge.
i. Name the functions of the judiciary
1. It interprets the laws of Zambia
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2. It is charged with the sole responsibility of ensuring that laws made by parliament are obeyed
by citizens.
3. It reviews the laws of Zambia
4. It provides and promotes justice
5. It settles disputes in society between two or more people and corporate bodies
6. It promotes human rights
7. It is a legal advisory body to the government
ii. Name the types of laws found in Zambia
1. International Law
These are laws which guide countries on how to behave towards each other.
2. Constitutional laws
These are laws which guide the government of a country
3. Civil laws
These are laws which guide the behavior of people towards each other in society
4. Criminal laws
These are laws which protect the interest of society and the state
5. Customary laws
These are traditional customs and rules of different tribes in Zambia
6. Natural laws
These are laws which are unwritten but are dictated by nature. In other words these are Natural
Justice Laws
7. Administrative laws
These are laws that are concerned with the administration of the country
8. Business/Company laws
These are laws relating to business and property and the operation of companies in the country.
9. Law of tort
These are laws that are concerned with trespassing on someone‘s property
10. Law contract
These are laws that are concerned with any form of contracts either written or verbally between
two or more people and corporate bodies.
iii. Name the types of cases
There are two types of court cases
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1. Civil cases
These are cases which involves disputes between two or more people. Examples of civil cases
include divorce, debt, adultery, insults and pregnancy. If found guilty the punishment is usually a
fine or damage
A fine is the money paid for having committed a criminal offence whereas damage is the money
paid to a person as a form of compensation.
2. Criminal cases
These are offences against the government and the society. Examples of criminal cases include
theft, murder, bribery, rape, perjury, careless driving, treason, spying and assault. The punishment
for such cases is imprisonment.
iv. Why do we need laws in Zambia?
1. for protection – to protect the person against any harm by other people
2. for guidance – to guide the people on what to do and not in the country
3. for justice – to prove a person guilty or innocent when suspected of having committed a
crime.
4. for human rights promotion and protection – to promote the rights of individuals in the
country
5. for development – to promote all forms of development in the country as they will be peace
due to existence of laws.
TASK
1. Differentiate civil and criminal cases and explain the why we need laws in society
JUDICIARY
LEARNING OUTCOMES:
1. Describe the types of courts in Zambia
The courts in Zambia have different Jurisdictions (Power) which allows each court to hear
certain type of cases only.
1. Supreme court
 It is the highest and final court of appeal in Zambia
 It is also known as the court of appeal or court of last resort
 It is headed by the Chief justice who is also the head of judiciary
 Its decisions are final and cannot be subjected to question or challenge
 It has an odd number of judges who hear every case so as to make sure
there is no tie when making decisions e.g. 3, 5 and 7 judges
 All its judges are appointed by the president and ratified by parliament
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2. Constitution court
 It is the highest and final court of constitution and election appeal in
Zambia
 It is also known as the court of appeal or court of last resort
 It is headed by the Constitution Court President
 Its decisions are final and cannot be subjected to question or challenge
 It has an odd number of judges who hear every case so as to make sure
there is no tie when making decisions e.g. 3, 5 and 7 judges
 All its judges are appointed by the president and ratified by parliament
3. Court of Appeal
 It is the second largest court in Zambia
 It sit in all provincial headquarters in Zambia
 It hears most serious criminal cases appeals such as murder, man
slaughter, treason from except constitutional matters
 Appeals are heard by 1 or 3 judges
 Its judges appointed by the president ratified by parliament
4. High court
 It is the third largest court in Zambia
 It is found in all provincial headquarters in Zambia
 It supervises magistrate courts
 It hears most serious criminal cases such as murder, man slaughter, treason
and election petitions
 It is made up of 24 judges appointed by the president ratified by
parliament
 It has a high court commissioner who is the administrator of justice
 It has a high court registrar who is responsible for record keeping and
correspondences and day to day administration
5. Magistrate court
 It is the fourth highest court in Zambia
 It hears most serious cases that cannot be handled by local court
 The person who hears cases in magistrate court is called magistrate
 It can only sentence a person to jail for not more than 5 years
6. Small claims Court
 It is the second lowest court in Zambia
 It hears small (minor) claim cases below K20,000
 The person who hears cases in Small Claims Court is Commissioner

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7. Local court
 It is the lowest court in Zambia
 It hears minor(small) cases
 The person who hears cases in local court is called Local Court Justices.
 It can only sentence a person to jail for not more than 12 months (1 year)
 It was called native authorities or ordinance court during colonial days.
NB: the local court, Small Claim Court and Magistrate Court are all together called the
Subordinate court
Supreme Court Constitution court

Listen to Civil and Criminal appeals from Listens to election petition and
Court of Appeal constitution violation and
interpretations appeal
C ourt of Appeal
Listen to Civil and Criminal appeals from
High Court except constitutional matters
High court
Listen to Civil and Criminal appeals from
magistrate court
Sub Courts of High Court
 Industrial Relations Court
 Commercial Court
 Family Court
 Children Court
Magistrate court
Listen to Civil appeals from local courts
Small Claims court

Hear Small (minor) Claims
Local court
Hear civil cases only
TASK
1. Briefly explain the different jurisdictions of courts in Zambia
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JUDICIARY
LEARNING OUTCOMES:
1. Describe the judicial terms and important judicial officers in judiciary
1. Police bond
It is a written promise not to run away made by a detained person so that he/she is released from
police cells or custody pending further investigation and trial of the case. However, he/she must
present sureties to police so that in case the detained person runs away the police will hold on the
sureties until he/she surrenders himself/herself to police. The surety can be money or a person eg
father, mother, brother, sisters or a friend working in government.
2. Bail
It is a sum of money paid by the accused person to the court so that he/she is allowed to go home
pending an appeal on his/her case. Also the rule of sureties is applicable under bail.
3. Habeas Corpus
It is a written document prepared by the high court to allow the accused person taken to court if
he/she is detained for a long period of time of more than 14 days without trial.
4. Complainant/plaintiff/Claimant
This is the person who takes the case to court either civil or criminal case.
5. Defendant/defender
This is the person who is accused of having done something wrong either civil or criminal case.
6. Prosecutor
This is the person who tells the courts what crime the accused has committed and what law they
have broken.
7. Mitigation
This is when the accused person asks the court to be lenient in giving punishment after his /she
been found guilty.
8. Dock
This is the box in which the accused and witness stand in court when giving evidence or
information.
9. Docket
It is a document opened to file the complaint or evidence at police station
10. Call out
This is the notice sent to someone to report before to the police station.
11. Court summon
This is a notice sent to someone to report before the courts of laws.
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12. Legal aid
This is an assistance that the accused gets from a government lawyer without paying.
13. Witness
The is a person who gives evidence in court of law about that he/she personally saw or heard.
14. Evidence
It is the proof provided by the accused
15. Adjourn
It is when a court case is postponed to later date
16. Perjury
This is a crime committed when one gives false evidence before the court.
17. Contempt of court
It is when a person is charged for commenting on matters before courts or disobeying court
orders.
18. Verdict
This is passing of a judgment either guilty or innocent
19. Dismissed/Acquitted
This is means the accused has been found with no case to answer. Therefore is free to go home
20. Nolle Prosequi
This is when the Complainant drops the case before the Court of Law against the Defendant due
to insufficient evidence
21. Convict
This is a person who has been found guilty and jailed
22. Rights of appeal
This is the freedom of appeal to the higher courts of law if not satisfied with the judgment in the
smaller courts.
23. Suspended sentence
This is when a person serves his/her jail sentence outside prison but should not commit any other
crime within a given period.
24. Sentence
This is the punishment which the court gives to a person if he/she found guilty.
25. Warrant
This is a written notice issued by the courts to allow the police arrest someone.
2. . Important officers in the judicial system of Zambia
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1. Attorney General
 He/she is the chief legal advisor to government
 He/she is the ex-official member of the cabinet
 He/she attends cabinet meetings to advice government
 He/she represent the government in court
 He/she draft and sign all government bills presented to parliament
2. Solicitor General
 He/she is the senior government lawyer
 He/she performs the functions of the attorney general in his/her absence.
3. Director of Public Prosecution (DPP)
 He/she in charge of criminal proceedings
 He/she can start the case before courts of law
 He/she can end the case before courts of law through a Nolle Prosequi
4. Investigator General
 He/she is an official who chairs the commission of investigations
 The commission investigate all cases of mal practice
 The investigator general is also known as ombudsman
TASK
1. Explain at least any five judicial terms
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TOPIC 23: LOCAL GOVERNMENT
LEARNING OUTCOMES:
1. Explain the following terms Council, Councillor and Local government
2. Explain the history of local government in Zambia
1. Explain the following terms Council, Councillor and Local government

1. Who is Councillor?
Is a person who is elected by the local community to represent them? He/she represent the ward
and the term of office of a councilor is 5years.
2. What is a council?
It is a group of councilors tasked to represent the needs of local community. All council in Zambia
falls under the ministry of local government and housing.
3. What is local government?
It is a group of councils tasked to take care of the needs of the people.
Councilor Councils Local Government
4. Brief history of local government in Zambia.
Local government started in 1927 with two types authorities namely;
a) The native Authority
These form rural local government and they were agents of central government in administering
local African and were run by chiefs.
b) The urban local Authority
These were run by the department of local government central African housing under the ministry
of lands and local government.
5. The five types of urban local authorities.
a) City
b) Municipal
c) Municipal board
d) Township Management
e) District Commission of local Authority
. b) Municipal
These had the powers to appoint a Mayor and choose a long serving member of council as the
Alderman.
c) Municipal boards.
These had powers to appoint chairman.
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6. Local Government 1964-1980
In 1964 –Rural and Urban Local Authorities came under the Ministry Of Local Government. Also in
1964 Native Authority was abolished and local Authority moved to local Government and housing
from the Ministry Of Housing and Social Development.
1. Four types of council established 1964-1980
1. City
2. Municipal
3. Township
4. Rural council.
1. City and Municipal Council
These were used headed by a Mayor and town clerks were appointed as chief Administrative
officers.
2. Township and Rural Councils. These were headed by elected civic as chairman and council
secretaries as Administrators.
7. LOCAL GOVERNMENT 1980-TO DATE
In 1980 a Decentralization was passed which gave powers to UNIP to run councils.
1. Types of councils established 1980-to date
i. CITY COUNCILS
These are biggest council in Zambia found in big cities such as Lusaka, Ndola, Kitwe, Livingstone
and now Chipata. It is headed by a Mayor.
ii. MUNICIPAL COUNCILS.
These are councils found in big towns such as Chingola, Luansya, Kasma,Mufilira, are headed by a
Mayor.
iii. DISTRICT COUNCILS
These are councils found in small town such as Kabwe, Mazabuka, Kalomo , Mpika and Monze
.And there are headed by council chairman.
iv. MAYOR AND COUNCIL CHAIR PERSON.
These are elected during General elections. The term of office for mayor and council chairperson is
5 years.
v. ALDERMAN
It‘s a council which has served the council for at least 10 years.
vi. BY-LAWS
These are laws made by the council to regulate council areas in accordance with the constitution
.Anyone who breaks the council by laws will be imprisoned for 6moths or fired.
TASK
1. Explain the history of local government in Zambia
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LOCAL GOVERNMENT
LEARNING OUTCOMES:
1. Discuss the services offered by the local government
2. Discuss the relationship between local government and central government
3. Describe the roles of traditional leaders in governance
A. SERVICES PROVIDED BY THE COUNCIL

1) collection of disposal (cabbage)
2) Provisioning of housing
3) Maintenance of sites such as graves , yards residential areas
4) Housing of motorcars, and trading licenses.
5) Provision of street lighting
6) provision of public libraries
7) Control of epidemics such as as cholera, typhoid e.t.c.
8) Provide clean and safe water
9) Provide plots for development
10) Maintaining streets and roads
11) Controlling livestock movement
12) Constructing and maintaining markets
13) Town planning
14) Sewage disposal
15) Providing recreation facilities such as swimming pools and parks
16) Providing public health facilities
17) Providing education facilities such as schools
18) Collecting levies
19) Making by laws
B. SOURCES OF REVENUE FOR THE COUNCIL
1) Grants from the central government.
2) Borrowing from financial institutions such as Bank.
3) Collecting rents, rates from public.
4) Running business such as taverns.
5) Collecting personal levy.
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C. RENT AND RATES
a. Rent-is money paid by people who live in council houses or someone‘s house
b. Rate- is money paid by people to the council for having built on council‘s land or areas
e.g a house, school bar.
c. Personal levy; is the money (text) employers deduct from the workers (employees)
salaries once or twice in a year to pay the nearest council office.
D. RELATIONSHIP BETWEEN LOCAL AND CENTRAL GOVERNMENT
1) The central government creates local government.
2) The central government gives guides lines to local government
3) The central government approves plans or budgets for the local government.
4) The central government provides instructions concerning health matters to the local
governments
5) The central government through the ministry of local government can dissolve non-
performing council
6) Central government gives grant to local government
E. Identify roles of traditional rulers in governance
A Traditional Ruler is a Headman, Chief, King or Queen presiding over a Village, Chiefdom or
Kingdom whose authority to rule is driven from traditions and customs.
1) providing leadership in the community
2) Serve as custodian of traditional values and land.
3) However they are not allowed to join or participate in partisan politics.
4) They work local civic leaders such as councillors, mayors and MPs
TASK
1. Discuss the services offered by the council in your area
143
TOPIC 24: HOUSE OF CHIEFS
LEARNING OUTCOMES:
1. Explain the term House of Chiefs
2. State the composition of the House of Chiefs
3. State the conditions which can make the house of chief‘s position vacant
4. Explain the role of the House of Chiefs
A. Explain the term House of Chiefs
1) During the pre-colonial period, all areas were ruled by chiefs, there was no central government.
2) Chiefs did not deal with matters concerning every subjects i.e. concerning land distribution,
chiefs allocated land to sub-chiefs who in turn allocated shares to village headmen.
3) The village headmen allotted land to heads of sub-sections or heads of families who
distributed land to their dependents.
4) Chiefs were often used as instruments of indirect rule by the colonial administration.
5) After independence most of the functions of the chiefs were taken over by the central
government. However, the government still recognizes the importance of chiefs in governance
of the government.
6) In 1965, the government instituted the House of Chiefs.
B. State the composition of the House of Chiefs
1) It is made up of 50 chiefs; five elected by the chiefs from each of the ten provinces.
2) The chairperson and the vice chairperson are elected from amongst the members.
3) The elected members hold office for a period of three years and may be re-elected for further
period of three years.
4) They can also resign upon giving one month notice in writing to the chairman.
5) Clark of the house- he/she is the Chief Administrative Officer of House of Chiefs
Chairperson
V. Chairperson
Clark of the house
Southern Western Eastern Copperbelt Lusaka Luapula N.Western Muchinga Central Northern
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C. State the conditions which can make the house of chief’s position vacant
1) If a member dies
2) If a member stops being a chief in his area
3) If a member becomes a candidate to any election or accepts an appointment to any office in a
political party
4) If a member is declared or becomes of unsound mind under any law in Zambia.
D. Explain the role of the House of Chiefs
1) To consider and discuss any bill dealing with custom or tradition before it is introduced into the
National Assembly
2) To discuss and decide on matters that relate to customary laws and practices
3) To discuss any other matter referred to it by the president
4) To submit resolutions on any bill or other matter referred to it to the president so that he can
submit such resolutions to the National Assembly
5) Advising government on traditional issues
6) Uniting their people and lead them to peace and development
7) Promote culture values and the local heritage
8) They can use their social roles to bring solutions to conflicts arising from culture and traditional
misunderstandings.
9) To discuss and decide on matters that is related to customary laws and practices.
10) To discuss any other referred it by the president.
TASK
1. Discuss the roles of house of chiefs in governance
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TOPIC 25: BANTU MIGRATIONS
LEARNING OUTCOMES:
1. Explain the meaning of the term Bantu
2. Describe the origins and movement of the Bantu speaking people
A. ORIGINS AND MOVEMENTS OF THE BANTU-SPEAKING PEOPLE
1) Bantu
 -The term Bantu refers to ethic groups in Africa south of Sahara who share similar languages,
customs and traditions.
 -There over 500 ethic Bantu groups, which occupy much of central and southern Africa. They
are called Bantu because of similarities in their languages.
 -For example the prefix ‗ba‘ and suffix ‗ntu‘refer to people, and are common in languages that
they speak
2) Origins
 -The Bantu speakers came from West Africa around the Cameroon Highlands.
 -The Niger basin is the possible original land of the Bantu people. The two main groups of the
Bantu speaking people are the Eastern and Western Bantu.
 -The original of Eastern Bantu were; the first group that moved eastwards up to Lake Victoria in
East Africa. While the Western Bantu moved southwards along the African coast of Gabon,
Democratic Republic of Congo and Angola, or inland along the many to north following rivers
of Congo system. The expansion eventually reached South Africa at around 300 A.D.
3) Movements of the bantu-speaking people in Africa
 -Historians believe that the first Bantu-speaking groups moved as follows:
 By 500 BC, the pioneering groups reached the savannah grasslands south of the Sahara,
moving south into what is now the DRC, Angola and Zambia.
 Another group moved eastwards by 1000 BC and settled around the great lakes of East Africa.
 By 300 AD, these Eastern groups had moved southwards along the coast of Africa, establishing
themselves in the eastern and northern parts of what is now South Africa around 500 AD.
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TASK
1. Explain the meaning of the term Bantu
2. Describe the origins and movement of the Bantu speaking people
BANTU MIGRATIONS
LEARNING OUTCOMES:
1. Discuss the evidence, causes and effects of the Bantu migration
A. Evidence of Bantu Speaking People migrations
i. Genetics: there is similarity in the genes among the people in parts of Central, East and
Southern Africa.
ii. Iron-working: there is similarity in the Iron working among the people in parts of Central, East
and Southern Africa.
iii. Language: there is similarity in the language spoken among the people in parts of Central, East
and Southern Africa.
iv. Pottery: there is similarity in the styles and decorations of pottery works among the people in
parts of Central, East and Southern Africa.
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B. Causes of the Bantu migration
-Many different factors caused the Bantu migrations and these include:
i. Adventure-Some groups moved to new areas to explore.
ii. Drying up the Sahara desert- Since the Bantu-speaking people were farmers, the
environment forced them to migrate to look for new fertile lands for farming and water as the
Sahara turned into a desert
iii. Expansion of chiefdoms and kingdoms-Some rulers wanted to expand their kingdoms or
chiefdoms over larger areas.
iv. Fear-Some convicted people migrated to other distant areas to escape punishment or death.
They often took close relatives or clan members with them to settle in new areas.
v. Population increase-This created pressure on land and other resources, leading some groups
to migrate in search of new land.
vi. Slave trade -Some groups scared to be attacked by armed slave traders and being sold as
slaves.
vii. Succession disputes-When a chief or king died, the members of the royal family often fought
among themselves who should succeed the ruler.
viii. Wars-Wars between tribes, and within tribes, forced the defeated groups to run away from the
more powerful tribes to areas where they could be safe.
C. Effects of Bantu migrations
The results of the Bantu migration were both positive and negative effects/results
a)Positive results/effects
i. Farming-they introduced cultivation of crops such as millet and sorghum and keeping of
animals such as cattle, sheep and goats to new areas they moved in and stopped dependence
on food gathering.
ii. Iron smelting they introduced iron smelting knowledge in areas they moved in and replaced
stone age tools.
iii. The formation of Centralized government systems: were formed where people respected
their rulers and paid tribute to them.
iv. Trade –the knowledge of trade was introduced in areas where they moved in.
v. Tribal identities- people with similar tribes regrouped and formed kingdoms
vi. Introduced a system of building permanent homes: They opened new land to settle in as
families, clans and villages.
vii. They led to a rise of large states and bigger tribes in East Africa.e.g, the Buganda, Kikuyu,
and Nyamwezi. e.t.c
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b) Negative effects/results
i. The Bantu migration led to depopulation in places of origin
ii. Some people died through in the process of migration due to sickness, hunger or accidents.
iii. There was loss of culture due to cultural absorption through intermarriages
iv. There was transformation of languages into new ones leading to the dying of minor languages
v. The coming of the Bantu led to the increase in the population of the new areas
vi. The coming of the Bantu led to the displacement of the early settlers such as Bushmen and
Aborigines into the dry parts of the region
TASK
1. Discuss the evidence, causes and effects of the Bantu migration
BANTU MIGRATIONS
LEARNING OUTCOMES:
1. Describe the movement of the Bantu speaking people into Zambia
a) Movements from the great lake region

i. Based on archaeological evidence found at site such as Ngombe Ilede. Historians believe
that the Bantu speakers moved into Zambia from the great lakes region in East Africa from
about 300 AD. The Tonga settled in what is now the southern province.
ii. The Tongas were pastoralist, farmers and iron smelters
iii. Smaller groups such as the Lungu and the Tabwa settled near Lake Tanganyika in the North
east
b) Movements from the Luba-Lunda Empire
i. Most Zambians can trace their roots back to ethnic groups that arrived during the second
stage of migration.
ii. Similarities in the cultures of ethnic groups in Zambian and the Democratic Republic of the
Congo DR lead historians to work out that certain Zambian groups came from the Luba and
Lunda kingdoms during the 16th to early 19th century
iii. This stage includes the arrival of the large groups such as the Bemba, the Lunda and the
Lamba that settled in central Zambia
iv. Other groups include Chewa and Tumbuka who settled in eastern Zambia.
v. The Lozi also migrated from the DRC and settled in western Zambia
vi. Later their culture was influenced by the Kololo who arrived from south Africa
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c) THE NGONI AND THE SOTHO FROM SOUTH AFRICA
i. Later in the 18th and 9th century, the Ngoni and the Sotho came into Zambian from the
south to escape the Mfecane. The Mfecane was a period of wide spread chaos and wars in
Southern Africa that developed from the extension of the Zulu kingdom under Shaka and
Mzilikazi of the Matabele
TASK
1. Describe the movement of the Banta speaking people into Zambia
BANTU MIGRATIONS
LEARNING OUTCOMES:
1. Identify the causes and effects of the Luba-Lunda migration
A. THE CAUSES OF THE LUBA-LUNDA MIGRATION
a) Shortage of arable land for agriculture after new crops such as Maize were
introduced by Portuguese traders from Angola
b) Some people migrated after losing in succession disputes
c) Some junior rulers who failed to take over power from senior rulers decided to
leave
d) Family disputes such as Chinyanta and Kinguri left after their sister Luweji
allowed her Luba husband to take over leadership of the kingdom
e) Some junior rulers left to establish their own kingdom so that they can trade
direct with Portuguese and Swahili
f) Some left in order to avoid being sold as slaves to Whites
g) Thieves and witches left in order to avoid punishment from their fellow villagers
h) Some people who were hunters ended up settling in areas where they went to
hunt
i) Some people ran away from cruel Chiefs. Eg Chiti and his brother Nkole left
because their father Mukulumpe wanted to kill them.
B. Results/Effects of Luba-Lunda Dispersal into Zambia
1) They brought the idea of leadership by establishing kingdoms in Zambia such as
Bemba and Lozi.
2) They introduced the idea of business by conducting long distance with the
Whites
3) They brought the new crops such as Maize and Cassava.
4) They introduced new methods of farming.
TASK
1. Identify the causes and effects of the Luba-Lunda migration
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BANTU MIGRATIONS
LEARNING OUTCOMES:
1. Describe the historical location of the bantu speaking people in Zambia
2. Discuss the importance of technology to the Bantu speaking people
a) Historical locations of the Bantu ethnic groups in Zambia

 Nearly all the different ethnic groups in Zambia migrated from other areas long ago.
 -There are about 73 different ethnic groups in Zambia.
 -However, nearly 90% of Zambians belong to one of the nine main ethnic and language
groups.
1. Western Province:
Is home to Lozi and other smaller ethnic groups such as the Ikoya and Mbunda
2. Northern
-Western Province: Has many different ethnic groups, such as the southern Lunda and Luvale,
Chokwe, Luchazi, Mbunda, Ndembu and Kaonde
3. Southern Province
- Is home to as many as 12 separate but related Ila-Tonga groups.
4. Northern Province
-Is home to Bemba and other groups such as Mambwe and Namwanga.
5. Muchinga Province
-Home to Bemba and the Bisa.
6. Luapula Province
- Most people speak Bemba, the province includes other groups such as the Lunda, Kabende,
Aushi and Chishima.
7. Eastern Province
-Is the home of the Nsenga, Chewa, Tumbuka, Kunda and Ngoni. The main language is Nyanja
which is also spoken in Malawi.
8. Central Province
- Is where the ethnic boundary between the Ila-Tonga and the Lala-Lamba groups are. The Lenje-
Solio people live in the area roughly between these other groups.
9. Copperbelt Province
- The location of the mining industry and Lusaka Province has people from all parts of Zambia, as
well as neighboring countries
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b) IMPORTANCE OF TEACHNOLOGY TO THE BANTU SPEAKING PEOPLE
1. It lead to farming food security
2. It lead to population increase because good cultivation in the communities
3. The new technology lead to the improvement in the livelihood in the communities ((for
example social and economic)
4. It lead to the development of town centres and wealth distribution
5. It lead to cultural changes
Map of Zambia’s ethnic groups, originally developed during colonial times
TASK
1. Describe the historical location of the bantu speaking people in Zambia
2. Discuss the importance of technology to the Bantu speaking people
152
TOPIC 26: DECENTRALISED SOCIETIES
LEARNING OUTCOMES:
1. Explain the meaning of the terms; Pre-colonial and Pre-colonial Socities
2. What is meant by decentralized societies
3. Discuss the bond of kingship, succession and inheritance of decentralised societies
4. Describe the features of decentralised societies
A. Explain the meaning of the terms; Pre-colonial and Pre-colonial Societies

