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.

3.1 COPPER MINING IN ZAMBIA

Specific Competence: Students will explore copper mining in Zambia. This includes understanding its past and how it affected the country. Learning Activities: Students will describe how copper mining started and changed over time (before colonial rule, during colonial rule, and after independence). Students will also look at how copper mining affected Zambia's economy, society, and politics. Expected Standard: Students will successfully explore the history and impact of copper mining in Zambia.

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.

Bismarck and Unification of Germany

3.2 LABOUR MIGRATION IN COLONIAL AND POST-COLONIAL ZAMBIA

Specific Competence: Students will understand the effects of people moving for work in Zambia, both during colonial times and after independence. Learning Activities: Students will examine why people moved for work (for example, due to hut tax or job offers). They will identify groups that hired workers in colonial Zambia (like the Northern Rhodesia Native Labour Bureau and WENELA). Students will describe the good effects (more money, new experiences in cities) and bad effects (families breaking apart, growth of unplanned settlements, more prostitution) of this movement. Expected Standard: Students will correctly understand and explain the effects of labour migration in colonial and post-colonial Zambia.

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.

First World War

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.

World Peace

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.

3.3 ZAMBIA’S ROLE IN THE LIBERATION STRUGGLE OF SOUTHERN AFRICA

Specific Competence: Students will evaluate Zambia’s part in helping Southern African countries gain independence. Learning Activities: Students will name the Southern African countries Zambia helped (Zimbabwe, Angola, Namibia, South Africa, Mozambique). They will analyze how Zambia helped (through international meetings like OAU and UN, hosting freedom fighters, using diplomacy, and giving money, encouragement, and military support). Students will discuss the negative effects of Zambia's involvement (people dying, money wasted, buildings destroyed, land mines). Expected Standard: Students will correctly evaluate Zambia’s role in the fight for freedom in Southern Africa.

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.

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.

World War II

3.4 THE PAN-AFRICAN MOVEMENT

Specific Competence: Students will promote the idea of African unity through Pan-Africanism (a movement that believes in a united and independent Africa). Learning Activities: Students will describe the goals of the Pan-African movement. They will examine the work of African leaders (like Kenneth Kaunda, Kwame Nkrumah, Muammar Gadaffi) who promoted unity. Students will look at the efforts these leaders made to achieve Pan-Africanism. Expected Standard: Students will correctly promote the idea of unity in Africa through Pan-Africanism.

3.5.1 UNIP GOVERNMENT IN ZAMBIA (1964-1991)

Specific Competence: Students will examine the domestic and foreign policies, challenges, and efforts for national unity under the United National Independence Party (UNIP) government. Learning Activities: Students will discuss UNIP's domestic policies (political, social, economic) and foreign policy (like Non-Alignment, meaning not taking sides with major power blocs, and Pan-Africanism). They will analyze challenges like the Lumpa Church conflict, Adamson Mushala's insurgency, and attempted military coups (such as those by Christon Tembo and Mwamba Luchembe). Students will also assess UNIP's efforts to promote national unity using the 'One Zambia One Nation' motto, boarding schools, deploying civil servants across regions, using football, and balancing the cabinet. Expected Standard: Students will correctly examine UNIP’s policies, understand its challenges and responses, and explain its efforts to build national unity and manage foreign relations.

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.

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.

Paris Peace Conference

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.

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.

League of Nations

3.6.5 MMD GOVERNMENT IN ZAMBIA (1991-2011)

Specific Competence: Students will analyze the policies and challenges of the Movement for Multi-Party Democracy (MMD) government. Learning Activities: Students will identify the Presidents under MMD (Fredrick T.J Chiluba, Levy P. Mwanawasa, and Rupiah B. Banda). They will discuss MMD's domestic policies (political, economic, social) and foreign policy (promoting international relations, Non-Aligned principles). Students will analyze challenges like privatization of state-owned businesses, job losses, general economic problems, and the 1997 attempted coup. Expected Standard: Students will correctly analyze the policies and challenges of the MMD government.

3.6.6 PF GOVERNMENT IN ZAMBIA (2011-2021)

Specific Competence: Students will examine the policies and challenges of the Patriotic Front (PF) government. Learning Activities: Students will identify the Presidents under PF (Michael C. Sata, Edgar C. Lungu). They will discuss PF's domestic policies (political, socio-economic) and foreign policy. Students will analyze the challenges faced by the PF government due to its domestic and foreign policies. Expected Standard: Students will correctly examine the policies and challenges of the PF government.

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.

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.

3.6.7 UPND GOVERNMENT IN ZAMBIA (SINCE 2021)

Specific Competence: Students will analyze the policies of the United Party for National Development (UPND) government since 2021. Learning Activities: Students will identify the President under UPND (Hakainde Hichilema). They will discuss UPND's domestic policies (political, economic, social) and analyze its foreign policy. Expected Standard: Students will correctly analyze the policies of the UPND government.