Cve 10 Lesson Plans

KATNSHYA DAY SECONDARY
DEPARTMENT OF SOCIAL SCIENCES

LESSON PLAN
NAME OF TEACHER: ………………………. DATE:
SUBJECT: Civic education DURATION: 80 MINUTES
TOPIC: CONSTITUTION CLASS:
SUBTOPIC: FORMS AND TYPES OF CONSTITUTION NO OF BOYS…
GIRLS…
REFERENCES: civic education book 10 and other resources
TEACHING LEARNING /AIDS: learner’s book 10, chalk board and charts
RATIONALE: This lesson number one on constitution, Teacher Exposition, Question and answer and group or
class discussion methods will be used .This lesson will develop learner’s knowledge about the Written and unwritten
constitution .The skill of Analysis and the value of Appreciation and Awareness
OBJECTIVES: By the end of this lesson L.T
 Define constitution
 Describe forms of constitution and their merit and demerits
 Describe types of constitution and their merit and demerits
PREREQUISITE KNOWLEDGE: Learners have ideas about the topic being taught.
LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce the
topic and to revise through the previous lesson
LESSON DEVELOPMENT
CONTENT TR’S ACTIVITY PPL’S ACTIVITY METHODS
CONSTITUTION Teacher asks Learners attempt Question and

A constitution is a body of fundamental laws, learners to Define to Define a answer
principles and conventions according to which a a constitution constitution
government of a state operates.
It is also refers to the system of laws, customs
and principles usually written down, according
to which a country or organisation is governed.
It is the supreme law of the land to which all
other laws of a country are subordinate.
Forms of constitution Teacher Learners listen
(a) Flexible constitution is a constitution whose consolidates Attentively Teacher
provisions are easy to amend, example is the learner’ responses Exposition
Zambian constitution.
Merits
-It is elastic and adaptable to change to meet
new emergencies, circumstances and changing
needs of society.
-It allows some constitutional demands to be
conveniently postponed or brought forward.
Demerits
- It may cause political instability since it can be
changed by those in power to satisfy their The teacher initiate Class discuss on the
interests class discussion on forms of a GROUP/CLASS
-Frequent amendments may create uncertainty the Forms of constitution DISCUSSION
and people may lose confidence in the constitution
constitution
-It can be changed even when change is not
necessary
(b) Rigid Constitution is one that is difficult to
amend. It can only be amended by a special
body and special procedure. Such bodies include
Constituent Assembly (CA), National
Constitutional Conference (NCC) and the
Referendum (Plebiscite).
Merit
- It prevents rush and hasty amendments
- It is relatively permanent and stable
- It is free from dangers of changes resulting
from popular passions and revolution
- It avoids manipulation by those in power
Demerits
-It may cause delay when there is an urgent need
to amend the constitution to suit the changing
needs of society
-Its amendments can be delayed indefinitely Teacher Learners listen Teacher
thereby leading to frustrations and revolts in consolidates Attentively Exposition
society. learner’ responses
Types of constitution
There are only two types of constitution namely;
(a) Written constitution
- is a constitution whose provisions or contents
are embodied or documented in a single formal
document.
Merits
-It is clear and definite
- people can read understand the structure and
functions of each organ of government
- it is drawn up with great care and Teacher explains Learners listen and Teacher
deliberations about the types of Ask questions exposition/
- It cannot be easily manipulated to suit constitution and Question and
populace emotions allows learners to Answer
- It affords protection to individuals and ask questions
guarantees people‟s rights.
Demerits
It creates lacunae. A lacunae in Latin is a gap in
the law. It may leave out some important aspects
uncovered.
- It tends to compress into one document all the
ideas and political principles of a nation.
-It is difficult to amend when rigidity and
conservatism are carried too far.
-The power of interpretation is vested in the
Judiciary and where it is not independent the
power may be manipulated by judges
(b) Unwritten constitution
- is a constitution whose provisions are not
found in a single document but in a collection of
documents.
Merits
-It is flexible and adaptable to the changing
conditions of a dynamic society
-It can be bent in order to meet emergencies
without breaking its framework.
-It satisfies popular and demands.
Lesson conclusion: Tr to conclude lesson by
revising through the lesson with leaners to help
remedial learners
HOMEWORK/CLASS EXERCISE
(a) Define the concept constitution
(b) Write an essay describing different types of constitutions and their merit and demerits
Evaluation:………………………………………………………….…………………………
KATANSHYA DAY SECONDARY

LESSON PLAN
NAME OF TEACHER: ……………………… DATE:
SUBTOPIC: CHARACTERISTICS OF A GOOD AND BAD
CONSTITUTION NO OF BOYS…
GIRLS…
RATIONALE: RATIONALE: This is lesson number four on constitution, Teacher Exposition, Question and
answer and group or class discussion methods will be used .This lesson will develop learners understanding of the
characteristics of good and bad constitution. The skill of Classification and the value of Appreciation and Awareness
LEARNING OUTCOMES: L.T:
 Describe Characteristics of a good and bad constitution
LESSON DEVELOPMENT
CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS
Characteristics of a good constitution
A good constitution should be: The teacher initiate class Class discuss on the
-Clear- language used must not be too difficult for ordinary discussion on the Characteristics of a GROUP/CLASS
citizens must to understand. Characteristics of a good good constitution DISCUSSION
- Be neither too rigid to prevent change nor too flexible to constitution
encourage tempering with the basic principles.
-Be stable and stand the test of time or must last for a long
period of time (Durable).
-Protect and respond to the social, economic and political
needs of citizens.
-Cater for the interests of various groups in society.
- Protect the rights of citizens.
Characteristics of Bad Governance

-Restriction of political activities
-Lack of Separation of Powers
-Lack of Press Freedom
-Violation of Human Rights
-Judiciary not Independent Learners listen
-Irregular and Unfair Elections Attentively
-Lack of Citizen Participation Teacher consolidates Teacher
learner’ responses Exposition
Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners and
teacher to write an exercise on the board
Write an essay.
a) Outline the characteristics of a good constitution.
b) Outline the characteristics of a bad constitution
Evaluation:………………….…………………………………………………………………………………………
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KATANSHYA DAY SECONDARY SCHOOL

LESSON PLAN
SUBJECT: Civic education DURATION:
SUBTOPIC: IMPORTANCE OF A CONSTITUTION TO A NATION NO OF BOYS…
GIRLS…
REFERENCES: civic education book 10 Longman pg 1-22and other resources
RATIONALE: RATIONALE: This is lesson number three on constitution, Teacher Exposition, Question and
answer and group or class discussion methods will be used .This lesson will develop learners understanding of the
characteristics of good and bad constitution. The skill of Classification and the value of Appreciation and Awareness
 Explain the importance of a constitution to a nation
LESSON DEVELOPMENT

IMPORTANCE OF A CONSTITUTION
. The Importance of the Constitution The teacher initiate class Class discuss on the GROUP/CLASS
A Constitution is important because it: discussion on the importance importance of a DISCUSSION
- promotes and protects the rule of law. of a constitution constitution
- sets out the composition and functions of the wings
of government..
-safeguards the fundamental rights and freedoms of Teacher consolidates Learners listen Teacher
citizens learner’ responses Attentively Exposition
-is owned and guarded by the citizens.
-ensures democratic governance.
- fulfils the individuals potential.
Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners and
teacher to write an exercise on the board
Write an essay on the
a) importance of a Constitution to a nation

b) characteristics of a good constitution
Learners Evaluation: …………….………………………………………………………………................................
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LESSON PLAN
SUBTOPIC: PARTS OF A ZAMBIAN CONSTITUTION NO OF BOYS…
GIRLS…
REFERENCES: civic education book 10 Longman pg 1-22 and other resources
RATIONALE: This is lesson number two on constitution, Teacher Exposition, Question and answer and group or
class discussion methods will be used .This lesson will develop learners’ knowledge about Citizenship, Executive,
judicature, House of. The skill of Classification and the value Appreciation and Awareness
OBJECTIVES: By the end of this lesson L.T
 Explain the main parts of the Zambian constitution.
LESSON INTRODUCTION:
CONTENT TEACHER’S PUPIL’S METHODS
ACTIVITY ACTIVITY
GROUP/CLASS
PARTS OF A 2016 ZAMBIAN CONSTITUTION The teacher Class DISCUSSION
initiate class discuss on
PART TITLE CONTENT discussion on the the main
main parts of the parts of the
1 National sovereignty Declaration of Zambia as a sovereign state Zambian Zambian
and state. constitution constitution
2 Citizenship Deals with the qualifications for Zambian

citizenship and condition which can lead to
withdrawal of Zambia citizenship.
3 Protection of the -Deals with the rights and freedoms of

fundamental rights individuals which are protected.
and freedoms of the
individual. -Stating and protection of rights and
freedoms of individuals
4 The Executives Elections, tenure of the office and removal

of president from office, functions of
president, ministers and deputy ministers,
secretary to the cabinet, Attorney general,
solicitor general, DPP and advisory
committee.
5 Legislature Qualifications for election of national

assembly, legislative powers, membership
of parliament and composition of National
Assembly.
Teacher
consolidates
6 The Judiciary Courts and appointment of judges, High learner’
court, Supreme court, chairman and deputy responses
chairman of Industrial Relations court
7 Defence and National The functions of the Zambian Defence

Security force, the Zambia police service, the
prisons service and the Zambia Security
intelligence service.
8 Local Government Structure and functions of local councils.

System.
Learners
listen
9 Directive principles of Development of national policies,
Attentively
state policy and the implementation of national policies,
duties of a citizen. making and enactment of laws and
application of the constitution and any
other law
10 Finance Taxation, withdrawal of monies from

general revenue, financial reports,
remuneration of officers, public.
11 Service Commissions. Commissions, Pension laws and protection.
12 Human Rights It establishes the independence, functions,

Commission powers, composition and procedures
13 Chiefs and House of Institutions of Chiefs, House of Chiefs, Teacher

Chiefs functions powers composition. Exposition
14 Miscellaneous Resignations, re-appointments, concurrent

appointment
NOTE: The 1996 constitution begins with a preamble which is an introduction to

the document
Lesson conclusion: Tr to conclude lesson by revising through the lesson with leaners to help remedial learners
Study the structure of the 2016 Zambian Constitution as outlined and draw a similar structure of the 1996 Zambian
Constitution.
Learners Evaluation:………………….………………………………………………………………………………
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LESSON PLAN
SUBTOPIC: THE PROCESS OF THE CONSTITUTION MAKING NO OF BOYS…
GIRLS…
RATIONALE: RATIONALE: This is lesson number five on constitution, Teacher Exposition, Question and
answer and group or class discussion methods will be used .This lesson will develop knowledge and understanding
of Review Commissions, National debate, Constituent Assembly, Parliament, Referendum. The skill of Analysis
and the value of Appreciation and Awareness
 Describe the process of constitution making and adoption.
LESSON DEVELOPMENT
THE PROCESS OF THE CONSTITUTION MAKING
There are various methods of adopting the constitution, the

most common model methods are
1.Through Parliament
Parliament- the draft constitution is taken to parliament
where the members of parliament debate on the draft before
adopting it. For example, Zambia used this three times in all
the three constitution review commissions
2. Constituent Assembly- (CA)
This is a body of representatives elected by their respective
interest groups to formulate, amend or adopt a constitution of
a country.
- Representatives are drawn from churches, learning
institutions, trade unions and student bodies.
-This method is more democratic and more favourable to
Zambian citizenry because it is free from government The teacher initiate class Class discuss on the GROUP/CLASS
interference. discussion on the process process of the DISCUSSION
-The adoption of the constitution by a CA is more of the constitution constitution making
representative than by parliament. making
-Countries such as the United States of America, India,
Namibia, Uganda, South Africa, Kenya, and Ethiopia adopted
their constitutions through the CA.
3.Referendum
The Draft constitution is subjected to the general public to
approve it through a public vote.
-If more than half of the votes cast are in favour of the
amendment (50%+1), the Constitution would have been
adopted and the Republican President will assent the Draft
copy to legitimise it.
NOTE
The National Constitutional Conference (NCC)
-The choosing of the members of Assembly of the NCC is
similar to that of the CA in that its members are drawn from
various interest groups but it is a conventional method. The
only difference is that the final draft constitution of the NCC
has to be adopted by parliament.
1(a) A national constitution may be adopted through various ways such as through:
Parliament,
The Constituent Assembly and
The National Constitutional Conference (NCC).
Which one of the above methods do you favor and why?
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LESSON PLAN
SUBJECT: Civic education DURATION:80 MINUTES
TOPIC: CITIZENSHIP CLASS:
SUBTOPIC: Types of citizenship NO OF BOYS…
GIRLS…
REFERENCES: long man civic education book 10 long man pg 47-65 and other sources
TEACHING LEARNING /AIDS: learners book, chalk board and chart
RATIONALE: This is lesson number one on qualifications of a Zambian citizen. Teacher Exposition, Question and
answer and group or class discussion methods will be used . This lesson will develop learners knowledge’s about
Legal and moral aspects of citizenship, natural and naturalized citizenship. The skill of Identification. The value of
Patriotism and Responsibility
LEARNING OUTCOMES: l.S.B.A.T:
 Explain citizenship
 State qualifications of a Zambian citizen
LESSON DEVELOPMENT
CITIZNSHIP The teacher ask pupils to Pupils participate by Question and answer
define Citizenship trying to define
-Citizenship is a state of belonging to a particular Citizenship
country. Or it is the relationship between an
individual (citizen) and the state he/she belongs to.
The concept of citizenship originated from Greece.
- A citizen is a member of state who enjoys all
fundamental rights and privileges granted to him or
her by the State and in turn perform his or her duties
towards the state. A citizen should show loyalty and
allegiance to the State.
The two aspects of citizenship are
1. Legal aspects Teacher consolidates

