MINISTRY OF EDUCATION

MKUSHI BOARDING STEM SECONDARY SCHOOL

SOCIAL SCIENCE DEPARTMENT
CURRICULUM ANALYSIS GRID
NAME: BERNARD TITO. SUBJECT: HISTORY. LEVEL: FORM 1. TERM: 1-3
CURRICULUM PHILOSOPHY: History Ordinary Level Syllabus has been reviewed by the need to provide a national age-appropriate
curriculum for learners from Form 1 to 4. The syllabi aim to provide quality education that is aligned with the Competence Based
Curriculum and twenty first Century Skills.". Page: Vi Paragraph 1 Line: 1-3
CURRICULUM: GOALS: "It also aims to impart the knowledge, skills, values and positive attitudes that are aimed at enabling learners to
live and grow into productive and useful members of their communities and the Zambian society". Page: vi Paragraph 1 Line: 2-3
TOPIC SUB- Prescribed Key concepts and Learning Assessment Learning Material/Resourc Material/ Teacher
TOPIC Competences Content Strategies Environment es (Developed) Resources Status
(Structured)
Introdu 1.1.1 1. Analytical 1. Meaning of History 1. Teacher Formative: Artificial and 1. Textbooks 1 1 Knowledge
ction Reasons Thinking (Past events) exposition 1. Class Technologica 2. Internet access Textbooks: of historical
to for 2. Citizenship 2. Past events in the 2. Group discussions l (classroom for research Organized events and
History Learning 3. family (funerals, discussions on the setting with 3. Documentaries chronologic their
History Communicatio weddings, outings…) 3. Question meaning of access to on historical ally or relevance.
n 3. Importance of past and answer history. internet for events thematically 2 Ability to
events (past 4. Desk 2. Short research) 4. Worksheets , with clear facilitate
1.1.2 experience can research quizzes on Artificial 5 Interview explanation discussions
Local provide present or 5 Field the (Local guides s and and
History future solutions, research importance community 6 Audio recorders examples. encourage
become better (interviews of history. and 7 Cameras 2 Internet critical
1.1.3 citizens, develop with local 3. Group classroom 8 Maps of the Resources: thinking.
Types or critical thinking…) elders) presentatio setting) local area Curated list 3 Skills in
Branches 4. Importance of 6 Presentations ns on of websites using
of History history in different 7 Role play different and online technology
fields (Medicine, fields where articles. for teaching
Music, Law) history is 3 and research.
1.1.4 5. History of your important. Documenta 4 Classroom
Sources of township/village Summative: ries: management
History 6. Developments that 1. End-of- Selected skills
have taken place in topic test clips to 5 Assessment
1.1.5 your township/village covering the illustrate and
Learning in the recent past. reasons for key evaluation
about the 7. Importance of local learning concepts. skills
past using history history. 4 6 Ability to
digital 8. How local history 2. Essay on Worksheets engage the
resources relates to national the : Questions local
history importance designed to community
9. Types/branches of of studying assess in the
history study history. understandi learning
(Chronological, 3. Project: ng and process.
Thematic, Research critical
Geographical) and present thinking
10. on a specific
Chronological: Ancient historical
history, Medieval event and
history, Modern its relevance
history today.
11 Thematic: Political
history, Social history,
Economic history
12 Geographical:
World History, African
History
13 Methods of
gathering information
about the past (Oral
tradition, Written
records,
Anthropology,
Archaeology,
Linguistics, Genetics…)
12 Reliability of
methods of
gathering
information about
the past.
