Republic of Zambia

Ministry of Education

HISTORY TEACHING MODULE

FORM 1 - TERM 1

Published by the Curriculum Development Centre

Republic of Zambia
2025

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 Republic of Zambia

Ministry of Education

HISTORY TEACHING
MODULE
FORM 1

Prepared and published by the Curriculum Development Centre

2024entre
25

Published by the Curriculum Development Centre

2025

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 Copyright
© Curriculum Development Centre 2025
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system
or transmitted by electronic, mechanical, photocopying, recording or other means, without the
prior permission of the Curriculum Development Centre.

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Authors
The Curriculum Development Centre would like to acknowledge professional
contributions to this teaching module by a team of committed experts from various
learning institutions and a team of our staff from CDC for coordinating the process
exceptionally well. Ladies and gentlemen, your commitment and invaluable
contributions towards this project will go a long way in the implementation of the
Competence Based Curriculum.
Dr.Mbozi Santebe Lecturer University of Zambia
Alice Banda Head of Department - Social Sciences Chalimbana University
George Chatepa Lecturer Malcom Moffat College of Education
Trevor Mweene Subject Teacher: Mpongwe Boarding Secondary School

Cecilia Monica Chirwa Head of Section - History Kamwala South Secondary School
Olivia Nambeya Head of Section - History Libala Stage 3 Secondary School

COORDINATORS:
Joackim Musonda Senior Curriculum Development Specialist - Social Sciences
Nkhata Mabvuto Curriculum Development Specialist - History

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Contents
Copyright ...................................................................................................................................................... iii
Vision .............................................................................................................. Error! Bookmark not defined.
Authors ......................................................................................................................................................... iv
Preface ......................................................................................................................................................... vii
Acknowledgement ...................................................................................................................................... viii
Introduction ...................................................................................................................................................1
TOPIC 1.1: INTRODUCTION TO HISTORY ....................................................................................................... 2
Sub-topic 1.1.1: Reasons for learning history ........................................................................................... 2
Specific Competence 1.1.1.1: ................................................................................................................ 3
Communicate relevance of past events ................................................................................................3
Sub – topic 1.1.2: Local History ................................................................................................................. 7
Specific Competence 1.1.2.1: Interpret local history ........................................................................... 7
Sub-topic 1.1.3: Types or Branches of History .......................................................................................... 9
Specific Competence 1.1.3.1: Classify types or branches of history .................................................. 10
Subtopic 1.1.4: Sources of History. ......................................................................................................... 11
Specific Competence 1.1.4.1: Assess credibility of sources of historical information ....................... 11
Sub-Topic 1.1.5: learning about the past using digital resources ........................................................... 15
Specific Competence 1.1.5.1: .............................................................................................................. 15
Apply digital resources in learning about the past ............................................................................. 15
TOPIC 1.2: MEASURING TIME IN HISTORY .................................................................................................. 18
Sub-topic 1.2.1: Periods of Time ............................................................................................................. 18
Specific Competence: 1.2.1.1: .............................................................................................................19
Explore patterns of historical durations. .............................................................................................19
Subtopic 1.2.2: Importance of Chronology in History .............................................................................21
Specific Competence 1.2.2.1: .............................................................................................................. 22
Arrange series of related events in chronological order. ....................................................................22
Sub-Topic 1.2.3: Constructing a timeline ................................................................................................ 24
Specific Competence 1.2.3.1: .............................................................................................................. 24
Apply chronology in writing time line ................................................................................................. 24
Sub-Topic 1.2.4: The use of abbreviations to denote historical periods ................................................ 27
Specific Competences 1.2.4.1: ............................................................................................................ 27
Use abbreviations (BC or BCE and AD or CE) to denote historical periods .........................................27

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TOPIC 1.3: THE ORIGINS OF MAN (HUMAN BEINGS) ..................................................................................31
Sub-topic 1.3.1: Views on the Origins of Man .........................................................................................32
Specific Competence 1.3.1.1: Analyse religious and scientific views on the origins of man ............. 32
TOPIC 1.4:STONE AGE ................................................................................................................................. 35
Sub Topic 1.4.1: The way of life in Stone Age ......................................................................................... 36
Specific competence 1.4.1.1: Draw lessons from the Stone Age way of life ..................................... 36
Sub Topic 1.4.2: Stone Age sites in Zambia .............................................................................................42
Specific Competence 1.4.2.1: Assess importance of Stone Age sites in Zambia ............................... 42