- A citizen is recognised by law and receives Learner ’responses and Learners listen
protection from the State both at home and abroad. explain the two aspects of Attentively
-A citizen enjoys total freedoms and rights. citizenship
-Failure to observe the law, an individual is liable for Teacher Exposition
prosecution
2. Moral aspect
-A citizen must have a sense of responsibility to fulfil
all duties given to him or her by the State.
- Moral aspect also encourages a citizen to be self
disciplined and have self-control.
-He/she must be good and honourable sense to the
state/family he/she belongs to.
Types of citizenship
1.Natural citizenship
- This is the type or kind of citizenship that is acquired
by blood (descent) or place of birth.
There are two rules that guide natural citizenship;
Rule of Jus Sanguinis The teacher initiate class
- This rule considers citizenship based on blood discussion on the Types of
relation or descent. citizenship Class discuss the
- A child inherits the citizenship of his/her parents Types of citizenship GROUP/CLASS
regardless of where that child is born DISCUSSION
- Most countries follow this rule including Zambia
Rule of Jus Soli:
-Considers citizenship based on the place of birth
- A person acquires a citizenship of a country he/she
is born.
- For example a person born in Zambia from
Zimbabwean parents is a Zambian
An alien is a person living in a country which is not

his or her own. An alien, although resident in one
country, owes allegiance to another. For example, a
Zambian living and working in Botswana still owes
loyalty to Zambia. Aliens enjoy civil but not political
rights. For instance, an alien cannot take part in
voting for leaders in the country of residence.
Note: Countries that acknowledge both Jus Soli and

Jus Sanguinis, minors result in having dual
citizenship which Zambia according the 2016
Amended Constitution recognizes
2. Naturalized citizenship
- This is the type of citizenship that is acquired upon
meeting prescribed conditions or by registration.
These principles are
a. Rule of residence
- states that an alien who lives in a host country for an
uninterrupted period of time may apply to become a
citizen of that country if he/she wishes so. For
example, an alien who has lived in Zambia for ten
years can apply for citizenship.
bMarriage
- allows a spouse to acquire citizenship of the wife or
husband, but a host country can demand the evidence
of good character before issuing citizenship.
c.Principle of declaration on a prescribed form
- allows a foreigner or alien to fill in a prescribed
application forms and provide important documents
declaring that he/she wants to apply for citizenship in
the host country. An alien must publish his/her
declaration in the daily newspaper.
d..Renunciation of previous citizenship

- an alien is required to give up his/her previous
citizenship and take an oath of allegiance of the host
country, also known as expatriation. However, a
naturalised citizen can either be partial or complete.
(a) Partial citizenship
- is a type where a citizen does not enjoy all the rights
and privileges of the country. For example, he/she has
no right to vote.
(b) Complete citizenship

- is a type which allows a citizen to enjoy all the rights
and privileges in the state.
Teacher consolidates
learner’ responses
Learners listen
attentively Teacher Exposition
1. Explain citizenship
2.State qualifications of a Zambian citizen
3.state the types of citizenship
Learners evaluation:…………………………………………………………………………
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Teachers evaluation……………………………………….……………………………………………

LESSON PLAN
SUBTOPIC: QUALIFICATION OF A ZAMBIAN CITIENSHIP NO OF BOYS…
GIRLS…
TEACHING LEARNING /AIDS: : learners book, chalk board and chart
RATIONALE: This lesson is on qualifications of a Zambian citizen. Teacher Exposition, Question and answer and
group or class discussion methods will be used . This lesson will develop learners knowledge’s about Legal and
moral aspects of citizenship, natural and naturalized citizenship. The skill of Identification. The value of Patriotism
and Responsibility
LEARNING OUTCOMES: L.S.B.A.T:
 State qualifications of a Zambian citizen
LESSON DEVELOPMENT
CONTENT TEACHER’S ACTIVITY PUPIL’S METHODS
ACTIVITY
The teacher initiate class discussion on Class discuss the GROUP/CLASS

QUALIFICATION OF A ZAMBIAN the qualification of the Zambian citizen qualification of the DISCUSSION
CITIENSHIP Zambian citizen
-Part II of the 1996 amended constitution of
Zambia articles 4, 5 and 6 stipulate the
following conditions for one to be a citizen
(i) Article 4. 1
Every person who immediately before the
commencement of this constitution was a citizen of
Zambia shall continue to be a citizen of Zambia
after the commencement of this constitution.
(ii) A person who was entitled to citizenship of
Zambia before the commencement of this
constitution subject to the performance of any
conditions following the happening of a future
event, shall become a citizen upon the
performance of such conditions.Article 5
(iii )A person born in or outside Zambia after the
commencement of this constitution shall become a
citizen of Zambia at the date of hisbirth if on that
date at least one of his parents is a citizen of
Zambia. Article 6 Any person who
(a) has attained the age of twenty – one and
(b) has been ordinarily resident in Zambia for a
continuous period of not less than ten years
immediately preceding that person’s application
for registration; shall be entitled to apply to the
Citizenship Board, in such manner as may be
prescribed by or under an Act of parliament, to be
registered as a citizen of Zambia.
The 2016 Amended Constitution outlines the

following qualifications;
-A person was born in Zambia (citizen by birth).
-A person who has at least one or both parents
that are Zambian (by descent).
-A person who has been ordinarily a resident of Teacher consolidates
Zambia as a foreigner for a continued period of learner’ responses
not less than 10 years, can apply for Zambian Learners listen Teacher
citizenship. attentively Exposition
-An alien who is or was married a Zambian for a
period of at least five years
-A child who is not a citizen and who is adopted by
a citizen shall be a citizen on the date of the
adoption
Loss of Citizenship
One can lose citizenship for any of the following
reasons
-Acquisition of a new citizenship of another
country by a naturalised citizen;
- Diserting from military service by a naturalised
citizen when called upon to do so by the state;
- Committing a serious crime or engaging in
unacceptable activities by a naturalised citizen.
NOTE
In some countries, a person can also lose the
status of being a citizen if one:
-Accepts foreign decorations or titles;
-Is continuously absent from the home state for a
long period of time; Teacher asks learners to explain how one Learners attempt
-Takes up employment under a foreign can Loss of Citizenship to explain how one Question and
government; can Loss of answer
-Gets married (woman)to a foreigner and such a Citizenship
person acquires the citizenship of the husband.
1.state three qualification of a zambian citizen
2.explain ways in which one can loss his Zambian citizen
Learners evaluation:………………………………..………………………………….………………
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LESSON PLAN
SUBTOPIC: qualities of a Zambian citizen NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on qualities of a Zambian citizen. Teacher Exposition, Question and answer and
group or class discussion methods will be used . This lesson will develop learners knowledge’s about Patriotism,
respect for law, self-control, honest. The skill of Identification. The value of Honesty
 Describe qualities of a good citizen.
LESSON DEVELOPMENT
Learners attempt
QUALITIES OF A ZAMBIAN CITIEN Teacher asks learners to to explain the Question and
a. Living up to democratic principles: explain the qualities of a qualities of a answer
This requires the willingness to participate in the affairs of the Zambian citizen Zambian citizen
state such as exercising the right to vote
b. Contribution to national development. This is the readiness

to render every kind of service to the nation
c. Self-control This is the ability to restrain oneself from doing

bad things
c. Conscience This is a sense of responsibility and service

towards the community. For example, devotion to duty and
service. Conscience drives one to perform his or her duties
honestly and diligently
d. Courage This is the strength to stand up for one’s

convictions when conscience demands it
e. Respect for law This is the willingness to abide by laws, even

when one may not be in complete agreement. It is the
willingness to work through peaceful, legal means to change
unjust laws.
f. Perseverance This is the willingness to work under difficult

circumstances in order to accomplish worthwhile goals.
Teacher consolidates Learners listen Teacher
g. Emphathy Having concern or compassion for the well-being learner’ responses attentively Exposition
of others, especially for the vulnerable in society
h.Patriotism This involves a sense of love and loyalty to the
state by observing the values and principles of one’s country
Lesson conclusion:Tr to conclude lesson by revising through the lesson with leaners to help remedial learners
1.From your understanding of the concept citizenship, list qualities of a good citizen.
2. Discuss the rights of a Zambian citizen
Learners evaluation:…………………………………………………………………………………
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LESSON PLAN

SUBTOPIC: factors that hinder good citizenship NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on factors that hinder good citizenship .Teacher Exposition, Question and answer and
group or class discussion methods will be used. This lesson will develop learners knowledge’s about Poverty,
corruption,theft, selfishness.
 Identify factors that hinder good citizenship
LESSON DEVELOPMENT
ACTIVITY
Class discuss GROUP/CLASS
Factors that hinder good citizenship The teacher initiate class the Factors DISCUSSION
1. Poverty discussion on the Factors that that hinder
- Poverty often makes some citizens engage in anti-social activities hinder good citizenship good
such as theft, cheating and voter apathy. A poor citizen may not citizenship
participate in national issues.
2.Ignorance
-An ignorant person often fails to differentiate between wrong and

right and this prevents such citizens from making full contribution to
national development
3. Self-interest
- An individual who is motivated by self-interest avoids public
responsibility or simply ignores the general welfare of his/her society
4.Defects in the electoral system

- If a large section of the citizens have no confidence in the electoral
system, it can make them lose interest in the affairs of a state
5. Misinformation by the media

- The print and electronic media such as newspapers, radio,
television and internet may twist the truth and misinform the public to
such an extent that citizens are not able to assess issues
knowledgeably and correctly
6 Reports of corruption in the media:

Print and electronic media such as newspapers, radio, television, Teacher consolidates Learners Teacher
internet may twist the truth and misinform the public to such an learner’ responses listen Exposition
extent that citizens are not able to assess issues knowledgeably and attentively
correctly..
Ways of Promoting Good Citizenship

1 Administrative Improvement
Restructuring of political and social institutions to keep pace with the
times and the wishes of citizens helps to improve attitudes. When
citizens are assured of their fundamental rights and are consulted on
constitutional reforms they will feel a shared responsibility with the
government of the day about the welfare of their country. Short
tenure of office for elected officers will lead to frequent elections that
will bring about accountabilityin leaders. Broadening franchise to
include a large section of the citizens and a law requiring compulsory
voting for all eligible voters will lead to increased citizens’ Teacher asks learners
awareness of their rights and influence them to take more interest in to state Ways of Promoting
public affairs Good Citizenship
.
2. Moral Remedies
Citizens need to be spiritually and mentally motivated for them to
take an active interest in public affairs. This can be achieved by
providing wide spread educational opportunities to the citizens in
order to inspire good values such as courage, honesty, tolerance and
a spirit of accommodating other people.
3. Stability and Justice Learners
This involves establishment of security, stability and justice measures attempt
by both the leaders and the citizens. It requires active participation To state
by the citizens in ensuring safe environments in the communities Ways of
where they live. Citizens should be encouraged to set up independent Promoting
local organisations that will improve communities. A good example is Good
the idea of ‘Neighbourhood Watch,’ when Citizenship
members of a community take up the responsibility of ensuring their
own security. Another example involves carrying out community
projects where members are actively involved in enhancing social
and economic development
Question and
answer
1. Different types of citizenships may cause conflicts in a country. Discuss this statement.
2. Suggest ways of resolving conflicts which may arise as a result of different types of citizenship in modern society.
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LESSON PLAN
SUBTOPIC: rights and freedom of a Zambian citizen NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on rights and freedom of a Zambian citizen. Teacher Exposition, Question and
Natural, moral and legal rights
 Explain the rights and freedoms of a citizen
LESSON DEVELOPMENT
The teacher initiate class
Rights and freedon of a Zambian citizen discussion on the Rights
-Rights are entitlements of an individual by virtue of being and freedom of a Zambian
human. These are divided into three categories citizen
(a) Natural rights
- these are rights that are enjoyed by individuals in the state of
nature. For example, Right to life.
(b) Moral rights

- these are rights acknowledged by the moral sense of the
people, they exist due to custom, long usage and the strength of
public opinion.
- No legal action can be taken against violation of moral rights
but the way people feel about them is so strong.
( c) Legal rights
- these are privileges given by the government of a nation and
guaranteed by it and legal rights are recognised by states.
-They are justiciable. These rights are enshrined in the laws of Class discuss the
a nation. The three kinds of legal rights are; Rights and freedom
of a Zambian citizen
*Right to education is not a legal right in Zambia because it is
non-justiciable since it is not found in the Bill of Rights. It falls
under Economic, Social and Cultural rights
Civil and political rights

These are rights that ensure that every person is given an
opportunity to take part in the affairs of the state. Democracy is
only made possible by active participation and cooperation of
all citizens in matters of national development. These rights GROUP/CLASS
include DISCUSSION
the following:-
-Right to personal safety and freedom.
- Right to family life.
- Right to freedom of speech and expression.
- Right to assembly and association.
- Right to education.
- Right to freedom of conscience and religion.
- Right to property.
- Right to earn a living.
- Right to judicial safeguards, for example, a quick and fair
trial. Teacher consolidates
- Right to reputation, which is a right to one’s good name. learner’ responses
Consequently, a defamatory statement is punishable by law if
proved that the utterance made in public, was untrue and not in
public interest.
- Right to belong to a political party.
- Right to be voted into public office.
- Right to petition in order to register grievance either
individually or collectively.
-Right to criticise the government.
Economic, Social and Cultural Rights

These are rights that deal with the economic, social and
cultural well being of citizens.
They include
- The right to work
-The right to adequate wages
-The right to reasonable hours of work.
-The right to food
- The right to education
- The right to health.
-The right to employment
-The right to social security.
-The right to a clean environment
-The right to development.
-The right to adequate housing.
Political rights
- these are rights that ensure that every person is given an Learners listen
opportunity to take part in the affairs of a state. attentively Teacher
-Democracy can only be possible by the active participation Exposition
and cooperation of all citizens. Other political rights are;
-Right to vote.
-Right to belong to a political party.
-Right to be voted into public office.
- Right to petition in order to register grievance either
individually or collectively.
-Right to criticize government.
1.state three categories of human right
2. Explain the rights and freedoms of a citizen
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LESSON PLAN
SUBTOPIC: duties and responsibilities of a Zambian citizen NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on duties and responsibilities of a Zambian citizen.Teacher Exposition, Question and
Personal duties e.g. supporting ones family and Civic dutiese.g. Paying taxes
 Explain duties and responsibilities of a citizen
LESSON DEVELOPMENT
ACTIVITY
Class discuss the GROUP/CLASS
Duties and responsibilities of a Zambian citizen The teacher initiate class Duties and DISCUSSION
discussion on the Duties responsibilities of a
-The 2016 Amended constitution of Zambia outlines the duties and responsibilities of a Zambian citizen
of a Zambian citizen as follows Zambian citizen
General duties and responsibilities of a Zambian citizen