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

1. Bonds of Kingship
Among the Tonga, Ila, Lenje and Soli, every family provided for its own needs. A man with more than
one wife would build separate huts and divided his time and belongings among them. There was a
common field and a field for each of the wives. Among these people when a baby was born it was
given two names, one by the mother and another by the father. The name represented an ancestral
spirit according to their clan linkage of both the mother and the father.
2. Succession and Inheritance
All these groups belong to the Matrilineal System and when a man died his estate was shared
unequally between his two lineage groups. The matrilineal had the duty of purifying his widow and
the right of nominating a successor got the larger portion. The widow had the right to choose to
remain in marriage with her husband‘s nominated successor or return to her village and choose a man
153
her own choice. Traditionally, the wife was the heir to the children but in case of divorce the children
had the right to choose who to follow. When a woman got married they usually moved to the
husband‘s village. This type of marriage was called ’’VIROLOCAL’’ if the opposite happened the
marriage was called ‗’UXORILOCAL’’.
D. Describe the features of decentralised societies
1. The societies do not have a well-defined and complex system of government
2. These are often made up of groups in the neighbouring villages that have no political
connection with the large kingdom
3. They do not have a system of chiefs
4. They are governed by a council or elders from the communities.
5. Elders in the community have political, economic and social powers in the community.
6. Chiefs are selected not based on their family connections or family ties but on the reputation as
a person who contributes to welfare of the group or the community.
TASK
5. Briefly explain the following terms
 Pre-colonial
 Pre-colonial societies
 Bond of kingship
 Succession and inheritance
 Features of decentralised societies
DECENTRALISED SOCIETIES
LEARNING OUTCOMES:
1. Identify various decentralized societies in Zambia
- Tonga
A. THE TONGA PEOPLE
A. ORIGIN
The Tongas are believed to have come from the Great Lakes region in East Africa. They were the first
Iron Age farmers to have reached the present-day Southern Zambia. They were also pastoralists
around Isamu pati and Kalundu areas in the present day Kalomo district
B. POLITICAL ORGANISATION
The Tonga did not have a king or paramount chief. They were merely organised into matrilineal clans
which were subdivided into family lineages. These lineages structures: administered justice during
disputes, distributed land and controlled property belonging to their members. The clans formed
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villages headed by headmen. Villages formed a tribe or society. In every neighbourhood there was a
man called „Vlanyika‗ the owner of the land. Anyone who was strong and popular could become one.
C. SOCIAL ORGANISATION
Each household was arranged around a cattle kraal. The household was the basic unit of society. The
Tonga believed in the extended family structure. They practised polygamy meaning that a man was
allowed to marry many wives. However, no woman was allowed to marry more than one husband. The
number of wives and children a man had determined his status in the society. Tonga customs
included ceremonies such as weddings and funerals.
D. ECONOMICAL ORGANISATION
The Tonga almost entirely depended on farming. During the Iron Age, they smelted iron to make
tools for farming. Apart from this, they were also Pastoralists of cattle, goats, sheep, poultry and other
animals because they had plenty of grazing land. They hunted game, fished from many rivers and
gathered fruits and tubers. Their main crops were maize, millet and sorghum. They took part in the
long distance trade with the Arabs from the East African coast. Trade was done at Ing‗ombe Ilede.
E. RELIGIOUS ORGANISATION
The Tonga believed in a superior being whom they approached through their ancestors. The Tonga
priest called Sikatonga made sure that spirits looked after the neighbourhood. They worshipped
under trees and had shrines (Malende) where they prayed for the rains and these were built at graves
of prominent men. Shrines were also founded by men by men who had been rain makers. They also
made sacrifices of animals, beer or food.
TASK
1. Discuss the Tonga people in terms of political, social, economic and religious life
DENTRALISED SOCIETIES
LEARNING OUTCOMES:
- Ila
THE ILA SPEAKING PEOPLE
A. ORIGIN
The Ila or Baila are believed to have come from the Great Lakes region in East Africa. They were
among the first Iron Age farmers to have reached the present-day Southern Zambia and settled in
Namwala District.
B. Political organisation
Though they were ruled by chiefs and headmen, the (chiefs and headmen) did not have absolute
power over the subjects. Each chief and headman operated autonomously.
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C. Social Organisation
The Ila were a matrilineal society. Inheritance was through matrilineal lines, with nephews taking the
centre stage. Uncles facilitated their nephew‟s affairs such as paying the bride price during marriage.
The Ila practiced ancestral worship. They recognized the existence of a supreme being called Leza.
Throughout the Ila country prayers were made to a spirit called Bulongo. The Ila experienced little or
no external disturbances apart from the Lozi who occasionally raided them for cattle.
D. Economic Organisation
They were farmers. They practiced pastoralism and arable farming. They attached great importance to
cattle. Due to seasonal flooding of the Kafue flats, the Ila like the Lozi practiced transhumance. They
also hunted wild animals and fished. Women gathered fruits and tubers. They grew crops such as
millet, groundnuts, maize, sorghum, beans and yams. A type of shifting cultivation closely related to
that of the Lozi was used.
TASK
1. Describe the Ila people in a decentralised society
DECENTRAILSED SOCIETIES
LEARNING OUTCOMES:
-Lenje
A. Origin of the Lenje people
There are two versions which explain the origin of the Lenje.
The Luba-Lunda of Katanga Region in DRC Congo
The first version according to oral traditions states that when Mukuni had a dispute with his father
Mulopwe, he decided to leave Congo (Luba Empire) and moved southwards. He briefly settled around
Lukanga swamp area and years later moved to an area near the Victoria Falls and his people became
known as the Toka Leya. When the group that had remained at Lukanga realized that Mukuni would
not come back, they chose Munsaka as their new chief. This is the group that started calling
themselves the Lenje but they still maintained Mukuni as their senior chief. They still call themselves
the Bene-Mukuni meaning Mukuni‟s people. Other Lenje chiefs include: Chimuka, Chisamba,
Liteta,Mungule and Chipepo of the Gwembe valley.
The Great Lakes Region of East Africa
The second version is that the Lenje trace their origin from the Eastern Bantu who moved southwards
from East Africa and settled around Lake Malawi. The descendants of this group moved westwards
and settled into the lower Zambezi. Their chief was called Mukuni. From here a small group left
Mukuni chiefdom and moved northwards up to an area around Lukanga. These became the Lenje.
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B. Political organisation
Though the Lenje had chiefs and headmen, their chiefs and headmen did not have absolute powers.
The Lenje were a patrilineal society, this means that the children belonged to the father‟s lineage. If a
chief or headman died, he would be succeeded by his brother, eldest son or nephew.
C. Economic Organisation
The Lenje were farmers and pastoralists. They were also hunters and gatherers. Their culture was quite
static because they had little or no external influence apart from a few raids from the Chikunda from
the south. They also traded with the Swahili from the north. They smelted iron to make tools.
D. Social organisation
The Lenje were organized according to clans. Like the Bemba, their clans were named after animals or
other items. Examples of Lenje clans are Bene- Mbwa: dog clan, Bene Njuni: bird clan, Bene Nkalamu:
Lion clan. The Lenje chiefs belong to the Ba-Temboshi: wasp clan. Family households were made up of
a group of round mud houses which had grass thatched roofs. A number of these households made
up a village headed by a headman. Like the Tonga, the Lenje also practiced some form of ancestral
worship; they attached great importance to the burial places/graves of their ancestors. They offered
sacrifices to the ancestors during times of trouble. They also had people whom they believed to have
rain making powers
TASK
1. Discuss the lenje people in reference to origin, political, social and economic life
DECENTRALISED SOCIETIES
LEARNING OUTCOMES:
-Soli
THE SOLI SPEAKING PEOPLE
A. ORIGIN
The Soli originated from the Luba-Lunda Empire. They are a branch of the emigrants who came in
from the west, which includes the Kaonde, Lala,Lamba and other tribes that came into the territory
along the route south of Luapula and Bangweulu. The Soli are now divided into four groups:
1) Soli wa Manyika under Chief Nkomeshya
2) Soli wa Malundu under Chief Shikoswe
3) Soli wa Shamifwe under Chief Bundabunda
4) Soli wa Futwe under Chief Mpanshya
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A. Political Organisation
The Soli were organized in small family units. The constant raids by the Chikunda, Ngoni and
Mburuma with his Nsenga further fragmented the Soli. Because of lack of a central chief, the Soli
could not fight as a unit against these invaders.
B. Social Organisation
The Soli were organized according to clans. They were a matrilineal society. Inheritance was through
nephews and nieces. They practiced some form of ancestral worship. Burial places especially those of
their ancestors were treated with a lot of respect and were seen as sacred places. Whenever they
experienced prolonged droughts, they would offer sacrifices to the ancestors especially at the burial
places of chiefs.
C. Economic Organization
The Soli were mainly farmers, who grew crops such as maize, vegetables, millet and sorghum. They
also kept livestock such as goats, poultry and in some cases cattle. Though they did some trade, their
contact with neighbouring tribes was not always peaceful. For example, they suffered constant raids
from the Chikunda slave traders, and also the Nsenga who raided them for their livestock.
TASK
1. Discuss the Soli in reference to their political, social and economic life
TOPIC 27: CENTRALISED SOCIETIES

LEARNING OUTCOMES:
1. What is meant by the term centralized societies
2. What are the characteristics of centralised societies?
3. Discuss the centralised societies in Zambia
 Bemba Kingdom
1. CENTRALISED SOCIETIES
-Societies led by a king or a chief are called centralized societies
-Societies that had a strong central government led by Chiefs, Kings or Queens.
2. CHARACTERISTICS OF THE CENTRALIZED SOCIETIES
1) They had one supreme hereditary ruler at a time and under him were several sub-chiefs and
headmen
2) They had well-established social institutions such as clans and lineages.
3) They had a well-established cultural institution
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4) The supreme ruler acted as the father to the people and made decisions on behalf of all the people.
5) Each society had special royal objects used in coronations and other cultural ceremonies.
6) The supreme leader also served as the chief priest during major tribal religious ceremonies
7) The sub chiefs had to be installed only after the approval of the supreme ruler.
3. Discuss the centralised societies in Zambia
THE BEMBA KINGDOM
Origin
-Oral traditions of the Bemba royalty suggest that they migrated from the Luba kingdom known as
kola in what is now the DRC.
-Mukulumpe, the king of kola, had married a woman of the crocodile clan (Abena ngàndu).
-They had three sons and one daughter; the sons were chiti, nkole and katongo. Chilufya was their
sister.
- The three sons had differences with their father and fought him.
- After the fight they decided to flee the kingdom.
- They were later joined by their half-brothers, chimba, kapasa and kazembe.
-They fled eastwards and settled in present-day northern Zambia.
- They were led by chiti, to whom they gave a praise name ―mukulu‖, meaning the great. So chiti came
to be called Chiti Mukulu or chiti the Great. They built their capital east of present-day kasama and
called the newly occupied area lubemba
Political organization
- The Bemba expanded in all directions through conquering other chiefdoms and founding new
chiefdoms.
-They achieved a centralized government under the supreme chief, the Chiti Mukulu of the royal clan.
-The power of the clan was thought to lie in their prayers to the spirits of their ancestors at special
sites, which they believed influenced the fertility of land and the general welfare of the people.
- The burial of the close members of the royal clan and ceremonies around the succession of the new
chief are among the most complex among the Bantu speaking.
REASONS FOR THE EXPANSION OF THE BEMBA KINGDOM
Bemba power and expansion resulted from the following:
- Good administrative reforms by the chitimukulu ,particularly under chileshe chepela
-Limiting the chieftaincy and succession to the Abena Ng‘andu clan. Chiefs were chosen from the sons
and nephews of chiefs, united under the chitimukulu
-Obtaining guns and gunpowder, Which allowed them to conquer other groups who had to pay
tribute
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-Well-organised armies commanded by trusted members of the loyal clan
-Well-organised administrative structures of the kingdom
Social organisation and culture
-The Bemba clans were divided into about 40 matrilineal clans, such as Abena Bowa ,Abena Nsofu or
Abena Mfula, Which were spread all over the Lubemba area.
-Administratively the smallest group was the village. This was mostly made up of matrilineal relatives
of the village headman.
-The headman reported to the chiefs who reported to the senior chiefs, and in turn the senior chiefs
reported to the chitimukulu through appointed royal councilors called bachilolo.
-The Bemba also practiced polygamy, through the first wife
Economic activities
-The Bemba practiced shifting cultivation, called the chitemene system, because of the acidity of the
soil.
-The ash from the burnt vegetation neutralized the soil.
-They grew millet, sorghum and Cassava.
-They did not keep cattle due to tsetse flies, so they raided neighboring groups (such as Mambwe) for
cattle.
-They sold slaves, copper and ivory to the Portuguese and Swahili on the east coast.
-In return, they got guns, gun powder, beads, cloth and other manufactured goods from Swahili and
Arabs.
-Guns strengthened their military position to the extent that they could defeat invading Ngoni who
wanted to overrun the Lubemba country. enjoyed special status.
Decline
-By 1883, the Bemba kingdom had expanded greatly, and included Bisaland, Lunguland, Tabwa and
Mambwe areas.
-During European colonization, treaties were signed with the most powerful chiefs. Internal disputes
between Mwamba and Chitimukulu lead to lack of joint, organized resistance to European
colonization.
-As a result, the powers of the Bemba chiefs were reduced by the colonial administration.
-However, almost all the Bemba chiefs, including the Chitimukulu, retained authority over their
chiefdoms
TASK
1. Discuss the Bemba kingdom in reference to origin, political, social, economic and decline
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CENTRALISED SOCIETIES
LEARNING OUTCOMES:
Discuss the centralised societies in Zambia
- LOZI
2. LOZI
ORIGIN
The Luyi (Luyana) meaning people of the river are believed to have migrated from the Luba-Lunda
Empire Kingdom in the Democratic Republic of Congo today into Zambia around 16th Century and
first settled in Kalabo and then later spread into other parts of Western and Southern Province. On the
other hand, the Luyi People believes that they came from Nyambe (God).
POLITICAL ORGANIZATION
The first ruler of the Luyi (Lozi) People was Mboo Muyunda (the wise one) the son of Mbuyu
Wamwambwa, the daughter and wife Nyambe (God). The traditional title for all Luyi rulers is Litunga
(King). The Luyi people believe that since they were first people to settle in the Zambezi flood plain
they should rule everyone in the plain. The 4th Litunga of the Luyi People was Ngalama. He unified
and centralized the kingdom by bringing everyone on board including the break-away groups such as
Mwanambinyi and his group. The 6th Litunga of the Luyi People was Ngombala. He as well continued
to unify the kingdom and went on to introduce Dual Litungas (Kings) in the Luyi Kingdom. The first
Litunga was to rule over the area occupied by the Luyi People in the Northern Part of Luyi Kingdom
and whose capital was Namuso. The second Litunga was to rule over the conquered tribes such as the
Subiya, Mashi, Shanjo, Totela and Kwandu in the Southern Part under their capital Lwambi. The
Southern part was mostly ruled by the Female Litunga called Mulena Mukwae (Princess Chief). The
10th Litunga of the Luyi People was Mulambwa. He is believed to be the most powerful Litunga who
ruled between 1780-1830. He is remembered for having introduced Legal Code concerning theft,
adultery and compensation for men killed during wars. He also allowed the Mbunda refuges from
Angola to settle in his kingdom under their chiefs Mwene Mundu Manulumbe, Mwene Chitengi
Chiyengele and Viemba Kandala. He abolished slave trade with the Mbari and Ovimbundu slave
traders from Angola. He introduced new crops such as cassava and new dance called Makishi
The reasons for the expansion or growth of the Luyi Kingdom
1. The effective system of government which runs from Litunga to Ngambela (Prime Minister) a head
of National Council (Mulongwanji) made up of Senior Indunas to Lilalo (districts) headed by Junior
Indunas to village headmen.
2. The well organised army that conquered and defeated many tribes such as Subiya, Mashi, Shanjo,
Totela and Kwandu.
3. The strong economy supported by Zambezi River through the continued supply of water to crops
and animals.
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4. The annual traditional ceremony along Zambezi River called Kuomboka (meaning ―getting out of
the water‖). The Litunga established two palaces one at Lealui in the flood plains and the other at
Limulunga in the dry area. The Litunga would travel in a Royal Barge Boat called Nalikwanda from
Lealui in floods area to Limulunga in dry area.
5. The Religious belief of Luyi People being descendants of Nyambe (God) made them to be obedient
and respectful to their Litunga.
6. Ancestral belief of Luyi People that Grave Guardian called Nameto or Namboti had spiritual powers
to communicate to Nyambe (God) where the Litunga should be buried made people to fear and
respect towards the Litunga.
SOCIAL ORGANIZATION
The Luyi People lived on the flood plains of the Zambezi River. They built their villages on termite
mounds or they made mounds of stones to make their homes higher due to floods during the rainy
season. However, those could not manage to make mounds each year, when the floods came; the
people had to move dry lands to escape the floods. This included the Litunga who moved from in a
Royal Barge Boat called Nalikwanda from Lealui in floods area to Limulunga in dry area. The Luyi
people traced their descent from either the father‟s side of the family or the mother‟s side of the
family. They believe that the child belonged to both sides of the family.
ECONOMIC ORGANIZATION
The Luyi People‟s economic activities were based on
- Crop Farming =The Floods ensured that the earths of the plains were rich and fertile and Crops
like sorghum, maize and root crops were grown.
- Fishing= The Lozi caught fish from the Zambezi and its tributaries using nets and spears.
- Pastoral farming= The flood plains also offered good grazing hence supporting the pastoral
farming.
DECLINE OF THE LUYI KINGDOM
1. The conquered people in the Southern part of the kingdom spoke languages different from
SiLuyana which was spoken by the Litunga and the Luyi People in the Northern Part. This made them
to become disloyal to the Litunga claiming that they were not part of him. This made them to support
the Kololo when they arrived in the Luyi kingdom in 1805.
2. The dual kingship introduced by Ngombala made the kingdom weak and divided especially after
the death of Litunga Mulambwa in 1830.
3. The death of Litunga Mulambwa led to the power struggle between his successors, Silumelume
and another junior Litunga, Mubukwanu. The fight between the two brothers made it possible for the
Kololo people under Sebitwane to take over the kingdom.
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4. During the Sebitwane‟s rule Siluyana the language of the Luyi People was replaced with Sesutu the
language of the Kololo. Also Sebitwane changed the kingdom‟s name from Luyi to Lozi and called the
conquered people of Luyi Kingdom as Makalaka.
THE RECLAIMING OF THE LOZI KINGDOM
After the death of Sekeletu in 1864 Sipopa a Luyi leader in exile organized a strong army and
defeated the Kololo people and claimed the Lozi kingdom back. Sipopa was later overthrown and
replaced by Litunga Mwanawina in 1876. Later too in 1878 Litunga Mwanawina was overthrown by
Litunga Lubosi. Litunga Lubosi later called himself Lewanika and was temporarily overthrown by
Induna Tatila Akafuna and Mataa, however he claimed his kingship in 1885 and continued ruling up to
1916. Since, then the Lozi Kingdom has continued to exist.
TASK
1. Discuss the Lozi kingdom in reference to origin, political, and expansion
2. Discuss the Lozi kingdom in reference to social, economic, decline and reclaim
LEARNING OUTCOMES:
- The Lunda Kingdom of Mwata Kazembe
THE LUNDA KINGDOM OF MWATA KAZEMBE
1. ORIGIN
The kingdom of Kazembe started as a result of the expansion of the already rising Lunda kingdom of
Mwatayamvwo Muteba after 1680. Muteba wanted to expand his kingdom eastwards so as to control
the salt and copper deposits in the Luapula and Katanga areas. Hence around 1700 Mwatayamvwo
sent Mutanda Yembe Yembe eastwards to conquer the weaker tribes and establish a tributary
kingdom on behalf of Mwatayamvwo.
Mutanda Yembe Yembe later proved disloyal by not handing over items of trade collected from the
conquered people to his master. To this effect Chinyanta, one of Mwatayamvwo‟s royal officials
reported Mutanda Yembe Yembe‟s disloyalty to Mwatayamvwo. When Mutanda Yembe Yembe heard
this he immediately killed Chinyanta. However, Mwatayamvwo went ahead and defeated Mutanda
Yembe Yembe. As a reward for the loyalty of Chinyanta, Mwatayamvwo appointed Ng‟anda
Bilonda(son to Chinyanta) as the chief of the Luapula area and gave him a praise title known as Mwata
Kazembe. With this title Ng‟anda Bilonda conquered all the surrounding tribes in the Luapula valley
and built his capital at Mwansabombwe 800 km away from Mwatayamvwo in about 1740.
During his military campaigns Ng‟anda Bilonda drowned in the Lualaba River and was replaced by
Kanyembo as the second Kazembe. By 1760 Kanyembo died and was replaced by Lukwesa who
became Kazembe lll. Lukwesa further expanded Kazembe‟s kingdom.
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2. POLITICAL ORGANISATION/EXPANSION
The Lunda were a centralised society. Mwata Kazembe was paramount chief. He was followed by
senior chiefs, chiefs and lower level chiefs and headmen. All senior chiefs were appointed by the
Mwata Kazembe from his family. When the paramount chief died, one of the senior chiefs succeeded
him. They also practised perpetual kingship whereby a new king assumed the identity of the one he
replaced. Good leadership by the reigning Kazembe further expanded the kingdom and well
organised armies.
3. SOCIAL ORGANISATION
They were patrilineal and later changed to matrilineal because of the tribes they conquered and
incorporated. Social class was very important among the Lunda. Those connected with the Kazembe
and chiefs were called ba Lunda, those connected with cultivation were called ba Lungu, while those
connected with fishing were called ba Shila. The Lunda believed in clans and each clan believed in
Ntulo or clan house from where the members were supposed to have originated.
3. ECONOMIC ORGANISATION
The Lunda had a lot of natural resources due to the fertile Luapula valley. They did a number of
farming activities and grew crops such as Sorghum, millet,groundnuts and cassava. They also kept
livestock such as chickens, goats and ducks. They also hunted wildlife. Tribute was collected from the
conquered people. The Lunda also participated in the Long distance trade with the Arabs, Portuguese,
Swahili and the Nyamwezi. The middlemen in the Western route were the Imbangala and Portuguese
pombeiros. These brought guns, gun powder, cloth and other manufactured goods to the Lunda and
exchanged them with slaves, Ivory and copper. The middlemen in the Eastern route were the Bisa.
Another route going northwards had the Yao as middlemen. Kazembe monopolized trade and all
trade was conducted at his capital. The visit of De-lacerda in 1798 influenced other explorers to come
to the kingdom.
5. DECLINE
1. After 1850 the kingdom declined due to
2. Loss of long distance trade through the Bisa middlemen who were attacked by the Bemba
3. The visit of Tip-tib who interfered with the Western trade route
4. Disloyalty of the junior chiefs
5. Succession wars(1840‟s-1880‟s)
6. Activities of Msiri of the Yeke 7. Final blow came in 1890 with the BSA company rule
TASK
1. Discuss the Mwata Kazembe kingdom in reference to origin, political, social, economic and
decline
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LEARNING OUTCOMES:
- The Ngoni kingdom
THE NGONI KINGDOM
1. Origin
Zangendaba‗s Ngoni migration 1818-1900 TheMfecane brought many problems on the Zululand and
resulted in three Ngoni speaking people such as, Zwangendaba, the son of Mbekwane who run away
from Shaka‟s attacks with his people through the Amangwane. Then the other two were Soshangane
and Nxaba. In 1831, Soshangane firstly defeated Zwangendaba in Mozambique and later Nxaba was
defeated as well. Thus, Zwangendaba went southwards of Zimbabwe, where his soldiers destroyed the
part of Great Zimbabwe ruins. But while there, Nxaba defeated Zwangendaba at Bulawayo. From
there,Zwangendaba‟s group went northward to cross the Zambezi River near Zumbo in 1835 were the
eclipse of the sun occurred. After crossing this river, they stayed in Nsenga land depleted the silo
(storage of grain) and went on to disturb the Chewa kingdom of Undi and defeated them together
with the Bisa and the Bemba tribes. Thereafter, they went eastwards into Malawi. From there, they
went north-east up of the Mambwe people. There, Zwangendabasettled at Ufipaland (Tanzania) and
died there in 1848. After his death, serious disputes emerged and as a result,the Ngoni were
dismantled into many small factions. This was because the first wife had a son called Zansi. But by
1848, Zwangendaba had five wives which caused the disputes. Small groups like, Ntabeni who went to
Nyamwezi in Tanzania; Gwangara‟s Ngoni under Zulu-Gama who moved into Lake Malawi; Mperembe
who defeated Chikula-mayembe, these moved to the southern end of Lake of Malawi; Chiwere‟s
Ngoni, these moved to Dowa district in Malawi; and lastly, the Mpezeni‟s Ngoni who later come back
to Zambia‟s Eastern province and destroyed the Undi‟s Kingdom completely.
2. Economic Organization
Like the Chewa, the Ngoni were farmers, pastoralists and hunters. They kept cattle with long horns
that were called Angoni cattle and apart from that they kept goats and sheep. So a successive
economy was based on mixed farming, and the Ngoni thus they cultivated millet, maize, pumpkins,
cassava, tobacco and groundnuts. However, to improve Page 34 of 57 their economy further, the
Ngoni people also depended on cattle-raiding which was more common than warfare for land.
3. Political Organization
They had a well-organized and centralized political system. The chief had unquestionable and
unlimited authority over the subjects. The chief was also a commander-in-chief of the impis and these
consisted of two three battalion (a large group of soldiers that form part of a brigade). So there were
divided in smaller groups according to their age, with each group falling under a command of a
colonel. The success of Ngoni raids and their conquest of the other tribes is attributed to awell-
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organized political system. To date, the Ngoni impis do put on animal skins, carry spears and animal
shields. However, such dressing happens on Nc‟wala ceremony.
4. Social Organization
The Ngoni clan is based on male ancestral or patrilineal system, were males get there heritage from
the father. Each clan was led by chieftain and hence formed the highest social clan. For instance,
influential men tried to lead their own clan. The power of a chieftain often depended on how well he
could hold his clan together.
5. Decline of the Ngoni under Mpezeni
The Ngoni kingdom thus declined due to the coming of the British South African Company (BSA) who
sought to acquire the North Eastern Rhodesia (NER). So the establishment of this company brought
chaos on this area which was connected to the occupation of Nyasaland. Treaties were made between
some of the African chiefs through Alfred Sharpe like with Kazembe but except Mpezeni‟s son Nsingu
who denied conceding with the idea. Therefore, it was the German trader Karl Wiese, who claimed to
have made a deal on the mineral concession with Ngoni chief of Mpezeni. With this lie, Karl entered
into agreement with B.S.C.A and formed the North Charterland Exploration Company thus when the
Ngoni under Nsingu decided to fight the Europeans and in the process they lost. Not only that, in
1899 Sharpe finally invaded the Ngoniland and the whites finally ceased the whole land in 1900.
TASK
1. Explain the Ngoni kingdom under the following sub titles
a) Origins (3)
b) Political (2)
c) Social (2)
d) Decline (3)
LEARNING OUTCOMES:
- The Chewa Kingdom of Undi
THE CHEWA KINGDOM OF UNDI
1. ORIGIN
The development of Undi kingdom was as a result of the succession dispute between Kalonga and
Undi. After being defeated in the dispute, Undi, brother of KalongaMasura broke away from Kalonga.
He migrated westwards taking with him important female members of Kalonga. He later settled in the
Chadiza and Katete districts of Zambia. There he conquered the Chewa and declared himself the ruler
and built his capital at Mano. The kingdom began to expand from Mano.
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2. POLITICAL ORGANISATION
The Chewa was politically a centralised society. They were ruled by chiefs, subordinate or tributary
chiefs and village headmen. The people were organised in clans. They are two large clans: the Phiri or
mountain clan from Kaphirintiwa mountain in Malawi and the Banda clan. The Phiri were associated
with the ruling class-the chiefs while the Banda were specialists in traditional healing methods and
magical powers. A village was led by a headman called Mfumu. Above the village headman or woman
was subordinate chiefs. These paid regular tribute to the paramount chief. They also provided men as
warriors in time of war. At the top of the political structure were the paramount chiefs.
3. SOCIAL ORGANISATION
The Chewa were a matrilineal society. They believed in the extended family. Women were highly
regarded. This was because they were recognised as reproducers of the lineage. Property and land
rights were inherited through the mother. Elder brothers of the mothers, called Nkhoswe were the
guardians of the lineage and were mentors to their sisters‟ sons. Traditionally, the Chewa identified
themselves by having special tattoo called mphini. Traditionally they came together annually to
celebrate the Kulamba
4. RELIGIOUS ORGANISATION
Undi controlled rain making shrines of Msinja in Lilongwe and Luangwa valley. He established a
female rain maker called Makewana at Masinja to be in charge of the Shrine spiritual centre for all the
Chewa people. Religious centre of the Chewa was controlled, maintained and protected by Undi. It
made people respect and fear his powers.
5. ECONOMIC ORGANISATION
The tribute system and trade system were the main important factors of the Undi‟s expansion. There
was plenty of Gold and Ivory in his Kingdom. The presence of these items attracted the Portuguese
traders to the Kingdom. To obtain the Ivory and Gold, the Undi made his subjects to pay tribute to
him. Undi sold Ivory, slaves and gold to the Portuguese through the Chikunda middlemen and in
return he obtains guns, beads and clothes and other goods. He used his wealth to reward his junior
chiefs. Thus the chewe were farmers, pastoralists and hunters. They grew such crops like the maize,
cassava, tabacco and groundnuts.
6. DECLINE
The kingdom was too large to govern and communication was difficult. He lost control of his sub-
chiefs. Disloyalty of subordinate chiefs. They started making separate agreements with the Portuguese
in respect to land and trade. Further, illegal hunting of ivory tusks-The Chikunda and the Portuguese
started illegal hunting of elephants and got both ivory and tusks. Effects of slave trade-increased
warfare and the defeat were taken as slaves. Undi‟s kingdom was robbed of stability. Not only that,
political power of the Portuguese- Some become local chiefs over local people. Others set up prazoes.
Lack of a well organised army. Undi‟s powers were religious and vital and not based on well organised
army. This was a serious internal weakness. The Ngoni invasion- They were responsible for the final
destruction of the kingdom. He also lost control of the spiritual shrines. His people now no longer
feared and respected him. Lastly, he lost monopoly, power to collect tribute and political power.
TASK
1. Describe the Chewa Kingdom of Undi in reference to origin, political, economic, social, religious
and decline
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GRADE 9 SOCIAL STUDIES
TOPIC 1: MINING IN ZAMBIA