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Preface
The History Teaching Module has been developed to guide a Teacher on how to deliver content
in the 2024 History Syllabus. The Module aims to facilitate the provision of quality education
that is aligned with the Competence Based Curriculum. Furthermore, the module aims to
support a Teacher to help learners attain the competences, knowledge, skills, values and positive
attitudes that enable children to live and grow into productive and useful members of their
communities and the Zambian society as a whole.
The content/topics provided in this module are aimed at facilitating holistic development of
learners. The suggested activities are designed to offer hands-on experiences through learner
centered approaches. Thus, the learners will develop knowledge, desirable lifelong skills, values
and positive attitudes needed for their personal and national development.
It is hoped that the module will make learning History at Ordinary Level Secondary more
meaningful and enjoyable as it is highly activity oriented.

Joel Kamoko (Mr.)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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Acknowledgement
The History Teaching Module presented here is as a result of broad-based consultation
involving several stakeholders within and outside the education system.
We are grateful for the professional and technical support provided by teachers, Lecturers from
Colleges of Education and Universities and Cooperating Partners. Their invaluable input and
expertise have enriched the content and quality of this teaching module.
We also acknowledge the dedication and hard work of the staff at the Curriculum Development
Centre, whose tireless efforts ensured the successful completion of the Teaching Module
development process.
Thank you all for your contributions.

Charles Ndakala (Dr.)

Director - Curriculum Development

MINISTRY OF EDUCATION

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Introduction
The History Form 1 Teaching Module has been prepared by the Ministry of Education under
the Directorate of Curriculum Development to kick start the implementation of the 2024
Competence Based Curriculum.
The Module covers topics offered at form 1 level, particularly in term 1. The module has been
designed in alignment to the 2024 Competence Based Curriculum. The material covered is in full
response to the demands and dictates of the new Curriculum. The new curriculum is Competent
Based and focuses on applied skills and knowledge that enable learners to successfully perform
in professional, educational and other life contents. The Module is therefore, aimed at producing
a learner that will be globally accepted based on their vast interpretation of the past, present and
the future.
The suggested learner activities are designed to offer hands-on experiences through learner
centered approaches.
Teachers are however, advised to explore alternativ avenues of learner activities so as to
maximise the exploitation of skills in learners. The module is not an end in itself.
It is hoped that the module will make learning History at Ordinary Level Secondary more
meaningful and enjoyable as it is highly activity oriented.

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TOPIC 1.1: INTRODUCTION TO HISTORY
Introduction
History provides us with information that is used to create laws or theories about various aspects
of society. The study of history is a must for one to become a better citizen. Studying History at
secondary level also lays a strong base for venturing into other branches of academia. History
equips individuals with the tools they need to contribute to the development of society in
meaningful ways. This topic will explore the reasons for studying history, types or branches of
history, sources of history and learning about the past using digital resources.

Hook: a lot of people say studying History is not necessary in one’s life
because it only looks at old things that don’t have an impact on us…. Is
it true? We shall discover all this in this topic.
General Competences
 Analytical thinking
 Communication
 Creativity innovation
 Critical thinking
 Digital

Key words:
Historians: People who study history
Biofacts: refer to objects or materials that derived from living organisms such as plants and
animals.
Ecofacts: refer to plastic wastes that cannot be recycled.
Artefacts: refer to objects or materials created or used by humans often with historical, cultural
or archaeological significance.
Oldowan Industry: refers to the earliest known stone tool industry in human industry dating
back to millions of years ago.

Sub-topic 1.1.1: Reasons for learning history

This sub-topic explains the meaning of History, describes past events and their importance and
generally shows the importance of history in different fields.

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Specific Competence 1.1.1.1:
Communicate relevance of past events
Learning Activities:
 Explaining the meaning of History
 Describing past events in the family
 Describing the importance of past events
 Showing the importance of history in different fields and topics

Learning activity 1: Explaining the meaning of History

Suggested teaching and learning materials

 An old building within the school or surrounding area

 Blank pieces of paper
Teacher to guide learners to conduct the following activities to help them explain the meaning of
history
Divide learners into small groups

 Identify an old building or anything associated with the past within the school or vicinity
 Ask learners to carry out a research on the importance of the building
 Ask learners why the building was important in the past
 Ask learners why the building is important today

In this activity, learners will notice that History is the knowledge and study of the past, present
and future.