- Be patriotic and loyal to Zambian and promote its well-being.
- Contribute to the well-being of the community here the citizen
lives.
-Promote democracy and rule of law.
-Foster national unity and live in harmony with others.
-Vote in national and local government elections.
-Provide defence and military service when called upon.
-Carry out with discipline and honesty legal public functions.
-Pay all taxes and dues legally due to the state.
-Assist in enforcement of laws at all times.
Personal responsibilities of the citizen include the following;

- Taking care of one self.
- Supporting ones family.
-Adhering to morals, principles and values of one‟s society.
-Respecting the rights and interests of others.
Civic responsibilities or duties of a citizen include the

following
Obey the law
-Paying taxes.
- Respecting the rights of others.
- Being concerned about public issues.
- Participate in civic activities such as voting.
- Performing public service.
-Observing and maintaining the security of the nation
NOTE
Part IX of the 1996 amended Constitution of the Republic of
Zambia, Article 113 outlines the duties of a Zambian citizen. It
states that it is the duty of every citizen to:
(i) be patriotic and loyal to Zambia and promote its well being;
(ii) contribute to the well being of the community where citizen
lives,
including observance of health control;
(iii) promote democracy and rule of law;
(iv) foster national unity and live in harmony with others;
(v) vote in national and local government elections;
(vi) provide defence and military service when called upon;
(vii) carry out with discipline and honesty legal public
functions;
(viii) pay all taxes and dues legally due to the state;
(ix) assist in the enforcement of the law at all times
Importance of Citizen Participation in Community Activities

Good citizenship involves participating actively in various
affairs and projects which affect one’s community. Such
participation can take many forms. One way of participating
involves taking full responsibility for one another for the
common good
The following are examples of duties of a responsible citizen

in his or her community.
-Voting during local government and general elections.

-Monitoring elections. Teacher consolidates Learners listen
-Initiating developmental projects in the community. For learner’ responses attentively Teacher
example, building Exposition
a school and providing clean water and sanitation.
- Protecting oneself and other people against crime. for
example, by being a
member of the neighbourhood watch committee.
- Participating in decision making. at all levels.
- Creating awareness of human rights in the community.
-Recognising and protecting human rights.
- Encouraging gender balance in public affairs.
Teacher explains the Learners listen and
Importance of Citizen Ask questions
Participation in Community
Activities
And allows learners to Teacher
Ask questions exposition/
Question and
Answer
1. What are your responsibilities as a citizen of Zambia?
2. How do these responsibilities contribute to the development of Zambia?
3. Why should citizens of Zambia pay taxes? Give reasons for your
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LESSON PLAN
SUBTOPIC: Groups with special needs NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on Groups with special need . Teacher Exposition, Question and answer and group or
class discussion methods will be used . This lesson will develop learners knowledge’s about with
disabilities ,children and youth, etc
LEARNING OUTCOMES: L.S.B.A.T
 Identify groups of people with special needs
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
Groups with special needs Teacher explains about

These are people that need special attention and treatment. Examples of groups with special
people with special needs are; needs and allows
1. Refugees learners to
- these are people who leave their countries to seek safety and freedom in ask questions
another country. The countries where refugees are found are known as
countries of Asylum. The commission for refugees looks into the plight of
refugees.
2 Persons with disabilities

- they should be given employment, education and shelter without
discriminating them so that they lead normal lives.
3. The aged
- those who are sixty five (65) years old and above (senior citizens) need
love, care and security
Learners listen
4. Orphans and
- children without parents need care and support by providing basic Ask questions
needs for them. If no support is given they end up being street kids.
Government should offer social security to these
5. Unemployed youths
- a large number of youths have no employment that resort to crime and
prostitution, as well as being street kids. The youths need skills to enable
them for employment Teacher
exposition/
Question and
Answer
1. Discuss how the rights of special groups are violated.
2. Suggest how each of these rights can be protected.
Learners evaluation:………………………………………………………………………………………
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LESSON PLAN

SUBJECT :social studies DURATION:80 MINUTES
TOPIC: human rights CLASS:
SUBTOPIC: The United Nations Convention on the Right of the Child (UNCRC). NO OF BOYS…
GIRLS…
REFERENCES: revised syllabus social studies learners book 9 pg 175 -177 and other sources
RATIONALE: This is lesson number one on human rights. Teacher Exposition, Question and answer and group or
class discussion methods will be used This lesson will develop learners knowledge’s about Freedoms and privileges
that a person has by virtue of being human. The skill of Identification of Human rights and their violations, .The
value of Respect for Human rights.
OBJECTIVES: By the end of this lesson P.S.B.A.T
 Describe fundamental human rights
 Explain the United Nations Convention on the Right of the Child (UNCRC).
INTRODUCTION: Tr to start lesson by revising through the previous lesson and Brainstorming questions about
the topic being taught will be used to introduce the topic.
LESSON DEVELOPMENT

ACTIVITY
Fundamental human rights Teacher asks learners Learner sattempt
To to define fundamental to define Question and answer
- Fundamental human rights are the basic human rights fundamental human
freedom and privileges that all people enjoy rights
simply because they are human.
-The most important international document on
human rights that most countries agreed to is the
Universal Declaration of Human Rights. Other
international and regional documents also help
to protect the rights of specific groups of people.
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
Nation on 10th December, 1948.
history of universal declaration of human rights
The declaration of universal human rights came
as a response to the millions of Jews murdered by
the NAZI of Adolf Hitler of Germany during the
Second World War from 1939 to 1945. At the end
of the second world war in 1945 the leaders of
the powerful nations in the world namely China
Union of Soviet Socialist Republics (USSR),
United Kingdom and United States of America
(USA) met in 1948 in San Francisco in United Teacher consolidates
States of America (USA) chaired by Eleanor learner’ responses and
Roosevelt the wife of the former president of explains the universal
America Franklin .D. Roosevelt to come up with declaration of human
Universal Fundamental Human Rights for all rights
people in the world such as civil and political
rights, economic, social and cultural rights and
collective rights.
United Nations Convention on the Rights to the

Child (UNCRC)
According to the United Nations a child is every
human being below the age of 18 years. The
convention on children’s rights was adopted on
20th November, 1989 and ratified on 2nd
September, 1990. To ratify is to sign or to make
commitment.
Examples of United Nations Convention on the
Rights to the Child (UNCRC)
i. Every child has the right to life
ii. Every child has the right to protection from
torture and cruel treatment
iii. Every child has the right to a name
iv. Every child has the right to nationality
v. Every child has the right to be protected from
work that threatens his/her health
vi. Every child has the right to know and not be
separated from his/her parents
vii. Every child has the right to express his/her
opinion freely
viii. Every child has the right to protection from
sexual exploitation and abuse
ix. Every child has the right to health
x. Every child has the right to education
Teacher
Exposition/questions
and answer
Learners listen
Attentively and ask
questions
Lesson conclusion:
1.Describe fundamental human rights
2.give examples of United Nations Convention on the Rights to the Child (UNCRC)
EXPECTED ANSWERS
1. - Fundamental human rights are the basic freedom and privileges that all people enjoy simply because they are
human.
2. - Every child has the right to health
-Every child has the right to education
- Every child has the right to life
-Every child has the right to protection from torture and cruel treatment
- Every child has the right to a name
- Every child has the right to nationality
Learners evaluation:………………….……………………………………………………………………
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LESSON PLAN
TOPIC: HUMAN RIGHTS CLASS:
SUBTOPIC: CHARACTERISTICS OF HUMAN RIGHTS NO OF BOYS…
GIRLS…
REFERENCES: Learners book 10 long man pg 66-82and other sources
RATIONALE: This lesson is on characteristics of human rights. Teacher Exposition, Question and answer and
group or class discussion methods will be used. This lesson will develop learners knowledge’s about Inherent,
inalienable, universal, indivisible and inter-related . The skill of Analysis. The value of Respect for Human rights
LEARNING OUTCOMES: P.S.B.A.T:
 Discuss Characteristics of Human Rights
INTRODUCTION: Tr to start lesson by revising through the previous lesson and Brainstorming questions about
the topic being taught will be used to introduce the topic.
CHARACTERISTICS OF HUMAN The teacher initiate class Class discuss on the GROUP/CLASS
(a) Human rights are inherent discussion on the characteristics of human DISCUSSION
-Meaning they are inborn and are our birth rite, we are characteristics of human rights
born with them. They cannot be transferred from one rights
person to another.
- They are natural and permanent part of human beings
until one dies, it does not matter whether one knows them
or not, they still exist and cannot be bought.
(b) Human Rights are inalienable or inseparable

- Human rights cannot be separated or taken away or
given away even when they are violated.
-Human rights cannot be grabbed even if the owner is not
aware of them because they are natural and legal (lawful)
claims.
(c) Human Rights are universal

-All human beings enjoy these rights worldwide. Universal
means they are followed and apply to all people in the
world regardless of race, sex, ethnicity, religion, social
political or nationality.
(d) Human Rights are Inter-dependant, interrelated and Teacher consolidates

Indivisible learner’ responses from the
-Human rights are equally important and cannot be discussion
divided, subtracted or removed from others.
- All rights should be enjoyed in totality.
-For example, one cannot be denied the right to food,
clothes, medical care or shelter then be granted only the
right to life. Learners listen
- The right to life is dependant and related to the right to attentively
food, clothes and so on.
-If a person is denied the right to education, that person is
likely to never fulfil his/her potential and earn a decent
living.
-This means rights depend on each other to be fulfilled
and enjoyed in full.
Teacher
Exposition
Lesson conclusion: Tr to revise through the lesson with the learners to help remedial learners
1. State the characteristics of human rights

2. Briefly explain two characteristics of human rights
EXPECTED ANSWERS
1.-Human rights are inherent

-Human Rights are inalienable or inseparable
- Human Rights are universal
- Human Rights are Inter-dependant, interrelated and Indivisible
2. (a) Human rights are inherent
-Meaning they are inborn and are our birth rite, we are born with them. They cannot be transferred from one person
to another.
- They are natural and permanent part of human beings until one dies, it does not matter whether one knows them or
not, they still exist and cannot be bought.
(b) Human Rights are inalienable or inseparable

- Human rights cannot be separated or taken away or given away even when they are violated.
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LESSON PLAN

SUBTOPIC:CATEGORIES OF HUMAN RIGHTS NO OF BOYS…
GIRLS…
REFERENCES: Learners book 10 long man pg 66-82 and other sources
RATIONALE: This lesson is on categories of human rights. Teacher Exposition, Question and answer and group or
class discussion methods will be used. This lesson will develop learners knowledge’s about Civil and political
rights, Economic, social and Collective rights. The skill of Analysis. The value of Respect for Human rights.
 Explain categories of Human Rights
LESSON INTRODUCTION: Tr to start lesson by revising through the previous lesson and Brainstorming
questions about the topic being taught will be used to introduce the topic
LESSON DEVELOPMENT
CATEGORIES OF HUMAN RIGHTS

-International Human Rights have been categorised into
Civil and Political Rights;Economic, Social and Cultural
Rights and collective rights. At global level, Human
Rights are classified into three categories according to
their evolution or development process. The different The teacher initiate class
categories are referred to as ‘generations’. These discussion on the categories
generations of human rights Class discuss on the
are not in order of importance; remember that all rights categories of human
are indivisible meaning that they relate to the whole rights
range of Human Rights. The generations are in the order
in which they were recognised historically in the GROUP/CLASS
development of Human Rights. DISCUSSION
1.Civil and political rights
- called first generation‟s rights because they were the
first to be recognised. These rights stress the freedom of
the individual and urges government not to interfere in
the life of an individual. In the 1996 constitution of
Zambia, civil and political rights are found in part III
and they include;
-Right to life
-Right to personal liberty
-Protection from slavery or forced labour
- Freedom from torture and inhuman treatments
-Freedom of opinion
-Freedom of expression, assembly and association
-Freedom of movement
-Protection of freedom of conscience
-Protection from discrimination on grounds of race, age,
sex, religion and many others.
2 Economic, social and cultural rights

- these are also known as second generation rights. They
bring about social justice, dignity and equality when Teacher consolidates
government creates good conditions to allow the learner’ responses and
enjoyment of these rights. This category includes; explains in details and
- Social security allows learners to
-Education ask questions Learners listen and
-Health (medical care) Ask questions
-Clean environment
-Development and
-Adequate housing.
- Rights to food Teacher
-Employment exposition/
3. Collective Rights or Solidarity rights Question and
– these are also called as the third generation rights and Answer
are the most recently identified rights. Collective rights
refer to those rights of people to be protected from
attacks on their group interest and identity. The most
important collective right is the right to self-
determination. Collective rights include;
-Right to self-determination,
-Economic and social development,
-A health environment,
-Natural resources,
-Participation in cultural heritage and right to inter-
generational equity and sustainability
NOTE
-These rights though they are not legally binding they
create a framework for the enjoyment of all other rights.
Lesson conclusion: Tr to revise through the lesson with leaners to help remedial learners
1.state three categories of human right rights

2.give examples of the following categories of human rights
i Economic, social and cultural rights
ii. Civil and political rights
3.explain why civil or political rights are called first rights generation
EXPECTED ANSWERS
1. -Civil and political rights
- Economic, social and cultural rights
-Collective Rights or Solidarity rights
2. Economic, social and cultural rights
- Social security
-Education
-Health (medical care)
ii. Civil and political rights

-Right to life
-Right to personal liberty
-Protection from slavery or forced labour
3. rights because they were the first to be recognised
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LESSON PLAN
SUBTOPIC: Earliest documents proclaiming Human Rights NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on Earliest documents proclaiming Human Rights. Teacher Exposition, Question and
answer and group or class discussion methods will be used. This lesson will develop learners knowledge’s about
Earliest documents proclaiming Human.