13 Using reliable
methods to write
history
 14 Credibility of
sources of historical
information
15 Identifying digital
resources (phone,
computer…)
16 Using digital
resources to find out
new information
about the past
17 Evaluating the
reliability of digital
resources
18 Using digital
resources
responsibly
Measur 1.2.1 1. Analytical 1. Historical durations 1. Teacher Formative: Artificial Textbooks 1 1 Knowledge
ing Periods of Thinking (year, decade, exposition 1. Class (classroom 1. Calculators Textbooks: of the
Time in Time 2. Critical generation, century, 2. Group discussions setting) 2. Timelines Organized different
History Thinking millennium) discussions on the 3. Worksheets by period of periods of
1.2.2 3. 2. Calculating number of 3. Problem- different time, with time.
Importanc Communicatio years in a given period. solving periods of clear 2 Ability to
e of n 3. Converting a year into a exercises time. explanation explain
Chronolog century. 4. 2. Short s and complex
y in 4. Understanding the Presentations quizzes on examples. concepts in a
History relationship between the 2 clear and
different periods of characteristi Calculators: concise
1.2.3 time cs of each To help with manner.
Constructi 5. Meaning of chronology. period. calculations. 3 Skills in
ng a 6. Arranging identified 3. Problem- 3 Timelines: problem-
timeline prominent events in solving To visualize solving.
our family, community, exercises to the 4 Ability to
1.2.4 The country and calculate relationship facilitate
use of international the number between discussions
Abbreviati chronologically of years in a different and
ons to 7. Understanding the given periods of encourage
denote relationship between period. time. critical
Historical different events Summative: 4 thinking.
Periods 8. Understanding cause 1. End- Worksheets 5
and effect of-topic test : Questions Assessment
9. Types of time lines covering the designed to and
(Progressive time lines, periods of assess evaluation
regressive time lines, time. understandi skills
pictorial time lines) 2. ng and
10. Constructing a Essa problem-
personal timeline y on the solving
under specified importance skills.
guidelines. of
11. Constructing understandi
events timeline under ng the
specified guidelines. different
12. Importance of a periods of
timeline. time.
13. Meaning of 3 Project:
abbreviations BC or Create a
BCE and AD or CE timeline of a
(BC=Before Christ, specific
BCE=Before Christ Era, historical
AD=Anno Domini or the event,
Year of our Lord, CE = showing the
Christ Era) different
14. Counting years periods of
in BC and AD(BC=count time
backwards, AD = count involved.
forward)
15. Demonstrating
the use of BC/BCE and
AD\CE to a given date.
16. Calculating the
number of years
between two given
periods of time (BC 76
or BCE 76 and BC 98 or
BCE 98, 102 AD or 102
CE and 276 AD or 276
CE, BC 45 and 51 AD…)
The 1.3.1 1. Analytical 1 reaction of man 1. Teacher Formative: Artificial 1 Textbooks 1 1 Knowledge
Origin Views on Thinking according to religion exposition 1. Class (classroom 2 Religious texts Textbooks: of the
of Man the 2. Critical (Christianity and 2. Group discussions setting) 3 Scientific articles Organized different
(Huma Origins of Thinking Islam) discussions on the 4 Worksheets by view, views on the
n Man 3. Emotional 2 Beginning of life on 3. Debates different with clear origins of
Being) Intelligence earth according to 4. views on the explanation man.
Scientists (Charles Presentations origins of s and 2 Ability to
Darwin's theory) man. examples. explain
3 Contrasting religious 2. Short 2 Religious complex
and scientific views on quizzes on Texts: concepts in a
the origins of man the Excerpts clear and
4 Respect for different characteristi from concise
views cs of each religious manner.
view. texts. 3 Skills in
3. Debates 3 Scientific facilitating
on the Articles: discussions
different Excerpts and debates.
views. from 4. Ability to
Summative: scientific encourage
1. End-of- articles. critical
topic test 4 thinking.
covering the Worksheets 5.
views on the : Questions Assessment
origins of designed to and
man. assess evaluation
2. Essay on understandi skills
the ng and
importance critical
of thinking.
understandi
ng the
different
views.
3. Project:
Research
and present
on a specific
view on the
 origins of
man.