Content tips:
History is the study of the past activities of man in relation to the environment. We study it in
order to understand the present and be able to project the future.
History is the story of who we are, where we come from, and can potentially reveal where we are
headed

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 Learning activity 2: Describing past events in the family
Suggested teaching and learning materials
Chart showing a table of important events in the family

The following activities should be carried out by the teacher in order to describe past events in
the family:
Ask learners to draw the table below and complete it accordingly.
Ask learners to list past events in the table that have taken place in their families

Year The event that took place How important was the event

Why is History important and how can it Benefit Your Future?

Year The event that took How important was the event Future of the event
place

In this activity, learners will describe past events in the family

Content tips
 Funerals- life history of the person who died, funeral memorials
 Weddings- life history of the family,
 Graduation, family dinner, initiation ceremonies, birthdays
 Outings- visiting nearby villages, towns, countries

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 Content tips
History is important to study because it is essential for all of us in understanding ourselves and
the world around us. There is a history of every field and topic from medicine, to music, to art.
To know and understand history, it is absolutely necessary.
Learning activity 3: Describing the importance of past events
Suggested teaching and learning materials

 Flash cards
 Written documents showing the importance of past events
 Pictures of past events
 Teacher to guide learners to conduct the following activities to help them describe the
importance of past events:
 divide class into groups
 distribute documents with different information to each group on the importance of past
events
 ask each group to discuss the information given on the document
 Instruct group representatives to report
 Write the points on the board
In this activity, learners will describe the importance of past events.

Content tips
 History is important because;
 History helps us to understand how the present has evolved from the past.
 History provide us with a sense of identity.
 History provides us with moral lessons so that we do not repeat mistakes of the past.
 History helps us solve current problems by referring to the past.
 The study of history helps us become better citizens who are royal their nations.
 Studying history allows us to observe and understand how people and societies behaved.
 History promote critical thinking
 History is useful in the world of work
 History helps us understand people in society
 History is applied to predict the future
 History is important in so many other fields in life for example, in medicine In the
Medical

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 Learning activity 4: Showing the importance of history in different fields
Suggested teaching and learning materials
Hospital records
Court rulings
Pictures showing sports events
Pictures/charts showing agricultural implements

 Computers
 charts showing various modes of transport and communication
 Teacher to guide learners to conduct the following activities to help them show the
importance of history in different fields
 divides learners into groups
 distributes photo copies of under-five cards
 ask learners to study the cards
 ask learners to relate information on the card to the importance of history in field of
medicine
 Instructs learners to report their findings
 Writes on the board
 ask learners to identify other fields in which history is importance

Content tips
History is important in all fields:
Medicine: understanding the health progression of the child. It also shows 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…

Expected standard: relevance of past events communicated correctly

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 Summary
This topic has explained the meaning of history and described past events in the family. It has
also described the importance of past events and shown the importance of history in different
fields.

Sub-topic 1.1.2: Local History

Local history is the study of the past events, people and developments within the specific
community, town or region. It focuses on how historical events have shaped local identities,
traditions and culture. It often concentrates on a relatively small local community. This type of
history will tell you a lot about the way of life of the local community.

Specific Competence 1.1.2.1: Interpret local history

Learning Activities:
 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
 Interpreting local history

Learning Activity 1: Discussing the history of your township/village

Suggested teaching and learning materials

 Chart showing the table pupils are supposed to fill in.

Teacher to guide learners to conduct the following activities to help them discuss the history of
their township/village

Copy the table below and fill in the necessary information.

Name of Oldest buildings in your Names of schools in Major celebrations
township/village area your area that take place in your
area

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 Content tip
The names of township/villages, oldest buildings, schools and major celebrations must come
from their locality.

Learning Activity 2: Analysing the developments that have taken place in

your township/village in the recent past
Suggested teaching and learning materials

 Infrastructure of old and new buildings within their locality

Teacher to guide learners to conduct the following activities to help them analyse the
developments that have taken place in their township/village in the recent past;

 Take learners on a field trip to observe infrastructure, economic activities and lifestyles in
their community.
 Ask learners to take note of the changes and record
 Ask learners to report their observations

Content tips
In any community, there is infrastructure development. It can also increase job opportunities and
socio-economic development. However, development also leads to an increase in social vices
such as crime.