 Identify the Earliest documents proclaiming Human Rights
LESSON DEVELOPMENT
human rights Teacher asks learners Learners attempt Question and

-Human rights are legal entitlements that a person has by virtue To to define fundamental to define fundamental answer
of being human. human rights human rights
Earliest documents proclaiming Human Rights

(a) The Magna Carter of 1215
(b) Charter of Mande of 1222 (Oath Of Mande)
(c) English Bill of Rights of 1689
(d) The French Declaration on the Rights of man and citizen of
1789
(e) The USA Constitution and Bill of Rights of 1791
Charter of Mande of 1222 (Oath Of Mande)

-It was the earliest document in Africa where human rights
were guaranteed by Soundiata Keita Mande (King of Mali).
- He named the document the Charter of Mande at his
coronation.
-The document was written by elders, wise men and
associations of the country commissioned by the king to draw
up principles on how Malian empire should be ruled.
The introduction of the document stressed much on equality of
human beings as follows;
-“Every human life is life”. For this reason nobody should
torment another human being.
-The charter also addressed two evils: hunger and slavery as
follows- “hunger and slavery is not a good thing.” He
considered these evils as worse calamities.
- In short the Charter condemned slavery and promised to
eradicate all forms of hunger.
- However, these documents were not universal in nature for
they excluded women, children, slave and persons of certain
social, religious, economic and political groups. Teacher explain about the
Earliest documents
The United Nations Universal Declaration of Human Rights proclaiming Human Right
(UDHR) of 1948 and allows learners to ask
questions.
-After the United Nations member states promised to respect Teacher
human rights, a commission on human rights was formed to exposition/
promote the promise. Question and
- The commission was assigned to draft a document putting in Answer
writing the meaning of fundamental rights and freedom that
had been declared in the Charter. The chair of the commission
was Eleanor Roosevelt, the wife of president Franklin Delano
Roosevelt, president of US that time.
-The commission came up with the universal declaration of
human rights which was adopted on 10th December, 1948.
- The UDHR is a set of principles by which United Nations
members commit themselves to provide all people of the world
with human dignity.
- Human Rights empower people to take action when and
wherever the set standards are not met even if the laws of their
country or leaders do not recognise them.
-The introduction of the UDHR states that recognition of the
inherent dignity and of the equal and inalienable rights of all Learners listen
members of the human life is foundation of freedom, justice Attentively and ask
and peace in the world. questions
- The UDHR emphasised on freedom and justice for all people
throughout the country
Conclution:Tr to revise through the lesson with leaners to help remedial learners
1. Identify the Earliest documents proclaiming Human Rights

Learners evaluation:………………….……………………………………………………………
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LESSON PLAN

SUBJECT: social studies DURATION:40 MINUTES
SUBTOPIC: factors that lead to human right violations NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on factors that lead to human right violations. Teacher Exposition, Question and
answer and group or class discussion methods will be used This lesson will develop learners knowledge’s about
Human rights violations: Lack of information, corruption etc. The skill of Identification of Human rights and their
violations, .The value of Respect for Human rights.
 Identify factors that lead to human right violations
LESSON DEVELOPMENT
factors that lead to human right violations

- Human rights violations are abuses of human rights
by a person, group of people, organization or the
government
1. Lack of information:
-when people do not know that their rights are, it is
easy for government or other people to violate their The teacher initiate class GROUP/CLASS
rights. discussion on factors that lead to The class listens DISCUSSION
human right violations attentively to the
2. Corruption: discussion
- corrupt officials may steal government money that is
intended to provide services to people. People’s rights
to water education and safe and healthy environment
are threatened.
3. Cultural and religious beliefs:

-e.g., some extremist Islamic religious groups deny
girls the right to education.
4. Poor governance:
-poor governance can lead to the country’s public
money being wasted or misused. The local and central
government is then not able to meet people’s needs for
service that help to ensure basic human rights.
5. Poverty:
- people without money cannot afford things such as
food, clothing, or housing. This means that their rights
to food, health care, and education will be violated.
6. Conflicts: Teacher consolidates

-during wars or conflict between groups of people in a learner’ responses from the
country, human rights are often violated. This is discussion
because during these times it is hard to keep law and
order. It also becomes hard to provide social services
for the people.
Teacher
Exposition
Learners listen
attentively
Lesson conclusion: Tr to revise through the lesson with learners to help remedial learners
1.state factors that lead to human right violations
EXPECTED ANSWERS
1.- 1. Lack of information
-6. Conflicts
-. Poverty
- Poor governance
Lesson evalution:
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LESSON PLAN

SUBJECT DURATION:80 MINUTES
TOPIC: : human rights CLASS:
SUBTOPIC: -obstacles to reporting human rights violations.
- institutions and organisations that promote human rights in Zambia NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on obstacles to reporting human rights violations and institutions and organisations
that promote human rights in Zambia.Teacher Exposition, Question and answer and group or class discussion
methods will be used. This lesson will develop learners knowledge’s about Freedoms and privileges that a person
has by virtue of being human. The skill of Identification of Human rights and their violations, .The value of Respect
for Human rights.
 Discuss obstacles to reporting human rights violations
 Identify institutions and organisations that promote human rights in Zambia
LESSON DEVELOPMENT

Obstacles to reporting human rights violations Teacher asks learners to Learners attempt to Question and
- People do not report when their rights are explain Obstacles to explain Obstacles to answer
violated because reporting human rights reporting human rights
1. Fear of victimization violations violations
-Victimizations means that victims of human rights
violations are threatened that they or their families
will be hurt or killed if they speak out about the
abuse. Others fear that the community will reject
them if they talk about what happened to them
2. Lack of support and information

- Victims of human rights violations often do not
know who they can trust or how to go about
reporting the violation.
3. Repressive governments and lack of press learner’ responses
freedom
-Journalists all over the world are targeted and
killed every year for reporting on human rights
violations especially in conflict areas Learners listen
-Repressive totalitarian governments restrict press Attentively
freedom by threatening and killing journalist.
Institutions and organisations that promote

Human rights in Zambia
Government institutions include:
1. Human Rights Commission (HRC)
-It is a national institution that was set up under Teacher
Article 25 of the Constitution of Zambia. Its Exposition
functions include the following:
-Investigating and resolving human rights violation
-Educate people about human rights
-Monitoring the conditions of prisons and the
police cells in Zambia
2. Zambia Police – Victim Support Unit
-The Zambia Police Victim Support Unit consists of
specially trained police officers who focus on
supporting victims of crimes such as rape, domestic The teacher initiate class
violence, sexual abuse and human trafficking. discussion on Institutions
-This unit was set up in 1994 and started operating and organisations that
fully in 1998. promote Human rights in
Zambia The class listens
Non-governmental Organisation (NGOs) attentively to the GROUP/CLASS
discussion DISCUSSION
1. Amnesty international
-The organization runs campaigns to end serious
abuse of human rights. Its aim is for every person
to enjoy all rights in the UDHR and other
international human right.
2. Young Women’s Christian Association (YWCA)

- The YWCA is an international organization of
Christian Women. It runs programmes aimed at the
socio-economic empowerment of women and
youths.
3. Lifeline/Child line Zambia

This NGO provides telephone help lines which
adults and children can call to seek advice from
trained councillors. Child line especially focuses on
providing advice to children who are victims of
child abuse. Childline dial 116
learner’ responses from the
discussion
Learners listen
attentively
Teacher
Exposition
Lesson conclusion: Tr to revise through the lesson with learners to help remedial learners
1.state three obstacles to reporting human rights violations
2.Identify two institutions and organisations that promote human rights in Zambia
EXPECTED ANSWERS
1. - Fear of victimization
- Lack of support and information
-Repressive governments and lack of press freedom
2. - Zambia Police – Victim Support Unit
-. Amnesty international
- Young Women’s Christian Association (YWCA)
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LESSON PLAN
NAME OF TEACHER: ……………….……….. DATE:
TOPIC: corruption CLASS:
SUBTOPIC: Forms and types of corruption NO OF BOYS…
GIRLS…
TEACHING LEARNING /AIDS: learners book 10,longman pg 83-104 chalk board and charts
RATIONALE: This lesson is on Forms and types of corruption , Teacher Exposition, Question and answer and
group or class discussion methods will be used .This lesson will develop learners knowledge about Petty, grand and
political(electoral) .The skill Identification and Integrity
 Describe corruption
 Discuss forms of corruption
 Discuss types of corruption
LESSON DEVELOPMENT
ACTIVITY ACTIVITY
Corruption Tr to ask learners to -Learners to define Question and

 Corruption is the giving of money, valuables or define corruption corruption answer
rendering of a service to someone in return for a -
favour.
 It involves the abuse of public office and public Learners listen
resources for personal gain. Teacher consolidates attentively Teacher
learner’ responses Exposition
forms of corruption
Cash is the most common form of corruption This
involves giving or accepting
money in return for a favour
Service, which is commonly known as a ‘kick back’.
involves the rendering of a
service in return for a favour.
Payment in kind, where one demands a favour for
an action done. For example
someone may abuse his or her official position for
personal gain or benefit such as The teacher initiate
demanding for sex in return for an employment offer. class discussion on the
Loans, and advances, which involve corrupt Forms and Categories
payment in form of a loan or an (types) of corruption
advance. Such an action is characterised by misuse of
public office for personal or
selfish gain. Commissions, which are given as an
‘appreciation fee’ for winning a
contract.
Categories (types) of corruption

1.Petty corruption-
-this involves small payments. These payments are called
bribes, commonly known as nchekelako (ndishamo) or give
me a share as well.
- It is the widely practiced corruption at road blocks.
2.Grand corruption-
-this involves huge amounts of money.
-It is usually practiced by high ranking officials or institutions.
- For example, payment made for favours in awarding
government contracts, public appointments or privatization of
government owned by assets or companies Class discuss on the
3.Political corruption- Forms and
-this type of corruption is associated with the electoral Categories (types)
process. It is usually practiced by those contesting for political of corruption
power, for example;
1.Donation of money to influence the voter‟s choice.
2. Cash or material distribution to influence voters during
election period.
i. Provision of beer to influence voter‟s choice.
ii.. Provision of services such as electricity, water supply and
road maintenance at a time of election.
GROUP/CLASS
DISCUSSION
TASK
1.a) What do you understand by the concept ‘corruption
b. briefly explain
i.forms of corruption
ii)types of corruption
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LESSON PLAN
SUBTOPIC: Causes and impact of corruption NO OF BOYS…
GIRLS…
TEACHING LEARNING /AIDS: learners book 10,long man pg 83-104 chalk board and charts
RATIONALE: This lesson is on Causes and impact of corruption, Teacher Exposition, Question and answer and
group or class discussion methods will be used .This lesson will develop learners knowledge about Personal greed
and dishonesty .The skill Transparency
 Causes and effects of corrupt
LESSON DEVELOPMENT
ACTIVITY
Causes of Corruption
The causes of corruption can be grouped into the following Tr to ask learners to be in
categories. groups and discuss other Class
Social causes causes of corruption discuss
-Personal greed and dishonest causes of
-Leaders in key positions are not capable of inspiring and corruption
influencing conduct of
the highest moral standards.
- Weak enforcement or absence of code of conduct.
- Punishment for offenders is weak.
- Large numbers of people compete for insufficient services
like few school places.
Economic GROUP/CLASS
-Shortages of goods and services. DISCUSSION
-Unequal distribution of wealth and resources.
- Allocation of government loans to some preferred Teacher consolidates
individuals at the exclusion of learner’ responses from the
others. discussion and explains
-Low salaries and wages in comparison to the cost of living. Other Causes of Corruption
-Poverty. and Related Crimes
Other Causes of Corruption and Related Crimes
1. Unnecessary Long Procedures (red-tape): Some

procedures that officers are
expected to follow in work places may unnecessarily be too
long. The officers
may take advantage of such delays to demand kick backs for
fast action.
2. Lack of Political Will: Some governments lack political
will to deal with
corruption firmly.
3.Lack of Transparency and Accountability: If a
government lacks checks and
balances, there is mis-management and misuse of public
funds.
4. Abuse of Power: If there is excessive concentration of
power in the hands of an
individual, he or she may hinder investigations of corruption
practices.
5. 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 Learners
Executive. listen
6. Public Reaction: The public view about corruption plays a attentively
very important role in
fighting corruption. In Zambia, corruption is tolerated by
some people who think
it is normal because of the economic hardships.
7.Lack of Press Freedom: The media plays an important role
in exposing cases of
corruption. The media should investigate corrupt practices.
Teacher Exposition
1.state the Causes and effects of corrupt
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LESSON PLAN
SUBTOPIC: EFFECTS AND IMPACT OF CORRUPTION NO OF BOYS…
GIRLS…
REFERENCES: civic education book 10 longman pg 83-104 and other resources
TEACHING LEARNING /AIDS: learners book 10,chalk board and charts
RATIONALE: This lesson is on effects and impact of corruption. Teacher Exposition, Question and answer and
group or class discussion methods will be used. This lesson will develop learners knowledge about the effects and
impact of corruption such as Widespread bitterness, and increases crime .The skill of Problem solving and value of
Patriotism
OBJECTIVES: By the end of this lesson L.S.B.A.T:
 Explain effects of corruption
 Explain impact corruption
LESSON DEVELOPMENT
ACTIVITY
Teacher
EFFECTS OF CORRUPTION Teacher explains Learners exposition/
The effects of corruption are very unpleasant and devastating About the effects of listen and ask Question and
on any given society. corruption and allows learners questions Answer
Corruption has led to political uprisings or coups in most to ask questions
African countries. It is
therefore important that timely and effective action is taken to
fight the scourge
The following are some of the most common effects of

corruption in society:
It makes those involved in it become rich at the expense of

other citizens.
-Enables those who pay bribes to benefit in areas which
without corruption they would not.
-Causes widespread bitterness among those who cannot pay or
refuse to pay for favours when they see those who pay bribes
being favoured.
- Distorts standards because it enables those without expertise
to win contracts.
-Interferes with the enforcement of the law and respect for the
rule of law.
-Perpetuates human suffering through increasing poverty level
of poor citizens.
IMPACT OF CORRUPTION ON ZAMBIAN SOCIETY