LEARNING OUTCOMES:
i. Define mining.
ii. State the major minerals in Zambia.
iii. List mining areas of Zambia
Define mining
It is the extraction (removal) of minerals from underground. e.g. copper
Major minerals mined in Zambia
Copper
It is mined in the Copperbelt, North Western and Central provinces of Zambia.
USES OF COPPER
i. For making electrical cables
ii. For making bullets for guns
iii. For making coins ,radios and roofing materials
iv. For making water pipes and taps
v. For making bronze and brass medals
vi. For making telephone ,radio and Television wires
vii. For making ornaments
Cobalt
Cobalt is mined as aby product of copper. This means it is mined at the same time when mining
copper. Cobalt is mined at Nkana, Chibuluma and Chambeshi mines in the Copperbelt. The cobalt
concentrate are treated at Nkana mine.
Uses of Cobalt
Because of its magnetic properties and ability to withstand high temperature, it is used for:
i. Manufacturing cutting tools eg. Knives
ii. Manufacturing of magnets
iii. Making diesels jets and steam turbines engines.
Lead
It is a soft and dense metal that can be rolled or hammered into thin sheets.
Uses of Lead
i. It is used as protective shield against radiation
ii. For making bullets for guns
iii. For making electric storage batteries
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iv. For making roofing materials
v. For making pipes
Zinc
It is a soft metal malleable and resists rust
Uses of Zinc
i. Making roofing materials.
ii. For making toothpaste tubes.
iii. For making battery tubes
iv. For making paint tins
Lead and Zinc Mines
These mines were initially in Kabwe; however in 1994 they were closed due to the following reasons.
i. Decrease in production
ii. ii. Decrease in world market prices
Coal
It is mined in Maamba Southern Province
Uses of Coal
i. It is used in thermal power stations
ii. It is used by processing plants such as Chilanga Cement, Nakambala Sugar Refinery
Manganese
It is mined near Mansa in Luapula Province
Uses of Manganese
i. It is used in dry cells factory
ii. It is used in alloy reserves in Central, Copperbelt Province and also near Chilanga
Limestone
It is mined at Shimabala near Lusaka and Itawa in Ndola
Uses of Limestone
i. Making paints
ii. Treating water plants.
iii. Putting it on the field to neutralize the acidic soils
Amethyst
It is mined in Southern Province open pits method and sorted by hands
Gypsum
It is mined in Lochnivar in Kafue flat and Western Province near Ngoye falls in open pits.
Uses of Gypsum
i. Making cements
ii. Making roof tiles.
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iii. Making fertilizer
iv. Making paint
v. Making plasters of Paris wall paper
Mica
It is mined in Lundazi, Choma and Mazabuka
Uses of Mica
i. It is used as insulator in stove oven glass windows
Other minerals
i. Iron
ii. Diamond
iii. Gold.
iv. Emeralds
THE MINING TOWNS (AREAS) IN ZAMBIA
Copperbelt province
The mining towns (areas) include:
i. Ndola – Bwana mukubwa mine
ii. Mufulira – Mufulira plant
iii. Kitwe – Nkana mine
iv. Luanshya – Baluba mine
v. Chambeshi – Chambeshi mine
vi. Chililabombwe – Konkola mine
North Western province: The North Western towns include Kasenshi, Lumwana, Kalengwa and
Kalumbila.
Southern Province: The mining towns (areas) include Maamba and Munali
Central Province: The mining towns (areas) include Mkushi, Nampundwe and Kabwe (mines closed)
Lusaka Province: The mining towns (areas) include Chilanga and Rufunsa
Luapula Province: The mining towns (areas) include Mansa – Manganese and are not in operation.
TASK
1. List at least three major minerals mined in Zambia.
2. Which areas in Zambia are well known for copper mining?
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MINING IN ZAMBIA
LEARNING OUTCOMES:
i. Describe methods of mining.
ii. State the advantages and disadvantages of each mining method.
iii. Describe how copper is processed
METHODS OF MINING
The following are the methods of mining
Open pit mining
This is a method of mining minerals which are nearer to the ground surface. Example of open pit
mine in Zambia is the Nchanga open pit mine in Chingola and it is the biggest open pit in Zambia.
This method is also used by mining companies in North Western province
Advantages of open pit mining
i. It is cheaper than under-ground mining due to lower capital and operating costs.
ii. It is not as risky as under-ground mining.
iii. Production of minerals is faster
iv. Equipment is not restricted by the size of the opening you are working in.
v. Comparatively, open pit mining requires a small number of workers.
vi. Easy access to minerals
Disadvantages
i. It poses a danger to the environment. The mine may get flooded
ii. Humans or people are also displaced when such mines are opened
iii. Pollutes surface water and underground water
iv. May cause landslides
v. Generates a lot of noise, dust and water waste.
vi. Weather conditions can disturb operations such as heavy rainfall.
Underground (shaft) mining
This is the method of mining minerals which are very deep in the ground. The shaft or machines are
sunk and fitted with sharp objects to create a route to reach out the minerals in the ground and bring
them out to the surface.
Advantages of underground mining
i. Only a small area is required for pit tops, offices and workshops unlike in surface mining.
ii. It enables geologists to understand the internal structure of the earth.
iii. There is no limit to the depth of underground mining as it is dependent on the availability of
minerals.
iv. Underground mining does not generate much dust, noise and waste as compared to open cast
mining.
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v. It does not destroy the soil, forests, agricultural land and the ecosystem as much as in open pit
mining.
Disadvantages of underground mining
i. It is too expensive because it uses expensive and heavy machines
ii. It is dangerous in nature for the miners
iii. It takes a long time to develop an underground mine before it gives full production.
iv. As the working area is limited, high mechanisation is limited.
v. It generally has a very high wage cost and labour intensive, as the productivity is limited.
vi. Destruction of land, abandoned shafts, mining explosions, collapsing of mines and flooding are
associated with underground mining.
Examples of underground mines
Most of the mining towns have shaft mine like Nkana mine in Kitwe, Konkola mine in Chililabombwe
and Mufulira mine in Mufulira.
Note: Mufulira Mine in Zambia is the largest underground mine in Zambia.
COPPER PROCESSING
This is a process in which copper goes through before being sold
i. Mining: This is the first process which is the removal from the ground.
ii. Milling (crushing): This is the second process which is the crushing and turning copper into
copper powder
iii. Smelting: This is the third process which is the removal of impurities (unwanted products)
through filtration process
iv. Refining: This is the final process which is the purification making the copper cathodes.
ROUTES FOR TRANSPORTING COPPER TO OTHER COUNTRIES
i. Zambia to Tanzania- then to port of Dar es Salaam by rail line.
ii. Zambia to South Africa then to port of Dubai East London by railway line.
iii. Zambia to Mozambique to port of Maputo and Beira by road
TASK
1. Describe the methods of mining.
2. Explain how copper is processed
MINING IN ZAMBIA
LEARNING OUTCOMES:
i. State the problems faced by the mining industry in Zambia
ii. Describe the role of the government in the mining industry in Zambia
iii. Discuss the impact of mining on the environment
PROBLEMS/CHALLENGES FACING THE MINING INDUSTRY IN ZAMBIA
i. Long distance to sea ports
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ii. Inadequate infrastructure e.g. Houses for miners iii. Fluctuation market prices of minerals on
the world market
iii. Shortage of mining spare parts
iv. High cost of production
v. Poor road network
vi. Lack of capital to buy modernized equipment
SOLUTIONS TO THE PROBLEMS/CHALLENGES FACING THE MINING INDUSTRY IN ZAMBIA
i. By forming mining support institutions e.g. Metal Marketing Corporation(MEMACO)
ii. By encouraging private investment into mining industries
iii. Value addition to minerals by way of setting up mineral processing industries to make finished
goods like electrical cables
iv. By improving road network
v. By building enough infrastructure
vi. By forming companies that make mining spare parts
THE ROLE OF GOVERNMENT IN THE MINING INDUSTRY
a. To encourage private investment into the mining industry
b. Making of mining policies
c. Making affordable mining taxes
d. Improve road network
e. Advertise potential mining prospects
f. Support mining institutions
g. Support value addition to minerals
IMPACT OF MINING ON THE ENVIRONMENT
i. Land degradation
ii. Displacement of humans and animals
iii. Pollution of air, water, land and noise
iv. Destroys the natural vegetation
v. Mine waste disposal poses a health risk to humans and animals
TASK
1) Discuss the impact of mining on the environment.
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TOPIC 2: MANUFACTURING AND FOOD PROCESSING INDUSTRY
LEARNING OUTCOMES:
i. Define the term industry
ii. Define the term manufacturing industries
iii. Describe the three types of industris
a) What is an Industry?
An industry is an economic activity that processes raw materials, manufacture goods and offer
services to people.
b) What is Manufacturing Industry?
Manufacturing industry is any business that transforms raw materials into finished goods using
machines, tools and labour
c) Name the types of industries
There are three types of industries namely
1. Primary (Basic or Extractive) Industry
This industry collects raw materials from the environment such as maize, sugarcane, sunflower,
minerals and trees.
2. Secondary (Manufacturing or Processing) Industry
This is an industry that turns raw materials into finished goods. For example, Maize turned into Millie
meal, sunflower turned into cooking oil and copper turned into electrical cables.
These are industries that use machinery to change raw materials into new products by adding value to
the items made and they are divided into the following industries:
a) Processing industries: They prepare primary produce before they can be used for example
maize into mealie meal.
b) Manufacturing industries: It changes raw materials into new products e.g. sugar cane into
sugar.
3. Service (Tertiary) Industry
This is an industry that offers services to people. For example, teaching industry offering a service of
teaching to people, banking industry offering a service of banking money for people and transport
industry offering a service of transporting people to and from work, school etc.
TASK
i. Define the term industry
ii. Define the term manufacturing industries
iii. Describe the three types of industries
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MANUFACTURING AND FOOD PROCESSING INDUSTRY
LEARNING OUTCOMES:
i. Describe factors influencing the location of industries
A. Factors influencing the location of industries

1. Raw materials
For any industry to manufacture goods, they need raw materials such as maize to manufacture milie
meal. Therefore, the building of an industry depends upon the availability of raw materials. If an
industry is located near the source of raw materials, this will reduce on production and transportation
costs.
2. Power
For any industry to manufacture goods using machinery needs power such as hydro electrical power
(HEP) or thermal power. The most common sources of power are coal, petroleum and hydro-
electricity.
3. Labour
For any industry to effectively begin to operate needs skilled labour (experts) and unskilled labour
(manual workers) to work for the industry. Hence, industries are built in areas where there is large
population to supply labour. A cheap labour force is important especially for labour intensive
manufacturing industries.
4. Transport
For any industry to be built in an area it must have access either to road, railway, water or air
transport. Raw materials, labour and goods need to be transported to and from the industry. A good
transport network will ensure that goods are produced and sold in time.
5. Market
Market means a place where goods are bought and sold. It also means potential or estimated
consumer demand. Most industries are located near major towns where there is readily available
market.
6. Site ( Land and Water supply)
For any industry to be built in an area it needs the supply of fresh clean water to use in the industry.
The water is used for cooling purposes and for cleaning the machines and the premises. So industries
are built in areas where there is water nearby. Industries generally require cheap flat land for
expansion purposes.
7. Government policy
Good government policies attract many industries to be built in the country whereas bad government
policies chase away or discourages building of industries in the country. For example, industries
located in rural areas may receive financial incentives (payment to encourage investment in the form
of tax rebates or low rent and interest rates from government. Government has also come up with
multi-facility economic zones. These are special industrial zones created in order to attract domestic
and foreign investments.
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8. Industries depend on one another
Industries should be built in area where there are other industries in order to get the materials they
may need from other industries. For example, milling companies are built near Food and Reserve
Agency (FRA) or maize built area so that it is easier for the milling companies to transport maize from
FRA to their companies to produce millie meal.
9. Capital
The amount of money and other resources needed to start an industry .is essential. No industry can
be established without capital
TASK
i. Describe factors influencing the location of industries
LEARNING OUTCOMES:
i. Discuss the types of manufacturing industries.
ii. Describe the types of processing industries
A. Name the types of Secondary Industries
The secondary industry can be divided into two groups namely; Manufacturing and Processing
1. Manufacturing industry
This is an industry that makes goods such as phones, desks, vehicles and steel bars.
Types of manufacturing industry
i. Steel making industry
This is an industry that makes metal bars, iron sheets etc.
ii. Textiles industry
This is an industry that makes clothing materials such as those we use to make shirts, chitenges,
trousers and neckties.
iii. Leather industry
This is an industry that makes leather materials products from animal skins such as those we use to
make leather jackets, belts, shoes and gloves.
iv. Furniture making industry
This is an industry that makes goods such as chairs, beds, desks and cupboard.
v. Brick (Block) making industry
This is an industry that makes bricks or blocks used in building of houses, shops and schools.
vi. Pottery making industry
This is an industry that makes pottery goods from clay soil such as clay pots, mug cups, breakable
plates, and ceramic or porcelain tiles.
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2. Processing industry
This is an industry that makes food from raw materials such as Millie meal from maize.
Types of processing industry
i. Milling industry
This is an industry that makes powdered milies such as Millie meal, baking flour, powdered
groundnuts, table salt etc.
ii. Caning industry
This is an industry that makes canned food such as canned fish, jam, beef and baked beans.
iii. Confectionery industry
This is an industry that makes sweet (candy) foods such as sweets, biscuits, chocolate, and ice creams.
iv. Beverage industry
This is an industry that makes drinks such as beer and soft drinks. For example, Chibuku and
TASK
i. Discuss the types of manufacturing industries.
ii. Describe the types of processing industries
LEARNING OUTCOMES
i. Explain the challenges facing the manufacturing and processing industries
ii. Outline the solutions to the challenges faced by manufacturing and processing industries.
1). Describes the challenges facing the manufacturing and food processing industries.
1. High cost of raw materials
The raw materials needed to produce goods in the industries are sold at very high price and
sometimes they are in short supply.
2. Lack of capital
Most industries lack capital such as human, machinery and money to use in their industries.
3. Competition
There is a high demand for goods produced by industries from the people such that if the goods are
not of high quality people avoid buying them making the company that produced suffer losses.
4. Lack of good transport network
Most industries have challenges in transportation of their goods to and from their industries. Mostly
many roads are full of potholes.
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5. Lack of good storage
Most industries have little or no storage where they can put their goods before transporting to
market.
6. Lack of readily available market
Most industries lose their goods due to lack of people to buy their goods on time by either going bad
or reaching the expiry date.
7. Lack of technology
Most industries rely on simple tools to produce goods hence affecting the production of goods.
8. Poor (bad) government policy
Poor or bad policies disadvantage the industries to point where they may fail to operate and
subsequently lead to their closure or lay down some of its workers.
b) Solutions to the challenges facing manufacturing industries.
i. Manufactures should try to source raw materials locally unless there is no alternative.
ii. Banks should be giving loans at a low interest rate
iii. Local manufacturers should produce high quality goods that can be meet both local and
international standard
iv. The government should invest in expanding and improving dilapidated transport network.
v. Manufacturers should ensure that there are adequate storage facilities with modern fittings to
avoid goods being spoilt.
vi. Manufacturers should invest in both local and international publicity.
vii. The manufacturers should invest in ICT and move with time.
viii. Government should encourage local and foreign investment through low tax / tax exemption.
TASK
i. Explain challenges faced by manufacturing and processing industries.
ii. Outline the solution to the challenges facing manufacturing industries.
TOPIC 3: POWER AND ENERGY GENERATING INDUSTRY

LEARNING OUTCOMES:
i. Define energy
ii. Define and describe renewable resources
A. MEANING OF ENERGY
 Energy refers to resources with the capacity to produce work or power
 Energy makes things work.
 We need energy for almost everything we do each day. We need energy for lighting, for
moving our vehicles, for cooking and heating, and for running machinery and equipment
in the kitchen, office, industries and mines.
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B. ZAMBIA’S SOURCES OF ENERGY
 Wood
 Electricity
 Wind
 Coal
 Biogas
 Solar
 Geothermal
 Petroleum
C. DEFINE AND DESCRIBE RENEWABLE
 Renewable resources of energy are those that can be replaced over time by natural processes
such as water or those that are permanent such as solar, winds, tide, geothermal heat, water
and various forms biomass. Biomass can include biological materials that come from living, or
recently living organisms, such as wood, paste and alcohol fuels.
1. Wood fuel
2.Most rural communities in Zambia depend on wood fuel for cooking and heating. Household
energy supply in urban areas is mainly based on charcoal.
3.Most of the charcoal produced in Zambia is for domestic energy use, especially for cooking.
The high demand for wood fuel has resulted in deforestation of many Zambia‘s forest
ecosystems.
4. Charcoal is commonly used in urban areas than wood, as it is easier to transport and produces
less smoke and sulphur. Most charcoal produced in rural regions and used in urban areas.
2. Hydroelectricity
5.Hydroelectricity is generated by water. Zambia is blessed with plenty of water recourses, which
make up 40% of all the fresh water in the southern Africa region.
6.Hydroelectric power (HEP) is the second most important energy source in Zambia (after wood
fuel). About 10% of the natural energy supply comes from hydroelectricity.
7. More than 99% of Zambia‘s electricity comes from hydroelectricity.
Zambia exports power to Zimbabwe, DRC, South Africa Botswana and Namibia and there are plans to
export to Tanzania, Mozambique, and Malawi.
3. Solar power
 Solar power is a cheap and clean source of renewable energy.
 Solar energy comes from sunlight. Humans have used the sun for thousands of years for
heating, removing salt from sea water, and cooking food.
 Nowadays the sun can be used to create electricity. This can be done in two ways:
 Directly by using photovoltaic (PV). PV converts light renege into electricity by photoelectric
effect. PV cells can be used to power portable devices such as calculators. Large number of PV
cells are put together to create solar panels.
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 Indirectly, by using concentrated solar power (CSO). Concentrated solar power systems use
lenses or mirrors and tracking systems to focus a large area of sunlight into small beams.
 Zambia is a very sunny country so solar power has a great potential. Currently, however, solar
power is rarely used in Zambia.
 A number of companies have entered the Zambian market to supply and install solar operated
equipment‘s. These include Muhanya solar limited, Suntech, Davis and Shirtliff and sun
beam. Most of them are based in Lusaka.
4. Wind
 Farmers use wind power to pump water from underground into farm barns.
 Wind mills are the simplest form of wind energy: the wind turns the blade of the wind mill
which then drives a mechanical pump. This pump pumps water from underground boreholes
 Wind can be used to generate electricity. Wind turbines are like giant windmills. They convert
wind energy to electricity for distribution. The wind makes the rotors rotate, which drives
generators produce electrical energy.
 This electricity can be transmitted via a power grid. Using wind to generate Power is not widely
used in Zambia. Some farms use wind power to pump water, but there are no wind turbines is
Zambia.
5. Geothermal power.
 Geothermal power uses energy stored within the earth.
 Deep within the earth temperatures may reach over 5000 degrees salacious. This heat is
called geothermal energy.
 Geothermal power plants use heat from deep inside the earth to generate steam to make
electricity.
 They are normally built in areas that have a lot of hot springs, geysers, or volcanic activities,
because these are places were the earth is practically hot just below the surface.
 The steam spins the turbine, which is connected to a generator to produce electricity. Then
the steam cools off in a cooling tower, condenses back to water and pumped back into the
earth for the process to start again.
6. Biogas.
 Biogas is a fuel produced by fermentation of organic matters.
 Biogas is any fuel that comes from decay of organic matters, such as food peelings or manure.
Basically, it means rotting plants produce gas, which is then collected.
 Biogas is composed mainly of methane, with some carbon dioxide and other trace gases
 Biogas can be produced by processing waste from livestock (such as dang and uneaten food),
food production (such as fruits and vegetable wastes) and effluents from industries as well as
municipal waste water treatment plants.
 In Zambia, this source of power production has not yet seen much production.
Companies involved the development of biofuel
1) The biofuels association of Zambia,
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2) Copper belt energy cooperation (CEC)
3) Thomro investments limited, Black power investments set up a bio fuel refinery plant in
Zambia in 2011.
TASK
1) Define renewable sources of energy.
2) Give two advantages of solar power.
3) What are the disadvantages of charcoal burning?
POWER AND ENERGY GENERATING INDUSTRY

LEARNING OUTCOMES
i. Define non-renewable sources
ii. Describe the non-renewable sources
iii. Describe Zambia‘s status on crude oil, natural gas and uranium
iv. Explain the advantages and disadvantages of non-renewable sources of energy
A. Define non-renewable sources

