Quiz Topics
1.1 INTRODUCTION TO HISTORY
Specific Competence: Communicate relevance of past events; Interpret local history; Classify types or branches of history; Assess credibility of sources of historical information; Apply digital resources in learning about the past. Learning Activities: Explaining the meaning of History (Past events); Describing past events in the family (funerals, weddings, outings …); Describing the importance of past events (past experience can provide present or future solutions, become better citizens, develop critical thinking …); Showing the importance of history in different fields and topics (Medicine: understanding the origins of diseases and treatment, understanding patterns and trends in diseases progression…, Music: identifying influential composers and musicians, appreciating cultural and social contexts, learning from past music masters and innovators, Law: making reference to similar past cases to make judgment in present cases…); Discussing the history of your township/village; Analysing the developments that have taken place in your township/village in the recent past; Examining the importance of local history; Identifying types/branches of history study (Chronological: Ancient history, Medieval history, Modern history…, Thematic: Political history, Social history, Economic history…, (Geographical: World History, African History…, and Music history, Sports history…); Classifying branches of history; Discussing methods of gathering information about the past (Oral tradition, Written records, Anthropology, Archaeology, Linguistics, Genetics…); Analysing the reliability of methods of gathering information about the past; Utilising reliable methods to write history; Identifying digital resources (phone, computer…); Using digital resources to find out new information about the past. Expected Standard: Relevance of past events communicated correctly; Local history interpreted accordingly; Types or branches of history classified correctly; Credibility of sources of historical information assessed appropriately; Digital resources applied in learning about the past correctly.
1.2 MEASURING TIME IN HISTORY
Specific Competence: Explore patterns of historical durations; Arrange series of related events in chronological order; Apply chronology in writing time line; Use abbreviations (BC/BCE and AD/CE) to denote historical periods. Learning Activities: Mentioning historical durations (year, decade, generation, century, millennium); Calculating number of years in a given period; Converting a year into a century; Explaining the meaning of chronology; Arranging identified prominent events in our family, community, country and international chronologically; Discussing types of time lines (Progressive time lines, regressive time lines, pictorial time lines); Constructing a personal timeline under specified guidelines; Constructing events timeline under specified guidelines; Describing the importance of a timeline; Explaining the meaning of abbreviations BC or BCE and AD or CE (BC = Before Christ, BCE = Before Christ Era, AD = Anno Domino or the Year of our Lord, CE = Christ Era); Counting years in BC and AD (BC = count backwards, AD = count forward); Demonstrating the use of BC/BCE and AD\CE to a given date; Calculating the number of years between two given periods of time (BC 76 or BCE 76 and BC 98 or BCE 98, 102AD or 102 CE and 276AD or 276 CE, BC 45 and 51AD…). Expected Standard: Patterns of historical durations explored accordingly; Series of related events arranged in chronological order correctly; Chronology in writing timeline applied correctly; Use of abbreviations (BC/BCE and AD/CE) to denote historical periods demonstrated correctly.
1.3 THE ORIGINS OF MAN (HUMAN BEING)
Specific Competence: Analyse religious and scientific views on the origins of man. Learning Activities: Describing creation of man according to religion (Christianity and Islam); Explaining the beginning of life on earth according to Scientists (Charles Darwin’s theory); Contrasting religious and scientific views on the origins of man. Expected Standard: Religion and scientific views on the origins of man analysed accordingly.
1.4 STONE AGE
Specific Competence: Draw lessons from Stone Age way of life; Assess importance of Stone Age sites in Zambia. Learning Activities: Classifying Stone Age (Paleolithic also known as old age or Early stone Age, Mesolithic also known as Middle Stone Age and Neolithic also known as New Stone Age or Late Stone Age); Identifying creatures that existed in three Stone Ages (Early: Homo-Habilis. Middle: Broken Hillman. Late: Bushmen/San); Describing social, political, economic aspects of the Stone Age; Analysing the use of various Stone Age tools (Hunting, cutting, digging ...); Contrasting Stone Age way of life with modern way of life; Locating Stone Age sites on the map of Zambia (Mwela rocks, Nachikufu caves, Gwisho Hot Spring…); Analysing the importance of Stone Age sites (Tourism, Cultural Heritage...). Expected Standard: Lessons from Stone Age way of life drawn appropriately; Importance of Stone Age sites in Zambia assessed appropriately.