Law enforcement agencies:
-citizens may take the law in their own hands (vendettas and
instance justice) if the law enforcers are perceived to be
compromised through corruption. Tr to ask learners to be in
Judicial system: groups and discuss the impact
-Court records go missing in the courts of law. Outcomes in of corruption on the Zambian Class discuss
the justice system do not depend on availability of evidence society
but amounts of bribes offered. Justice is denied to the poor GROUP/CLASS
The Electoral system: DISCUSSION
-Due to Electoral malpractice, outcomes of the elections do
not reflect the decisions of the voters but the corrupt. In turn
ushering into office people who are incompetent and corrupt
Security of the nation:
-Due to corruption, foreigners acquire documents of National
identity such as passports and National Registration Cards
(NRCs) that endanger the lives of many Zambians.
The Economy:
-Mostly witnessed through money laundering activities, tax
evasion and tax exemptions leading to economic instability
hence pushing the general populace into abject poverty.
The Education system;
-Due to examination malpractices and conniving with
enrolling officers at Higher Institutions of Learning,
undeserving candidates get admitted with fake qualifications.
Additionally, due to corruption in the training process,
graduates are half-baked and cannot meet the demands of their
job description leading to under development
Land Administration; only those who are financially capable
and connected to land administrators acquire land. This has
led to landlessness among many Zambians.
Procurement of goods and services: Awarding of contracts
in the procurement of goods and services and contracts in
general is in most cases marred by corruption. This has led to
shoddy works and shortages of goods and services in public
institutions.
Learners
listen
Teacher consolidates attentively
learner’ responses from the
discussion
Teacher
Exposition
1.Explain effects of corruption
2.Explain impact corruption
Learners evaluation:………………………………………………………...……………………………
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Teachers evaluation……………………………………..………….………………………………………
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LESSON PLAN
SUBTOPIC: institution that fight corruption NO OF BOYS…
GIRLS…
REFERENCES: civic education book 10 LONG MAN PG 83-104 and other resources
RATIONALE: This lesson is on institution that fight corruption , Teacher Exposition, Question and answer and
group or class discussion methods will be used .This lesson will develop learners knowledge about institution that
fight corruption such Anti-Corruption Commission (ACC), Auditor-General’s office, Drug Enforcement
Commission, Zambia Police Service, media, Civil Society Organisations. The skill of Application and value
Selflessness
LEARNING OUTCOMES: P.S.B.A.T
 State institutions that fight against corruption in Zambia
LESSON DEVELOPMENT
ACTIVITY
1. Anti -Corruption Commission (ACC)
-It is official government institution mandated to fight
against corruption in Zambia.
- It has a slogan “promote integrity, say no to
corruption,” which enshrines the general fight against
corruption.
- They encourage everyone to join the fight by reporting
any corrupt practices seen to the commission.
Methods used by the ACC in the fight against
corruption:
Prevention- by undertaking necessary and effective The teacher initiate class
measures to prevent corruption in public and private discuss on institutions that
sectors. fight against corruption in
-It also make sure that any work, methods or procedures Zambia
prone to corruption are revised
- To do this, there is a Commission Prevention
Department (CPD) which conducts managerial
accountability workshops in both public and private
sectors to set standards for accountability within the
institutions.
Community education
- the community is educated on matters relating to
corruption such as dangers and effects of corruption.
This is done through the Commission‟s Community
Relations Department (CRD).
- The department uses radio and television programmes, Class discuss on
public lectures, workshops and many more. institutions that
-Investigations and prosecution fight against
- these are involved in investigating complaints of corruption in
suspected corrupt practices and if evidence is found, Zambia
prosecution follows.
2. Zambia National Procurement (ZNPA)
-This was formed to control the procurement and
regulate the goods and services by the government
ministries, departments and parastatal organisations. GROUP/CLASS
- It fights corruption by ensuring that the procedures in DISCUSSION
the procurement system are done in a transparent or
accountable manner
3. Parliament
-Its major role is to make laws but it also refuses to sign
appointments and promotions of corrupt public officials
including those in the Judiciary
-It analyses the Auditor General‟s report with regard to
appropriation (expenditure) of funds by various
spending agencies. The Public Accounts Committee
(PAC) is charged with this responsibility
4. Auditor General’s Office
- Its major responsibility is to ensure that public funds
allocated by the parliament are used for the intended
purpose.
-It also audits accounts relating to the general revenue
of the country and the expenditure of monies
apportioned by parliament. Teacher consolidates
-It also audits the Judicature, accounts relating to stock learner’ responses from the
and stores of government and accounts of state-owned group discussion
enterprise and corporation.
5. Investigator General’s Office (Ombudsman)
-The IGO carries out investigations on a wide variety of
complaints which include corruption cases
6. Anti-Money Laundering Unit (AMLU) of the
Drug Enforcement Commission
-The Act provides for the disclosure of information on
the suspected personnel involved on money laundering
activities.
- Money laundering is the act of receiving, possessing,
concealing, disguising, disposing of or bringing into the
country any property (which includes money and any
item) derived or realised directly or indirectly from
illegal or criminal activity
Civil Society involved in the fight corruption include
-Transparency International Zambia (TIZ)
-National Movement Against Corruption (NAMAC)
- The media
-Foundation For Democratic Process (FODEP)
role of public officers, community and the youth in
fighting corruption
Individuals and groups can participate in the fight
against corruption by
Changing attitudes from tolerance to total rejection of

corruption.
-Accessing information on procedures of how to deal Learners listen
with corruption cases. attentively
-Reporting corrupt officers to institutions such as the
Zambia Police, TIZ and ACC.
- Supporting organizations that are fighting corruption.
-Demanding integrity and high sense of morality for
public office bearers.
- Encouraging and supporting free press. Teacher Exposition
-Taking responsibility for one‟s actions.
1. (a) Explain the role of the following institutions in the fight against corruption.
(i) Transparency International Zambia
(ii) Zambia National Tender Board
(iii) Zambia Police Service

(b) How can Journalists help in the fight against corruption?
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LESSON PLAN
SUBTOPIC: The role of public officers, community and the youth
in fighting corruption NO OF BOYS…
GIRLS…
RATIONALE: This is the last lesson on corruption, Teacher Exposition, Question and answer and group or class
discussion methods will be used .This lesson will develop learners knowledge about Public officers: adherence to set
guidelines and regulations, reporting corruption, adherence to institutional and public service code of ethics,
sensitization. The skill of Application and the value of Accountability and Integrity
LEARNING OUTCOMES: P.S.B.A.T
 Identify the role of public officers, community and the youth in fighting corruption.
LESSON DEVELOPMENT
ACTIVITY
The role of public officers, community and the youth in

fighting corruption
Individuals and groups can participate in the fight against

corruption by:- Teacher explains about the
 Changing attitudes from tolerance to total rejection role of officers , community
of corruption. and the youth in fighting
 Accessing information on procedures of how to deal corruption
with corruption cases. And allows learners to
 Reporting corrupt officers to institutions such as the Ask questions
Zambia Police, TIZ and ACC.
 Supporting organizations that are fighting
corruption.
 Demanding integrity and high sense of morality for
public office bearers.
 Encouraging and supporting free press.
 Taking responsibility for ones actions. Learners listen
and ask
questions
Individuals and Groups in Society that fight
against Corruption
Individuals and groups can participate in the fight against

corruption by:
- changing attitudes from tolerance to total rejection of
corruption.
- accessing information on procedures of how to deal with
corruption cases.
- reporting corrupt officers to institutions that are combating
corruption e.g.
Police, Anti Corruption Commission, Transparency
International.
-Supporting organisations that are fighting corruption.
- demanding integrity and high sense of morality from public
office bearers.
-not keeping silent when they feel a corrupt practice has been Teacher exposition/
committed. Question and Answer
-encouraging development of institutions, laws and practices
to ensure that
NOTE
responsible citizens report corrupt instances without fear of
victimisation by
perpetrators.
-allowing a free press.
- taking responsibility for their actions.
-Knowing the procedures on how to acquire services
1.Explain the role of the following institutions in the fight against corruption.
(i) Transparency International Zambia
(ii) Zambia National Tender Board
(iii) Zambia Police Service
(b) How can Journalists help in the fight against corruption
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LESSON PLAN
NAME OF TEACHER: DATE:
TOPIC: Cultural studies CLASS:
SUBTOPIC: component of culture NO OF BOYS…GIRLS…
RATIONALE: This is lesson number two on culture, Teacher Exposition, Question and answer and group or class
discussion methods will be used .This lesson will develop learners understanding of components of culture such as
language, religion, technology, material etc. The skill of Identification and value of Respect.
OBJECTIVES: L.S.B.A.T:
 Define culture
 Describe component of culture
LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce
the topic and to revise through the previous lesson
ACTIVITY
COMPONENTS OF CULTURE The class

. The teacher initiate class listens GROUP/CLASS
discuss On components of attentively to DISCUSSION
5.Social organisations culture the
-This is the way society organizes itself. discussion
-It relates to how society defines relationships, social
institutions such as marriage and status system such
as the role of a woman and children. The extended
family system is a common social institution in
African societies for it provides mutual protection
and social support on a daily basis.
6.Technology and material culture