Learning Activity 3: Examining the importance of local history

Suggested teaching and learning material
The following activity should be carried out by the teacher to examine the importance of local
history.

 Ask the learners few days prior to this lesson to carry out a simple research about their
residential areas.
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  Having earlier gone on a field trip to observe infrastructure, economic activities and
lifestyles in their community the teacher should:
 Ask learners discuss the importance of local history
 Write the main points/answers on the board
This activity will help learners examine the importance of local history

Content tips
Local history helps learners to analyse their place in terms of development
By understanding their local history, learners become directly involved in community activities

 Preserves community identity.

 It helps learners to appreciate their cultural heritage
 It provides context and makes history relevant by focusing on local events and people
 It imparts in the young a sense of identity
 It helps to resolve conflicts

Expected standard: Local history interpreted accordingly

Assessment
Compare your community’s past and present pictures, what has improved and what challenges
does your community still have?

Summary
The topic has tried to explain the history of the local township or village, analysed the
development that has taken place, examined the importance of local history as well as the
interpretation of local history. The topic has highlighted how townships and villages have
changed over time, bringing out the positive and negative impacts of the changes.

Sub-topic 1.1.3: Types or Branches of History

History has many branches. This topic will explore types or branches of history

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 Specific Competence 1.1.3.1: Classify types or
branches of history

Learning Activity
Identifying types or branches of history
Suggested teaching and learning materials

 Chart tabulating types or branches of history and their meanings in a jumbled manner
The following learning activities should be conducted by the teacher in order for learners to
identify the types or branches of history

 Display chart on types or branches of history

 Instruct learners to study the chart
 Ask learners to match types or branches of history to their meanings
 Explain the types or branches of history and their meanings
 Ask learners to copy notes on correctly matched information from the chart
In this activity, learners will be able to identify different types or branches of history, their focus
areas, and recognise their significance in studying past events

Content tips
Some types or branches of history:
Branches
Political History: Studies governments, policies, and leadership.
Social History: Examines everyday life, culture, and societal changes.
Economic History: Analyses trade, industry, and economic systems.
Regional History – Studies history based on regions or subjects.
Types
History of Music: Examines the evolution of music and its impact.

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Sports History: Traces the development and influence of sports.
Environmental History: focuses on human-environment interactions.
Ancient History: covers early civilizations up to the fall of the Roman Empire.
Medieval History: Focuses on the middle Ages.
Modern History: Examines events from the Early Modern period to the present.

Expected standard: Types or branches of history classified correctly

Assessment
1. Explain and classify the types or branches of history
2. Which branch of history can be used to conduct a research on a historical event?

Summary
The topic has identified and classified the types or branches of history. It has highlighted types or
branches such as political history, social history, economic history, and so on.

Subtopic 1.1.4: Sources of History.

Historians rely on various sources to reconstruct and interpret past events. This sub-topic focuses
on various sources of history. It will assess the credibility of sources of historical information.

Specific Competence 1.1.4.1: Assess credibility of

sources of historical information

Learning Activities:
 Discussing methods of gathering information about the past
 Analysing the reliability of methods of gathering information abou t the past
 Utilising reliable methods to write history

Learning Activity 1: Discussing methods of gathering information about

the past

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Suggested Teaching and Learning Materials

 Flash cards containing data on methods of gathering information from the past
 Picture of an old person narrating a story
The following activities should be conducted by the teacher to enable learners discuss the
methods of gathering information about the past:

 Divide learners into groups

 Distribute flash cards to groups of learners
 Ask each group to discuss methods of gathering information about the past
 Ask group representatives to report their answers to the class
 Write the main points on the board
 Instruct learners to copy the points in their notebooks
 In this activity, learners notice the methods of gathering information about the past

Content tips
There are several ways in which information about the past can be gathered. These include:
Oral tradition
This is history which is learnt through the word of mouth. It is transmitted from one generation
to another orally. They include folktales, ballads, chants and poems.
Written records
These are written materials containing information about events or people. They include
newspapers, magazines, diaries, books, articles and inscriptions.
Archaeology
Archaeology is the study of ancient remains. People who study ancient remains are called
archaeologists. They recover and analyse aspects of material culture such as artefacts,
architecture, bio facts or Eco facts, sites, and cultural landscapes. The discipline involves
surveying, excavation, and analysis of data collected to learn about the past.
Anthropology
Anthropology is the study of the culture of people or society. It helps to trace the origins of
people and their way of life.
Linguistics

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Linguistics is the scientific study of language. It uses language similarities to trace the origins
and ways of life of people.
Digital Sources
These are materials or information stored, accessed or transmitted electronically. These sources
include on-line articles, e-books, websites, videos, and social media content. Digital resources
helps historians to access information easily.