 Non-renewable energy comes from source that will run out or cannot be replaced for
thousands or even millions of years. This includes FOSSIL FUELS (which are coal, crude oil and
natural gas) and uranium.
 Most fossil fuels are burned to create energy and electricity. More electricity is generated from
coal than from any other fossil fuel.
B. Describe the non-renewable sources
1) CRUDE OIL is a liquid fossil fuel. It is re fined and used in car, aeroplanes and motorbikes.
2) NATURAL GAS can be piped into homes and for gas ovens and stoves.
3) URANIUM is a non-renewable resource. It is a heavy metal that occurs in rocks. Nuclear energy
is created by SPLITTING URANIUM ATOMS. THE ENERGY IS THEN USED TO GENERATE
ELECTRICITY.
4) COAL The mined coal is used to generate thermal electricity power at a number of thermal
power plants in the country.
C. Describe Zambia’s status on crude oil, natural gas and uranium
a) CRUDE OIL AND NATURAL GAS
 Zambia has none of its own natural gas or oil reserve.
 Crude oil or petroleum is imported from the Middle Eastern countries and mainly used in the
transport industry in Zambia, the agricultural industry, as well as for the generation of
electricity.
 Besides takers, an oil pipeline from Dar es Salaam is used to transport petroleum to Ndola.
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 There it is refined by the Zambia National Oil company (ZNOC) into petrol, liquefied petroleum
gas (LPG), diesel, aviation fuel (for aeroplanes) and kerosene for the Zambian market. There are
plans to import oil from Angola
 In, Zambia the main companies that market petroleum products are: Puma, Total, Petroda,
Mobile Engen, Mount Meru and Oddys.
b) URANIUM
 Uranium is used in nuclear power plants to generate electricity.
 Uranium is at this stage it is not being mined in Zambia. It also does not have any nuclear
power plants. However, some of our neighbouring countries do use this type of non-renewable
energy e.g. South Africa.
D. Explain the advantages and disadvantages of non-renewable sources of energy
1) Advantages of non-renewable sources of power
 Power production is not affected by drought
 Nuclear fusion of Uranium produces a lot of energy.
 The sources of power can be stored for future use, for example coal, petroleum etc.
2) Disadvantages of using fossil fuels as energy sources
 Mining crude oil, uranium core damages the environment and also may be dangerous to the
health of workers.
 Fossil fuels are non-renewable energy sources. Their supply is limited and they will eventually
run out.
 Mining and processing fossil fuels produces harmful waste products, and releases large
amounts of pollutants into the air and water system.
 When fossil fuels are burnt, they give off carbon dioxide, a greenhouse gas which is the main
cause of global warming.
 They also emit sulphur dioxide, which combines with moisture in the air to form acid rain. Acid
rain destroys mountains and buildings. It also affects the soil and the crops that grow in it.
 The mines may scar the landscape, particularly if they are open pit mines. Mine dumps destroy
the landscape and may give off poisonous gases.
 Burning coal at thermal power stations produces large amounts of pollution, as well as large
amounts of solid waste.
 Nuclear power stations could lead to major nuclear disasters if damaged.
TASK
1. Give at least three examples of petroleum products.
2. Give three disadvantages of non-renewable sources
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POWER AND ENERGY GENERATING INDUSTRY
LEARNING OUTCOMES
i. Describe the production of hydro-electricity.
ii. Discuss the advantages and disadvantages of hydro- power production.
iii. Mention some of the hydro power stations in Zambia
iv. Describe Zambian government‘s efforts in increasing hydro power electric production
v. Identify institutions dealing in power and energy.
A. Describe the production of hydro-electricity
1. Dam or reservoir stores water
2. Water flows in steep slope pen stock
3. Fast running water turns turbines
4. The turbine turns the generation
5. The generator produces electricity which goes in a transformer
6. Electricity produced reaches homes
B. Discuss the advantages and disadvantages of hydro- power production.
ADVANTAGES OF HYDRO ELECTRICITY
1. It is a renewable resource
2. It is clean and does not cause pollution
3. It is easily transported through cables
4. It has a broad range of uses in modern households and agriculture
5. It is cheaper as compared to thermal Ease to use, it is a matter of a flick
DISADVANTAGES OF HYDRO ELECTRICITY
1. High cost of building a power station
2. It is affected by drought
3. It cannot be stirred like petroleum
4. Leads to re allocation of people when constructing.
C. Mention some of the hydro power stations in Zambia
HYDRO-ELECTRIC POWER STATIONS IN ZAMBIA
There are number of hydroelectric power stations in the country were hydroelectricity is generated.
This includes:
1. Kariba north bank power station
2. Kafue gorge power station
3. Victoria Falls power station
4. Lunzua in Mbala
5. Lusiwasi in Serenje
6. Chishimba in Kasama
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7. Musonda in Mansa power station
8. Shiwangandu in Chinsali power station
D. Describe Zambian government’s efforts in increasing hydro power electric production
1) The itezhi-tezhi hydro power plant project is expected was completed in February 2015
2) The Kafue gorge lower hydro project was completed in 2021.
3) Another new project is the construction of Kabompo gorge project.
4) These new developments will ensure a more constant power supply and make Zambia as
regional supply of electricity.
E. Identify institutions dealing in power and energy.
i. Zambia Electricity supply Corporation(ZESCO)
It was formed in 1970 to generate (produce), transmit (transporting) and distributing (supplying) of
hydro electric power (electricity) in Zambia. It is a major source of power in Zambia and runs several
hydro power stations across Zambia. It is a parastatal company to mean it is owned by the Zambian
government.
ii. Copperbelt Energy Corporation (CEC)
It was formed in 1997 to transmit and distribute to mining companies on the copperbelt. It has its
own power stations that it controls. Although in most cases it buys electricity from ZESCO and resells
it to the mining companies. It is a private company based on the copperbelt province- means it is
owned by individuals.
iii. Energy Regulation Board (ERB)
It was formed in 1995 to regulate the provision of all forms renewable and non-renewable energy in
Zambia. Its headquarters are based in Lusaka near mass media (ZNBC).
FUNCTION S OF ERB
1. Tissue licenses to all companies of power and energy.
2.To monitor the performances of companies involved in the supply of power and energy in
Zambia.
3. To receive and investigate any power and energy related complaints from consumers.
4. To set and control the price of energy of energy and power in Zambia.
5. To set out rules and regulation on energy and power in Zambia.
TASK
1) Give three advantages and three disadvantages of hydro-electric power production.
2) What do the following letters stand for:
 ZESCO
 ERB
 CEC
 HEP
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TOPIC 4: DEVELOPMENT OF SLAVERY AND SLAVE TRADE
LEARNING OUTCOMES:
1. Define the terms slave, slavery and slave trade.
2. Explain the motives behind slavery and slave trade up to sixteenth century.
3. Explain the economic motives behind slavery and slave trade up to sixteenth century.
4. Describe the main slave trade routes in Africa (process of slave trade)
1. Who is a slave?
This is a person who is legally owed by another person and is forced to work for another person
without pay. A slave is person who is owned by another person and is forced to work.
2. What is slavery?
This is a system in which one is forced to work for someone who is regards as property to be bought
or sold.
3. What is slave Trade
It is the buying and selling of human beings.
1. CHARACTERISTICS OF SLAVERY AND SLAVE TRADE
These slaves are not paid for their labour; there are taken as property; are completely under the
control of their master; henceforth, they can be bought, sold, traded, given as a gift or used to pay off
a debt by their master.
2. ORIGIN OF SLAVERY AND SLAVE TRADE
This begun as a result of the coming of Gonzales in Africa, he was a part of the Portuguese explorers
in 1440. In that vein, he got ten Africans and took them to Portugal were he presented them Prince
Henry, but the prince desired that these Africans to be taught how to read and write and then sent
back as missionaries. However, this did not happen there and then because the prince had died in
1460. For that reason, in 1492 to 1504 new worlds were created called the north and south Americas
in which the European explores had complete dominance. But then, the indigenous people (native
Americas) were found living there and thus war erupted and they lost. In addition, they were forced to
work in the plantations and mines that these explores created but they could not manage to work.
Thus how come the desire and demand of African labour made the export of slaves to be extended
over the Atlantic and to the Americas. Hence the beginning of slave trade and that‟s how come the
Europeans got to establish trading centres like the Elmina castle and forts in West Africa. For instance,
over years they got 12 million Africans as slaves to America. Thus slavery involved Africa, European
and America.
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3. THE MOTIVES OF SLAVERY AND SLAVE TRADE
Through the European expansion and colonisation of new territories that were discovered, Africa
became the main target were they could acquire slaves. In that regard, these motives are in terms
social, economic and political.
a) SOCIAL
i. Lack of a local labour force: -Europeans colonists were not able to fully use the indigenous people
due to war that they battled because many of them were killed in the process and also many of these
died as a result of the diseases like small pox and measles. Therefore, this made the Europeans to seek
other alternatives and come to Africa.
ii. Getting rid of undesirable members of society: -some young men and women who become
misfit in the families and societies were sold as slaves by their relatives or chiefs to get rid of them.
iii. Role played by Bartolome de las Casas a Spanish priest who spoke against the cruel treatment of
the native Americas and formulated laws that protected them. But then, these laws did not defend
Africans and hence the European nations looked to Africa for slaves.
iv. Indentured (contract) servants from Europe which colonists brought to do their hard work.
However, the indentured servants did not adapt well with the tropical conditions.
b) POLITICAL
i. Wars: - when one chiefdom raided and defeated another, young men and women would be
captured and taken away to work as domestic servants or sold as slaves.
ii. Desire to expand to African influence: - the more a chiefdom the slaves it had, the more
powerful it became. Leaders used slaves on their farms to grow crops and build fortified cities or
defensive structures like walls and ditches.
iii. To expand European influence: - European nations that had more slaves to work in the factories
and plantations in their colonies in the New World produced more goods for export. Henceforth, this
strengthened their political influence.
c) ECONOMIC
i. Role played by the Industrial Revolution: -this developed due to the discovery of the steam
engine and other types of machines. These made possible the manufacturing of goods at a large-
scale. As such, they led to the high demand for raw materials from the colonies. This meant that the
colonists needed a constant flow of cheap labour.
ii. Indebtedness: -families that were heavily indebted sold themselves or some of their children to
offset or get rid of the debts.
iii. The need for cheap labour for plantations: - with the discovery of new crops such as cotton,
sugarcane and tobacco which grew nicely in the tropical climate of new colonies in Americas. These
were then exported back to Europe and hence the need for a large source of cheap labour.
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iv. Making money from African slaves (profitability): the plantation and mine owners decided to
that best and cheapest labour was from Africa. Traders like Arabs also realised that more money was
in the supply of slaves.
Therefore, many European nations like the Portuguese, Spanish, Dutch, English and French became
more interested as well.
b) MAIN SLAVE TRADE ROUTES IN AFRICA
1. North Africa
 Arabs traders from North Africa travelled across the Sahara Desert to west. They exchanged salt,
horse, weapons and clothes for slaves.
 Slaves were taken to slave markets in North Africa
2. West Africa
 With the arrival of Europeans West Africa became the most important area from where slaves
3. East Africa
 Arabs shipped slaves across the Indian Ocean to the Arabian Peninsula and Far East.
 Later, Europeans also shipped slaves from east Africa to their colonies. These were, The French and
Portuguese.
 The Main slave markets were: Mombasa, Zanzibar, Kilwa, Beira, Sofala, Quelimane
4. Central
Slaves were also traded from central Africa including from the area that is now Zambia.
TASK
1. Identify the main trade routes of slave trade in Africa.
2. Explain the motives of the Atlantic Slave Trade under the following.
a) Social
b) Economic
c) Political
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DEVELOPMENT OF SLAVERY AND SLAVE TRADE
LEARNING OUTCOMES:
1. Describe the Triangular slave trade routes
2. Explain the effects of the slave trade on African societies
A. The Triangular Slave Trade

 The triangular slave trade, as known as the Trans-Atlantic slave trade, took place across the Atlantic
Ocean between the 16th and 19th centuries.
 The triangular slave trade was organized in tree major.
 Each stage involved a different continent: Europe, Africa and the Americas.
Stages in the triangular slave trade
1. Stage1: Europe to Africa
 European traders sailed to Africa with ships full of goods, such as guns and gun powder, cloths,
beads and glass ware
2. Stage 2: Africa to Americas
 European traders exchanged their goods for African slaves at places such as the Gold coast (Ghana):
Slave Coast (Senegal) and Grain Coast (Nigeria).
 Slaved were shipped to the Americas (new world) to work in plantations
3. Stage 3: Americas to Europe
 The profit made from selling the slaves were taken back to Europe where it could pay for more
goods to trade in Africa again.
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B. The effects of slave trade on the African societies
1. Social effects
1.) -Depopulation and destruction: the population of Africans, especially in West Africa was
reduced because many people were taken as slaves, while others were killed in raids to capture
slaves.
2.) -Introduction of new diseases in Africa such as Syphilis through sex with African women.
African were also exposed to other diseases such as smallpox, measles etc
3.) -Destruction of culture/westernization of Africans: Africans and former slaves were exposed to
the European way of life.
2. Political effects
1.) -Rise and decline of states
2.) -Increased slavery within African. Slave trade led to the growth of slavery within Africa
3.) -Racist attitude. Europeans saw Africans only as slaves who were inferior. Even after slavery was
abolished, these ideas lived on in some societies
- Increased warfare and violence. Slave trade resulted in slave raid, violence.
3. Economic effects
1.) Economically productive people were lost the slave. The trade strained Africa of her most
productive manpower.
2.) -Introduction of European wealth/ goods such as clothes, beads, wine, guns and gunpowder
and also new crops
3.) -Decline of African crafts such as iron smelting weaving, salt making because the labor force
needed for this work was taken away as slaves.
TASK
1.) Explain the effects/results of Atlantic slave trade.
a.) Social
b.) Political
c.) Economic
2.) Describe the triangular slave trade.
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DEVELOPMENT OF SLAVERY AND SLAVE TRADE
LEARNING OUTCOMES:
1. Identity the people who were instrumental in the abolishment of slavery and slave trade
1. ABOLITION OF SLAVERY AND SLAVE TRADE
 Abolition of slavery and slave trade is the official end of slavery
People who were instrumental in the abolition of slavery and slave trade
1. William Wilberforce
1.) Was a British politician who campaigned against slavery and the slave trade in the British
Empire.
2.) He was a humanitarian who was strongly opposed to slavery and the slave trade.
3.) William Wilberforce and other humanitarians believed that all people regardless of colour were
equal and that they were all created in the image of God. They condemned the slave trade as
evil and unchristian and began to campaign against it.
4.) These campaigns led to the abolition of slavery and the slave trade
2. Stages of the abolition of slavery in Britain
1.) Somerset Case of 1772: this court case was the first step in the abolition of slavery in the British
Empire. Granville Sharpe a leading British humanitarian defended a slave who had escape from
his owner. This led to the chief judge in Britain stating that slavery was so odious that it could
only be stopped by law and there was no such law in England.
2.)  Society for Effecting the Abolition of slave trade (1787): this society was formed to apply
pressure on the British government through a mass campaign to ban the slave trade.
3.)  Anti-slavery Trade act of 1807: the British parliament passed a law that banned the slave
trade. This meant that British ships were banned from carrying slaves. The British navy enforced
this ban on the slave trade
4.)  Emancipation act of 1833: with this law slavery it was finally abolished in the British Empire.
This meant that slaves had to be freed in Britain and all its colonies.
2. Abraham Lincoln
 Abolishing slavery even proved to be harder to achieve in the USA than in Britain and other
countries such as France. It took a civil war before abolishing could be achieved in the USA. The
person who played a leading role in the abolition of slavery in the USA was President Abraham
Lincoln.
1) Slave states and Free states: In the early 1800s views in the USA were divided between those
of the slave states in the south and Free states in the North where slavery had already been
abolished.  Abolition campaign in the USA: By the 1830s white people and freed slaves in
the North started abolition campaign. They believed that slavery was against their Christian
faith and the founding principles of the United States.
2)  Civil war between North and south: Abraham Lincoln was elected as president of the
United States in 1860. His strong anti-slavery views were not acceptable to the southern states.
Eleven southern states broke away from the United States following his election. The
breakaway by the southern states led to the civil war between the south and north.
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3)  Emancipation proclamation (1863) and Thirteenth Amendment (1865): In January 1863
during the civil war president Abraham Lincoln issued the emancipation proclamation. This was
an official statement that declared all enslaved people in the south free. The proclamation
made slavery in the United States of America illegal. This ensured that when the Northern
states won the civil war it would end slavery in the south. In December 1865 (eight months
after the end of the civil war), the Thirteenth Amendment was formerly adopted by the
parliament of the USA. This amendment changed the Constitution of the USA to state that
slavery would no longer exist within the United States.
3. Other factors that helped in the abolition of slavery
Slavery was finally abolished because of:
1)  High deaths rate of sailors in the English Navy who were enforcing the ban on the slave
trade made the British government to finally abolish slavery because they needed men to fight
in the war against France.
2)  Success of slave revolts: places such as Barbados and saint Dominguez, this posed a threat
to European and American governments.
3)  Industrial revolution: slaves were replaced by machines which did work faster. This made
slave become a social nuisance as they turned to petty crimes.
- Britain established Freetown in Sierra Leone to resettle freed slaves.
- The Americans resettled free slaves in Liberia.
TASK
1. Write short notes about William Wilberforce and Abraham Lincoln in relation to their fight
against slave trade?
2. Explain the stages in the abolishing of slavery and slave trade in Britain?
TOPIC 5: ARRIVAL OF EUROPEANS

LEARNING OUTCOMES:
1. Define imperialism
2. What is meant by the term Scramble for Africa
3. Describe the aims of European imperialism and the scramble for Africa.
1) Define imperialism
Imperialism: refers to the belief in empire-building or the policy of extending the rule or influence of
a country over other countries.
2) What is meant by the term Scramble for Africa
The scramble for Africa means the rush by European powers to acquire territories in Africa. It
began in the second half of the 19th century; that is, after 1850.
 By 1880 the scramble resembled a race which was likely to result into armed conflicts among
European powers themselves.
 To avoid the conflict a conference was convened at Berlin in Germany in 1884-85 under the
initiative of Germany Chancellor Bismarck. This came to be known as the Berlin Conference.
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 This started the process of colonization of Africa, during which most of Africa became colonies
of different European countries.
3) Describe the aims of European imperialism and the scramble for Africa.
a. Political aims
 Many European countries wanted to protect their growing trade with Africa. This led to
competition between different nations to increase their control of larger parts of Africa.
 Some European nations acquired colonies for prestige or as a sign of power and status. Each
nation fought for the position of the imperial power.
 Some major nations such as Britain, France and Germany acquired lands in Africa for military
purposes. They wanted to establish military bases to protect their overseas possessions.
b. Economic aims
 The raw materials from the New World were no longer enough so the European nation started
looking at Africa as a new source for raw material.
 Europeans needed a market for their products
c. Social aims
 European countries wanted places in Africa to resettle their freed slaves after the abolition of
slavery and slave trade. For example they established Sierra Leone and Liberia.
 European nations wanted to change the traditional African way of living to Western ways.
This would lead to Africans buying more Western goods from European traders.
d. Religious and humanitarian aims
 Missionaries and explorers opened up the interior of Africa. Their reports about the riches of
Africa encouraged the scramble.
 Missionaries also wanted protection of their countries’ governments against the slave
traders such as Swahili Arabs who did not approve of the presence of Christian missionaries.
TASK
1. Discuss the aims of European imperialism and the scramble for Africa.
a.) Political aims (3)
b.) Economic aims (3)
c.) Social aims (2)
d.) Religious and humanitarian (2)
ARRIVAL OF EUROPEANS
LEARNING OUTCOMES:
1. Discuss the colonies of different European countries in Africa.
2. Explain the effects and the results of imperialism and the scramble for Africa.
A. COLONIES OF DIFFERENT EUROPEAN COUNTRIES IN AFRICA.
By 1900 a significant part of Africa had been colonized by mainly seven European powers Britain,
France, Germany, Belgium, Spain, Portugal, and Italy. After the conquest of African decentralized and
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centralized states, the European powers set about establishing colonial state systems. The colonial
state was the machinery of administrative domination established to facilitate effective control and
exploitation of the colonized societies. Colonial states were authoritarian, bureaucratic systems, partly
due to their origins in military conquest and the racist ideology of the imperialist enterprise.
The colonisation was as follows:
1) France = Madagascar, Algeria, Tunisia, and Morocco
2) Britain = Ivory coast, sierra Leon, sudden, Egypt, Uganda, Malawi, Zambia, Zimbabwe,
Swaziland.
3) Portugal= Mozambique, Angola, Cape Verde, Guinea-Bissau
4) Germany = Burundi, Cameroon, Namibia, Rwanda, Tanzania and Togo.
5) Belgium= Congo, Rwanda and Burundi
6) Spain= Equatorial Guinea, southwest Morocco and Western Sahara, Mauritania
7) Italy= Eritrea, Libya, and Somaliland.
8) However, they are two countries that were never colonised in Africa and these are Liberia and
Ethiopia
2. THE EFFECTS AND RESULTS OF IMPERILIASM AND SCRAMBLE FOR AFRICA.
1) It led to the partitioning of Africa which led colonization.
2) It led to the loss of control over their land, affairs and independence.
3) Many deaths were caused by the conquest itself.
4) Many Africans dead as a result f the new diseases which were brought by European for
example small pox, syphilis.
5) The scramble was part of a larger of process of bringing Africa into the world economy, in most
cases as exporters of agriculture products or minerals, and imports of manufactured or
processed goods.
6) Colonial government taxed African subjects and used the revenue to improve the colonial
infrastructures for example they built the roads, bridges that connected the remote areas to the
outside world.
7) They European introduced a more structured political system of administration an organised
government in Africa which of African nations are using up to date.
8) Europeans brought element of western culture into Africa hence it eroded the African culture
for example English being the most used language in the African.
9) Many Africans were introduced to Christianity
10) Europeans brought industrial technology to Africa which paved the way to the industrialization
of African countries.
TASK
1. Explain how imperialism and the scramble for Africa impacted the African economy
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TOPIC 6: EXPLORATION OF AFRICA
LEARNING OUTCOMES:
1. Discuss why the interior of Africa was not explored before 1700?
2. Describe the reasons for the exploration of the interior of Africa after 1750.
1.) WHY THE INTERIOR OF AFRICA WAS NOT EXPLORED BEFORE 1700?
- Before 1700 the interior of Africa was not explored simply because they had very little
knowledge about interior hence European called Africa a dark continent.
a. LITTLE ECONOMIC INCENTIVES
- The early explorers knew very little about the existing of minerals resources and natural raw
materials in the history of Africa. Thus, had little interest to penetrating the interior as they
thought they will have no or little profit.
b. GEOGRAPHICAL BARRIERS
- They were a number of geographical barriers such as the mountains, deserts, thick forests
which created heavy jungles which made it difficult for them to travel. Also the swamps and
the waterfalls were also a challenge and the bad climate conditions such as the scorching
heat from the sun were an obstacle.
c. LACK OF RELIABLE MEANS OF TRANSPORT
- The explorers were discouraged because they had to travel by foot as a reliable means of
transport was yet available.
d. TROPICAL DISEASES AND WILD BEAST
- Diseases were also an obstacle as Europeans were dying in numbers due to the weak
resistance and non-availability of medication at that time. They were also scared of the wild
beast such as the lions, snakes etc.
e. HOSTILE TRIBES
- The early explorers were threatened by Africans who did not want any intruders and those
trespassing in their territories hence they killed and asked to pay heavy tax for example the
masia of east Africa.
2. REASON FOR THE EXPLORATION OF THE INTERIOR OF AFRICA 1750.
Factors that influenced European exploration of Africa A number of factors encouraged Europeans to
explore the interior of Africa:
1. Geographical motives: They wanted to know where the sources and estuaries of major rivers such
as the Nile, Niger and Congo were. This would enable them to use them as waterways to reach the
African interior.
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2. Industrial revolution: the industrial revolution led to the invention of better weapons, so that
explorers could defend themselves better against any dangers from people or animals along the way.
The discovery of medicines such as quinine helped to protect them against diseases such as malaria.
3. Missionary influence: They encouraged other people, such as doctors, traders and teachers, to
come to Africa. Missionary societies provided funding to explorers so that they could open up the
interior for the spreading of Christianity
4. Roles of the African association: The African association started in London in 1788; it was a British
club whose members supported the exploration of Africa especially West Africa.
5. The discovery of better medicine and weapons: The discovery of medicines such as quinine,
chloroquine which could cure malaria and better weapons were in place, therefore, this encouraged
the early explores to come to Africa.
TASK
1. What was the reason why the African interior was not explored before 1700?
2. What reasons led to the exploration of the interior of Africa after 1750.
EXPLORATION OF AFRICA
LEARNING OUTCOMES:
1. Discuss European exploration of West Africa.
1. WEST AFRICA
European explorers started crossing the Atlantic and Indian Ocean in the 15th to 17th centuries. The
Portuguese were the first European explorers of Africa. This was so because of:
I. Work of Prince Henry the Navigator who established a school for sailors and shipbuilding.
II. Portugal‘s geographical position near the Atlantic Ocean enabled her people to learn the science of
sailing fast.
III. Portugal needed supplement her poor economy in Europe. Portugal started sending men to find
the sea route to India and search for raw material.
Some of the early Portuguese explorers included:
 In 1483, Dio Cao reached the mouth of the Congo (Zaire) river opening the door Portuguese to
enter the Congo kingdom later.
 In 1488, Bartholomew Diaz circumnavigated the Cape and named it cape of storms. It was later
renamed to Cape of Good Hope by the King of Portugal
 In 1497-1498, Vasco da Game circumnavigated the cape all the way to India. At malindi in East
Africa Da Gama found a Hindu Pirate Majid who escorted him to India.
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2. European exploration of Africa in the 18th and 19th centuries
 During the 18th and 19th centuries, various explorers started exploring the interior of Africa.
Main European explorers of Africa
West Africa
i. Mungo Park
 West Africa was opened to Europeans by a Scottish explorer called Mungo Park.
 In 1795, the African association employed him to find the source and the course of the Niger River,
and to find out if it was Navigable.
First journey (1795-1797)
 In June 1795, Park started his journey from Gambia
 He travelled through the semi- desert area of Karta. He was captured and held prisoner for four
months by the chief of the Muslim people called Moors. He escaped with only his hat and his
compass.
 On 20th July 1796, near Segon, he reached the river Niger that he was looking for. He realized that
the river flowed eastwards.
 He travelled downstream to Silla before returning to the coast, and from there back to England.
There he published a book called Travels in the interior of Africa.
Second Journey (1805)
 Park returned to West Africa in January 1805. But this expedition ended in a disaster. Along the way,
most of Park‟s travelling companions died due to tropical diseases. Park and the last survivors
drowned at Bussa around November while trying to escape from a hostile tribe.
ii. Richard Lander
- He was also an Englishman. He came to Africa with His brother John Lander in 1830
- He discovered the mouth of the Niger around 1831. This flowed into the Gulf of Guinea in the
Atlantic
- He returned to England in 1831. But in 1834 Richard Lander returned to Nigeria and was
attacked by Africans and died from wounds.
iii. René Caliliè
- In 1828, the French explorer René Calili‟e became the first European to return alive from the
city of Timbuktu. Previously, Europeans only knew about this city from the Arab traders.
TASK
1. Write short notes on the following west African explorers
a.) Mungu park
b.) Richard Lander
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LEARNING OUTCOMES:
1. Discuss European exploration of East, Central, North and Southern Africa.
1.) EAST AFRICA
i. Richards Francis Burton and John Hanning Speke.
- Richards Burton explored the Arabian Peninsula before setting off with John Hanning
Speke from 1857 – 1858 to search for the source of the Nile River in East Africa.
- They were the first Europeans to reach Lake Tanganyika in 1858. However, they realised
from its position that it could not be the source of the Nile.
- Burton became ill, but Speke continued with a new European travelling partner, James
Grant, to a lake in the North that he called Lake Victoria.
- He claimed that Lake Victoria was the source of the Nile. He was proved right by Henry
Morton Stanley in 1874.
2.) CENTRAL AFRICA
i. Henry Morton Stanley
a.) Expedition to find Livingstone
- Henry Morton Stanley was a journalist for an American newspaper called the New York
Herold
- He first travelled to Africa in 1871 to try and solve the mystery of what happened to David
Livingstone. Nothing had been heard of Livingstone for three years, so many people
thought he had died.
- He met Livingstone at Ujiji in 1871.
- Stanley‟s journey was a major expedition, with a team of more than 200 porters and local
guides. One of these guides was Sidi Mubarak Bombay who first started his life as a slave
and later became a guide for many explorers
b.) Exploring the Congo area
- In November 1874, Stanley set off from Zanzibar on a major expedition to carry on
confirming the source of the Nile. He circumnavigated Lake Victoria and Lake Tanganyika.
- Stanley moved west of the Lualaba River, which proved to be the start of the Congo River,
all the way to the West coast of Africa. They reached the coast on 12th August 1877.
- From 1879 to 1884, Stanley worked for the king Leopold II of Belgium in the Congo area
after the British government refused to help him. This started the process of creating a
Belgian colony.
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ii. Mary Kingsley
- Mary Kingsley made two trips to the north of the Congo River between 1893 and 1895.
- She was unusual for an explorer of that time. Firstly, she was a woman when most explorers
were men. Secondly, she travelled on her own with just a few guides.
- Other explorers used teams of African porters to carry to carry all the goods they took with
them.
- Her aim was not just to explore. She also wanted to find out more about the life and
religions of the people in the areas that she visited.
iii. NORTH AFRICA.
Gerard Way, Georg Schweinfurt and Gustav Nachtigal
- These three explored Southern Morocco, the Sahara and the Sudan.
- Nachtigal confirmed stories of the tiny people called Pygmies in Central Africa.
3) SOUTHERN AND CENTRAL AFRICA.
David Livingstone is generally regarded as the greatest European Explorer of Africa.
1. DAVID LIVINGSTONE
Dr David Livingstone came to Africa as a missionary in the southern Africa in 1841. However, from
1853 he spent the rest of his life until his death in1873 exploring large parts of central Africa.
i. Background
- Dr David Livingstone was born in Blantyre, Scotland in 1813.
- He had difficulties in education such that he started work in a cotton factory at the age of ten.
- He continued learning through night school which earned him a place at Glasgow University
where graduated as a medical doctor, after which he joined the London Missionary Society
(LMS) in the Northern Cape.
- He undertook shorter trips through the Northern Cape and what is now Botswana, and reached
the land of the Kololo where he met king Sebitwane.
TASK
6. Write short notes on the following explorers.
- Henry Morton Stanley.
- Gerard Way, Georg Schweinfurt and Gustav Nachtigal.
- Richards Francis Burton.
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LEARNING OUTCOMES:
1. Discuss David Livingstone‘s three journeys to Southern and Central Africa
2. Describe David Livingstone‘s achievements in three journeys to Southern and Central Africa
a) SOUTHERN AND CENTRAL AFRICA
2. DAVID LIVINGSTONE
ii. FIRST JOURNEY (1852-1856)
- Livingstone began the first major journey of exploration in 1852. He travelled north, passing
through Kuruman, Koboleng and Mobosta until he reached Linyanti. From there he travelled up
the Zambezi River in search of malaria – free site for a mission station.
- In 1854, he returned to Linyanti. After resting for some months, he travelled downstream along
the Zambezi River in 1855. On the Batoka Plateau, he met Chief Monze.
- On this journey, he became the first European to see the waterfall locally as ―Mosi-o-tunya‖
(the smoke that thunders). He named it after the British Queen.
- In 1856, he reached Quelimane in what is now Mozambique, and sailed back to -England.
- In England, he published a book called missionary travels and researches in the southern Africa.
He also made speeches to influence people to take up missionary work in Africa.
iii. SECOND JOURNEY (1858-1864)
- In 1858, Livingstone returned to Africa as a British consul in Mozambique to oppose the slave
trade. From there he went on his second journey through Eastern and Central Africa.
- Livingstone started his second journey from Quelimane and sailed upstream in the Zambezi
River. His aim was to see if the Zambezi River was Navigable.
- After he was stopped by the Cabora Bassa rapids, he explored the Shire River and Highlands.
He encouraged the setting up of a mission station at Magomero in what is now Malawi.
- Livingstone then continued trying to navigate inland along the Ruvuma River. However,
increasing costs and the failure to find a navigable River led to the British Government
cancelling the expedition. Livingstone returned to England.
iv. THIRD JOURNEY (1866-1873)
- Livingstone started his third journey from Zanzibar in March 1866, in search of the source of
the Nile River.
- He travelled up the Ruvuma River, passed through Kota-Kota on the southern top of Lake
Nyasa (now called Malawi) and entered the present day Eastern province of Zambia.
- He crossed the Luangwa River and the Muchinga escarpment. He then entered Lubemba.
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- In 1871, he met Henry Morton Stanley at Ujiji, a journalist from the New York Herald to go back
to England, but Livingstone refused.
- After this, Livingstone crossed the Bemba Plateau and entered the Bangweulu Swamps. Here he
caught a terrible fever and finally died on 1st May 1873 at Chitambo Village
- His African servants Chuma and Susi buried his heart and organs under a tree. They embalmed
his body and carried it to the east coast of Africa. From there his body was shipped back to
England.
- He was buried in Westminster Abbey in London, England.
b) ACHIEVEMENTS OF DAVID LIVINGSTONE
a) He set up a route for traders and missionaries.
b) He made known the evils of slave trade to the outside world.
c) As a result of his work successful missions were later set up.
d) His exploration work led to other explorers following his examples.
TASK
1. Write about David Livingstone and his journeys to central Africa.
2. What were the results of Livingstone‘s work in central Africa?
TOPIC 7: AGENTS INSTRUMENTAL IN EUROPEAN OCCUPATION OF CENTRAL AFRICA