-These refer to society‟s ability to create, design and
use things.
-Technology and material culture relates to the way
society organizes its economic activities.
-Terms like this industrialized nations and
developing nations like Zambia refer to different
technologies and cultures.
-Thus, we speak of being in the Stone Age when
society used stone tools, Iron Age when iron tools
were used, but now we talk of computer age culture
since computers are the means of story of organising,
calculating etc.
-Developed countries have reached Space Age
culture by designing the most modern technology
such as E-mail information.
7. Aesthetics
-This is a society‟s perception of what is considered
beauty in art and in persons.
-It dictates what is considered good taste, might be
considered bad taste in another culture, e g dressing
in mini-skirts, tight trousers are acceptable in towns
but condemned in villages in Zambia.
8. Law and politics
-These are the rules and structures that regulate the
behaviour of individuals.
-Legal rules attract punishment when broken.
-Laws protect members of the society to live peace
and free from in-human treatment.
-The political system of a society defines the
structure of government and who occupies position
in the structures.
-It also defines the roles and responsibilities of the
leaders and the people led
Learners listen
attentively Teacher
Exposition
Learner ’responses from
the discussion
Q1.WHAT IS CULTURE
Q2.STATE THREE COMPONENTS OF CULTURE
Q3. BRIEFLY EXPLAIN THREE COMPONENTS OF CULTURE
Learners evaluation:………………………………………………………………………………
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Teachers evaluation…………….……………………………….………………………………………
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LESSON PLAN
SUBTOPIC: characteristics of culture NO OF BOYS…GIRLS…
RATIONALE: This is lesson number TWO on culture, Teacher Exposition, Question and answer and group or
class discussion methods will be used .This lesson will develop learners knowledge about the characteristics of
culture ,the skill of creative thinking and the value of appreciation of culture.
TEACHING LEARNING /AIDS: chalk board and charts showing different cultural practices
OBJECTIVES: By the end of this lesson P.S.B.A.T:
 explain the characteristics of culture.
ACTIVITY
Question and
CHARACTERISTICS OF CULTURE Teacher asks learners to Learners answer
state the characteristics of attempt
The following are the characteristics of culture or special culture To state
features of culture:
1. Culture is dynamic:
-Culture changes with time; it is not constant. For
example, the use of cell-phones has been accepted as part
Zambian way of life and yet these were not there a long
time ago. However, there is a great debate on gender
balance
2. Culture is learnt
-it is passed on from generation to generation. It is taught
to an individual by society in which by the society in
which an individual is born.
-The way to speak, what and how to eat, how to relate to
others and what to believe in are taught.
3. Culture is cumulative:
-new things in new generations can be discovered and
added to the existing culture.
-Owing to this cumulative effect, most high school
learners are familiar with mathematical insights and
solutions that ancient Greeks like Archimedes and
Pythagoras struggled to discover in the world.
4. Culture is comprehensive
-since culture is the sum total of society‟s way of life, it is
therefore comprehensive.
5. Culture is based on symbols learner’ responses
-in order for culture to be transmitted successfully from
one person to the next, the system of symbols is created
that translates the ideals of culture to members this may
be done through language, art, money and religion
6. Culture is shared
-members of society share a set of ideals, values and
standard behaviour this set of ideals is what give meaning
to their lives and what bonds them together as culture Learners
7. Culture is integrated: listen
-in order to keep culture functioning, all its aspects must attentively
be integrated. For example the language should be able to
describe all the functions within the culture in order for
ideals and ideas to be transmitted from one generation to
the next.
-People are not aware of their culture until they come
into contact with other cultures.
-They only realise that their pattern of behaviour are
universal when they come into contact with people from
other culture.
8. People do not know all their culture Teacher
-no one knows everything about their culture. It is not Exposition
possible for one to know everything about their culture
9. Culture gives a society a range of permissible
behaviour patterns
-Cultures commonly allow a range of ways in which men
and women can be who they are.
10. Cultures no longer exist in isolation
-there is no society that can exist in isolation, thus
languages and indigenous patterns are being replaced
rapidly.
Q1. State four characteristics of culture
Q2.explain three characteristics of culture
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LESSON PLAN
NAME OF TEACHER: ………………………….. DATE:
SUBTOPIC: importance of culture NO OF BOYS…
GIRLS…
REFERENCES: long man civic education book 10 longman pg 106-139 and other sources
TEACHING LEARNING /AIDS: learners book, chalk board and chart showing different cultural practices
RATIONALE: This is lesson number seven on culture. Teacher Exposition, Question and answer and group or
class discussion methods will be used. this lesson will develop learners knowledge about Article 27 of UDHR,
cultural heritage, identity, economic development, and shaping of behavior. A skill of Creative thinking and a value
of Appreciation and Awareness
 Discuss the importance of culture.
IMPORTANCE OF CULTURE
The fact that culture is part of us, it is important
to study it due to the following reasons
1. It reinforces ones’ identity and ability to
critically reflect on that identity
 This allows one to develop and interact
with others, thus, bringing mutual Teacher explains about the
understanding between societies and importance of culture and
peoples. allows learners to ask
questions
2. It is important for the identity of the
society.
 Since culture includes language, music,
dances, festivals, rituals and traditional
craftsmanship, cultural heritage brings
identity of a society. In times of need
songs, art works, and texts can bring
hope and comfort which reinforces
cultural and self-awareness.
3. Learning about culture brings about
development Learners listen and
 If culture is interpreted as a whole of Ask questions
beliefs, habits and customs of a society,
then it is a foundation of development.
 Economic development without roots in
culture can never result in sustainable
development. It is a goal, a part of the
daily reality and a vital factor in
development of the people.
4. Culture contributes to national
development through traditional ceremonies
that attract tourists.
 There is keen interest in the relationship
between arts and culture, and the
economic and social development of
our communities
5. According to the Universal Declaration of
Human Rights (UDHR), article 27, affirms every
human being to freely participate in the cultural
life of one’s country Teacher
exposition/
Question and
Answer
Lesson conclusion: Tr to revise through the lesson to help remedial learners and to write the home work on the
board
1. Go and identify any cultural practices in your community, for each practice give reasons why the practice is
important in your community and write a report.
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LESSON PLAN
SUBTOPIC: types of culture NO OF BOYS…
GIRLS…
REFERENCES :long man civic education book 10 long man pg 105-138 and other sources
TEACHING LEARNING /AIDS: learners book, chalk board and chart showing different cultural practices
RATIONALE: This is lesson number three on culture , Teacher Exposition, Question and answer and group or
class discussion methods will be used. this lesson will develop learners knowledge about the types of culture. A
skill of Creative thinking and a value of Appreciation and Awareness
 Discuss the types of culture.
LESSON DEVELOPMENT
Teacher explains about Learners listen and Teacher
TYPES OF CULTURE three types of culture Ask questions exposition/
There are ten types of culture and these include: And allows learners to Question and
Mass culture Ask questions Answer
-This culture is produced from machines and
consumed on large scale, for example, record
industry, television and video tapes or cassettes.
-It is also spread through electronic media and
other types of high technology. Thus, many
children learn new behaviour that their parents did
not know through this culture.
Popular culture
-This is a product of changing needs and
innovation of people‟s lives, hence it is short lived
-This culture is seen among the youth who have
new music, fashion among others in entertainment
Folk culture
-Also known as residual culture (remains of the
past).
-The past is revived from elements of the forgotten
past due to nostalgic tastes
-Nostalgic tastes is a desire of what used to be
done in the past
-This culture is seen on the influences of
technological changes on old traditions. For
example, playing old music on the national
television.
Synthetic culture
-This is also called artificial culture which has
mainly destroyed cultural identities of developing
countries like Zambia who adopt Western cultures.
-This foreign culture is consumed mainly in form
of films, television and radio. Above all, Western
culture due to its high technological advances, it is The teacher initiate class
admired and enjoyed by many. discuss On the types of The class listens GROUP/CLASS
-An important aspect of this culture is culture attentively to the DISCUSSION
consumerism (popular consumption). Through discussion
adverts, people are made to buy and own products
such as soap food and modern items like cell
phones, televisions and radios.
-This leads to importing than to using local
products.
Idea culture
-Refers to some kind of aspiration of where people
would love to be. For example, every society views
itself in a positive way and has the highest virtues
and standards it aspires to be.
-In this regard, people in many cultures would
describe their culture in ideal terms and not what is
in reality. Ideals are not realised every day. For
example, Zambia was described as a Christian
nation but in reality its people do not live as
Christians
6.Real culture
-It refers to the real behaviour of people in a
society
-This is the actual culture practiced in a given
society. For example, sleeping at a funeral until
burial is Zambia‟s real culture
7.Sub – culture
-This is the way of life or behaviour which a small
group of individuals belonging to the same culture
may portray.
-Sub- culture may arise due to different
occupations in society which results in variations
in power and prestige. For example, within the
same cultural group, people with little education
will behave differently from the well educated in
society. Between the two groups, there will be
differences in the way they dress, speak, play and
will have different beliefs.
- In reality the rich and the well- educated may
form an „‟elite culture‟‟ which is assumed to be
expensive.
Counter culture
-This refers to the behavioural patterns, and life
styles shown by a group of people that are exposed
to the generally accepted standard of behaviour in
society. A group of street kids and unemployed
youths will have their own way of talking, their
leisure and behaviour, different from the larger
society.
-Therefore, their behaviour will would constitute a
counter culture of the general society, which is a
form of social rebellion
Cultural heterogeneity
-This refers to a society that contains a variety of
groups of different races, beliefs, religions and
nationalities.
-The republic of South Africa is one of such a
culture. It has a slogan of „‟Rainbow Nation‟‟, to
emphasise on the diversities of cultures found
there. This promote Pluralism which unifies
recognizes and respects the contributions of
different cultures to the entire society.
Cultural homogeneity Learner ’responses from Learners listen Teacher
-This is a common culture of people of a similar the discussion attentively Exposition
race, beliefs, religion and nationality. For example,
the North African Arabic Countries like Tunisia
and Libya are the same race, share the same
religion and nationality, thus, are classified as
homogeneous.
Lesson conclusion: Tr to revise through the lesson to help remedial learners
1.state four types of culture
2 .Discuss two types of culture
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LESSON PLAN
SUBTOPIC: Factors that affect the appreciation of cultural
diversity in Zambia NO OF BOYS… GIRLS…
REFERENCES: civic education book 10 longman 106-138 and other resources
RATIONALE: This is lesson number five on culture, Teacher Exposition, Question and answer and group or class
discussion methods will be used .This lesson will develop learners knowledge of rite of passage, traditional,
ceremonies, traditional attires etc
 Identify Factors that affect the appreciation of cultural diversity in Zambia
 Identify Institutions that preserve cultural heritage in Zambia
ACTIVITY ACTIVITY
Factors that affect the appreciation of cultural diversity in
Zambia
Cultural diversity in Zambia Teacher explain

-Zambia has heterogeneous culture in terms of race, religion, about factors that
language, tradition and customs. There are a lot of common affect the
cultural practices among the seventy – three ethnic groups in appreciation of
Zambia. Therefore, in order to appreciate cultural diversity that cultural diversity in
exists in Zambia, we should be mindful of certain aspects that Zambia and allows
affect cultural diversity negatively. Such are the following: learners to ask
1. Stereotyping questions.
- This is an ever generalized and pre – conceived ideas or
impression of what characterises someone.
- Stereotyping is treating someone badly just because he or she
is different from you. One may judge an individual on the basis
of how one perceives the whole ethnic group.
- In Zambia for example, there is stereotyping. Some ethnic Learners
groups are labelled as thieves, others stingy, others are backward listen
and others tribal. Attentively
and ask
questions
2. Prejudice
-This is biased opinion based on insufficient knowledge or
hostility towards particular racial, religious or ethnic groups.
-It is the practice of thinking badly about someone because he or
she is different from you.
- It is illogical, irrational, hatred, and suspicious of particular Teacher exposition/
group. Question and
- Sometimes it can be based on gender, age, place of residence Answer
or even occupation.
-Prejudice and stereotyping lead to discrimination and conflict in
society.
-If not checked it can lead to serious civil war, for example, the
Rwanda genocide and Burundi civil wars.
3. Ethnocentrism
-This comes from the word „ethnocentric‟, which is the belief
that one‟s‟ own cultural traditional group or racial group is
superior to all others.
- If other cultures are not like one‟s own culture then, they are
regarded as inferior.
- People tend to view the custom of others in light with their
own beliefs and values. Ethnocentrism is also a belief that one‟s
way of life is best and others are judged by their standard.
-Ethnocentrism is a form of discrimination and leads to serious
conflict even civil war. The Rwanda 1994 genocide is such a
good example.
4. Cultural relativism
- This is a belief that each cultural group has the right to its own
culture even if the culture does not please you.
- But such cultural practices should not violet individual basic
human rights and freedom.
- Cultural diversity is the absence of direct and indirect
discrimination in all areas of life
Institutions that preserve cultural heritage in Zambia

(a) Museums
- the national museums board administers these. Museums are
responsible for;
- Collection of artefacts.
- Restoration of artefacts.
- Display of artefacts of historical, cultural, scientific,
technological and economic significance to the nation.
(b) National Heritage Conservation
- administers immovable heritage such as sites and monuments.
(c) National Arts Council
-it promotes artistic and intellectual creativity and art education.
It recognises that freedom of opinion and expression is

essential for reactive activities of artists and intellectuals alike.
(d) International Cultural Cooperation
The colonial authorities regardless of cultural and ethnic

realities arbitrarily drew up the geographical international
boarders of Zambia.
Zambia acknowledges that international cultural exchanges
and encounters contribute to the promotion of global peace,
respect, mutual understanding and cooperation.
Zambia is a member of the following multilateral cultural
organisations;
United Nations Educational, Scientific and Cultural
Organisation (UNESCO)
Southern African Development Community (SADC)
International Centre for Bantu Civilisation (CICIBA)
World Intellectual Property Organisation (WIPO) The teacher initiate
Southern African Development Community Association of class discussion on
Museums (SADCAM) the that Institutions
World Crafts Council (WCC) that preserve
International Council of Museums (ICOM) cultural heritage in
International Theatre Institute (ITI) Zambia
The class
listens
attentively
to the
discussion GROUP/CLASS
DISCUSSION
1 .Identify Factors that affect the appreciation of cultural diversity in Zambia
2.Identify Institutions that preserve cultural heritage in Zambia

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LESSON PLAN
SUBTOPIC: Zambia’s cultural practices. NO OF BOYS…GIRLS…
RATIONALE: This is lesson number six on culture, Teacher Exposition, Question and answer and group or class
discussion methods will be used .This lesson will develop learners knowledge of right of passage,
traditional ,ceremonies,traditional attires etc
OBJECTIVES:By the end of this lesson P.S.B.A.T:
 Discuss Zambia’s cultural practices.

ACTIVITY ACTIVITY
Learners listen Teacher exposition/
Zambia’s cultural practices Teacher explains about and Question and
Zambia’s cultural Ask question Answer
Cultural practices in Zambia practices and allows
 The ethnic groups in Zambia share the following learners to ask
cultural practices questions
1. Respect for elders; a belief that everyone
older than oneself should be accorded
respect in speech and treatment regardless
of status, race or blood relation. Young
people are supposed to kneel when
speaking to elders.
2. Extended family system:
 the Zambian culture advocates for the family
system by keeping as many relatives as possible in
addition to one‟s own nuclear family
 In an event of both parents dying, the children
would be taken to a family member.
3. Rites of passage:
 they are rituals that one
undergoes to mark an important
change in a person‟s position in
society
 They include such rituals as the
naming of a newly born baby,
initiation, marriage, death and
after death ceremonies.
Initiation rituals
I. Nkolola
II. Siyeke (Sikenge)
III. Cisungu
IV. Mukanda
Marriage rituals
iMatebeto
ii Cilanga mulilo
iii Mungenisa Khaya
iv (M‟thimba)
v Mbusa
Death rituals
i. Kupuzo-Ya-Bafu
ii Mweesyo
iii Isambo Lyamfwa
iv Ukupyana
v Ubwalwa Bwe Shinda
FUNCTIONS OF TRADITIONAL CELEMONIES
-Expressing, reflecting and reinforcing cultural relationships
and virtues.
- Observing certain rituals.
-Communicating important cultural themes through the use
of special forms of language, music and dance
- Connection to the ancestors
-Providing oral history of settlement, patterns or migration.
-Reconciling inter – group conflict for peaceful co –
existence.
-Assertion of local traditional leadership.
-Displaying symbols of ethnic citizenship or sense of
belonging to ethnic groupings
Types of traditional ceremonies Learners listen
-Harvest festivals and Teacher exposition/
-Commemorative ceremonies focusing on honouring the Teacher explains about Ask question Question and
dad, migration histories the functions of Answer
-Religious festivals traditional celemonies
-Ceremonies for small intimate groups such as boys or girls And allows learners to
when these come of age. Ask questions
-Ceremonies which move with rhythm of nature
Traditional ceremonies practiced in Zambia

