MINISTRY OF PRIMARY AND SECONDARY EDUCATION

MASH EAST PROVINCE; GOROMONZI DISTRICT

FACILITATOR’S GUIDE

LEARNING AREA: HISTORY (4044)

LEVEL: ORDINARY LEVEL

CALA TYPE: PRACTICAL, PEN AND PAPER

TOPIC: Impact of Slavery and Slave Trade

SYLLABUS REFERENCE: SLAVERY AND SLAVE TRADE, Page 27

DURATION: 2 WEEKS

CONCEPTS/SKILLS TO BE ASSESSED

 Oral communication skills

 Interviewing skills
 Interpretation skills
 Recording skills
 Report writing skills

DIMENSIONS/CRITERIA TO BE ASSESSED
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  Designing research guide questions
 Researching on the seasonal migrant laborers in your community
 Interviewing skills soliciting for information on seasonal migrant labor force in your community
 Recording all new information discovered accurately and clearly
 Analyzing responses given and Report writing skills

OBJECTIVES TO BE ASSESSED

By the end of the fortnight learners should be able to:

 Design research guide questions which will guide them to discover more on the seasonal migrant laborers in their community
 Research on the working conditions, remuneration and general welfare of seasonal migrant laborers at their work stations
 Record new responses accurately
 Analyze documents at their disposal and come up with a detailed report

CALA CONTEXT

Seasonal migrant labor in Zimbabwe is strongly etched in History with a large number of them now citizens in the country, often they are
enticed by supposedly better remuneration. In most cases these migrants end up being exploited and ill-treated, something that it is
reminiscent of the Slave trade. Unfortunately this has impacted local communities. Learners are therefore tasked to carry out a research in
their communities to illustrate these impacts. In carrying out this research one is able to draw some parallels from the Slave Trade. It is
against this background that this CALA is being carried out. The CALA also develops and sharpens the researcher’s interpretation and
analysis skills.

FACILITATOR’S NOTES
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 Teacher to supervise the execution of the CALA
 Teacher to familiarize himself/herself with the marking guide and achievement standards at the the end of the cala and use them to
mark and score the CALA
 Teacher to provide the necessary guidance, where necessary, especially on choice of topic for interview purposes so that objectives
are met
 Where interviews are involved, teacher to ensure that he/she attends the session in order to score the learner (can do this by
inviting a resource person to the class to serve time)

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LEARNER CALA GUIDE

CALA COMPONENT: E

NAME:

CANDIDATE NUMBER:

LEVEL: ORDINARY LEVEL

SCHOOL:

LEARNING AREA: HISTORY

TOPIC: IMPACT OF SLAVERY AND SLAVE TRADE

SYLLABUS REFERENCE: O’LEVEL HISTORY SYLLABUS PAGE 27

DURATION: 2 WEEKS

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BACKGROUND INFORMATION

Most of the able bodied and productive age group has left the local community in search of employment and a majority of them are
employed in semi-slavery conditions at their work stations. In view of this the learners are tasked to carry out an investigation in their
local community on the impact that has risen as a result of this situation. For maximum benefit, the cala has been split into four parts as
follows:

PART A

Sourcing reading material concerning the history of migrant labour in Zimbabwe and in the local community

PART B

Reading a variety of sources concerning the migrant labour in Zimbabwe and the local community

PART C

Recording the new information discovered from the sources

PART D

Analysing the new information and writing a report.

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HOW YOU WILL BE ASSESSED

In carrying out the CALA marks will be awarded for the following:

 Clearly phrased research questions

 Accurate recording of newly discovered information
 Good oral communication skills
 Good research skills
 Identifying any five impacts of migrant labor on the local community
 Describing any 5 impacts of migrant labor on the local community
 Good organization and presentation of findings (coherence and cohesion)
 Grammatical accuracy.
 Time consciousness.

CALA TIPS

In interviewing, take note of the following:

 Design research questions to be answered

 Be courteous when interviewing people when sourcing for reading material
 Find out about their point of origin
 Be well dressed in your school uniform.
 Obtain a letter from your school introducing you and your task.
 Carry a notebook or a smart phone to record the information or answers to your interview questions.
 When you get to the person you want to ask reading material from, greet them, introduce yourself and give them the reason why
interviewing them.

