Quiz Topics
2.1 SLAVERY AND SLAVE TRADE
Specific Competence: Show respect for human dignity; Analyse how Europeans gained from slave trade; Relate Black Friday to modern day shopping. Learning Activities: Discuss what slavery and slave trade are; Identify different forms of slavery like forced work, domestic service, illegal recruitment, and owing money; Understand the reasons why slavery and slave trade grew; Find major slave trade routes on a map of Africa; Describe the main steps of the triangular slave trade (a trade route shaped like a triangle); Look at how slavery and slave trade affected Africa (for example, Europe developed, Africa did not, and many lives were lost); Talk about why slavery and slave trade were stopped (for example, campaigns for human rights, new laws, and the Industrial Revolution where machines changed how things were made); Discuss how European countries gained from slave trade (for example, building roads and buildings, and the growth of big companies); Explain where Black Friday came from (when slave traders sold enslaved people at lower prices); Show how Zambia uses Black Friday (stores offer lower prices). Expected Standard: Show respect for human dignity; Accurately explain how Europeans benefited from slave trade; Connect Black Friday to modern shopping practices.
2.2 MISSIONARY ACTIVITIES FROM PRE COLONIAL TO POST COLONIAL ZAMBIA
Specific Competence: Analyse the impact of missionary activities in Zambia. Learning Activities: Identify various missionary groups that worked in Zambia (like the Church of Scotland, London Missionary Society); Understand the goals and reasons for missionary activities; Explain what missionaries did in Zambia; Find successful missionary stations on a map of Zambia (like Mbereshi, Chilubula); Explore how missionary work affected Zambia (for example, education, health, and helping colonialism); Show what modern missionaries do in Zambia (for example, education, health, farming, running radio stations, giving help, and creating jobs); Explain how missionary work affects Zambia today. Expected Standard: Accurately explain the effects of missionary activities in Zambia.
2.3 ESTABLISHMENT OF COLONIAL RULE IN ZAMBIA
Specific Competence: Analyse the process of colonial occupation of Northern Rhodesia. Learning Activities: Discuss what colonisation means (when one country takes control of another); Understand the reasons for colonisation; Identify the areas that became Northern Rhodesia in 1911 (North-Eastern and North-Western Rhodesia); Explain how the British took control of Northern Rhodesia (for example, North-Eastern Rhodesia by force, North-Western Rhodesia by signing agreements). Expected Standard: Accurately explain how Northern Rhodesia was taken over by colonial powers.
2.4.1 COLONIAL ADMINISTRATION IN NORTHERN RHODESIA: TYPES OF GOVERNANCE
Specific Competence: Critique colonial types of governance. Learning Activities: Discuss the types of government introduced by colonial rulers (direct rule and indirect rule); Talk about the characteristics of colonial government (for example, the Hatch system, treating people differently based on race in schools, health care, and jobs); Evaluate the effects of colonial rule (for example, losing land, chiefs losing political power, but also building things like schools and hospitals); Show how colonialism is connected to neo-colonialism (where powerful countries still influence former colonies without direct rule). Expected Standard: Fairly evaluate the different colonial governments in Northern Rhodesia.
2.4.2 THE CENTRAL AFRICAN FEDERATION (1953-1963)
Specific Competence: Demonstrate understanding of the Central African Federation. Learning Activities: Discuss how the Central African Federation was formed (including reasons for and against it); Assess how Africans worked together to break up the Central African Federation; Show how former members of the Central African Federation work together today. Expected Standard: Show a clear understanding of the Central African Federation.
2.5 RESISTANCE TO COLONIAL RULE IN NORTHERN RHODESIA
Specific Competence: Interpret resistance methods to colonial rule. Learning Activities: Discuss early forms of resistance (for example, by Chiefs like Kazembe and Mpezeni, and African Independent churches); Discuss later forms of resistance (for example, welfare groups, workers' unions, political parties); Identify important places in Zambia's fight for freedom (like Chilenje House No. 394, Isa ya Mwamba in Choma, the Mukuyu tree in Kabwe). Expected Standard: Correctly explain the different ways local people resisted colonial rule.
2.6 ZAMBIA’S STRUGGLE FOR INDEPENDENCE
Specific Competence: Appreciate the role of nationalists and freedom fighters during the independence struggle. Learning Activities: Summarise the contributions of Zambia’s main nationalists in the fight for independence (for example, Godwin Mbikusita Lewanika, Harry Mwaanga Nkumbula, Kenneth Kaunda, Simon Mwansa Kapwepwe, Julia Mulenga Nsofwa, Mainza Chona); Identify other people involved in the resistance (for example, Zanco Mpundu Mutembo, Moses Chinyama Luneta, the “stonethrowers” or “mposa mabwe”); Show respect for our nationalists and freedom fighters (for example, tell their stories, remember them after they have passed away). Expected Standard: The context does not provide an Expected Standard for this topic.