Genetics
This is the study of how genes are passed on from parents to their offspring. Genetics helps
historians to trace the origin of people, plants and animals.
Learning Activity 2: Analysing the reliability of methods of gathering information about the
past.
Teaching and Learning Materials

 Picture illustrating the twisting of information over time

The following activities should be conducted by the teacher to enable learners analyse the
reliability:

 Ask learners to sit in a circle

 Ask one of the learners to whisper a message to the next person
 Instruct each learner to whisper what they heard to the next person until the message
reaches the last person
 Ask the last person to say the message out loud
 Compare the original message to the final version to see how much it changed
 Discuss the alteration of information in relation to the picture
In this learning activity, learners will notice how information can be distorted when passed
orally
Content tips
Some weaknesses and strengths of the historical sources:
1. Oral Tradition
Strengths: Preserves cultural heritage and provides firsthand accounts.
Weaknesses: Subject to information misrepresentation.
2. Written Records
Strengths: Provides detailed and verifiable information.

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Weaknesses: can be biased towards one’s interpretation.
3. Archaeology
Strengths: Provides evidence that helps to confirm written or oral records.
Weaknesses: It is an expensive method to gather information.
4. Digital Sources
Strengths: Easily accessible.
Weaknesses: Can be unreliable.
5. Anthropology
Strengths: Provides deep cultural insights.
Weaknesses: Interpretations may be subjective.
6. Linguistics.
Strengths: Helps to trace historical connections between languages and cultures.
Weaknesses: Limited to surviving texts and languages.

Learning Activity 3: Utilising the reliable methods to write history

Suggested Teaching and Learning Materials

 Digital resources
 School files
The following activities should be conducted by the teacher to enable learners utilise reliable
methods to write history:
Ask learners to conduct a research on the history of their school by interviewing members of
staff and community members
Instruct learners to use three different sources of information in order to cross-check facts to
ensure reliability (oral sources, written documents and digital sources)
Ask learners to compile a brief historical report and report to the class
During this activity, learners develop historical writing skills, practice using reliable sources and
understand the importance of accuracy in documenting history.

Expected standard: Credibility of sources of historical information assessed

appropriately.

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 Summary
In this topic, we have discussed methods about gathering information about the past, analysed
the reliability of methods of gathering information about the past and utilising reliable methods
to write history. It can therefore be concluded that some sources of history are credible while
others may not be reliable in gathering information about the past.

Sub-Topic 1.1.5: learning about the past using digital resources

Technological development has provided tools for innovating ways of learning history. We can
use phones, computers, tablets, cameras and the internet to learn about the past. Various
institutions and organisations have websites from which we can learn history. In this section, we
learn about digital resources and how they are used to learn about the past.

Specific Competence 1.1.5.1:

Apply digital resources in learning about the past

Learning activities:
Identifying digital resources
Using digital resources to find out new information about the past
Suggested teaching and learning materials

 Computers
 Digital camera
 Internet router
 Phones
 Printers
 Scanner
 Television
The following learning activity should be conducted by the teacher to enable learners identify
digital resources:

Activity A
Displays digital resources in front of the class

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Ask learners to identify digital resources used to find new information about the past
Guide learners to respond to the questions
Write answers on the board
Instruct learners to copy the information in their notebooks

Content tips
Digital resources include:
Phones, computers, tablets, internet routers, among others.