1.5 THE BEGINNING AND SPREAD OF IRON-WORKING AND FARMING
Specific Competence: Analyse impact of Iron technology in farming. Learning Activities: Locating on the map early areas of farming and Iron-working (In the Middle East and Africa); Identifying settlement areas of Iron Age farmers in Zambia (Kalundu, Isamu Pati in Kalomo and In’gombe Ilede); Relating In’gombe Ilede in to the global trade environment; Analysing the importance of Iron technology (agriculture, trade, and hunting, fishing...). Expected Standard: Impact of Iron technology in farming analysed accordingly.
1.6 THE BANTU SPEAKING PEOPLE
Specific Competence: Locate origins of Bantu Speaking People in Africa; Use knowledge of common origins of Zambian people to promote National unity; Analyse features of decentralised societies; Integrate features of Centralised Societies in modern Zambian society. Learning Activities: Discussing the term, Bantu; Identifying the Bantu speaking people; Outlining reasons for early Bantu migrations from West Africa; Analysing the course of early Bantu migrations from West Africa; Locating on the map of Africa early Bantu settlement in West Africa; Discussing causes for movement of various Bantu Speaking groups into Zambia (From Katanga: political, economic, social…; From South Africa: effects of Mfecane); Discussing the course of Bantu Migrations into Zambia (East Africa, Katanga, South Africa); Drawing a map of Zambia showing historical settlements for Bantu Speaking People; Analysing the effects of Bantu migrations on national unity; Using shared heritage to foster National Unity in Zambia; Identifying decentralised societies in Zambia (Tonga, Ila Lenje, Soli, Sala, Senga, Nsenga, Kunda, Tumbuka, Lamba, Namwanga, Mambwe, Lungu, Lambya); Locating on the map of Zambia areas of settlement for decentralised societies; Analysing key features of decentralised societies in general (loose political system, mainly farmers, involved in local trade, no tribute system, and weak military organisation, organised in small villages...); Identifying centralised societies in pre – colonial Zambia (Luvale, Kaonde, Chewa, Ngoni, Bemba, Lunda, Luyi ...); Locating centralised societies on the map of Zambia; Analysing key features of centralised societies in general (mainly from Katanga, centralised political power, monopoly of trade, tribute system, organised traditional ceremonies, strong military structure…); Integrating features of Centralised societies in modern Zambia. Expected Standard: Origins of Bantu Speaking People in Africa located correctly; Knowledge of common origins of Zambian people, used to promote National unity accordingly; Features of decentralised societies analysed accordingly; Features of Centralised societies integrated in modern Zambian society accordingly.
1.7 NATIONAL HERITAGE SITES IN ZAMBIA
Specific Competence: Promote heritage sites; Utilise business opportunities found in national heritage sites; Conserve historical sites. Learning Activities: Identifying heritage sites in Zambia (Victoria Falls, Chirundu fossil forest, Mwela rock paintings, Kalambo falls, Zambezi source, the Barotse cultural landscape…); Describing ways of promoting national heritage sites (encourage family members and friends to visit cultural and historical sites…); Explaining the historical background of the Mosi-o-Tunya (archaeological findings, original African settlement, and arrival of David Livingstone at Victoria Falls…); Exploring activities at Victoria Falls (Scenic Helicopter rider, Crocodile cage diving, Bungee jumping, Gorge swing…); Identifying business opportunities at Victoria Falls (hospitality, entertainment, crafts, Mukuni Big Five…); Analysing the role of the Mosi-o-Tunya in local and international revenue generation; Describing activities that are a danger to heritage sites (indiscriminate dumping of litter, cutting trees in protected areas, discharge of harmful chemicals in protected aquatic areas…); Engaging in activities that promote conservation of cultural and historical sites (sensitisation talks on the importance of preserving cultural and historical sites, reporting of vandalism to cultural and historical sites…). Expected Standard: Heritage sites promoted accordingly; Business opportunities in national heritage sites utilised accordingly; Historical sites conserved accordingly.
1.8 TRADITIONAL CEREMONIES IN ZAMBIA
Specific Competence: Analyse importance of traditional ceremonies. Learning Activities: Describing Zambia’s traditional ceremonies (Kulamba of the Chewa, Lwiindi Gonde of the Tonga, Shimunenga of the Ila, Ukusefya pa Ng’wena of the Bemba, Umutomboko of the Lunda, N’cwala of the Ngoni, Kuomboka of the Lozi, Likumbi Lya Mize of the Luvale…); Explaining the importance of traditional ceremonies in Zambia (Foreign exchange earner, job creation, fosters National Unity, promotes tourism…); Showing how traditional ceremonies can promote unity in diversity (respect for other people’s culture, attending other people’s traditional ceremonies, exchange of visits to traditional ceremonies by traditional leaders…). Expected Standard: Importance of traditional ceremonies analysed accordingly.