1.Umutomboko Ceremony of the Lunda people of Luapula
2.Kuomboka Ceremony of the Lozi people
3.Ukusefya pa Ng’wena Ceremony of the Bemba people
4.Likumbi Lya Mize of the Luvale people
5.Mabadao ceremony of the Tumbuka people
6.Lunda Lubanza of the Lunda people of North-Western
province
7.Kulamba ceremony of the Nsenga people
8.Kulamba Kubwalo ceremony of the Lenje people
9.Shimunenga ceremony of the Illa people
10.Malaila ceremony of the Kunda people
11.Lwiindi ceremony of the Tonga people
12.Nc’wala ceremony of the Ngoni people
13.Ibwela Mushi ceremony of the Biswalala people
14.Chinamanongo ceremony of the Bisa of Mpika
GROUP/CLASS
The teacher initiate The class listens DISCUSSION
class discussion on the attentively to
Traditional ceremonies the
practiced in Zambia discussion
1.Mention three functions of traditional celemonies
2.Two ritual practiced in Zambia
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LESSON PLAN
SUBTOPIC: Zambia’s societal core values NO OF BOYS…GIRLS…
RATIONALE: This is lesson number six on culture,Teacher Exposition, Question and answer and group or class
discussion methods will be used .This lesson will develop learners knowledge to have respect for elders, co-
operation ,hard work and obedience to authority ,the skill of analysis and the value of respect
OBJECTIVES: By the end of this lesson: P.S.B.A.T:
 Identify zambias ‘s societal core values
ACTIVITY ACTIVITY
Zambia’s Societal core Values Teacher explains the Learners listen and Teacher
meaning of core values Ask questions exposition/
-Core means essential or very important while And allows learners to Question and
-value means the quality of being useful Ask questions Answer
-Therefore, core values are shared values which are
practiced in all societies in the world
The following are Zambia‟s core values
1. Obedience to authority;
 recognising and obeying those
in power
2. Tolerance to other people’s view
 allowing the opinions of others
to prevail
3. Mutual respect
 treating each other with
consideration
4. Respect to privacy
 everyone requires sometime to The teacher initiate
be on their own class discuss On the The class listens
5. Peaceful resolution of conflict Zambia’s Societal core attentively to the GROUP/CLASS
 such as litigation, dialogue, Values discussion DISCUSSION
counselling among
 Honest; the quality of telling
the truth
6. Honest;
 the quality of telling the truth
7. Freedom of expression as long as the
expression does not injure the other
person
8. Belief in the equal worthiness of all
human beings
9. Integrity;
 the quality of being honest and
upright
10. Social justi
 treating any person fairly
regardless of race, sex and tribe
11. Co-operation
 working together for the common
goal
12. Love
 the feeling of great affection for the
other person
13. Loyalty
 faithfulness and truthfulness to
people or groups or organisations
14. Peace;
 not only absence of war but
freedom from any form of
disturbance or disorder
15. Trust
 reliance on the truth
16. Attainment of set goals
 belief in personal success in
whatever one does.
17. Hard work;
 the belief in the value and nobility
of work as a working human
understanding
18. Nationalism
 extreme pride of one‟s country or
loyalty to the country: a person can
do anything for the country such as
carrying the flag everywhere
19. Patriotism
 love and loyalty to ones‟ country
and willingness to take part in its
protection and development
20. Efficiency and practicality
 belief in achieving an end with a
least cost waste in the shortest time
possible.
21. Material comfort
 equal distribution of wealth
throughout the country to satisfy
the needs of the people. Teacher consolidates
22. Scientific advancement: Learner ’responses
 the belief in science and from the discussion Learners listen
technology as tools for making attentively Teacher
progress to secure material comfort Exposition
and solving society‟s problems.
23. Individualism
 an art of concentration of one‟s
welfare at the expense of others
Lesson conclusion: Tr to revise through the lesson to help remedial learners and to write an exercise on the board
EXPECTED ANSWERS
1. From the list of core values discussed, rank those core values in order of their importance to you and give
reasons
2. 2017 GCE PAST PAPER

In every society ,there are rules of behavior in most cases unwritten .These roles which are also called social
norms are meant to guide society. They provide a standards by which society is regarded. Briefly explain
societal core values
a.co-operation
b. hard work
c. responsibility
d. scientific advancement
e. social justice
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LESSON PLAN
SUBTOPIC: cultural diversity in Zambia NO OF BOYS…
GIRLS…
RATIONALE: This is lesson number eight on culture, Teacher Exposition, Question and answer and group or
class discussion methods will be used .This lesson will develop learners knowledge to Obstacles to cultural diversity
e.g Stereotyping, prejudice, enthnocentricism, cultural relativism .The value of Appreciation of Zambia’s culture
TEACHING LEARNING /AIDS: learners book 10, chalk board and charts showing different cultural practices
OBJECTIVES:: P.S.B.A.T:
- Identify factors that affect the appreciation of cultural diversity in Zambia.
- Identify institutions that preserve cultural heritage in Zambia
. LESSON INTRODUCTION
ACTIVITY ACTIVITY
teacher initiate class The class GROUP/CLASS
Institutions that preserve cultural heritage in discuss On the listens DISCUSSION
Zambia Institutions that attentively to
preserve cultural the
(a) Museums heritage in Zambia discussion
- the national museums board administers these.
Museums are responsible for;
-Collection of artefacts.
-Restoration of artefacts.
-Display of artefacts of historical, cultural,
scientific, technological and economic significance
to the nation.
(b) National Heritage Conservation

- administers immovable heritage such as sites and
monuments.
C.National Arts Council
- it promotes artistic and intellectual creativity and
art education
- It recognises that freedom of opinion and
expression is essential for reactive activities of
artists and intellectuals alike
D.International Cultural Cooperation
- The colonial authorities regardless of cultural and
ethnic realities arbitrarily drew up the geographical
international boarders of Zambia.
- Zambia acknowledges that international cultural
exchanges and encounters contribute to the
promotion of global peace, respect, mutual
understanding and cooperation.
-Zambia is a member of the following multilateral
cultural organisations;
- United Nations Educational, Scientific and
Cultural Organisation (UNESCO)
- Southern African Development Community
(SADC)
- International Centre for Bantu Civilisation
(CICIBA)
-World Intellectual Property Organisation (WIPO)
- Southern African Development Community
Association of Museums (SADCAM)
- International Centre for Bantu Civilisation
(CICIBA)
-World Intellectual Property Organisation (WIPO)
-Southern African Development Community Teacher consolidates
Association of Museums (SADCAM) Learner ’responses Learners listen Teacher Exposition
-World Crafts Council (WCC) from the discussion attentively
-International Council of Museums (ICOM)
- International Theatre Institute (ITI)
1.Explain two factors that affect the appreciation of cultural diversity in Zambia.
2. institutions that preserve cultural heritage in Zambia
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LESSON PLAN
TOPIC: SUBSTANCE ABUSE CLASS:
SUBTOPIC: Classification of substance and substances often abused by people NO OF BOYS…
GIRLS…
REFERENCES: Civic education book 10 and other sources
TEACHING LEARNING /AIDS: chalk board ruler and a bottle of alcohol and cigarettes
RATIONALE: This lesson is on Classification of substance and substances often abused by people . Teacher
Exposition, Question and answer and group or class discussion methods will be used. This lesson will develop
learners knowledge’s about Depressants, stimulants, inhalants etc. The skill of Assertiveness. The value of
Awareness
 Define substance abuse
 Classification of substance
 Describe types of substances often abused by people.
LESSON DEVELOPMENT:

ACTIVITY ACTIVITY
Pupils TEACHER
SUBSTANCE ABUSE The teacher ask pupils participate by EXPOSITION
-Substance abuse is the taking something often that to define substance trying to
the body does not need and for wrong reasons abuse define
-For example, taking medicine when one is not sick is substance
substance abuse. abuse
Classification of substances
-Substances fall into two major categories: over the
counter substances and controlled substances.
1.Over the counter substances
-These are substances that can be easily bought over
the counter such as panadol and aspirin. One can buy Learners listen Teacher exposition/
these medicines of without a prescription. and Question and Answer
2.Controlled substances Ask questions
- These are substances which can only be obtained if Teacher to explain the
one has a prescription or special authorisation. Classification of
-They can be dangerous if not used properly substances
-Examples of such medicines are valium (diazepam),
morphine, mandrax, cocaine, pethidine and marijuana.
Classification of substances according to their

chemical structure, or effects on the user
1.Depressants:
- these are substances that slow down the action of the
central nervous system
- They are sometimes called sedatives or hypnotics.
Alcohol and mandrax are the examples of depressant Class discuss GROUP/CLASS
drugs. the DISCUSSION
- When taken in small amounts decreases awareness Classification
and tension. of substances
- If taken in large amounts, they can lead into deep The teacher initiate according to
unconsciousness which may result in death. class discussion on the their chemical
2.Stimulants Classification of structure, or
- this stimulates the central nervous system substances according to effects on the
-They speed up the body processes. their chemical structure, user
- The most common are caffeine which is found in or effects on the user
coffee, coca cola, chocolate and diet pills.
- Other stimulants include cocaine and nicotine. If
stimulants are taken in large amounts, they become
depressants and they slow down the central nervous
system
Hallucinogens:
- are substances that distort the way the brain
translates impulses or the messages from the
sensory organs, producing perceptual
changes.
- Distortion makes the brain change massages
about something real producing an illusion.
- The brain also produces images which do
not exist in reality called hallucinations.
- Cocaine, magic mushrooms ecstasy are good
examples.
Narcotics or Opiates:
- these are substances that make senses dull
and relieve pain by depressing the cerebral
cortex.
- The cerebral cortex is the outer layer of the
brain responsible for consciousness including
perception, memory and learning.
- These substances affect the thalamus which
is the body‟s mood regulating centre.
- Narcotics are mainly derived from the opium
poppy plant. They include raw opium,
pethidine, marijuana, morphine, heroine
methadone and codeine.
Inhalants or solvents
- they are substances that are normally sniffed
- These are substances found in household
products such as glue, deodorants like
perfume spray and fuel gases.
- Once inhaled, the capillaries to the surface
of the lungs allow rapid absorption of the
substance.
- It enters the brain at a very fast rate;
intoxicating effects are very high
Learners
listen Teacher Exposition
attentively
Learner ’responses
from the discussion
1.Define substance abuse
2.Classification of substance
2Describe types of substances often abused by people
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LESSON PLAN
SUBTOPIC:REASONS FOR SUBSTANCE ABUSE NO OF BOYS…
GIRLS…
REFERENCES: Civic education book 10 long man pg 139-161 and other sources
RATIONALE: This lesson is on Reasons for substance abuse .Teacher Exposition, Question and answer and group
or class discussion methods will be used. This lesson will develop learners knowledge’s about, Peer
pressure,curiosity, stress etc Judiciary .The skill of Analysis. The value of Appreciation of Awareness
 Explain reasons for substance abuse.
LESSON DEVELOPMENT:
ACTIVITY
Teacher explains the Learners Listen
Reasons for substance abuse Reasons for substance abuse and Ask Teacher exposition/
Reason for substance abuse and allows learners to ask questions Question and Answer
-Curiosity: a situation where one wants to taste questions
and experience how it feels. This is done by
young people who are keen to be adventurous
and experiment things for themselves.
Peer pressure: some young people end up using
substances because they want to do what their
friends are doing.
-Ignorance: some people take substances
because they are not aware of the effects of
which it may be too late when they realise it.
Damage would have been done.
-Stress: sometimes people take substances
because of stress, and they feel that drugs can
console them. Stress can result from death
loved ones, divorce and failure of an
examination.
-Availability of substances: substances are
readily available at the market. Substances
such as solvents (glue, tipex and methylated
spirit). Also, alcoholic beverages are sold on
the market.
-Alienation: when a person feels isolated,
fights to find a group to belong to especially
those who are also isolated. Such a person may
like to be in a group where substances being
abused. Street kids and teenagers are examples.
-Unemployment: many young people are
unable to find jobs despite being qualified.
Such people resort to substances.
-Lack of recreation activities: many people
have nowhere to spend their leisure time due to
lack of recreational facilities, substance abuse
becomes leisure to them.
-Enhancement of self-confidence and
performance: some people believe that taking
certain drugs may help them improve their self-
confidence and performance in sports, sexual
intercourse, examination and other activities.
Signs and symptoms of substance abuse

-Sudden change in personality.
- Unusual mood swing.
-Decline in school performance.
-Spending more time away from home and
school.
-Theft and over borrowing of money.
-Heavy use of perfumes to disguise the smell of
substance.
-Loss of appetite.
-Wearing of sunglasses to disguise ones
appearance.
-Possession of certain materials such as straws,
pill boxes, needles, glass bottles Question and answer
Teacher asks learners
How to avoid substances abuse To state the Signs and Learners attempt
-Say no thank you! When somebody gives you a symptoms of substance to state
substance or drug. abuse
- Giving a reason or excuse
-Changing the subject
-Walking away
-Avoid the situations where substances are
abused
-Associate with non-users of substances
-Keeping one-self busy.
Dependence on substances
-When someone entirely depends on
substances, the situation is called addiction or
dependence.
-Substance dependence can either take physical
or psychological form.
-Physical dependence is when one tries to GROUP/CLASS
withdraw using a substance but faces physical Class discuss on DISCUSSION
effects such as shaking and poor co-ordination. The teacher initiate class How to avoid
- While psychological effects is where one discussion on How to avoid substances abuse
experiences anxiety and depression due to substances abuse
withdraw of abused substance. Learners listen Teacher Exposition
-Some substance users may only feel the effect attentively
when they take larger doses of the substance.
These users have reached the drug tolerance
levels. Teacher consolidates
learner’ responses
1,State the reasons for substance abuse
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LESSON PLAN
SUBTOPIC: EFECTS OF SUBSTANCE ABUSE ON INDVIDUAL
COMMUNITY,NATION AND INTERNATION LEVEL NO OF BOYS…
GIRLS…
REFERENCES: Civic education book 10 along man pg 139-161 nd other sources
RATIONALE: This lesson is on effects of substance abuse on individuals ,community,nation and international level.
Teacher Exposition, Question and answer and group or class discussion methods will be used. This lesson will
develop learners knowledge’s about Diseases, crime, insanity, loss of productivity etc
 Discuss effects of substance abuse on individuals,community and nation.
LESSON DEVELOPMENT:
EFECTS OF SUBSTANCE ABUSE ON.
The teacher initiate class The teacher initiate GROUP/CLASS
INDVIDUAL LEVEL discussion on the effects of class discuss DISCUSSION
an abuser of a substance is likely to have health problems substance on On the effects of
resulting from the effects of the substance taken. individual ,community and substance on
-Owing to poor health, the victims may affect working and nation individual ,community
studying culture. and nation
-The victim may not have support from his or her loved
ones.
- Due to overdependence, the abuser may be speeding a lot
on substances.
Family level:
substance abusers may tend to ignore their families as they
only care about having the substance.
As a result they tend to have a lot of credit and stealing
from their families and friends. Hence, their families are
affected.
-This teaches young ones in the family to start abusing
themselves also
Community and national levels

some substance abusers end up committing crimes like
murder and robbery to acquire money for the substance.
-Others may be involved in prostitution and drug
trafficking.
-These illegal activities have a negative effect on the
community and the nation at large.
-The spread of HIV and AIDS is likely to be very high
among substance abusers due to risk of behaviour such as
unprotected sex, and sharing of needles. The abuser when
sick the all nation and community is affected.
-It causes accidents and violent behaviour such as GBV.
International level
drug trafficking is a major international problem.
-It refers to the manufacturing and selling of illegal drugs.
- Money laundering is common in drug trafficking for
example, some drug traffickers use money obtained
illegally to destabilise governments through corruption,
violence and buying votes.
-Money laundering affects the economy of the nation by
causing inflation Learners listen
Therefore, the substance abuse has negatively affected Teacher consolidates attentively Teacher Exposition
societies at international level due to drug trafficking and learner’ responses from the
money laundering discussion
Role of the community in combating substance abuse