Stone 1.4.1 The 1. Analytical 1 Classifying Stone Age 1. Teacher Formative: Natural 1 Textbooks 1 1 Knowledge
Age Way of Thinking (Paleolithic, Mesolithic exposition 1. Class (Stone Age ) 2 Pictures of Textbooks: of the Stone
Life in 2. Critical and Neolithical) 2. Group discussions Artificial Stone Age tools Organized Age and its
Stone Age Thinking 2 Identifying creatures discussions on the way (classroom and artifacts by period, way of life.
3. Citizenship that existed in three 3. Role play of life in the setting) 3 Maps of Stone with clear 2 Ability to
1.4.2 Stone Ages (Early: 4. Stone Age. Age sites explanation explain
Stone Age Homo- Habilis.Middle: Presentations 2. Short 4 Worksheets s and complex
Sites in Broken Hillman. Late: quizzes on Maps of Zambia examples. concepts in a
Zambia Bushmen/San the 2 Pictures: clear and
3 Describing social, characteristi To visualize concise
political, economic cs of each the tools manner.
aspects of the Stone period. and artifacts 2. Skills in
Age. 3. Role play of the Stone facilitating
4 Analysing the use of activities. Age. discussions
various Stone Age Summative: 3 Maps: To and role play
tools (Hunting, 1. End-of- show the activities.
cutting, digging ...) topic test location of 3. Ability to
5 Locating Stone Age covering the Stone Age encourage
sites on the map of way of life sites. critical
Zambia (Mwelarocks, in the Stone 3 thinking.
Nachikufu caves, Age. Worksheets 4.
Gwisho Hot Spring…) 2. Essay on : Questions Assessment
6 Analysing the the designed to and
importance of Stone importance assess evaluation
Age sites (Tourism, of understandi skills
Cultural Heritage...) understandi ng and
7 Conservation of Stone ng the way critical
Age sites of life in the thinking.
 4. Promoting Stone Age.
Stone Age sites 3. Project:
Research
and present
on a specific
aspect of
the way of
life in the
 Stone Age.
The 1.5.1 1. Analytical 1. Locating on the map 1. Teacher Formative: Artificial 1 Textbooks 1 1 Knowledge
Beginni Developm Thinking early areas of farming exposition 1. Class (classroom 2 Maps of the Textbooks: of the
ng and ent of 2. Critical and Iron- working(In 2. Group discussions setting) world Organized development
Spread Iron- Thinking the Middle East and discussions on the 3 Pictures of Iron by region, of Iron-
of Iron- Technolog 3. Africa) 3. Map work developmen Age tools and with clear Technology
Workin y and Entrepreneurs 2. Identifying 4. t of Iron- artifacts explanation and Farming.
g and Farming hip settlement areas of Presentations Technology 4 Worksheets s and 2 Ability to
Farmin Iron Age farmers in and examples. explain
g Zambia (Kalundu, Farming. 2 Maps: To complex
Isamu Pati in Kalomo 2. Short show the concepts in a
and In'gombe Ilede). quizzes on location of clear and
3. Relating In'gombe the location early areas concise
Ilede into the global of early of farming manner.
trade environment. areas of and Iron- 2. Skills in
4. Analysing the farming and working. map work.
importance of Iron Iron- 3 Pictures: 3. Ability to
technology working. To visualize facilitate
(agriculture, trade, 3. Map work the tools discussions
and hunting, fishing...) exercises. and artifacts and
Summative: of the Iron encourage
1. End-of- Age. critical
topic test 4 thinking.
covering the Worksheets 4.
developmen : Questions Assessment
t of Iron- designed to and
Technology assess evaluation
and understandi skills
Farming. ng and
2. Essay on critical
the thinking.
importance
of Iron
technology.
3. Project:
Research
and present
 on a specific
aspect of
the
developmen
t of Iron-
Technology
and
Farming.