LEARNING OUTCOMES:
1. Identity the agent instrumental in the occupation of Central and Southern Africa
A. AGENTS INSTRUMENTAL IN EUROPEAN OCCUPATION OF CENTRAL AFRICA
1. Missionaries
2. Hunters
3. Concession seekers
4. Cecil John Rhodes and British South Africa (BSA) Company
5. Occupation of Southern Rhodesia (Occupation of Matabeleland and Mashonaland)
1. Missionaries
Missionaries faced resistance from slave traders who did not approve their opposition of slave
trade and some Africans resisted being converted to Christianity. These resistances led the
missionaries to seek protection from the British government by encouraging the government to
set colonies in the area.
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i. Main mission societies in central Africa
i) Roman Catholic Church
- In the 19th century Catholic groups such as the White Fathers set up mission stations in
what is now Zambia
- In 1895, Kayambi Mission was set up in the of Chief Makasa
- In 1896, Chilubula Mission was up in the area of Mwamba
ii) Universal Mission to Central Africa (UMCA)
- In 1860, Bishop Mackenzie set up a mission station at Magamero in what is now Malawi.
However, it was abandoned after he and other members died of Malaria
- The UMCA returned to Malawi in 1882. Chauncy Maples set up a mission station at
Likoma Island.
- Likoma Mission became the headquarters of the Anglican Church in the area.
iii) Free Church of Scotland (FCS)
- This mission society was set up in memory of David Livingstone
- In 1875, Robert laws set up a mission station at cape Maclear on the southern tip of Lake
Malawi
- In 1881, the station was moved to Kondore, it became known as the Livingstone.
iv) London Missionary Society (LMS)
- The LMS mainly set up mission stations in what is now Zambia and Zimbabwe.
- In Zambia, James Helmore and Roger Price set up a mission station at Bulozi in 1859.
- They also set up mission stations at Kambole in Mporokoso, Mbereshi in Kazembe and
Mwenzo and Chitambo in Serenje.
2. Hunters
Reports from ivory hunter who wrote about vast deposits of gold deposits attracted European interest
in Southern Africa
- A concession is an official licence granted by land owners or government that allows
work such as mining or drilling for oil to be carried out in a specific area of land
- Concession seekers wanted to get mineral rights. This meant that they wanted to get
concessions that gave them control of areas of land where they could then search for
minerals such as copper or gold.
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4. Cecil John Rhodes and the British South Africa Company
Cecil John Rhodes
- Cecil Rhodes was one of the main promoters of British rule in Southern Africa. Rhodes
was a British imperialist who made his fortune with his mining company, De Beers, after
the discovery of diamonds in South Africa mining politics.
- Rhodes strongly believed in British imperialism, and therefore used his fortune to
expand British`s empire in Africa.
- However, his immediate aim was to occupy Mashonaland and Matabeleland in what is
now Zimbabwe. He believed gold could be mined there.
iii. The British South Africa (BSA) Company
- Cecil John Rhodes used his influence to establish colonial control over the area that is
now known as Zimbabwe, Zambia and Malawi.
- He achieved this through a series of events that led to his new company, the British
South Africa (BSA) Company, gaining over the area.
5. Occupation of Southern Rhodesia (Occupation of Matabeleland and Mashonaland)
a) Moffat Treaty (1888)
- Rhodes was concerned that the Portuguese in Mozambique, the Germans in German
West Africa (now Namibia) and the Boers in the Transvaal would threaten his plans to
start mining for gold in Mashonaland and Matabeleland in what is now Zimbabwe.
- He therefore used the missionary John Scott Moffat Treaty with the British on 11
February 1888.
- A treaty is a formal agreement between one or more countries. Lobengula also agreed
not to sign any treaty with other parties without informing the British.
- Lobengula believed that the Moffat Treaty was a treaty of friendship between him and
the British Queen Vitoria.
- The Matabele King faced threats from rivals who did not accept his rule
- He therefore, thought the treaty would help him against his enemies. Only later did
Lobengula and John Scott Moffat realise that the real aim was to bring the area under
British control.
b) Rudd Concession (1888)
- To strengthen his position in Matabeleland, Rhodes sent a group of businessmen, led by
Charles Rudd, to the area to obtain a gold concession.
- Lobengula believed that it gave Rhodes and his associates a limited mining concession.
However, the concession was actually a gold concession for the entire Matabele
Kingdom.
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- Under the concession Lobengula was to be given:
i. 100 pounds
ii. 1000 rifles
iii. 100 000 rounds of ammunition
c) Charter for the British South Africa Company (1889)
- In 1889, the British government granted a royal charter to the British South Africa (BSA)
Company, which had been set up by Rhodes to exploit the mineral rights in
Matabeleland.
- This meant that the British government recognised the Rudd Concession as a real
agreement between Lobengula and the businessmen.
- 24th October, 1890 Rhodes would protect his country from European occupation
- Gave rights to company. The rights to administer certain areas of central Africa
- Give it mineral rights
- Right to tax African people.
d) Pioneer Column
In 1890 Rhodes sent a group of:
- 200 men/families
- 200 BSA Co police
- 200 Ngwato labourers
- Fredrick Selous hunter and explorer was the leader of the column
- Promised 3000 acres and up to 15 gold calm
- Arrived on 12th September 1890 at a place called fort Salisbury
e) THE CAUSES OF THE REBELLION OF THE NDEBELE
1) The British southern company took away of their cattle.
2) Forced labour in the miners and on the farms was done through the supervision of the Shone
policemen as the shone people were regarded as servants for the Ndebele.
3) Constant friction with the BSA Company made them get rid of the settlers.
4) Ndebele defeats in 1893 war was a humiliation to them and they wanted to revenge.
5) The BSA Company refused to raid the Shone for food, cattle, captives after the company
occupied Mashonaland. But the Ndebele could not provide for themselves
6) Spread of rinderpest.
7) Drought from 1895 led the Ndebele to starve and spread of diseases for and rinderpest for
cattle,
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8) The BSA Company made the Ndebele to pay hut tax for land on which the stayed free of
charge for years.
9) Beast land was grabbed by the BSAC settlers.
THE SHONA
1) BSAC made Shona pay hut tax for their land
2) BSAC worked under force in their mines and plantations.
3) Best land for Shone was given to the BSAC settlers while owners where either turned into
squatters or where moved into reserves like Matabeleland.
4) Droughts from 1895 led the Shona people to strive and spread diseases for example intestinal
diseases for people and rinderpest for cattle.
5) Killing of the Shona cattle by the BSAC to prevent the spread of rinderpest angered them
6) The BSAC took over their ivory trade with the Portuguese in the Zambezi valley.
7) Shona feared Ndebele rule if they did not take part in the rebellion
8) Freedom from the Ndebele rule after the BSAC occupied Mashonaland encouraged them to
pursue their independence further by shaking off BSAC rule through a rebellion
RESULTS/EFFECTS OF THE RENBELLION
1) The Ndebele wanted Shona police to disband and this was done
2) The Ndebele wanted some their headmen to return their powers as chives and this was done
for example Umugulu was made the headman of the Gwanda district
3) The ndebele were promised seeds to plant in the rain season
4) The Mwari priests were punished in the revolt. Siguamatshe for instance was sentenced to
twelve years‘ imprisonment with hard labour. However Mkwai escaped , and with his help it
spread to Mashonaland
5) The leading priests Kagubi and the Nehanda were hanged in May, 1898.
TASK
1. Write short notes on the following
2. Hunters
4. The BSA company
5. Missionaries
6. What were the causes and results of Shona uprising of 1898?
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TOPIC 8: OCCUPATION OF NORTHERN RHODESIA
LEARNING OUTCOMES:
1. Discuss the occupation of Northern Rhodesia under the BSA Company.
2. Explain the results and effects of colonisation of Southern and Northern Rhodesia.
A. Discuss the occupation of Northern Rhodesia under the BSA Company.
Northern Rhodesia (now Zambia) was occupied in two main ways:
I. North Western Rhodesia was occupied through signing of treaties with some chiefs,
especially the Litunga of the Bulozi.
II. North Western Rhodesia was occupied through battles, defeating chiefs who resisted
colonial rule. For example, Chitimukulu of the Bemba, Mpezeni of the Ngoni and Mwata
Kazembe of the Lunda.
Colonisation of North Western Rhodesia
- British rule over the Barotseland, the area controlled by the Litunga of the Lozi, was established
through a series of treaties. This area became North Western Rhodesia.
1. Ware Concession (1889)
- In 1885, Lubosi was restored as Litunga of the Lozi after tatila Akufana had overthrown him.
- He also faced threats from Ndebele raids and European hunters and concession seekers.
- In 1889, Lubosi therefore asked for British protectorate from Sidney shippard, the British
administrator Bechuanaland (now Botswana).
- Before the British could respond, the Litunga signed the ware concession of 1889with Henry
ware.
- Henry ware sold the concession of Cecil John Rhodes in 1890.
2. Lochner Treaty (1890)
- Cecil John Rhodes sent Frank Lochner to the Litungaas his personal representative. Lochner had
the support of Khama, the king of Bechuanaland, as well as the missionary Francis Coillard.
- This led to the Lochner Treaty between the Litunga and the BSA Company
- This treaty granted the BSA company mineral rights in areas that were not settled by the Lozi.
- This treaty granted the BSA Company mineral rights in areas that were not settled by the Lozi,
but which the Litunga claimed as belonging to him. After seven years the British sent a
representative, Robert Corydon, to the area.
- Corydon found it difficult to administer Bulozi since the treaty did not give them administrative
powers.
- He then requests Arthur Lawley to influence Litunga to grant him administrative powers
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3. Lawley Treaty
- The Lawley treaty of 1898 granted the BSA Company administrative powers in the area that
Litunga claimed to be his.
4. Orders in Council-
- The responsibilities and involvement of BSA in the Orders in Council of 1899 were:
1. The area of the Lozi became known as North Western Rhodesia.
2. Barotseland would fall under a representative of the BSA.
3. The Litunga remained in control; over Bulozi between Sefula and Lealui.
5. Corydom treaty (1900)

- Confirmed the Lawley treat and set out the responsibilities of the British government in
Barotseland:
1. The BSA Company would administer the area.
2. They had to provide schools, industries and transport services.
3. They were allowed to make land grants to settler in Kalomo and Choma.
- As a result of this treaty settlers began to come to the area.
NOTE:
- The administrative centre in North-Eastern Rhodesia was Fort Jameson, while in North-Western
Rhodesia the capital at first, but was moved to Livingstone.
- North-Western Rhodesia and North-Eastern Rhodesia were joined in 1911. Livingstone became
the first capital city.
B. Results/effects of colonisation in Southern and Northern Rhodesia.
1. Social and humanitarian results
- Africans adopted European Ways of life. For example, they learned European languages such as
English, French and Portuguese. This eroded African culture.
- Due to missionary activities, they learned new skills, such as carpentry, bricklaying and tailoring.
- Africans received better medical care and were exposed to European Knowledge about the link
between hygiene and good health. For example, they learned how to dig pit latrines.
- Wars that came with imperialism led to deaths.
2. Political results
- African chiefs lost their power to rule to European colonial administrators. In addition, Africa
was divided into colonies ruled by different European countries.
- The partitioning of Africa/creation of boundaries between colonies according to the wishes of
the European colonisers led to the separation of some tribes. For example, the Chewa were
now found in Northern Rhodesia, Nyasaland and Mozambique.
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3. Economic results
- Introduction of money which replaced the barter system.

- Colonialists brought their industry technology to Africa.
- Africans were introduced to paying substantial hut taxes.
TASK
1. Write short notes on the following:
a) Ware concession.
b) Lochner Treaty.
c) Result/effects of imperialism in Southern and Northern Rhodesia.
TOPIC 9: AFRICANS REACTION TO FOREIGN RULE IN CENTRAL AFRICA (RHODESIA AND

NYASALAND)
LEARNING OUTCOMES:
1. Describe African resistance to colonialism.
2. Discuss the stages of African resistance to colonialism.
1. AFRICAN RESISTANCE TO COLONIALISM
When the Europeans colonised Africa the reaction to colonial was not uniformed. Some Africans
especially in those places that suffered a lot during slavery welcomed and supported colonialism they
believed that colonialism brought the end of slavery and also stopped inter-kingdom warfare in some
parts of Africa. Others were against colonial rule right from the start. By the end of the world war one
in 1914 all of Africa except Liberia and Ethiopia, had been colonised.
2. African resistance to colonialism had two stages
1) Primary resistance and secondary resistance
2) DEFINITION
o Resistance simply means a force that tends to oppose something.
o Resistance is an underground organisation engaged in a struggle for liberation from
forceful occupation.
o Primary resistance refers to the early staged when Africans were not yet trying to get
rid of the colonial authorities. They mostly protested peacefully against unfair colonial
polices.
o Secondary resistance refers to later stages when Africans tried to overthrow colonial
rule and become independent. They worked for their rights and towards independence
through organisations such as welfare societies, trade unions and political partied. In
some cases, they undertook armed struggles for independence.
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1) PRIMARY RESISTANCE
The primary resistance to colonialism by Africans started in the late 1th century. Throughout the
period for scramble for Africa, European coloniser first stiff resistance in a many parts of Africa. After
1900, European began to introduce changes to colonial rule in an effort to increase revenue from the
colonises. These changes included
i. Taking land from Africans and giving to the growing number of European in the colonies
ii. The introduction of tax such as hard tax and poll tax
iii. Africans were forced to work for Europeans in order to pay tax. This was because the new tax
had to be paid in cash not as cattle or crops it was done before.
iv. In Central Africa, primary resistance was mainly led by independent churches that broke away
from the missionary churches. Their African religious leaders believed that the missionaries and
colonial governments were guilty of social, political and economic injustices.
v. In Central Africa, independent churches were set up by religious leaders such as the following:
1. WILLY MOKOLAPA
i. Makolapa set up the first Ethiopian Church in Barotseland in 1900 after breaking away
from the Paris Evangelical Missionary Society.
ii. His preaching was about equality for all races and he used the slogan was Africa ―for
African.‖
iii. The colonial government under the administration of Robert Corydon did not approve
of the Church because of his teachings due to the messages. Therefore, the church
collapsed with the failure of Mokolapas return to bulozi from cape town where he had
gone to raise some money for the church
2. ELLIOT KAWANA
i. Kamwana broke away from the Free Church of Scotland in Nyasaland. He became involved
in spreading the Watch Tower movement (an American religious movement which later
became known as the Jehovah‟s Witnesses.
ii. Later he created his own independent church, the ―Mlondo‖ or Watchman mission. He
criticized the colonial administration, taxation, oppressive laws and the loss of land.
iii. The colonial government and the missionaries did not approve of his approach. They sent
him into exile, first in South Africa and later in Mauritius.
3. CHARLES DOMINGO
i. Domingo a former student of Robert laws of the Livingstonia Mission started the Seventh
Day Adventists in Malawi.
ii. He then set up the African Seventh Day Baptist Church in Mozambique.
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iii. Later he joined the British African Congress founded by Joseph Booth, which supported the
interests of Africans against their colonial masters.
iv. He openly spoke out against the white missionaries and the colonial government. This led
to him also being sent into exile.
4. MATHEW ZWIMBA
i. He formed a church in Southern Rhodesia in 1915 that was called church of the White Bird.
ii. This church combined traditional beliefs with the Christian faith.
5. JOHN CHILEMBWE
i. He is generally seen as the most important leader of the independent churches in Central
Africa. He also led a rebellion.
ii. Chilembwe, a Yao from Nyasaland, in 1893 became into contact with Joseph Booth, the
leader of the Zambezi Industrial Mission in Blantyre. Booth paid for Chilembwe to Study
theology in America from 1899 to 1900.
iii. On his return, Chilembwe founded the providence Industrial Mission in Chirad Zulu on the
shire Highlands. By 1911, he had opened a number of schools.
iv. In 1915, he led a rebellion against the colonial government with the aim: ―Strike a blow and
die, for our blood will surely mean something at last.
The main reasons for this Rebellion to colonialism were the following:
i. Racial discrimination: The colonial government discriminated against Africans and did not
allow them to take on responsible positions in government.
ii. Hut tax: Africans had to pay a hut tax, which whites farmers did not have to do. The hut tax
forced Africans to become labourers on white farms.
iii. Mistreatment of farm labourers: African labourers on white farms were treated very badly
by white supervisors. For example, on the large Bruce Estate, the supervisor, W.J.
Livingstone, was known for his cruel treatment of workers. Workers had to work for very
long hours for little pay. They also had to pay rent for settling on white farms, while also
having to pay hut taxes to the government.
iv. Insufficient Schools: Chilembwe complained bitterly about the small number of schools
available to Africans. He blamed the missionaries who preached about equality but who did
not practice it.
v. Involved of Africans in the First World War (1914-1918); immediate cause of the 1915
rebellion was the recruitment of Africans by the British to serve as soldiers and porters when
the first world war against the death of so many ―white man‟s war.‖ He was the especially
bitter that the families of Africans who were killed in the war still had to pay taxes.
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vi. Chilembwe and his men took advantage of the absence of British soldiers and police who
were on the border with the Germany colony of Tanganyika (now Tanzania) to prevent a
possible German attack.
vii. The uprising started on the Bruce Estates where Livingstone and other two other whites
were killed.
viii. However, the rebellion was quickly suppressed by the colonial government. Chilembwe was
killed on the Mozambique border while trying to escape.
TASK
1. Write short notes on the following:
a. John Chilembwe
b. Elliot Kawana
c. Willy Mokolapa
AFRICANS REACTION TO FOREIGN RULE IN CENTRAL AFRICA (RHODESIA AND NYASALAND)

LEARNING OUTCOMES:
 Secondary resistance: Nyasaland
1. SECONDARY RESISTANCE
 The secondary resistance to colonial rule was the struggle for nationalism and
independence.
 This started soon after the world war II (1935- 1940).
 During the war many Africans from the France and British colonials were recruited to
fight the Allies in Europe, Asia and North Africa.
 When recruiting African soldiers, the British and France that that soldiers would be
helping to protect the world against the evil of fascism and Nazism.
 At the end of the war, the returning soldiers asked themselves why they would give
their lives to keep Europe and America free when their selves were not free in their own
countries.
 Therefore, the returning and educated Africans created the charter called Atlantic charter
in 1941.
 The charter stated that the allies had to respect the rights of all people to choose the
form of government they would have.
 It also stated that the sovereign rights of self-government to be given back to those that
who had forcibly deprived them.
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 African declined to use this charter to end the colonial rule in Africa. By the late 1940s
and early 1950s, new political parties were formed almost every African colony.
 Unlike the primary resistance, Africans went beyond the demands and end of
discrimination.
 The central demand was for the end of colonial rule which would have given them
political freedom.
 By the end of 1960s, only seven African colonials remained under colonial rule and these
were Angola, Mozambique, Namibia, South Africa, Zimbabwe and Guinea Bissau and
Cape Verde in west Africa.
 Although it took many years if struggle, sacrifice and suffering all of the settler won
their independence, and South Africa became the last African country to gain its
independent.
 Secondary resistance in Central Africa started through welfare societies (also called
Native Associations) and trade Unions.
 The Welfare Societies were formed by mission-educated young Africans.
 They believed that the education they received made them able to take part in the
government of their countries.
 At first, their aim was just to inform the government about the complaints of Africans so
that the living and working conditions of Africans could be improve.
 However, later these societies were changed into political parties that fought for
independence
B. Nyasaland (Malawi)
- In 1912, the colonial government in Nyasaland (now Malawi) passed a District Administrative
Ordinance to prevent educated Africans from having a say in the colonial government.
- This allowed for districts councils in which only chiefs were allowed as representatives. Chiefs
were usually older and did not have a missionary education.
- This system of indirect rule allowed the chief to keep their traditional powers, while at the same
time the colonial powers used these rulers to impose colonial rule on the Africans
1. Creation of first native associations to resist colonial rule
- 1912: North Nyasaland Native Association under the leadership of Levi Mumba with support
from Dr Laws
- 1915: Southern Province Native Association, with Gresham Njilima as its Secretary (the son of
one of the people killed during the Chilembwe rebellion)
- 1920 Mombera Native Association
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2. Factors that led the people of Nyasaland to fight for independence
1) Little Economic Benefit
-Nyasaland gained the least from the federation. For example, it received only 6% of development
loans. It was mostly seen as a source of labour
2) Unequal representation
-The people of Nyasaland were unhappy that there was no African representative on the executive
council
3) Taxation
-Africans in Nyasaland resented the loss of land to white settler farmers as well as the direct and
indirect taxes that Africans had to pay.
3. Stages in the struggle for independence
1) -1994: Formation of Nyasaland African Congress (NAC) by leaders such as wellington Chirwa
and Charles Matinga.
2) -1955: The Young Turks, a group of younger, more radical leaders such as H. Chipembe,
ChiumeYaleta, Dunduza Chisiza T.D Banda replaced the more moderate older leaders Their aim
was to achieve self-government and a system of one man, one vote.
3) -1957: Expansion of congress, to a mass political party through an active program of recruiting
new members.
4) -1959 March: states of emergency declared by the governor, Sir. Robert Armitage, after a
series of violent clashes between congress members and colonial officials. There were also
strikes, riots and demonstrations, of which the worst was at Nkanda Bay.
5) -1959 July: Malawi Congress Party (MCP), a new political party, formed under the leadership of
Orton Chirwa. When Dr Hastings Kamuzu Banda was released from prison in
6) -1959: Devlin commission set up by the colonial office in London to investigate the causes of
the troubles in Nyasaland in 1955. In its report the commission stated the violence resulted
from wide spread opposition to the federation and the people‘s desire to rule themselves
7) -1960, he became the new leader of MCP. Banda declared that the MCP would become
continue fighting for the total independence in Malawi.
8) -1960: Monckton commission did further investigations and determinate that there was strong
opposition to the federation in Nyasaland as well as Northern Rhodesia.
9) -1960 April: More self-government and the rights to vote granted to Nyasaland by colonial
Secretary Macleod.
10) 1961 August: Elections under a new constitution were won by a large majority by the Malawi
Congress Party.
11) 1963 January: Responsible government status was granted to Malawi.
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12) 1964 July: independent state of Malawi established with Dr Hastings Kamuzu Banda as first
president.
13) Note: The Associations succeeded in bring African people together and letting them rise above
ethnic divisions. This helped to prepare the way for national unity in the fight for
independence.
TASK
1. Describe the stages of the struggle of independence in Nyasaland.