Activity B: Using digital resources to find out new information about the past
Suggested learning and teaching materials

 Computer
 Phones
 printers
 scanner
 Television
 Chart on digital resources and their uses.
The teacher should conduct the following activities in order to guide the learners on how to use
digital resources to find out new information about the past:
Divide the learners into pairs
Instruct learners to complete the table below on how they can use each of the digital resources to
find out new information about the past:
Digital resource Use

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 Content tips
Digital resources can be used to find out new information about the past as follows:
Computer: accessing historical pictures, videos and other information.
Phones: collecting or accessing digitised information such as documents, pictures, maps and
videos.
Printers: helps print out historical information.
Scanner: Scanning historical documents.
Television: Provides audio-visual historical information.

Expected standard: digital resources applied in learning about the past correctly

Summary
In this subtopic we have identified the digital resources as well as shown how digital resources
can be used to find out about the past. It is therefore, worth noting that digital resources are an
important tool in finding out about the past.

Assessment
1. How can history be used to describe past events in the family?
2. Describe the importance of history in the following fields; medicine, law, politics, sports,
agriculture and music.
3. Analyse the difficulties one would face by studying cultures that did not leave written
records.
4. Conduct a research on the location of the old state house using their phones and
computers and give reasons why the house has been preserved.

Summary
This topic has introduced us to the study of history. It has highlighted the reasons for learning
history (including local history), types or branches of history, sources of history and learning
about the past using digital resources.

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 TOPIC 1.2: MEASURING TIME IN HISTORY
Introduction
Time is important in narrating and writing history. Events happen at a specific point in time.
Time is essential for making a sequence of events. It enables us to organise historical events and
understand them easily. The common measure of time used in history is the year but other units
are also used. This topic explores the measuring of time in history. It focuses on periods of time,
importance of chronology, constructing a timeline and using abbreviations to denote historical
periods.

Hook: Time is money and Money is time… so they say…lets learn

about Time and how different units of time are used.

General Competences
Analytical thinking
Communication
Digital
Problem solving

Keywords:
Year: a period of 365 days.
Decade: a period of 10 years.
Generation: a period of between 25 and 30 years.
Millennium: a period of 1000 years.
Chronology: arrangement of events in their order from the earliest to the latest.
Timeline: a sequence of related events arranged in chronological order and displayed along a
line (Usually drawn left to right or top to bottom)

Sub-topic 1.2.1: Periods of Time

Historians have devised ways of dividing time into larger periods in order to help them in
studying and writing history. These include years, decades, centuries and millennia. This
subtopic focuses on periods of time. It highlights historical durations, calculation of number of
years in a given period and exploring patterns of historical events.

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Specific Competence: 1.2.1.1:
Explore patterns of historical durations.

Learning activities
Mentioning historical durations
Calculating the number of years in a given period
Converting a year into a century

Learning Activity 1: Mentioning historical durations

Suggested teaching and learning materials
 Chart showing historical durations: indicating name and corresponding number of years
The teacher should carry out the following activities in order to guide learners mention historical
durations:

 Ask learners to identify historical durations

 Ask learners to state number of years for each historical duration
During the learning activity, learners will discover different historical durations

Content tips
Historians have a system of referring to large sections of time easily by naming groups of years.

 A decade is a period of 10 years.

 A generation is a period of about 25 to 30 years. It has no specific timeframe.
 A century is a period of 100 years.
 A millennium is a period of 1000 years.

Learning Activity 2: Calculating number of years in a given period

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Suggested teaching and learning materials

 Charts indicating some important events in Zambia, from the introduction of kingships in
1650 to the present
The teacher should carry out the following activities to enable learners calculate number of years
in a given period:

 Display the charts

 Ask learners to identify the main historical events in the chart
 Instruct learners to find the number of years between two events
 Ask learners to convert the number of decades between events to years
 Ask leaners to convert a number of centuries between events to years
 During the learning activity, learners will notice how to calculate the number of years in a
given period

Content tips
To calculate the number of years in a period given in decades, we multiply the number of
decades by 10. For example, to convert 3 decades to years we proceed as follows: 3 x 10 = 30.
Therefore, 3 decades are equal to 30 years.
To find the number of years in a period given in centuries, we multiply the number of centuries
by 100. For example, to convert 12 centuries to years proceed as follows:
12 x 100 = 1200. Therefore, centuries are equal to 1200 years.
To calculate the number of years in a period given in millennia, we multiply the number of
millennia by 1000. For example, to change 2 millennia to years we do the following:
2 x 1000 = 2000. Therefore, 2 millennia are equal to 2000 years.