- Abolishing of the cultivating of drug crops like marijuana
and opium. The government musts come in to make sure
that no one is cultivating such crops.
-Educating the people on the bad effects of substance
effects. And the need to control the use of these substances
anyhow.
- Taking keen interest in one‟s community; people should
love their community and identify the signs and symptoms
of substance abuse, and report to the institutions
concerned with such issues.
-Employment: the government and community at large
should provide a wide range of employment opportunities
to discourage unemployed people from substance abuse.
-Changing people‟s attitude towards substance abuse;
through entertainment such as poems, drama and debate.
- Establishing groups and clubs; this may include anti –
drug abuse club and community rehabilitation centres
which control substance abuse. Teacher explains the Role Learners listen and Teacher
Measures used to control and fight substance abuse in of the community in Ask question exposition/
Zambia combating substance abuse Question and
-Government has enacted the law under Act No 37 of 1993 and allows learners to Ask Answer
to prohibit trafficking, exporting, possessing, cultivating, questions
manufacturing and use of Narcotics and psychotropic
substances
- The public is sensitised on the dangers of substances
abuse and the legal implication. Drug abuse is liable for
punishment for a period not exceeding ten (10) years if
found guilty.
-The government of Zambia also works with other
countries to exchange information on drug trafficking and
related crime in order to arrest offenders
The pupil pointed at

explain the Measures TEACHER
The teacher point at any used to control and EXPOSITION
pupil at random to explain fight substance abuse
the Measures used to in Zambia
control and fight substance
abuse in Zambia
1,State effects of substance abuse on individuals,community and nation
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LESSON PLAN
SUBTOPIC: institutions involved in fighting substance abuse in Zambia
NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on institutions involved in fighting substance abuse in Zambia.Teacher Exposition,
Question and answer and group or class discussion methods will be used. This lesson will develop learners
knowledge’s about Drug Enforcement ,Commission ,Police Service ,Pharmaceutical Regulatory.
 Identify agencies involved in fighting substances abuse in Zambia.
LESSON DEVELOPMENT:
CONTENT TEACHER’S PUPIL’S
ACTIVITY ACTIVITY METHODS
Institutions involved in fighting substance abuse in Teacher explains

Zambia About the
Institutions involved
Institution that fight substance abuse in fighting substance
- In 1989, the government established the Drug abuse in Zambia and
Enforcement Commission (DEC). allows learners to
- This is a government department charged with the Ask questions
responsibility of curbing substance abuse.
-This commission has offices in all the provinces in
Zambia with a National Education Campaign Division.
The division is responsible for dissemination of
information intended to sensitise the public on the effects
of drug abuse.
-The department also works with Non-Governmental
Organisation (NGOs) and other government departments
to rehabilitate victims of substance abuse. Some NGOs
involved are:
- Planned Parenthood Association of Zambia (PPAZ)
-Youth Alive
-Young Women‟s Christian Association (YMCA)
-Society for Family Health (SFH); Churches Teacher
- Sports in Action (SIA) exposition/
- Youth Media (trendsetters) Question
Drug Enforcement Commission (DEC) Learners andAnswer
It was established in 1989. It is a government institution listen and
charged with the responsibility of curbing substance Ask question
abuse. It investigates and prosecutes cases related to drug
trafficking and substance abuse.
NGO involved in the fight against.
- Planned Parenthood Association of Zambia
-Youth Alive
-Young Women Christian Association
-Society for Family Health
-Local Churches
-Sport in Action
1,State the agencies involved in fighting substances abuse in Zambia
……………………………………………..
…………………………………………………………………………………………………………………………
……..…………………………………………………
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LESSON PLAN
SUBTOPIC: substance and their effects NO OF BOYS…
GIRLS…
REFERENCES: Civic education book 10 longman pg 139-161 and other sources
RATIONALE: This lesson is on substance and their effects. Teacher Exposition, Question and answer and group
or class discussion methods will be used. This lesson will develop learners knowledge’s about Diseases, crime,
insanity, loss of productivity etc
 Define substance abuse
 Classification of substances
LESSON DEVELOPMENT:
The teacher initiate class Class discuss GROUP/CLASS
substance and their effects discussion on substance substance and their DISCUSSION
and their effects effects
Cannabis
-This is a hard brown material or herbal
mixture that comes from a cannabis plant
and it is an illegal plant in Zambia.
-It is locally known as camba, dobo, fwaka
ya ci Ngoni.
-Thus cannabis is in three form:
-Marijuana: this comes from the dried
leaves, flowers or stems of the cannabis
plant. It has a concentration of delta – 9 –
tetrahydro cannibinol (THC) of about 0 –
12 %.
-Hashish: this is made from the stick of the
plant. It contains 12 – 18 % of THC.
-Hashish Oil: made from compressing
hashish to produce oil using solvent.
Concentration of THC is about 18 – 25 %
and its more potent than the rest.
Effects of cannabis
-Makes the user feel exhausted.
-Makes one have high appetite for food
-Affects the memory, concentration and co
– ordination.
-Affects the reproductive system by
reducing the sperm count in males and
irregular menstrual cycles in females.
-Causes cancer.
-Makes the user paranoid and anxious
-Makes the user to be talkative.
6. Heroin
-It is a brown or white speckled powder
made from juice extract from unripe
capsules of opium poppy plants.
-Heroin is formed through a chemical
process of modifying morphine known as
acetylation.
-Morphine is used to ease severe pain;
however, it is very dangerous when not
used properly.
-Heroine is taken mainly by smoking,
sniffing injecting into the veins. The street
names for heroine are brown sugar, smack,
skag, horse.
Effects of heroine
-Causes death due to over doze.
-Irregular menstrual periods in women.
-Damages the heart and the kidneys.
-Causes mood swings.
-Causes depression.
-Loss of appetite.
-Distorts the understanding of things.
-Disturbs the pattern of nerve, activity.
7. Cocaine
-Cocaine is a white powder made from the
leaves of a coca plant.
-The leaves of coca plant when chewed can
relieve fatigue and hunger. Cocaine can be
smoked or injected in the blood.
-It can also be orally taken by mixing with
a liquid or in a capsule form.
-The street names for cocaine are coke,
Charlie, snow lady and dust.
Effects of cocaine
-Dry mouth.
-Sweating.
-Severe weight loss.
-Indigestion.
-Exhaustion and lack of sleep (Insomnia).
-Transmission of HIV/ AIDS through the
sharing of needles.
-Death due to overdose.
-Ulceration of the nasal passage (sore s in
the nasal passages)
-Irregular menstrual circle in women.
-Heart and blood circulation problems.
-Over alertness and elevation of mood
learner’ responses response Learners listen
from the discussion attentively Teacher Exposition
1.Describe types of substances often abused by people and their effects
Learners evaluation:………………….…………………………………………………………………
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…………………………………………………………………………………………………………………………
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LESSON PLAN

SUBTOPIC: substance and their effects NO OF BOYS…
GIRLS…
RATIONALE: This lesson is on substance and their effects . Teacher Exposition, Question and answer and group
or class discussion methods will be used. This lesson will develop learners knowledge’s about Diseases,
crime,insanity, loss ofproductivity etc
LESSON INTRODUCTION: Brainstorming questions about the topic being taught will be used to introduce
the topic and to revise through the previous lesson
LESSON DEVELOPMENT:
ACTIVITY ACTIVITY
1. Alcohol:
-Though only adults are allowed to drink. Alcohol is a
pure colourless liquid present in drinks such as beer, The teacher initiate
wines and brandy class discussion on Class discuss GROUP/CLASS
-Alcohol is also taken for medicinal purposes for substance and their substance and DISCUSSION
many medicines contain alcohol in small percentages. effects their effects
-Alcohol is abused when one takes too much and
often. An alcoholic is a person who is addicted to
alcohol beverages like beer.
-Alcoholism is a dangerous and severe condition
caused by physical dependence on alcohol. It can
destroy physical and mental health.
-The strength of any alcoholic beverages depend on
the percentage concentration of a chemical known as
ethanol per given volume.
NOTE:If the beverage has a higher percentage of
ethanol per volume, then a drink is more potent.
Effects of alcohol
-Increases blood pressure and heart problems.
-Causes violent behavior
-Negatively affects the brain
-Causes cirrhosis; diseases of the liver: the liver
becomes fatty and enlarged causing inflammation.
This causes loss of appetite, abdominal discomfort and
death, makes one feel warm, when one in reality is
losing heat leading to hypothermia.
-Distort understanding of time and space and affects
the sight causing one having double or multiple
vision.
-Causes withdrawal conditions called Delirium
tremens.
2. Tobacco
-This is a substance that is commonly abused. It
contains Nicotine, Tar and Carbon Monoxide which
are harmful to the body.
-When a person smokes these substances, they enter
the blood stream and lungs.
-Nicotine is a colourless harmful drug. It acts as a
stimulant and speeds up the transmission of nerve
impulses if taken in small dose. If taken in large doses,
it slows nerve impulses resulting in reduction of heart
beat.
- Carbon monoxide is a deadly gas that affects the
blood‟s ability to carry oxygen around the body. It
also affects the action of the cilia (hair).
-It contains substances that cause cancer.
Effects of smoking
-Bronchitis
-Emphysema; lung disease which affects breathing
-Heart diseases; nicotine increases heartbeat which
wears down the heart
-Cancer; 90% of deaths from cancer are due to cancer
caused by smoking)
-Blood clots and stomach Ulcers.
-Damage to the unborn baby.
-Shortness of breath.
-Colds, flu and other infection.
-Non – smokers inhale smoke which makes them
passive smokers.
-Deforestation due massive cutting of tree used as
firewood in curing tobacco
3. Inhalants
-High blood pressure
-Headaches, stuttered speech and loss of motor co-
ordination
-Rush around the nose and mouth.
-Violent behaviour.
-Unpredictable behaviour.
-Memory impairments.
-Abnormalities of the liver and kidney.
-Red, glassy watery eyes.
-Distorts understanding of time and space
4. Drugs
-A drug is any substance which changes the chemistry
of the body and affects the natural balance of the mind
and the emotions.
-Drugs can either be natural or synthetic chemicals.
-Natural drugs are those found in certain plants such
as Caffeine in coffee, tetrahydrocannabinol (THC),
found in cannabis and nicotine in tobacco. Synthetic
drugs are manufactured drugs such as Panadol and
asprin
Teacher
consolidates
learner’ responses Learners listen
response from the attentively
discussion
Teacher Exposition
1,State the the effects of alcohol and marijuana on the user
Learners evaluation:………………….…………………………………………………………
……………………………………………..
…………………………………………………………………………………………………………………………
……..……………………………
Teachers evaluation…:………………….………………………………………………………
……………………………………………..
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KATNSHYA DAY SECONDARY

DEPARTMENT OF SOCIAL SCIENCES

CONTENT TR’S ACTIVITY PPL’S ACTIVITY METHODS

CONSTITUTION Teacher asks Learners attempt Question and

(a) Define the concept constitution

KATANSHYA DAY SECONDARY

Characteristics of Bad Governance

a) Outline the characteristics of a good constitution.

b) Outline the characteristics of a bad constitution

KATANSHYA DAY SECONDARY SCHOOL

CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS

Write an essay on the

a) importance of a Constitution to a nation

Learners Evaluation: …………….………………………………………………………………................................

Teachers Evaluation: ………………………………...………………………………………………………………..

DEPARTMENT OF SOCIAL SCIENCES

2 Citizenship Deals with the qualifications for Zambian

3 Protection of the -Deals with the rights and freedoms of

4 The Executives Elections, tenure of the office and removal

5 Legislature Qualifications for election of national

7 Defence and National The functions of the Zambian Defence

8 Local Government Structure and functions of local councils.

10 Finance Taxation, withdrawal of monies from

11 Service Commissions. Commissions, Pension laws and protection.

12 Human Rights It establishes the independence, functions,

13 Chiefs and House of Institutions of Chiefs, House of Chiefs, Teacher

14 Miscellaneous Resignations, re-appointments, concurrent

NOTE: The 1996 constitution begins with a preamble which is an introduction to

DEPARTMENT OF SOCIAL SCIENCES

CONTENT TEACHER’S ACTIVITY PUPIL’S ACTIVITY METHODS

THE PROCESS OF THE CONSTITUTION MAKING

There are various methods of adopting the constitution, the

Learners Evaluation: ………………….……………………………………………………………………………..

Teachers Evaluation ………………………………...………………………………………………………………

DEPARTMENT OF SOCIAL SCIENCES

The two aspects of citizenship are

1. Legal aspects Teacher consolidates

An alien is a person living in a country which is not

Note: Countries that acknowledge both Jus Soli and

d..Renunciation of previous citizenship

(b) Complete citizenship

2.State qualifications of a Zambian citizen

3.state the types of citizenship

DEPARTMENT OF SOCIAL SCIENCES

The teacher initiate class discussion on Class discuss the GROUP/CLASS

The 2016 Amended Constitution outlines the

1.state three qualification of a zambian citizen

2.explain ways in which one can loss his Zambian citizen

DEPARTMENT OF SOCIAL SCIENCES

b. Contribution to national development. This is the readiness

c. Self-control This is the ability to restrain oneself from doing

c. Conscience This is a sense of responsibility and service

d. Courage This is the strength to stand up for one’s

e. Respect for law This is the willingness to abide by laws, even

f. Perseverance This is the willingness to work under difficult

NAME OF TEACHER: ……………………… DATE:

-An ignorant person often fails to differentiate between wrong and

4.Defects in the electoral system

5. Misinformation by the media

6 Reports of corruption in the media:

Ways of Promoting Good Citizenship

(b) Moral rights

Civil and political rights