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

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

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

LEARNING OUTCOMES:
Secondary resistance: Southern Rhodesia
1. Southern Rhodesia (Zimbabwe)
 Zimbabwe only became independent after a long period of armed struggle. This was
because the white settlers in Southern Rhodesia wanted self-government that did not
include Africans.
 However, in the 1960‘s, two important African political parties were formed: Zimbabwe
African People‘s Union (ZAPU), led by Joshua Nkomo and Zimbabwe African Nation Union
(ZANU), led by Ndabaningi Sitholi and Robert Mugabe.
 On the 11 of November, 1965, southern Rhodesia now led by Ian Douglas Smith and his
Rhodesia front party made a unilateral declaration of independence from the United
Kingdom.
 The declaration ended Zimbabwean colonial history. In 1969 Rhodesia formally declared
itself a republic but Britain failed to take any decisive action against any Rhodesian
government.
 Therefore, in 1970 and 1971 they tried negotiate a settlement with smith. Smith refused to
make a significant concession and ignored the week international sanctions that had been
imposed by the United Nations.
2. Main stages in the struggle for independence led by these two parties:
1) 1962: Rhodesia Front, led by Winston Field, formed by racist white groups.
2) 1963: ZAPU banned by the government led by Field, after passing an emergency law
following disturbances in Bulawayo. Nkomo was forced into exile.
3) 1963: ZANU formed when leaders such as Sithole and Mugabe broke away from ZAPU
because they wanted to start an armed struggle against the government. They decided to
again the support of rural African population who could give the guerrilla fighters opposed
to the government food and shelter.
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4) 1964: Ian Smith became the Prime Minister of the Rhodesia Front government. He
immediately began fighting for the right of the white government to become independent
from Britain.
5) 1965: Unilateral Declaration of Independence (UDI), which meant that Ian Smith
declared Rhodesia an independent republic, even though the British government did not
agree. The British Foreign Secretary, Douglas Home, even tried to solve the Rhodesian
problem by offering to recognize Smith‘s government, provided that Africans were given
opportunities to advance towards majority rule
6) 1972; Pearce Commission appointed by the British government to find out what Africans
thought about Home‘s proposed agreement. The commission‘s findings were that Africans
in Rhodesia were totally opposed to the agreement.
7) Meanwhile, the armed struggle by Africans against the Smith government continued.
8) 1978, the Liberation Struggle Movement had won the war. After negotiations, an
independent Constitution was drawn up in preparation for elections.
9) 1980: ZANU won the elections. Robert Mugabe became the first Prime Minister of an
independent in April
TASK
1. Write Brief Notes On the background of Secondary Resistance.
- Southern Rhodesia
TOPIC 10: THE FEDERATION OF RHODESIA AND NYASALAND

LEARNING OUTCOMES:
1. Describe the Central African Federation of 1953 To 1963
2. Discuss the reasons for Central African Federation
1. The Central African Federation of 1953 to 1963
i. Federation meant that Zambia, Malawi and Zimbabwe would be united under one government
which they could Federal government but in which each state would have its own government
to decide its own affairs. The federal capital would be Salisbury while territory capital would be
Lusaka for Zambia, Zomba for Malawi and Salisbury for Zimbabwe.
ii. The Central African Federation, also called the Federation of Rhodesia and Nyasaland
iii. It was formed on October 1953. Under this system, Nyasaland, Northern Rhodesia and
Southern Rhodesia fell under one central government.
iv. The Headquarter of the federation was in Salisbury (now Harare) in southern Rhodesia.
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v. However, each of these areas still had its own regional government.
vi. Many whites in both Southern and Northern Rhodesia were in favour of the amalgamation or
joining of the three areas.
vii. The Passfield memorandum of 1930 stated the principle of the paramountcy of African
interests. This meant that the British government was in favour of policies that protected the
interests of Africans rather than those of white settlers.
viii. Africans in Northern Rhodesia had serious concerns about federation, as they believed that it
would lead to the dominance of Southern Rhodesia. They were concerned that the racial
segregation that was widespread in Southern Rhodesia would spread to Northern Rhodesia.
2. Reasons for the Central African Federation
1. Social reasons
 Settlers in Northern Rhodesia did not approve of the policy of the paramountcy of African
interests. They hoped that federation with Southern Rhodesia would end this policy.
 Africans in Southern Rhodesia supported federation because they believed that union with
Northern Rhodesia would bring the policy of the paramountcy of African interests to their area.
2. Political reasons
 Settlers in Northern Rhodesia did not approve of the policy of the paramountcy of African
Interests. They hoped that federation would mean an end to this policy.
 Africans in Southern Rhodesia supported federation because they believed that union with
Northern Rhodesia would bring the pramountcy of African interests to their area.
3. Economic reasons
 The white in Southern Rhodesia wanted to benefit from the income from the copper mines in
Northern Rhodesia, while those in Northern Rhodesia, while those in Northern Rhodesia
wanted to benefit from the southern gold field.
 The conservative government in Britain believed that federation would result in economic
stability, with three main products (copper, gold and tea) for export.
 The British government also believed that federation would attract international funding for
large-scale projects, such as the building of a hydro-electric scheme and the extension of
railways.
TASK
1. a.) Describe the central African federation of 1953 to 1963
2. b.) discuss the reasons for the Federation
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THE FEDERATION OF RHODESIA AND NYASALAND
LEARNING OUTCOMES:
1. Discuss reasons against the federation.
2. Discuss the success and the failures of the federation.
3. Explain why the federation broke up.
1. Reasons against the Federation:
i. Social reasons:
 Whites in Southern Rhodesia wanted to have closer ties with apartheid in South Africa. The
policy of the paramountcy of African interests therefore met with their opposition.
ii. Political reason:
 African in Northern Rhodesia did not trust the idea of partnership. Robinson Nabulayato said,
―Partnership is a leader for Europeans to climb on us.‖
 In Britain, the Labour and Liberal Parties objected to federation if it was going to be imposed
on Africans.
iii. Economic reasons:
 Both whites and Africans in Northern Rhodesia felt that those in Southern Rhodesia were just
interested in their copper mines.
 Whites and Africans in Nyasaland felt that federation would bring little benefit to them, and
would simply use them as a source of labour.
2. Successes and failures of the Federation
i. Successes
- Federation attracted foreign funding. This resulted in the construction of the Kariba Dam
and hydroelectric power station, as well as the extension of the railway line to the Copper.
ii. Failures
- In the Federation, the ideas of partnership were soon forgotten. As Africans had feared, the
whites in Southern Rhodesia benefited the most.
- Racialism spread to Northern Rhodesia, where the hatch system and pass laws were
introduced
- Politically, Africans made little progress as they were not given representation in the
Executive Council.
- Africans in Northern Rhodesia and Nyasaland lost fertile farmlands to white settlers and
were forced to work as labourers on white farms
3. Why the federation broke up
- Little or no African support for the federation
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- Africans were not consulted hence strong from the start
- Fear amongst Africans that partnership would stop political advance and strengthen white
domination
- African not interested in obvious economic advantages of federation because they were
confined to manual work and lower grades of public service
- Federation seemed to retard prospect of independence so movement regarded it as a
prime target.
TASK
1. Outline the success and the failures of the federation of Rhodesia and Nyasaland
2. Discuss why the federation broke up.
TOPIC 11: POPULATION

LEARNING OUTCOMES
i. Explain the following Population concepts: Population, Census, Mortality Rate, Infant
Mortality Rate, Maternal Mortality Rate, Fertility Rate, Population Growth Rate, Death Rate,
Birth Rate, Migration, Immigration, Emigration, Immigrant, Emigrant, Life Expectancy, Zero
Population, Over Population, Optimum Population, Population Explosion and Population
Density.
POPULATION CONCEPTS
1. Population – is the number of people living in an area or country at a particular time
2. Census – is the official counting of people living in an area or country at a particular time.
3. Mortality rate – is the number of deaths in a given population in a year.
4. Infant mortality rate – is the number of babies who die before the age of 5 years in a year
5. Maternal mortality rate– is the number of women who die during or after giving birth in a
year.
6. Fertility rate– is the actual reproductive performance of an individual in his/her lifetime.
7. Population growth rate – is the rate at which the population is increasing or decreasing in a
given year due to birth rate, death rate and migration.
8. Birth rate – is the number of births per 1000 population in a year.
9. Death rate – is the number of deaths per 1000 population in a year
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10. Migration – is the movement of people from one area to another.
11. Immigration – is the movement of people into an area
12. Immigrant – is a person who comes to settle in a country from another country.
13. Emigration – is the movement of people out an area
14. Emigrant – is a person who leaves his/her own country and goes to settle in another country.
15. Life expectancy – is the number of years a person is expected to live after birth.
16. Zero population – is when the population remains constant (not changing)
17. Over population – is when the population is more than the resources available
18. Optimum population – is when the population is balanced or equal to the resources available.
19. Population Explosion (Boom) - is when the population is increasing rapidly or at a faster rate.
20. Dependence ratio – is the number of people aged below 15 and above 64 years who depend
on other people for a living.
21. Population density - is the number of people living in an area or country per square kilometer.
TASK
Explain the following Population concepts: population, census, mortality rate, infant mortality rate,
maternal mortality rate, fertility rate, population growth rate, death rate, birth rate, migration,
immigration, emigration, immigrant, emigrant, life expectancy, zero population, over population,
optimum population, population explosion and population density.
POPULATION
LEARNING OUTCOMES
i. Define population distribution
ii. Describe the population distribution of Zambia
iii. Name places in Zambia with high ,medium and low density population
iv. Mention reasons for high density, medium density and low density populated areas.
1. POPULATION DISTRIBUTION
This is how the population is spread over a particular area. Zambia‘s population is unevenly
distributed. For example, fewer people live in urban areas than in rural areas.
2. DESCRIBE THE POPULATION DISTRIBUTION IN ZAMBIA
The population of Zambia is distributed in three ways as follows.
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1. HIGH DENSITY POPULATED AREAS
These are areas with a lot of people in Zambia such as Lusaka, Copperbelt and along the line of rail
from Livingstone to Copperbelt.
REASONS FOR BEING HIGH DENSITY POPULATED AREAS
1. Many industries
2. Good relief for human settlement
3. Cheap transport
4. Good medical facilities
5. Good climate in terms of favourable temperature.
6. Adequate rainfall
7. Good infrastructure.
8. High education opportunities.
9. High employment opportunities.
10. Availability of readily market
11. Good communication network such as roads and mobile providers.
2. MEDIUM DENSITY POPULATED AREAS
These are areas with an average number of people in Zambia such as Eastern, Northern, Western,
North Western, Luapula provinces and border areas. Therefore, much of the people found in the
medium density areas are in provincial capitals and along the roads leading to the provincial capitals
of the named provinces.
Reasons for living along the roads and in provincial capitals
1. Easy access to provincial administration services
2. Easy access to provincial general hospitals Availability of shops along the roads in provincial
capitals
3. Availability of readily available market
4. Easy access to transport network to transport farm products
5. Good communication network reception
6. High employment opportunities
7. High education opportunities
8. Easy access to sub industries outlet
9. Availability of good infrastructure
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3. LOW DENSITY POPULATED AREAS
These are areas with very few people living in them in Zambia such as valley areas like Luangwa and
Zambezi valleys, fishing areas like Kafue flats, Lake Tanganyika basin and along Zambezi river in Bulozi
flood plains. Also in the remote rural areas and around game management of Zambia
Reasons for being low densely populated areas
1. Lack of industries
2. Lack of easy access to transport network
3. Lack of easy access to communication network
4. High number of diseases such as Trypasonomiasis (nagama) which is caused by tse-tse fly bite.
5. Poor soils
6. Very little rainfall
7. Extreme high temperature in hot season.
8. Lack of good health facilities
9. Most land in such areas is reserved for animal settlement such as in Luangwa and Kafue areas.
10. Lack of education opportunities for further education
TASK
i. Define population distribution
ii. Describe the population distribution of Zambia
iii. Name places in Zambia with high ,medium and low density population
iv. Mention reasons for high density, medium density and low density populated areas
POPULATION
LEARNING OUTCOMES
i. State factors leading to rapid population growth in Zambia.
ii. Discuss the effects of rapid population growth.
iii. Explain the solutions of rapid population growth.
A. THE FACTORS LEADING TO RAPID POPULATION GROWTH IN ZAMBIA
The following are the reasons that have led to Zambia‘s population to be increasing at a faster rate.
1. High birth rates due to high fertility rate.
2. Improved medical facilities.
3. Improved food nutrition.
4. Decline in death rates.
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5. Lack of family planning.
6. Early marriages.
7. Low education levels among girls and women.
8. Religious and traditional beliefs.
9. High levels of poverty.
10. Lack of recreation facilities (social amenities) such as play parks, swimming pools, sports
playing fields, movies and game centres to keep young people busy.
11. Desire for big family
B. THE EFFECTS OF RAPID POPULATION GROWTH IN ZAMBIA
The following are the problems of rapid population growth in Zambia.
1. Overcrowding in public places e.g. towns, markets, schools, hospitals.
2. Shortage of housing leading to high rentals.
3. Inadequate medical facilities.
4. Pressure on education such as high enrolment in schools, colleges and universities.
5. Increase in street kids and street vending.
6. Increased crime.
7. High unemployment levels.
8. Development of unplanned settlement (shanty compounds).
9. Environmental degradation e.g. air, water, noise and land pollution.
10. Poor sanitation.
11. Shortage of land for human settlement and agriculture.
C. THE SOLUTIONS TO RAPID POPULATION GROWTH IN ZAMBIA
The following are the ways in which rapid population growth can be reduced in Zambia.
1. Use of family planning methods such as pills, condoms and abstaining.
2. Provision of more school places for girls
3. Provision of recreation facilities (social amenities) such as play parks, swimming pools, sports
playing fields, movies and game centres to keep the young people busy.
4. Provision of employment opportunities to reduce high poverty levels.
5. Discourage early marriages.
6. Discourage religious and traditional beliefs.
7. Limiting the number of children per married couple.
8. Teaching of sex education in schools.
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9. Making polygamy marriage illegal.
10. Raising the status of women in society e.g. giving more jobs to women
TASK
i. Give reasons for the rapid population growth in Zambia.
ii. Explain the effects of rapid population growth.
iii. Outline measures for the rapid population growth in Zambia.
POPULATION
LEARNING OUTCOMES
i. What is meant by the term population migration
ii. Discuss the types population migration in Zambia
1. What is meant by the term population migration?
It is the movement people from one place to another for various reasons. The migration within or
inter countries.
2. Discuss the types of population migration in Zambia
Population migration in Zambia is either voluntary or compulsory depending on the factors behind
the migration of people.
a) RURAL-URBAN MIGRATION
This is the movement of people from rural areas to urban areas.
2. PUSH FACTORS
The following are some of the reasons why people run away from rural areas in Zambia.
i. Fear of witchcraft
ii. Lack of employment for the educated people.
iii. High number of diseases.
iv. Lack of good shelter(poor houses)
v. High levels of poverty.
vi. Poor transport network.
vii. Lack of recreation activities
viii. Lack of education facilities.
ix. Lack of proper health facilities.
x. Poor communication reception.
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3. PULL FACTORS
The following are some of the reasons why people want to live in urban areas.
i. High employment opportunities.
ii. Good infrastructure e.g. roads, houses.
iii. Highgrown.er chances of getting married.
iv. Good health facilities.
v. High education opportunities.
vi. New technology.
vii. Good transport network.
viii. Good communication network.
ix. Provision of recreation facilities.
x. Desire for a town life.
b) Urban-rural migration
This is the movement of people from urban areas to rural areas.
Reasons for leaving urban areas to rural areas
i. Availability of enough land for human settlement and agriculture.
ii. Presence of natural forests for a healthy living and fresh air.
iii. Desire for a village life.
iv. Absence of rentals, rates and other bills.
v. Reduction in food buying as much food is grown.
c) Urban-urban migration
This is the movement of people from one place to another in urban areas.
Reasons for moving from one urban area to another
i. Hike of rentals in the previous or current house.
ii. Change in working place and schools for children.
iii. High crime levels.
iv. Poor water and electricity supply in the area.
v. Family population growth due to birth rate, death rate and migration.
d) rural-rural migration
This is the movement of people from one place to another in rural areas.
Reasons for moving from one rural area to another
i. Family population growth rate due to birth rate, death rate and migration.
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ii. Looking for enough land for agriculture.
iii. Presence of drought in the area.
iv. Presence of animal and human diseases.
v. Introduction of developmental projects by the government of the community in the area.
e) Country-country migration.
This is the movement of people from one country to another.
Reasons for country-country migration
i. Presence of war in the country.
ii. Looking for employment opportunities.
iii. To reunite with family members.
iv. Availability of business opportunities.
v. Political reasons.
TASK
1. What is meant by the term population migration
2. Discuss the types population migration in Zambia
POPULATION
LEARNING OUTCOMES
i. State what the acronyms HIV/ AIDS stand for.
ii. Explain the ways by which one can contract and prevent HIV/AIDS.
iii. Discuss the impact of HIV/AIDS on the population.
iv. Outline the solutions to the impact of HIV/AIDS on the population.
1) WHAT HIV/AIDS STANDS FOR
HIV/AIDS stands for Human Immunodeficiency Virus. AIDS stands for Acquired
Immunodeficiency Syndrome
2) WAYS IN WHICH ONE CAN CONTRACT AND PREVENT HIV/AIDS
1. How one can contract HIV/AIDS
i. Through sexual contact with an infected person
ii. Through mother to child transmission during pregnancy, birth or breast feeding
iii. Sharing injection drug equipment such as needles with someone who has HIV.
iv. Through blood transfusion that is contaminated with HIV
v. Contact between skin, wounds or mucus membranes and HIV infected blood or blood
contaminated body fluids.
2. Ways HIV can be prevented
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i. Abstinence
ii. Use condoms during sex
iii. Avoid sharing needles
iv. Prevent infection after exposure
v. Being faithful to one sexual partner.
3) THE IMPACT/EFFECTS OF HIV/AIDS ON ZAMBIA’S POPULATION.
The following are the effects of HIV/AIDS on Zambia‘s population.
i. Loss of skilled and unskilled man power.
ii. Loss of many hours due to time spent looking after the sick.
iii. More money is spent on drugs than economic activities.
iv. Reduction in the production of goods and services.
v. Decline in agricultural activities.
vi. Reduction in population.
vii. Increase in widows and widowers.
viii. Increase in orphans and street kids.
ix. Sick workers missing work most of the time.
x. Loss of money by government in paying workers who are not working due to sickness.
4. SOLUTION TO THE IMPACT/EFFECTS OF HIV/AIDS ON ZAMBIA’S POPULATION.
i. Provision of medicine Anti-Retro Viral (AIDS)
ii. Provision of home based care
iii. Provision of medicine to infected mothers to prevent Mother To Child Transmission (MTCT)
iv. Sensitizing and educating the public about HIV and AIDS transmission and treatment
v. Provision of Voluntary Counselling and Testing (VCT) and treatment
vi. Voluntary male circumcision to reduce infection and re-infection rate
vii. Provision of protection by use of condoms to both infected and uninfected
viii. Promoting by abstinence
ix. By taking Pre-Exposure Prophylaxis (PREP) medicine.
x. By avoiding sharing sharp objects like needles, razor blades etc.
TASK
i. State what the acronyms HIV/ AIDS stand for.
ii. State the ways by which one can contract and prevent HIV/AIDS.
iii. Discuss the impact of HIV/AIDS on the population.
iv. Outline the solutions to the impact of HIV/AIDS on the population.
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TOPIC 12: GENDER AND SEX ROLES
LEARNING OUTCOMES:
a) Define the following concepts; Gender, Gender roles, Sex roles, Gender discrimination, Gender
Equality and Gender Equity
b) Explain the effects of gender discrimination
c) Identify the institutions that promote gender equality
1. Definitions of terms
 Gender; is a social belief about sex and the expectations for females and males
 Gender roles; the values and behavior that society expect of a person based on the
traditional views of the biological sex of a person. For example, men are the leaders, hunters
and herders while women care and nurture the child at home.
 Sex roles; these are expectations that society have of how members should behave
sexually. For example, women are the only wants who can breastfeed while men are the
only ones who can impregnant a woman.
 Gender discrimination; this is the unfair or unequal treatment of people or an individual
based on their gender. For example, treating women and girls as less important than men
and boys.
 GENDER EQUITY: It is the Process by which women and men are treated fairly in
accordance to their respective needs in society.
 GENDER EQUALITY; This is a concept states that all human beings that is, girls and boys,
women and men are free to develop their personal abilities without limitations set by
society
2. Effects of Gender discrimination
 It leads to conflicts between men and women (gender-based violence)
 Men claim the rights to make decisions that affect women
 Women have less access to property ownership
 Women have less or no access to education
 Women are not given higher positions in companies or authority
 Women have less or no access to employment
 Women have less or no power in decision making
 Women participate less in political affairs
 Forced child marriage discriminates against young girls by taking away a human right
3. Institutions that promote Gender equality
Government organizations
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i. Ministry of Gender
ii. Women‘s Economic Empower Fund of 2010
iii. The parliament
iv. Gender Equity and Equality Commission
v. Ministry of justice
Non-governmental organization
i. Non-Governmental Organization Coordinating Council (NGOCC)
ii. The United Nation Population Fund (UNFPA)
iii. Women for Change (WFC)
iv. Zambia Nation Women‘s Lobby Group (ZNWLG)
TASK
1. Explain the effects of gender discrimination
TOPIC 13: THE UNIVERSAL DECLARATION OF HUMAN RIGHTS

LEARNING OUTCOMES:
d) What is the Universal Declaration of Human Rights?
e) What is to adopt?
f) What are fundamental human rights?
g) Describe the history of the Universal Declaration of Human Rights
h) Discuss the categories of rights found in the UDHR
11. What is the Universal Declaration of Human Rights?
It is a document which lists all the fundamental human rights of people in the world.
It was adopted by the general assembly of the united nations on 10th December 1948.
12. What is to adopt?
It is to approve and accept something as your own.
13. What are fundamental human rights?
These are freedoms, privileges and entitlements human beings have simply because they belong to
the human race.
14. History of the Universal Declaration of Human Rights
 The declaration of universal human rights came as a response to the million of Jews killed
by the Nazi of Aldof Hittler of Germany during the second world war, from 1939 to 1945.
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 At the end of the second world war in 1945 the leaders of the powerful nations in the world
namely China, Union of Soviet Socialist Republic (USSR), United Kingdom and United States
of America (USA) meet in 1948 in San Francisco in USA.
 The meeting was chaired by Eleanor Roosevelt the wife of the form president of America
Franklin D Roosevelt to come up with the universal declaration of human rights for all
people in the world.
 They come up the rights which were categorized into civil and political rights, economic,
social and cultural rights.
 These rights were to be applied to each and every person the whole wide regardless of race,
color, nationality, gender and religion.
5.Categories of rights in the UDHR
1. Civil and Political Rights; these are also known as first generation rights because they were the
first ones to be recognised. Examples
> right to life
> right to personal liberty
> freedom of opinion
> freedom from torture and inhuman treatment
> freedom of movement
2. Economic, Social and Cultural Rights; these are also known as second generation rights because
they were the second ones to the recognised. Examples
> right to food
> right to property
> right to education
> right to social security
> right to shelter
3. Collective Rights; these are also known as third generation rights because they were the third ones
to be recognised. Examples
> right to health environment
> right to participate in cultural heritage
> right to peace
> right to self determination
> right to economic and social development
TASK
1. Describe the three categories of human rights?
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THE UNIVERSAL DECLARATION OF HUMAN RIGHTS
LEARNING OUTCOMES:
i) Outline the factors that lead to human rights violation
j) Discuss the obstacles to reporting human rights violation
k) Name the institutions and organizations that promote human rights in Zambia
1. Factors that lead to human rights violation
Human rights violation are abuses of human rights by a person, group of people, organizations or the
government. The following are the factors that lead to human rights violation;
i. Lack of information; some people do not have information on human rights
ii. Corruption; it leads to violation of human rights in the sense that some children are not
able to access the education system because the selection is not done on merit
iii. Poverty; the rich usually abuse the poor to their own benefit
iv. Poor governance; bad governance by those in power
v. Conflicts; misunderstandings by people can lead to fights
vi. Selfishness; greed and lack of generosity by those in power
vii. Culture; most cultures consider woman as second class in life
viii. Religious belief; some churches limit the behavior of its members
2. Obstacles to reporting human rights violation
These are things that discourage people from reporting human rights violation.
i. Fear of victimization
ii. Lack of support
iii. Corruption
iv. Long court proceedings
v. Lack of media freedom to express human rights abuses
Institutions or organizations that promote human rights in Zambia
a. Government
i. Human Rights Commission
ii. Court system
iii. Parliament
iv. Police service through the victim support unit (VSU)
b. Non-government organizations (NGO)
i. Amnesty international
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ii. Law Association of Zambia (LAZ)
iii. Foundation for Democratic Process (FODEP)
iv. Zambia National Women Lobby Group (ZNWLG)
TASK
Mention the factors that lead to human rights violation
TOPIC 14: CORRUPTION