The 1.6.1 Early 1. Analytical 1 Discussing the term, 1. Teacher o Artificial 1 Textbooks 1 1 Knowledge
Bantu Bantu Thinking Bantu. exposition For (classroom 2 Maps of Africa Textbooks: of the Bantu
Speaki Settlemen 2. Citizenship 2 Identifying the Bantu 2. Group mative: setting) 3 Pictures of Organized speaking
ng t in Africa 3. speaking people. discussions 1. Class Bantu speaking by region, people and
People Communicatio 3 Outlining reasons for 3. Map work discussions people with clear their
1.6.2 n early Bantu migrations 4. on the 4 Worksheets explanation migrations.
Bantu from West Africa. Presentations Bantu s and 2 Ability to
Migration 4 Analysing the course speaking examples. explain
s into of early Bantu people. 2 Maps: To complex
Zambia migrations from West 2. Short show the concepts in a
Africa quizzes on location of clear and
1.6.3 5 Discussing causes for the reasons early Bantu concise
Decentrali movement of various for early settlements. manner.
sed Bantu Speaking groups Bantu 3 Pictures: 2. Skills in
Societies into Zambia (From migrations. To visualize map work.
in Pre Katanga: political, 3. Map work the Bantu 3. Ability to
Colonial economic, social…; exercises. speaking facilitate
Zambia From South Africa: Summative: people. discussions
eJects of Mfecane 1. End-of- 4 and
1.6.4 6 Discussing the course topic test Worksheets: encourage
Centralise of Bantu Migrations covering the Questions critical
d into Zambia (East Bantu designed to thinking.
Societies Africa, Katanga, South speaking assess 4.
in Pre- Africa) people. understandi Assessment
Colonial 7 Drawing a map of 2. Essay on ng and and
Zambia Zambia showing the critical evaluation
historical settlements importance thinking. skills
for Bantu Speaking of
People. understandi
8 Analysing the effects ng the
 of Bantu migrations on Bantu
national unity migrations.
9 Identifying 3. Project:
decentralised societies Research
in Zambia (Tonga, Ila and present
Lenje, Soli, Sala, on a specific
Senga, Nsenga, Kunda, aspect of
Tumbuka, Lamba, the Bantu
Namwanga, Mambwe, migrations.
Lungu, Lambya)
10 Locating on the
map of Zambia areas
of settlement for
decentralised
societies.
11 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...)
12 Comparing and
contrasting
decentralised societies
with centralised
societies
13 Identifying
centralised societies in
pre–colonial Zambia
(Luvale, Kaonde,
Chewa, Ngoni, Bemba,
Lunda, Luyi ...)
 14 Locating
centralised societies
on the map of Zambia.
15 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…)
16 Integrating
features of Centralised
societies in modern
Zambian society
Nation 1.7.1 1. Citizenship 1 Identifying heritage 1. Teacher Formative: Artificial and 1 Textbooks 1 1 Knowledge
al Heritage 2. sites in Zambia exposition 1. Class Technologica 2 Maps of Zambia Textbooks: of the
Heritag Sites in Entrepreneurs (Victoria Falls, 2. Group discussions l (heritage 3 Pictures of Organized heritage sites
e Sites Zambia hip Chirundu fossil forest, discussions on the sites, heritage sites by site, with in Zambia.
in 3. Mwela rock paintings, 3. heritage classroom 4 Worksheets clear 2 Ability to
Zambia 1.7.2 Communicatio Kalambo falls, Zambezi Presentations sites in setting with explanation explain
Importanc n source, the Barotse 4. Guest Zambia. access to s and complex
e of cultural landscape...) speakers from 2. Short internet for examples. concepts in a
Heritage 2 Describing ways of heritage site quizzes on research) 2 Maps: To clear and
Sites promoting national organizations the location show the concise
heritage sites and location of manner.