Learning Activity 2: Converting a year into a century

Suggested Teaching and Learning Materials

 Chart showing some events which happened in different centuries

 Calendars
The teacher shall guide the learners carry out the following activities to enable them convert a
year into a century:

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  Display a chart showing events which happened in different centuries
 Ask learners to study the chart
 Ask learners to convert years of the events shown to centuries
 Instruct learners to find the century to which a year belongs
During the learning activity, learners will discover how to convert a given year to a century

Content tips
Given a year, we can convert it to a century by dividing the year by 100 and adding 1 to the
whole number result. This gives the century in which the year is.
For example, to convert the year 1200 to a century, we do the following:
1200 ÷ 100 = 12
12 + 1 = 13.
Therefore, the year 1200 is in the 13th century.
To change the year 825 to a century, we proceed as follows:
825 ÷ 100 = 8.25 (note that the whole number is 8)
8+1=9
Therefore, the year 825 is in the 9th century.
In which century is the year 45?
To find the century in which the year 45 is, we proceed as follows.
45 ÷ 100 = 0.45 (note that the whole number is 0)
0 +1 = 1
Therefore, the year 45 is in the 1st century.

Expected Standard
Patterns of historical durations explored accordingly

Subtopic 1.2.2: Importance of Chronology in History

When narrating historical events, it is important to follow the order in which they happened. This
makes it easy for historians to narrate events and for others to understand. This subtopic is about
the importance of chronology in history. It focuses on explaining the meaning of chronology,

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arranging identified events in our family, community, country and international level
chronologically.

Specific Competence 1.2.2.1:

Arrange series of related events in chronological order.

Learning activities

 Explaining the meaning of chronology.

 Arranging identified prominent events in our family, community, country and
international level chronologically.

Learning Activity 1: Explaining the meaning of chronology.

Suggested Teaching and Learning Materials

 Chart showing a table of events in the education of a person up to Form One

The teacher should carry out the following activities to help learners explain the meaning of
chronology:

 Display a table showing events in the life of a person

 Ask learners to discuss the table and complete it
 Instruct learners to sort out and arrange events in the table in order of occurrence
 Ask leaners to explain meaning of chronology
During the activity, learners will discover the meaning of chronology

Content tips
Some of the events in the education of a person up to Form One include: starting early childhood
education, starting primary school, sitting for primary school examinations, admission to
secondary school.
These events are sorted out and arranged in their order of occurrence, which is called a
chronological order.

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Chronology is the arrangement of events in the order in which they happened. It is done from the
earliest event to the latest.
Chronology is important because it helps in the study of historical events easily, understand
events better, present events clearly and recount events easily.

Learning Activity 2: Arranging identified prominent events in our family,

community, country and international level chronologically

Suggested teaching and learning materials

 Four charts showing events in the family, community, country and international events,
respectively. There should be a chart showing each of these levels
The teacher should carry out the following activities to guide learners in arranging events in the
family, community, country and international level chronologically:

 Arrange learners in groups

 Give each group a chart showing different events
 Ask learners to study events on the charts
 Instruct learners to arrange the events on the charts in chronological order
During this activity, learners will practice how to arrange events in chronological order

Content tips
 Events in the family: birthdays, puberty, marriage, death.
 Events in the community: rain calling rituals, planting, harvesting, feasts, death of a
community leader, some criminal activities…
 Events in the country: Zambia became independent, Levy Mwanawasa became President,
Michael Sata became President, Chipolopolo won their first AFCON final and Hakainde
Hichilema became President.
 International events: First World War, Second World War, Formation of the United
Nations, Covid-19 Pandemic.

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Expected Standard
Series of related events arranged in chronological order accordingly

Sub-Topic 1.2.3: Constructing a timeline

The sub-topic is aimed at discussing the types of timelines. It equips the learner skills in
constructing personal and events timelines under specified guidelines. Further, it helps learners
describe the importance of a timeline.