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MARKING GUIDE (FOR CALA E)

DESCRIPTIONS
DIMENSIONS MARKS

Designing the research Guide -Excellent Research Guide which includes all of the following
personal interviewee details; name, gender, age, sex, race, occupation,
point of origin
06

Research skills -Consistently well- phrased clear and relevant research questions.
08

Analysis of the findings and
writing of the report.
-Consistently clear, neat and organized presentation of findings
-Consistently clear sub-headings 01
-Excellent identification of any five migrant labourers. 01
-Excellent description of any five impact of migrant labour force on 03
the local community. 05

-Excellent time management

02
Time Management -Consistency meets deadlines
02
-Consistency consultative
02

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ACHIEVEMENT STANDARDS (FOR COMPONENT E)

BELOW
CRITERIA EXCELLENT VERY GOOD GOOD SATISFACTORY UNSATISFACTORY
AVERAGE
PERCENTAGES 100-75 74-65 64-55 54-45 44-30 29-1
MARKS 30-26 25-20 19-15 14-10 09-06 05-01
-Excellent -Very good -Good research -Satisfactory -Unsatisfactory -Poor research
interview guide research guide guide questions research guide research guide which guide questions
which includes which may which may questions which will miss four of the which will miss
all of the miss one of the miss two of the may miss three of earlier stated five the earlier
following earlier stated earlier stated the earlier stated personal details stated personal
personal five personal five personal five personal details
interviewee information details details -Unclear clear purpose
details: name, of the research through -Confused
gender, race, -clearly stated -fairly clear -Partly clear questions purpose of
occupation purpose of purpose of purpose of research research
research research through questions -Unsatisfactory
Designing of
-clearly stated through questions with only a -Poor questions
research guide
purpose of -Very good questions -satisfactory few closed questions with a few
research questions with questions with unclear closed
6 marks
through adequate -Good inadequate closed questions
questions closed and questions with and open ended
open ended fairly adequate questions
-excellent questions closed and
research open ended
questions with questions
exhaustive
closed and
open ended
questions
6-5 5-4 4-3 3-2 2-1 1-0
Research Skills -Excellent -Very Good -Good research -Satisfactory -Research skills are -Poor research
8 marks research skills research skills skills writing skills below average skills

-Consistently -Largely well -Generally well -Half of the -Most questions are -Unclear
well phrased, phrased phrased questions are well not well written irrelevant and
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 clear and relevant questions with phrased, the other unfocussed
relevant questions one or two half are unclear -recording of questions questions
research ambiguous and and irrelevant is largely inaccurate
questions -Largely irrelevant ones -Inaccurate
-Very accurate accurate -Half of the new -below average recording of
recording of recording of -Good data is accurately research skills new responses
new new communication recorded
information information lack confidence -No confidence -Poor
discovered -Fair communication
-Very good -One or two communication -Unclean school skills
-Excellent oral communication inaccurate skills, lack uniform
communication skills largely recordings confidence and -Very unclean
skills, confident fluent but not fluency school uniform
and fluent so confident. -Well dressed
in school -Fairly well
-Neatly dressed Very well uniform dressed in school
in complete dressed in uniform
school uniform school uniform
8-7 7-6 6-5 5-4 4-3 2-1
Analysis and -Consistently - Largely clear, - Fairly clear - Satisfactory - Below average - Poor
report writing clear, neat and neat and though not as presentations lacks presentations lacks presentations
10 marks organized organized neat and neatness though neatness and confusing lacks neatness
presentation of presentation of organized organized and confusing
findings findings presentation of -Largely irrelevant
findings -Largely unclear sub-headings -Completely
-Consistently - Largely clear sub-headings irrelevant sub-
clear sub- sub-headings -Partly clear - unsatisfactory headings
headings sub-headings - Fair identification identification of one
of at least two impact of migrant
impacts of migrant laboures in the
laboures in the community
community

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 - Excellent - Very good - Good - No
identification of identification identification identification
at least five of at least four of at least three of any impacts
impacts of impacts of impacts of of migrant
migrant migrant migrant laboures in the
laboures in the laboures in the laboures in the community
community community community

- Excellent
description of -Good -Fair description of -Unsatisfactory -No description
any five -Very good description of any two impacts of description of any one of any impact
impacts of description of any three migrant labour impact of migrant of migrant
migrant labour any four impacts of force on the local labour force on the labour force on
force on the impacts of migrant labour community. local community. the local
local migrant labour force on the community.
community. force on the local
local community.
community.

10-9 8-7 6-5 4-3 2-1 1-0

Time -Excellent time -Very good -Good time -Satisfactory time -Struggles to manage -Poor time
management management time management management time management
6 marks management
-Consistently -Generally -Partly meets -Largely fails to meet -Constantly
meets deadlines -Mostly meets meets deadlines. deadlines. fails to meet
deadlines, may deadlines. deadlines.
_Consistently fail in or two -Erratic -Hardly consults
consultative cases -Occasionally consultation -No
consults -Very slow and consultation at
-Fast and -Largely -Largely slow and inefficient all
efficient consultative -Average work inefficient
submission on rate with gaps -Mostly late -Extremely
or before time -Efficient but in efficiency -Occasionally late submission slow and
not fast submission inefficient
-No supervision submission on -Submission -Constant supervision
time mostly on time -Regular -Consistently
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 supervision late submission
-Minimum or -Occasional
no supervision supervision -Close and
consistent
supervision
6-5 5-4 4-3 3-2 2-1 1-0

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