LEARNING OUTCOMES:
a) What is corruption?
b) What is gratification?
c) Name the forms of corruption
d) Explain the categories of corruption
3. What is corruption?
It is the giving of money, valuables or receiving of a service to someone in return for a favor.
It is the misuse of public office for personal or selfish gain.
4. What is gratification?
Any corrupt payment made whether in cash or kind as a result of abuse of public office or property
5. Forms of corruption
There are different forms of corruption however, the following are the most common;
i. Cash payment and receipt; this involves the giving or accepting money in return for a
favor by a public officer
ii. Kick back; the giving of a service to someone in return for a favor by a public officer
iii. Payment in kind; this is were someone demands for a favor for an action done
iv. Commissions; soliciting to be dubiously given a commission as an appreciation fee for
awarding a contract
v. Nepotism; this is a form of corruption where a person in power decides to employ
relatives in certain positions of work
vi. Favoritism; this is the form of corruption where a person in power decides to employ
friends, tribesman and church mates in certain positions of work
6. Categories of corruption
a. Petty corruption; this is a type of corruption that is widely practiced in Zambia and usually
involves small amounts of money. The payments are called bribes.
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b. Grand corruption; this type of corruption involves substantial amounts of money. It is
usually practiced by high-ranking officials in government in terms of awarding contracts
c. Political corruption; this type of corruption is associated with the electoral process. It is
usually practiced by those contesting political power.
TASK
1. Define corruption and briefly explain the forms of corruption.
CORRUPTION
LEARNING OUTCOMES:
a) Describe the causes of corruption
b) Explain the effects of corruption in society
c) Describe the impact of corruption in society
a. Causes of corruption
The causes of corruption can be grouped in the following categories
a. Social causes
 Personal greed and dishonest
 Weak punishment for offends
 Weak enforcement or absence of code of conduct
 Leaders in key positions are not capable of inspiring and influencing conduct of the
highest moral standard
 Large numbers of people compete for insufficient services like few school places
b. Economic causes
 Poverty
 Shortage of goods and services
 Low salaries and wages in comparison to the cost of living
 Unequal distribution of wealth and resources
 Allocation of government loans and giving of tenders to some preferred individuals at
the exclusion of others.
c. Other causes
 Unnecessary long procedures (red-tape) in offices many encourage kick backs in order
to have things done fast
 Lack of political will, some government lack political will to deal with corrupt elements
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 Abuse of power, if there is excess concentration in the hands of an individual, he or she
many hinder investigations of corrupt practices
 Lack of transparency and accountability, if a government lacks checks and balances
there is mismanagement and misuse of public funds
 Lack of independence of the judiciary, courts may not act independently on matters of
corruption if they are influenced by outside forces such as the executive
 Public reaction, if corruption is tolerated by members of the public as a normal practice
due to economic hardships it will surely continue
 Lack of press freedom, failure by the media to investigate and expose corruption
practices due to lack of media freedom in the country encourages corruption
b. Effects of corruption
1.) Makes those involved rich at the expense of others
2.) Bring about bitterness among people when those who refuse to pay see those who pay
been favored
3.) Compromised standards as those less deserving reach the goals at the expense of those
who deserve
4.) Interferes with the enforcement of law and respect of the rule of law
5.) Perpetuates human suffering as it increases poverty levels of others
6.) Enables those who pay bribes to benefit in areas which without been corrupt they would
not.
7.) It retards development as most projects will be abandoned due to misuse of money for
development.
8.) It can lead to donors withdrawing their support to such a country where corruption is
tolerated
9.) Makes the government to fail to maintain and repair its infrastructure as much of the
money made for such is pocketed by supervisors
10.) It promotes tax evasion as people would prefer paying less money through a corrupt
officer at boarder points
c. Impacts of corruption
1.) Law enforcement agencies, people take the law in their own hand due to the police not
taking action.
2.) The judicial system, due to reported corruption in court, records disappear, trials are
delayed
3.) The electoral process, there are reported cases of vote buying during campaigns
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4.) The security of the nation, there are reported cases of corruption at national registration
officers, passport offices and immigration offices
5.) The economy, corrupt activities in the economy come in form of money laundering and tax
evasion
6.) The education system, people are not given school places on merit ground in various
education sectors
TASK
1) Describe the social and economic causes of corruption
2) Mention the effects and impacts of corruption in society
CORRUPTION
LEARNING OUTCOMES:
a) Explain the roles of individuals in the fight against corruption
b) Describe the institutions involved in the fight against corruption
1. Roles of individuals in the fight against corruption
 Changing attitudes from tolerance to total rejection of corruption
 Access information on procedures on how to deal with corruption cases
 Reporting corrupt officers to relevant authority
 Supporting organizations that fight corruption
 Taking responsibility for one‘s action
 Encouraging and supporting free press
 Knowing the procedures on how to acquire goods and services
 Not keeping quite when a corrupt act has been observed
 Demanding integrity and high sense of morality from public office bearers
2. Institutions involved in the fight against corruption
i. Government institutions;
These are institutions formed by government to fight corruption in the country
1. Anti- Corruption Commission (ACC)
1) Is the official government institutions established government to fight corruption
2) ACC‘s fight against corruption is enshrined in the slogan promote integrity, say no to
corruption.
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METHODS USED BY ACC TO FIGHT AGAINST CORRUPTION
1) Prevention – this is the undertaking of necessary and effective measures to prevent corruption
in the public and private sectors.
2) Community education – this is the educating of the community on matters relating to
corruption.
3) Investigations and prosecutions – this involves receiving and investigation of complaints of
suspected corrupt practices and where evidence is established prosecution follows.
2. Zambia National Procurement Authority(ZNPA)
1) Formerly known as Zambia National Tender Board
2) Its object is to control and regulate the procurement of goods and services by government
ministries and departments and parastatal organisations.
3. Parliament
1) It fights corruption through the Public Accounts Committee (PAC) that scrutinizes the
Auditor General’s Report on misuse, misapplication and embezzlement of public funds.
4. Auditor General’s office
1) Its charged with the responsibility of ensuring that public funds allocated by parliament are
used for intended purpose.
5. Investigator General’s office
1) The Investigator General is also known as Ombudsman and he/she is the chairperson of the
Commission for Investigation.
2) Apart from protecting and investigating human rights violations it also investigates corruption
complaints.
6. Anti- Money Laundering Unit
1) It is a department of the Drug Enforcement Commission (DEC)
2) Money laundering is the act of concealing, disguising, possessing receiving, disposing of or
bringing into the country any property (which includes money or any item) derived or realized
directly or indirectly from illegal or criminal activities.
7. Zambia Police Service
1) It investigates and arrest suspected corrupt officers and any suspected corrupt persons.
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ii. CIVIL SOCIETY ORGANISATIONS
These are institutions formed by individuals and groups of people to fight against corruption in the
country.
1. Foundation for Democratic Process (FODEP)
1) It conducts awareness programmes by educating the public on corruption in electoral process
and need for electoral reforms to enhance democracy and free and fair elections.
2. Transparency International Zambia (TIZ)
1) Undertaking research on various aspects of corruption, good governance and integrity
3. National Movement Against Corruption (NAMAC)
2) It demand high levels of integrity, transparency, accountability and sought genuine
participation in the affairs of Zambia.
4. The Media
1) The media includes print media (newspapers), electronic media (television and radio) and
online media (via internet).
2) The role of the media is to dig deeper and carry out research on any cases of corruption. This is
called investigative journalism
3) The media investigate and expose corrupt activities and in so doing it discourages people from
engaging in corrupt practices.
TASK
1. Discuss the roles of individuals in the fight against corruption
TOPIC 15: CONFLICT RESOLUTION

LEARNING OUTCOMES:
a) Explain the concept conflict
b) Describe the levels and types of conflict
c) Describe the causes of Conflict
d) Explain the negative effects of conflict
A. Explain the concept conflict
It is the absence of peace
It is the misunderstanding between people or group more people
A. Levels of conflict
i. Individual conflicts, this is also known as personal conflict. It is a conflict between two
or more individuals
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ii. Family conflict, this is a conflict between two or more individuals of the same family
iii. Community conflict, this is a conflict which involves the entire community or between
two communities
iv. National conflicts, this is the conflict which involves the entire nation or country
v. International conflict, this is a conflict among different nations or countries of the
world
B. Types of conflict
1. Religious conflicts; this is the conflict between churches resulting from the ill talk about
other churches
2. Class conflict; this is the conflict between the poor and rich
3. Gender conflict; this the conflict between men and women over resources and leadership
dominance by men
4. Tribal conflict; this is the conflict between tribes resulting from the ill talk of others towards
other people‘s tribes
5. Inter-state conflict; this is the conflict between two or more countries due to various
reasons
6. Intra conflict; this is the conflict that elapses within the country from problems such as
unemployment, health and politics
C. Causes of conflict
1. History – it is believed that if history is not properly explained to people it can bring conflict such
as the conflict between Muslims and Christians.
2. Ethnicity – ill feelings about people who do not belong to your own ethnicity (tribal) can bring
conflict such as calling Tongas tribal by others.
3. Imbalance of natural resources – failure to distribute the resources equally in the country can
bring conflict.
4. Immigration – high influx of foreigners from different countries into a country brings about
resentment by the host people which result into xenophobia attack as the case of South Africa.
5. Genocide – the massive killing of a tribe or race by another can bring conflict
6. Poverty – high levels of illiteracy and unemployment can bring about conflict
7. Racial discrimination – treating of people different based on their skin colour can bring such as
saying bad things about Albino people
8. Racial segregation – to mean separate development in which people in the country choose to
develop according to their tribe, race and religion.
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9. Corruption – winning favours through payment of money at the expense of others can cause
conflict
10. Crime – high levels of criminal activities such as theft in the society can bring conflict.
11. Cultural differences – culture is a way of life of people, hence saying bad things about people‘s
culture can bring conflict. For example, talking ill about the Chinese people because they eat dog
meat
12. Clash of interest – human needs sometimes may have same interest resulting into clashing with
each other.
D. Explain the negative effects of conflict
The following are the results of conflict in a society.
1. Destruction of property such as buildings and vehicles get damaged
2. Forces people to run away from their homes and become refuges
3. Destroys the environment more especially use of bombs during conflict
4. Loss of many lives of innocent people
5. Increases the risk of anti-social behavior like stealing and prostitution as people tend to
take advantage of such situations
6. It paralyzes the economy activities of the country as most will report for work for fear of
being killed.
7. It promotes violence against each other in society
8. It promotes human suffering as the government will concentrate on buying more
military equipment at the expense of building schools and industries,
9. It leads to forcibly recruitment of young children as soldiers
10. It promotes disunity as people may never work together again after conflicts
TASK
1. Explain the concept conflict
2. Describe the levels and types of conflict
3. Describe the causes of Conflict
4. Explain the negative effects of conflict
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CONFLICT RESOLUTION
LEARNING OUTCOMES:
a) Describe the positive effects of conflict in society
b) Discuss the methods of resolving conflicts
c) Suggest methods of promoting peace in society
d) Describe the methods used the United Nations to resolve conflict
e) State Zambia‘s refugee camps
f) Outline African countries that have experienced conflict
a) Describe the positive effects of conflict in society

1. The winning group of conflict may walk away with resources such as minerals
2. It promotes business for companies that make military attire such as guns, bullets, uniforms, boots
and planes
3. It leads to expansion of the territory by the winning such as Israel expanded its territory Syria.
4. It leads to countries working together as allies (friends) and alliance of states to defeat enemies
5. The military officers involved with peace keeping mission gets rich once they finish serving their
term in war zone country from money paid to them.
b) Discuss the methods of resolving conflicts
1) Conflict resolution is the settlement of conflict through peaceful means such as counselling,
negotiation, mediation, arbitration and litigation.
2) Counselling – this is a method of resolving conflict through a counselor trusted by both
parties. This method suits individual conflict.
3) Negotiation – this is a method of resolving conflict between two groups of people through a
reliable and skilled negotiator. This methods suits conflicts between groups of people such as
workers and the company owner.
4) Mediation – this is a method of resolving conflict through a neutral third person who asks the
disputing parties to come up with solution that is fair to both. This method aim at balancing
the two sides and draw them closer to each other.
5) Arbitration – this is a method of resolving conflict through an arbitrator appointed by both
disputing parties. The decision made by the arbitrator is binding to both parties involved.
6) Litigation – this is a method of resolving conflict through taking each other before the court of
law.
c) Suggest methods of promoting peace in society
The following methods can promote peace in society thereby avoiding conflict.
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1) Intermarriages – promoting intermarriages between tribes can reduce tribal talks in the
society that fuel conflict
2) Friendship – making friends lessens conflict with other as people would avoid quarreling with
friends
3) Reciprocity – this is where a person does good things to somebody who has been to him/her.
4) Mutual aid – this is where a person helps others who are in problems
5) Forgiveness – if we promote the culture of forgiving each other whenever we differ conflict will
reduce.
6) Tolerance – Accepting other people‘s opinions and views promote peace.
7) Respect – showing of respect towards one another promote peace in society.
8) Justice – being fair to everyone in society reduces conflict
d) What are the ways used by the United Nations to resolve conflicts in affected countries?
1. By setting up international tribunals to resolve conflicts
2. By settling of conflicts through courts of law
3. By sending peace keeping forces to areas of conflict
4. By promoting democratic elections
5. By imposing sanctions on erring countries
e) How has Zambia responded to refuges coming into the country due civil wars in their
countries?
Zambia has opened up the following Refugee Camps supervised by the Ministry of Home Affairs
1. Maheba-North Western Province
2. Nyango, Mayukwayukwa and Nangweshi-Western Province
3. Chikumbi and Makeni –Lusaka Province
4. Ukwimi-Eastern Province
5. Mwange and Kala-Luapula Province
f) Outline the African countries that have experienced
1. Sudan
2. Rwanda
3. Burundi
4. Ethiopia
5. Eritrea
6. Democratic Republic of Congo
7. Nigeria
8. South Africa
9. Ivory Coast
10. Libya
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TASK
1. Describe the effects of conflict in society
2. Discuss the methods of resolving conflicts
3. Suggest methods of promoting peace in society
4. Describe the methods used the United Nations to resolve conflict
5. State Zambia‘s refugee camps
6. Outline African countries that have experienced conflict
TOPIC 16: BUDGET

LEARNING OUTCOMES:
a) Define the term budget
b) Identify features of the budget
c) Describe the types of budget
d) Outline the role of parliament in formulation and implementation of national budget
1. What is a budget?
It is a plan on how to raise and spend money. A budget involves making estimates about how much
money one is likely to raise and spend.
2. Name the parts (features) of a budget.
There are two features or parts of a budget namely;
i. Income – which is money received from salaries, rent or business.
ii. Expenditure - which is money spent on various needs such as buying food, paying
school fees and transport for work/school.
3. Name the types of budget
There are three types of a budget namely;
i. Personal budget
It is a plan on how an individual going to raise and spend money. Therefore, when making a personal
budget expenditure should equal or less than income. For example, if you earn to k200 per month
your expenditure should be k200 or less. Below is an example. Given k100 show how you can spend it
on your school materials.
ii. Family budget
It is a plan on how a family is going to raise and spend money. Usually, our parent workout the
budget on how to raise and spend money on family needs such as education, medical services,
clothes and food. In most cases the family budget is made up of income, expenditure (fixed
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expenses such as rent and flexible expenses such as buying TV) and saving money for investment.
For example, given k200 prepare a budget for your family on the basic needs.
iii. National budget
It is a plan on how the government of the country is going to raise and spend money in a year.
(a) Parts of national budget
The national budget has three parts namely
(i). Recurrent Revenue (Income)
It is the money that government raises from taxes, loans and grants from donor and financial
institutions.
(ii). Recurrent Expenditure
It is the money that the government spends on paying salaries and wages of government workers.
Also, for maintenance of government equipment‘s, buildings and roads
(iii). Capital expenditure
It is the money that government spends on new planned projects such as construction of roads and
building of new schools and hospitals.
(b) Ways of preparing a national budget
By the time the government presents its budget to the country most of its income and expenditure is
in proposal form. It outlines how its hopes to raise and spend money in that given year. Therefore, it
can either prepare a budget surplus, deficit or balanced budget.
(i) Budget Surplus
It is when income is more than expenditure
(ii) Budget deficit
It is when expenditure is more than income.
(iii) Balanced budget
It is when income is equal to expenditure.
3. Outline the role of parliament in formulation and implementation of national budget
(budget process).
(i). Drafting
Individual members of parliament submit individual budgets of the constituency they represent to the
ministry of finance.
(ii). Legislative approval
Parliament approves the budget presented to parliament by the Minister of Finance.
(iii). Monitoring and implementation
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Parliament through the Public Account Committee (PAC) monitors the implementation of the budget
country wide.
(iv). Audit
Parliament through the Public Account Committee (PAC) carryout audits of the money given to
various government departments in the budget country wide
TASK
1. Identify the features of the budget
BUDGET
LEARNING OUTCOMES:
a) Explain the sources of the national budget
b) Explain the importance of the budget
c) Identify the challenges associated with budget implementation
1. Sources of revenue of for National budget
These areas where government expects to raise money for expenditure.
1) Taxation: The Zambia Revenue Authority (ZRA) collects taxes on behalf of the
government from all business transactions in the country such as importation of vehicles
and selling goods in shops.
2) Dividends: The government has shares in business companies such as ZANACO, Zambia
National Building Society (ZNBS) and Zambia National Provident Funds (ZNPF).
3) Privatization: This is the selling of government owned companies to private individuals.
The government can decide to sell the whole company or sale some shares in that
government.
4) Bilateral aid: This is assistance from one nation to another. Mostly the assistance that
Zambia receives comes from the PARIS CLUB (DONOR COMMUNITY) to mean rich
countries that help poor countries. The countries include among others Britain, USA,
Germany, France, Japan, Italy, Canada, Sweden, Denmark, Norway, Finland and China. These
countries usually give GRANTS to mean a gift that is not to be paid back.
5) Multilateral aid: This is assistance from local or international financial institutions to a
country. The institutions include any local banks such as ZANACO or NATSAVE and
international banks include World Bank, International Monetary Fund (IMF) and African
Development Bank (ADB). Usually when these institutions give money to countries,
countries are expected to pay back with interest. Therefore, when a country fails to pay back
the money it owes financial institutions that will be called DEBT CRISIS.
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6) Government companies: The government is running some companies such as ZAMTEL
and tourism attractions center‘s where it makes money for itself.
7) Fines: This is money raised government through forfeited assets to the state and money
paid people in courts.
8) User fees: This is the money that the people pay to assess government services such as all
licenses, national registration document and toll gates.
2. Challenges associated with the implementation of national budget.
1) Tax invasion: Some individuals or companies avoids paying taxes to the government by either
hiding true tax due or use other means to avoid paying tax.
2) Smuggling: Some individuals or companies import or export goods to and from other
countries without necessarily passing through ZRA boarder points to pay tax
3) Fraud: Sometimes government money is stolen by those entrusted to pay for government
projects through paying companies which does not exist.
4) Theft: Some government officials steal money meant for government projects.
5) Corruption: Some government officials connive with some companies to overcharge the
government and then share that extra money with that company.
6) Donor dependency: Sometimes the donor community will promise to give Zambia the money
but due to unforeseen circumstances they fail to honor the promise.
3. Important of the budget
i. It helps a person, family or nation to give priority to basic needs such as food, health
and education
ii. It helps a person, family or nation to save money for future use
iii. It is a control measure to mean it helps a person, family or nation to cut down on
wastages and make best use of the money available.
iv. It promotes transparency in the handling of money in a family or nation as the budget
will be there to been by anyone.
v. It helps people to accountable as all they have raised and spent will be clearly written
down.
vi. It promotes equity in the sharing of resources more especially in a family and nation as
all need areas will be given a fair share of the money.
TASK
1) Explain the importance of the budget
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TOPIC 17: MONEY
LEARNING OUTCOMES:
a) What is money
b) Describe the characteristics of money
c) Outline the functions of money
A. What is money?
Is anything of value that is generally recognized in the exchange of goods and services?
B. What are the qualities or Characteristics of money?
1. Stable (Stability)
To mean money should remain in use for a long period of time without anyone rejecting from using it
such as 5 ngwee and 10 ngwee where people reject to use them.
2. Acceptability ( Acceptability)
To mean for any object to be used as money, it must be generally accepted by every single person in
the community.
3. Durable (Durability)
To mean money must last for a long period of time before fading away or worn out.
4. Scarce ( Scarcity)
To mean money should be very difficult to find unless he/she works hard to find it.
5. Portable (Portability)
To mean money must be easily carried about by people in their business transactions from one point
to another.
6. Easy to Recognize (Recognisability)
To mean bank notes and coins should have features that will make it easier for people to differentiate
or recognise each piece of money.
7. Non- Counterfeit (Counterfeitability)
To mean money should not be easily made or forged by anyone in society but only through the
authorized companies that make money.
8. Divisible (Divisibility)
To mean money should easily be divided into smaller qualities such as K100 changed into K50, K20,
K10, K5 or K2.
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SUMMARY OF QUALITIES or CHARACTERISTICS OF MONEY
S _____________________ Stable (Stability)
A_____________________ Acceptability (Acceptability)
D ____________________ Durable (Durability)
S____________________ Scarce (Scarcity)
P____________________ Portable (Portability)
E____________________ Easy to Recognise (Recognisability)
N___________________ Non- Counterfeit (Counterfeitability)
D___________________ Divisible (Divisibility)
SAD SPEND!!! For sure if not careful money can bring about Sad Spend
C. Name the functions of money.
1. Medium of Exchange
To mean money is used in the exchange of goods and services. Eg. If you need books you pay money
and get books from the shop. In this example money is used as a medium of exchange between the
shop owner and the person need of books.
2. Store of value
To mean someone‘s wealth can be kept in form of money in the bank. For example, a cattle rich
farmer can sale all his cattle and keep the money in bank and still be rich in terms of money.
3. Measure of value
This function is also known as unit of account. This function allows the values of goods and services
to compare to the price we pay for them. For example, if a businessman is selling one pen at K10 very
few or if none will agree to buy those pens because the value of K10 is more than one pen.
4. Means of deferred payments
To mean an agreement can be easily be reached between two people to allow the buyer settle his/her
credit in future. This is why it is commonly referred to as ―BUY NOW PAY LATER‖. This function
allows people to get things on credit and then pay later.
TASK
a) What is money
b) Describe the characteristics of money
c) Outline the functions of money
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TOPIC 18: INFLATION
LEARNING OUTCOMES:
a) What is inflation
b) Describe the types of inflation
c) Discuss the causes, effects and solutions to inflation
1. What is inflation
It is the rapid rise of prices
It is a situation where there is too much money in circulation chasing too few goods
2. Types of inflation
i. Cost push inflation; this is a rise in prices of raw materials used in the production of
goods
ii. Demand inflation; this is the rising demand of certain products in the economy there
by making prices to be increased
iii. Creeping inflation; this is the type of inflation where there is moderate rise of prices of
goods and services yearly of about 1% to 6%
iv. Chronic; this is the type of inflation where there is highly monthly rise of prices of goods
and services of above 10%
v. Suppressed inflation; this is the type of inflation where even though the demand
exceeds the supply of goods and services, the inflation is controlled using measure such
as price control of goods and services
vi. Hyper inflation; this is the type of inflation where there is highly monthly rise of prices
of goods and services of about 50%
3. Causes
 High salaries and wages of workers
 Reduction of money supply in circulation
 Full employment- a situation that sees nearly everyone working
 Full export- where the country exports more of its locally made goods
 Expansion of non-market sectors such as constructions of roads
Effects
 It may reduce savings of money among people due fear of loss value
 It increases the cost of doing business hence disrupts normal economic activities.
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 It discourages spending of money as people feel troubled carry bags on money around for
shopping.
 It makes borrowing and lending of money to be valueless
 It may reduce foreign exchange as people will fear to do business with such a country.
Solutions
 By increasing the production goods and services
 By increasing taxation
 By increasing bank interest rates
 By reducing government expenditure in non-market sector. Eg roads.
 By using treasury bills- this is release of money such as dollars in the economy to
stabilize the currency
TASK
a) What is inflation
b) Describe the types of inflation
c) Discuss the causes, effects and solutions of inflation
INFLATION
LEARNING OUTCOMES:
l) Define reflation, deflation, revaluation and devaluation
m) Explain the law of supply and demand
1. What is Reflation?
It is the increase or expands of money supply in the economy. It is a situation where the government
pumps in new money in circulation. E.g sometimes we do see new money being used such as K10, K5
and K2.
What is Deflation?
It is the general decrease (reduction) in the prices of goods and services.
 effects of deflation
1. It reduces profit in a business
2. It leads to business closing down
3. It leads to increase in unemployment levels
4. It leads to reduction of income of businessmen
5. It leads to people fail to pay back loans
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What is Revaluation (Appreciation)?
It is the increase in the value of a currency in relation to other currencies.
What is Devaluation (Depreciation)?
It is the decrease in the value of a currency in relation to other currencies.
2. > What is Demand?
It is the amount goods and services a person is willing to buy at a given price at specific time.
 What is Supply?
It is the amount goods and services a person is willing to sell at a given price at specific time.
 What is Price?
It is the value of goods and services expressed in money.
 Explain how Demand, Supply and Price affect each other.
i. High Demand + Low Supply = Low Price
To mean if there is high demand of goods and services but low supply the prices will go up (increase
in prices).
ii. Low Demand + High Supply = Low Price
To mean if there is low demand of goods and services but high supply the prices will go down
(reduction in prices).
iii. High Demand + High Supply = High Price
To mean sometimes there are goods and services who are on high demand, High supply and High
price. This is due to high important and demand such as fuel and electricity. Therefore, no matter what
people have no choice but to buy them?
iv. Moderate (Low) Demand + Moderate (Low) Supply = Fair (Low) Price
To mean that the number of customers who are willing to buy goods and services at a given price are
equal to the sellers willing to sell the goods and services at given price.
TASK
d) Define reflation and deflation
e) Explain the law of supply and demand
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TOPIC 19: MONEY LAUNDERING
LEARNING OUTCOMES:
a) Describe money laundering
b) Discuss the effects of money laundering
c) List the institutions formed to fight money laundering activities in Zambia
1. What is money laundering?
It is where one acquires money through dirty activities such as selling drugs and stealing thereafter
tries to make it look as though the money in possession was acquired in a clean manner.
The three money laundering activities
1. Fraud
It is a dishonest way of tricking people or taking unfair advantage of someone over something. For
example, a person promises you that if you give them your money, they multiply it and give more but
immediately you give them they disappear for good with your money
Examples of Fraud
i. Collusion
This is where two people agree to trick or take unfair advantage of someone over something. For
example, two people agree to cheat parents that at school they need K50 for school tour when in fact
it is a lie.
ii. Counterfeiting
This is where a person makes an imitation of an original thing. For example, a person makes a fake
K50 note.
iii. Forgery
This is where a person makes alteration on a written document in order to obtain something illegally.
For example, forging a person‘s signature to get money on his/her behalf.
2. False pretense
This is a deliberate misinterpretation of facts in order to obtain money or property from someone. For
example, during open day for Report forms a pupil picks someone from the street to act as parent
when getting results.
3. Deceit
This is a deliberate omission of information in a business transaction so as to mislead a person. For
example, a pupil about his/her parents that there are dead yet there are very much alive.
2. Effects of money laundering activities?
1. It leads to closure of business by those businesses involved
2. It leads to property or money acquired money laundering activities taken by the state
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3. It encourages criminal activities among in society
4. It can discourage people from investing countries that tolerant money laundering activities
5. It can make you be imprisoned (jailed) for life
3. Institutions formed to fight money laundering activities in Zambia
1. Anti-Money Laundering Investigations Unit (AMLIU)
2. Drug Enforcement Commission of Zambia (DEC)
3. National Task Force on Anti-Money Laundering (NTFAML)
4. Anti-Corruption Commission (ACC)
5. Zambia Police Service.
TASK
1. Define money laundering and briefly explain on the effects of money laundering
TOPIC 20: TRADE