1.7.3 (encourage family importance heritage 3 Skills in
Conservati members and friends of each site. sites in facilitating
on of to visit cultural and 3. Group Zambia. discussions
Heritage historical sites…) presentatio 3 Pictures: and
Sites 3 Importance of ns on To visualize presentation
heritage sites different the heritage s.
4 Conservation of ways to sites. 4 Ability to
heritage sites 1. promote Worksheets: encourage
Explaining the heritage Questions critical
historical background sites. designed to thinking.
 of the Mosi- o- Summative: assess 5 Assessment
Tunya(archaeological 1. End-of- understandi and
findings, original topic test ng and evaluation
African settlement, covering the critical skills
and arrival of David heritage thinking.
Livingstone at Victoria sites in
Falls…) Zambia.
5 Exploring activities at 2. Essay on
Victoria Falls (Scenic the
Helicopter rider, importance
Crocodile cage diving, of
Bungee jumping, promoting
Gorge swing…) and
6 Identifying business conserving
opportunities at heritage
Victoria Falls sites.
(hospitality, 3. Project:
entertainment, crafts, Develop a
Mukuni Big Five…) marketing
7 Analysing the role of plan to
the Mosi-o-Tunya in promote a
local and international specific
revenue heritage site
8 Describing activities in Zambia.
that are a danger to
heritage sites
(indiscriminate
dumping of litter,
cutting trees in
protected areas,
discharge of harmful
chemicals in protected
aquatic areas…)
9 Engaging in activities
that promote
conservation of
cultural and historical
sites (sensitisation
 talks on
theimportance of
preserving culturaland
historicalsites ,
reporting of vandalism
to cultural and
historical sites…)
10 Importance of
conservation
11 Ways to conserve
heritage sites
Traditi 1.8.1 1. Citizenship 1 Describing Zambia's 1. Teacher Formative: Artificial and 1 Textbooks 1 1 Knowledge
onal Traditiona 2. Cultural traditional ceremonies exposition 1. Class Technologica 2 Maps of Zambia Textbooks: of the
Cerem l Awareness (Kulamba of the Chewa, 2. Group discussions l (traditional 3 Pictures of Organized traditional
onies Ceremoni 3. Lwiindi Gonde of the discussions on the ceremony traditional by ceremonies
in es in Communicatio Tonga, Shimunenga of 3. traditional sites, ceremonies ceremony, in Zambia.
Zambia Zambia n the Ila, Ukusefya pa Presentations ceremonies classroom 3 Worksheets with clear 2 Ability to
Ng'wena of the Bemba, 4. Guest in Zambia. setting with explanation explain
Umutomboko of the speakers from 2. Short access to s and complex
Lunda, N'cwala of the traditional quizzes on internet for examples. concepts in a
Ngoni, Kuomboka of ceremony the location research) 2 Maps: To clear and
the Lozi, Likumbi Lya organizations and show the concise
Mize of the Luvale…) importance location of manner.
2 Explaining the of each traditional 3 Skills in
importance of ceremony. ceremonies facilitating
traditional ceremonies 3. Group in Zambia. discussions
in Zambia(Foreign presentatio 3 Pictures: and
exchange earner, job ns on To visualize presentation
creation, fosters different the s.
National Unity, ways to traditional 4 Ability to
promotes tourism…) promote ceremonies. encourage
3 Showing how traditional 4 critical
traditional ceremonies ceremonies. Worksheets thinking.
can promote unity in Summative: : Questions 5 Assessment
diversity(respect for 1. End-of- designed to and
other people's culture, topic test assess evaluation
attending other people' covering the understandi skills
s traditional traditional ng and
 ceremonies, exchange ceremonies critical
of visits to traditional in Zambia. thinking.
ceremonies by 2. Essay on
traditional leaders…) the
4 Promoting traditional importance
ceremonies of
promoting
and
conserving
traditional
ceremonies.
3. Project:
Develop a
marketing
plan to
promote a
specific
traditional
ceremony in
Zambia.