LEARNING OUTCOMES:
a) Define the term trade
b) Describe local and international trade
1. What is Trade?
It is the selling and buying of goods and services. For example, schools tuck shop selling biscuits to
pupils.
2. Types of trade
There are two types of trade namely;
i. Local/Home/Domestic/Internal Trade
It is the selling and buying of goods and services within the country. For example, a marketer
goes to buy Kapenta for sale in Siavonga.
Advantages of Local/Home/Domestic/Internal Trade
i. Promotes economic growth in the country
ii. Encourages industrial development in the country
iii. Supplement the provision of goods and services in the country
iv. Promotes trade specialization of regions in the country
v. Creates employment for the local people in the country
Disadvantages of Local/Home/Domestic/Internal Trade
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i. Limited market may lead to loss of business
ii. Limited raw materials may lead to closure of industries
iii. It may lead to monopolization of goods and services
iv. Goods and services may be in short supply and fail to meet the needs of people
v. Locally produced goods and services may be of poor quality
ii. International/Foreign/Interstate/External trade
It is the selling and buying of goods and services among countries. For example, a Zambian
business lady goes to South Africa to buy clothes for sale in Zambia.
Advantages of International/Foreign/Interstate/External trade
i. It brings foreign exchange in the country
ii. It encourages countries to specialize. For example, Zambia produce copper while
Japan produces vehicles
iii. It promotes a potential market of goods and services from other countries
iv. It improves economic relations among countries
v. It supplements the provision of goods and services in less developed countries
Disadvantages of International/Foreign/Interstate/External trade
i. Less developed countries have become dumping grounds for second hand goods
such as Salaula and Vehicles
ii. It leads to moral decay in the country as goods such as tight clothes do not fit into
the expected Zambian attire.
iii. It can lead to less developed countries become dependent of goods from developed
countries
iv. It can lead to serious shortages of certain goods such as fuel if in the producing
country if there is a problem in the supply such goods.
v. It can lead to loss of market for locally produced goods as people may prefer buying
foreign goods.
TASK
1. Discuss the differences between foreign trade and local trade.
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TRADE
LEARNING OUTCOMES:
a) Describe the chain of distribution
b) Describe the importance of producer, wholesaler, retailer and consumer in the chain of
distribution
A. Describe the chain of distribution

It is the movement of goods and services from the producer to the consumer.
 How goods move in the chain of distribution
The producer (manufacturer) produces the goods in bulk and sells them to the wholesaler who breaks
the bulk of goods and packs the goods in sizeable packs and then sells them to the retailer who also
re-packs the goods in sizeable packs and sells them individually to the consumer who finally
consumes the goods.
B. Describe the importance of producer, wholesaler, retailer and consumer in the chain of
distribution
A. Importance of the producer or manufacturer
i. They produce goods to be consumed by consumers
ii. They ensure availability of goods on market
iii. They determine the price of goods in the chain of distribution
iv. They advertise the new products to potential consumers
v. They provide storage for goods for wholesaler
B. Importance of the wholesaler
i. They act as link between the producer and retailer
ii. They help the producer to distribute goods
iii. They make it possible for the retailer to buy goods in sizeable packs
iv. They ensure a timely release of goods on the market
v. They provide storage of goods for retailers
C. Importance of the Retailer
i. They act as link between the wholesaler and consumer
ii. They receive feedback about products from the consumer
iii. They make it possible for the consumer to buy goods individually
iv. They are located near homes of people
v. They advertise goods on sale through brochures every week eg. Shoprite brochures
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D. Importance of the Consumer
i. They give feedback on goods consumed
ii. They provide markets for producer, wholesaler and retailer
iii. They encourage the producer to produce more goods
iv. They help to dispose off the litter such as plastics and tins used in packaging of
goods.
v. The purchase of goods helps in sustaining and developing the country economically
as more shops and industries will be opened.
TASK
1. Explain the chain of distribution with the aid of a diagram.
TRADE
LEARNING OUTCOMES:
a) Describe the elements of international trade
b) Explain the recording of transactions in international trade
1. Elements of International/Foreign/Interstate/External trade

i. Banks
The banks help in transfer of money from one country to another and also provide money
exchange services.
ii. Advertising
This is the notice of something for sale or services offered. Therefore, most companies
advertise their products.
iii. Transport
Goods and services are made available by moving them to areas of demand through air, water,
road and railway transport.
iv. Insurance
It provides a cover for goods in transit in case of damage or theft
v. Tariffs
These are taxes levied on goods brought into or taken out of the country.
vi. Quotas
It is the amount of goods allowed in and out of the country within a given period of time.
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vii. Exchange controls (Restriction of trade)
The government may also impose a limit on trade with other countries on what to be imported
and not.
viii. Debt crisis
It is a situation where by a country fails to pay back debts it owes other countries or financial
institutions.
Possible solutions to debt crisis
i. Increasing exports
ii. Putting a limit on imports
iii. Lowering bank interest rates
iv. Expansion of agriculture sector
v. Reduction of government expenditure in non-market sector
2. Recording of transactions in International/Foreign/Interstate/External trade
 Balance of trade
It is the difference between the value of imports and exports over a particular period.
Types of balance of trade
i. Trade is balanced
It is when the country‘s imports are equal to exports
ii. Trade surplus (Favorable balance of trade)
It is when the country‘s exports are more than imports
iii. Trade deficit (unfavorable balance of trade)
It is when the country‘s imports are more than exports
 Balance of payments
It is the difference in spending (payments) and earnings from the imports and exports.
Types of balance of payments
i. Balance of payments surplus (Favorable balance of payment)
It is when a country receives more foreign currency from exports but pays less foreign currency
on imports.
ii. Balance of payments deficit (unfavorable balance of payment)
It is when a country receives less foreign currency from exports but pays more foreign currency
on imports.
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 Invisible trade
It is the money paid in foreign currency for a service offered. E.g., paying for shipping of
goods, tourism and insurance services
Types of invisible trade
i. Invisible exports
This is the money paid to an individual or company of a foreign country for the services
offered. e.g., Paying a Japanese company to ship the vehicle from Japan to Zambia
ii. Invisible imports
This is the money received from a foreigner for accessing a service in a foreign country. e.g.,
Money received from an American who pays to see Victoria Falls in Zambia.
TASK
1. Outline the elements of international trade
TOPIC 21: REGIONAL ORGANISATION

LEARNING OUTCOMES:
a) What are regional organizations
b) Outline structures of regional organizations of SADC
1. What are regional organizations

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

1) When was COMESA formed? It was formed, 18th December, 1994
2) What is the former name for COMESA? Preferential trade area (PTA) for eastern and
southern.
3) Name the 20 member countries of COMESA; BURUNDI, COMORAS, DEMOCRATIC
REPUBLIC OF CONGO (DRC) LESOTHO, EGYPT, ERITREA, ETHOPIA, KENYA, NAMIBIA,
MADAGASCAR, MALAWI, MAURITIUS, RWANDA, SEYEHELLES, SUDAN, SWAZILAND,
TANZANIA, UGANDA, ZAMBIA AND ZIMBABWE
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4) The two countries that pulled out of COMESA in 1997? Angola and Mozambique
5) The two countries that have joined COMESA recently? These are Libya and Djibouti
6) The headquarters of COMESA? Are in Lusaka- Zambia
7) Why was COMESA created?
i. to create a big economic environment within the region in order to attract and assure local
and foreign investors.
ii. to create a wider market for its members Africa.
8) When was the preferential trade area (PTA) for eastern and southern Africa formed? it
was formed in 1981
9) When did the preferential trade area (PTA) for eastern and southern Africa change its
name? it was changed on 8th December, 1994
10) Functions of COMESA
i. To attain sustainable growth and development of member countries
ii. To promote joint development in all fields of economic activities
iii. To adopt economic policies and programs that improves the welfare of the citizens and
encourage close relations between member countries
11) Creating a suitable environment for domestic and foreign investment
12) Working together to strengthen the relations between COMESA and the world
13) Maintaining peace and security between member countries so that economic development
ties in the region are strengthened
14) Structure of COMESA
1. Authority
it is the highest of supreme policy making organ of COMESA.
it is made up of heads of state.
it directs and controls all COMESA functions.
it meets once per year
2. Council of ministers
it is the second highest or supreme policy making organ of COMESA.
it prepares the agenda for the summit.
it is made up of ministers from each country.
it makes decisions on administration and financial management.
3. Inter- government commission
it is made up of experts or people skilled in various jobs.
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the expert‘s co-ordinates with the council of ministers on the activities of COMESA.
4. Secretariat
it is responsible for the administration of COMESA.
it is headed by the secretary general
he/she tenure of office is 4 years.
5. Court of justice
it is the judicial organ which handles all legal matters of COMESA
it is headed by a judge president.
it consists of 6 other judges.
6. Committee for the heads of central bank
it makes financial and budgeting decisions
7. Technical committees
There are about 12 different technical committees on agriculture legal affairs, tourism and wild
life, trade and monetary affairs.
T hese committees prepare programmes and make sure that they are implemented.
TASK
a) Explain the structure of COMESA
REGIONAL ORGANISATION
LEARNING OUTCOMES:
a) Outline structure of regional organizations NEPAD and AU
b) Discuss benefits of Zambia‘s membership to regional organizations
3. African Union (AU)
1) What is the former name of African union? organization of African unity (OAU)
2) When was the organization of African unity (OAU) formed? African Union (AU) formed
on 25th may, 1963
3) When did the organization of African unity OAU) change to African union (AU)? It was
changed 9th July, 2002.
4) The headquarters of African union (AU)? They are in Addis Ababa, Ethiopia
5) Where was the idea of forming organization of African unity (OAU) copied from? pan-
African or pan- African movement
6) In which country was the summit to change OAU to AU held? In South Africa
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7) Who was the chairperson of organization African unity (OAU) when it changed to
African union (AU) on 9th July 2002 in South Africa. Thabo Mbeki South African
president
8) Functions of AU
1) Promoting unity and solidarity among the African states.
2) Coordinating efforts to achieve better life for Africans.
3) Defending independence
4) Getting rid of all forms of colonialism from Africa
5) Promoting international cooperation
9) Objectives of AU.
1) To unite African states.
2) To promote co-operation among member states
3) Promote sustainable development
4) To promote and protect the rights of the people
5) To promote peace, security and stability on the continent
10) Structure of AU
1) Authority of heads of state and government
2) Council of minister of foreign affairs
3) Inter-governmental commission
4) Secretariat
5) Commission of mediation, conciliation and arbitration
6) Specialized commissions
4. The New Partnership for Africa’s Development (NEPAD)
1) When was NEPAD adopted? 11th July 2001- Lusaka Zambia
2) Why was NEPAD created? to promote economic development programmes of African union
3) The founding countries of NEPAD? Algeria, Egypt, Nigeria, Senegal and south Africa
4) Members of NEPAD ARE, 50 countries
5) The headquarters of NEPAD? Midland- South Africa
6) Main functions of NEPAD
1) To eradicate poverty
2) to promote sustainable growth and development
3) to promote empowerment of women
4) to integrate african into the global economy
7) The structure of NEPAD
i. Assembly of African Union
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ii. Heads of state and Government implementation committee
iii. Steering committee
iv. Secretariat
v. National NEPAD structures
vi. NEPAD council
1. Benefits of Zambia membership of regional organization
a. Access to wider market
b. Infrastructure development
c. Employment opportunities
d. Attract investment
e. Access to technical assistance and expertise
f. Promote cross – border trade
g. Promote common traffics and policy trade
h. Promote studies of environmental problems
i. Promote research programmes on different diseases
TASK
a) Discuss the benefits of Zambia‘s members of regional organisations
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TOPIC 22: INTERNATIONAL ORGANISATION
LEARNING OUTCOMES:
a) What is meant by the term international organizations
b) Describe the United Nations as an International Organization
a) What is international organization?

It is an organization that has members from different parts of the world.
1. When was the United Nations (UN) formed? 24th October, 1945
2. In which country was UN formed? san Francisco – USA
3. Which international organization was formed before UN? league of nations- 1918
4. Where are the headquarters of UN? New York – USA
5. Which international organization shares the same birthday with Zambia on 24th
October? United Nations (UN)
6. Why was the United Nations (UN) formed?
i. to promote peace in the world
ii. to prevent war in the world
7. How many countries are members of the United Nations (UN?) 192 countries
8. The missions of The United Nations (UN)
To maintain world peace
To develop good relation between countries
To encourage respect for human rights
9. Functions of United Nations (UN)
Maintaining international peace and security
Promote economic development
Promote human rights
10. Qualifications for United Nations membership
Peace, Loving Country
Self-Governing Country
11. The six organs of the United Nations (UN)
i. General Assembly
-made up of 192 countries
-each country has one vote (single vote)
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-meets once per year
-accept new members to UN
-Act as parliament of UN
ii. Security Council
-made up of 15 countries
-5 out of 15 countries are permanent members these are United States of America
(USA), Britain, France, China and Russia.
-10 out of 15 countries are Non-permanent members and are elected every after 2 years
-this organ is responsible for maintain peace and settle disputes worldwide
iii. Secretariat
-is headed by Secretary General
-he/she is the Chief Administration officer of UN
-he/she is appointed every after 5 years
-he/she act as spokesperson of UN
-this organ is responsible for administration various UN programs
-this organ acts as civil service of UN
-it provides people to translate the 6 official languages of UN and these are _English,
French, Chinese, Arabic, Spanish and Russian.
no Name Country of nationality Period

origin
1 Trygve Lie Norway Norwegian 2/02/1946 to 10/11/1952
2 Dag Hammarskjold Sweden Swedish 10/04/1953 to 18/09/1961
3 Myint-U- Thant Burma Burmese 30/11/1961 to 31/12/1971
4 Kurt Waldheim Austria Austrian 01/01/1972 to 31/12/1982
5 Javier Perez De Cuellar Peru Peruvian 01/01/1982 to 31/12/1991
6 Boutros Boutros –Ghali Egypt Egyptian 01/01/1992 to 31/12/1996
7 Kofi Annan Ghana Ghanaian 01/01/1997 to 31/12/2006
8 Ban Ki-Moon South Korea South Korean 01/01/2007 to 31/12/2016
9 Guterres Antonio Portugal Portuguese 01/01/2017 to date
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iv. Economic and Social Council (ECOSOC)
 -made up of 54 countries elected every after 3 years
 Co-ordinates and supervises the UN specialized agencies
 -meets 2 times in a year
 -promotes human rights
 -prepares draft convections
a. The World Health Organisation (WHO)
 Headquarters: Geneva, Switzerland
 Works towards the highest level of health care for the greatest number of people.
 Coordinates research in fields such as drug and alcohol abuse, primary health
care, and nutrition.
 Improves sanitation and hygiene in developing countries.
b. Food and Agriculture Organisation (FAO)
 Headquarters: Rome, Italy
 Inform, advises and promotes scientific research
 Assists agricultural development in developing countries.
 Controls the flow of food aid to Asian and African countries.
 Raises nutritional levels and standards of living.
c. International Labour Organization (ILO)
 Headquarters: Geneva, Switzerland
 Raises world standards of working conditions
 Creates greater employment opportunities for women and men
 Aims to get rid of social injustices for all working people.
d. United Nations Children’s Fund (UNICEF)
 Assists developing nations with things such as vaccination programmes and relief
services.
 Aims to decrease infant mortality by two thirds, and reduce the frequency of
respiratory illnesses and dysentery
 Runs campaigns to prevent child prostitution, trafficking in children, and illegal child
labour
e. United Nations Educational, Scientific and Cultural Organization (UNESCO)
 Headquarters: Paris, France
 Aims to bring peace and security to the world
 Promotes peace and tolerance between different nations
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 Strives to achieve access to quality education for all children
 Encouraging scientific cooperation between nations
f. International Monetary Fund (IMF)
 Headquarters: Washington DC
 Promotes international monetary cooperation and exchange rate stability
 Works to assist the growth of international trade, and to reduce poverty
 Lends money to members that have balance of payment difficulties
v. Trusteeship Council
-protects countries that are not yet independent
-promotes independence of countries
vi. International Court of Justice
-made up of 15 judges who serve for 1 year elected by General assembly and security council
11. Benefits of Zambia’s membership to United Nations (UN)

i. UN specialized agencies supports and promotes health programmes
ii. UN specialized agencies supports and promotes education, science and culture
programmes
iii. UN specialized agencies give loans to Zambia
iv. UN specialized agencies offers advice on how to manage money related issues
v. UN specialized agencies increases food production in the country
vi. UN specialized agencies assists children in health, education and nutrition matters
TASK
a) Describe any four United Nations specialized agencies
INTERNATIONAL ORGANISATION
LEARNING OUTCOMES:
1. Discuss the Common Wealth as an International Organisation
2. Outline the international voluntary organizations and donor agencies
2. What is Commonwealth?
It is a group of countries that were once colonized by Britain
1) A diplomat who represents the country in a former colony of Britain?
272
High Commissioner
2) A diplomat who represents the country in a non-former colony of Britain? Ambassador
3) The head of the commonwealth? King or Queen of Britain
4) Major principle of the commonwealth? To promote co-operation and tolerance
5) The chief officer of the common wealth? Secretary General
6) The headquarters of the commonwealth? London
7) Aims of commonwealth
-to promote international peace and security
-to promote human equality and dignity
8) Functions the Common Wealth
i. Alleviating poverty
ii. Promoting gender equality and empower women
iii. Achieving a greater respect for human rights
iv. Ensuring a basic education for all
v. strengthening the delivery of health care in member countries
vi. Encouraging Common Wealth countries to work together to make their economy stronger
and improve their systems of government
9) The structures of commonwealth
1. Commonwealth Heads of States Conference
2. Finance Ministers’ Conference
3. Commonwealth Secretariat
4. Secretary General
5. High Commissioners
10) Benefits of Zambian’s membership to commonwealth
i. Political co-operation
ii. Military co-operation
iii. Commonwealth parliamentary association
iv. Economic co-operation
11) The organizations under the commonwealth
i. Commonwealth Development Corporation
ii. British Ministry of Overseas Development
iii. Education Co-operation
273
iv. Medical Co-operation
v. Medical Equipment and Medicines
vi. Social and Cultural Co-operation
1. International voluntary organization and donor agencies

i. What is voluntary service?
It is an activity done without paying or reward and without being forced.
ii. What is a voluntary organization?
It is a group of people who do activities without being paid or rewarded and without being
forced.
iii. Examples of international voluntary organization
i. Red cross
ii. Lions (Lion Club)
iii. Rotary international
iv. Jaycees
v. Oxfam
vi. Cheshire
iv. Who is the founder of Red Cross? Jean Henry Dunant from Switzerland
v. When was the Red Cross formed? in 1859
vi. The headquarters of Red Cross? Geneva-Switzerland
vii. Services offered by the Red Cross
i. Primary health care
ii. First aid
iii. Welfare services
iv. Blood donation
v. Disaster preparedness
viii. Red cross in Muslim countries is called, Red crescent
ix. Aid that is received by a poor country from a richer country? Bilateral aid
x. Examples of bilateral aid agencies from richer countries
 Swedish International Development Agency (SIDA) from Sweden
 Finnish International Development Agency (FINNIDA) from Finland
 United States Agency for International Development (USAID) from United States of America
 Japanese International Co-operation Agency (JICA) from Japan
274
xi. What do we call the aid received from an international financial institution such as
World Bank? Multilateral Aid
xii. Examples of multilateral agencies
i. World bank
ii. African Development Bank (ADB)
iii. International Monetary Fund (IMF)
TASK
1. Discuss the Common Wealth as an International Organisation
2. Outline the international voluntary organizations and donor agencies
REMEMBER TO REVISE WITH LEARNERS MAP WORK BY HAVING PRACTICAL LESSONS
GOD BLESS YOU
275

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OUR KHETIWE SOCIAL STUDIES PRODUCTION

REVISED OUR KHETIWE

Wilfred Muntengwa Dip, Bed & MEd

 ―It is an inter-disciplinary programme with a contemporary orientation

INCORPORATING some aspects of CIVIC EDUCATION, GEOGRAPHY and HISTORY

(CDC Social Studies Syllabus 8-9, 2013:09)

B. SOSTAZ TEACHERS REACTIONS

 The decision of INCORPORATING some aspects of CIVIC EDUCATION, GEOGRAPHY

5) The current examination format of Social Studies 8-9 is encouraging independence of

1) Creating a confusion of learners having three notes books in a single subject

(34marks), Civic Education (33marks) or History (33marks)

D. WAY FORWARD ON SOCIAL STUDIES

What is the way forward regarding Social Studies?

components of Social Studies

Lesson Plans in Social Studies

TOPIC 2: INTRODUCTION TO GEOGRAPHY

b) Explain importance of studying geography

soil, mountains and rocks.

1) To know our immediate environment

3) To understand and appreciate our environment

weather, climate, denudation and river processes

features of the earth.

Zambia is located in the Central Southern Africa.

The total area of Zambia is about 752000 square kilometres (sqkm2)

c) LATITUDINAL POSITION OF ZAMBIA

Zambia lies between to .

d) LONGITUDINAL POSITION OF ZAMBIA

Zambia lies between to .

e) ZAMBIA AND HER NEIGHBOURS

Zambia is completely surrounded by 8 neighbouring countries namely Tanzania, Malawi,

f) Zambia is a land locked country

1) What is a land locked country?

It is a country surrounded by other countries and has no sea coast.

1. It is easy to import and export goods to and from neighbouring countries

2. Zambia‘s tourism is promoted through package tours arrangement in collaboration with

for example; Zambia houses COMESA headquarter.

4. It hosts a number of regional and international conferences.

3) List down the disadvantages of Zambia’s land locked country position

1. Zambia hosts a lot of refugees due to war in the neighbouring countries

mealie meal and maize

1. Describe the importance of geography

2. Discuss the advantages and disadvantages of Zambia‘s landlocked position

a) Differentiate a map from diagram.

Symbols or conventional signs

2. Map reading techniques and interpretations

NORTHINGS (HORIZONTAL LINES)

Tenth horizontal lines

Tenth vertical lines

South West South

RULES WHEN DETERMINIG THE DIRECTION OF A GIVEN POINT ON THE MAP

Point A from B is South West to North East

b) WHOLE CIRCLE BEARING

For example what is the distance between point A and B?

Point A and B is 2.6km

For example what is the distance between point A and B?

Point A and B 5.6 km

Measuring distance not straight (i.e. Road, Railway) or River:

Steep slope contours

Gentle slope contours

Vertical Interval (VI) or Vertical Rise (VR)

v. Calculate the gradient using the formula as follows

a) Define Drainage System