Specific Competence 1.2.3.1:

Apply chronology in writing time line

Learning Activities
 Discussing types of time lines
 Constructing a personal timeline under specified guidelines
 Constructing events timeline under specified guidelines
 Describing the importance of a timeline

Learning Activity 1: discussing types of time lines

Suggested teaching and learning materials

 Charts showing three different types of timelines

The following learning activities should be carried out by the teacher in order for learners to
discuss the types of timelines

 Display a chart with different types of timeline: Progressive Timeline, Retrogressive

Timeline and Pictorial Timeline
 Ask learners to study the timelines
 Instruct learners to identify the different types of timelines
 Discuss the types of timelines
In the learning activities, learners will discuss the types of timelines

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 Content tips
Three types of timelines include:

 In progressive time lines, the sequence of happenings march from the past to the present.
 In regressive time lines, the march of happenings is from the present to the past, moving
backwards.
 Pictorial time lines present events through picture symbols

Learning Activity 2: Constructing a personal timeline under specified

guidelines
Suggested teaching and learning materials

 Calendar
 Photos taken at different stages of personal growth and development
 Chart showing steps taken when constructing a personal timeline
The following learning activities should be carried out by the teacher in order to guide learners
on how to construct a personal timeline

 Display a chart showing steps taken when constructing a timeline

 Discuss the steps to take when constructing a personal timeline
 Instruct learners to prepare a personal timeline in line with agreed guidelines using
information from the calendar and photos taken at different stages of growth and
development
 In the learning activities, learners will construct their personal timelines

Content tips
 A personal timeline includes significant moments in a person’s life. It shows important
events in one’s lifetime arranged in a chronological order.
 When constructing a personal timeline, list all important and influential events in a
lifetime.
 Determine the purpose or what the personal timeline wants to accomplish.

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  Draw a straight line across the page. Specify the time period then mark important dates.

Learning Activity 3: Constructing events timeline under specified

guidelines
Suggested teaching and learning materials

 Pictures or video clips of historical events on the political development in Zambia

 The following learning activities should be carried out by the teacher in order guide learners
on how to construct an events timeline
 Display pictures depicting events on the political development in Zambia from 1964 to
present
 Ask learners to study the pictures displayed
 Instruct learners to identify events each picture represents and the dates when they took place
 Ask learners to give a title to the events depicted in the pictures
 Instruct learners to construct a timeline under specific guidelines in their exercise books
 In the learning activities, learners will construct an events timeline under specified guidelines

Content tips
 An events timeline shows important events that took place in a given period arranged in
chronological order.
 When constructing an events timeline begin by defining its goals and scope.
 Breakdown the events into activities and milestones.
 Evaluate the timeline.

Learning Activity 4: Describing the importance of a timeline

Suggested teaching and learning materials

 Chart with timeline of events

The following learning activities should be carried out by the teacher in order show learners the
importance of a timeline

 Display the chart with a timeline of events

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  Discuss the significance of each event on the timeline
Ask learners to describe the importance of timelines in the teaching and learning of history
In the learning activities, learners will describe the importance of a timeline.

Content tips
 Timelines are important in history because;
 They illustrate change over time
 They make connections between important people and events
 They show a large span of time
 They focus on a particular interval or stretch of years
 They cover a period of time in great detail
 They describe the order events took place
 They visualise complex information in a clear and understandable way

Expected Standard
Chronology in writing timeline applied correctly.

Sub-Topic 1.2.4: The use of abbreviations to denote historical

periods
The sub-topic explains the meaning of abbreviations BC or BCE and AD or CE, counting years
in BC and AD, demonstrates the use of BC and AD, calculating the use of BC and AD and
calculating the number of years between two periods.

Specific Competences 1.2.4.1:

Use abbreviations (BC or BCE and AD or CE) to denote historical
periods

 Learning Activities
 Explaining the meaning of abbreviations BC or BCE and AD or CE
 Counting years in BC and AD
 Demonstrating the use of BC or BCE and AD or CE to a given date
 Calculating the number of years between two given periods of time

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 Learning Activity 1: Explaining the meaning of abbreviations BC or BCE
and AD or CE
Suggested teaching and learning materials
Power point or chart with meanings of abbreviations BC or BCE and AD or CE
The following learning activities should be carried out by the teacher to help learners explain the
meaning of abbreviations BC or BCE and AD or CE
Display the power point or chart with the abbreviations BC or BCE and AD or CE
Ask learners to explain the meanings of the abbreviations BC or BCE and AD or CE
In this learning activity, learners will explain the meanings of the abbreviations BC or BCE and
AD or CE

Content tips
 BC = Before Christ
 BCE= Before Christ Era
 AD = Anno Domino or Year of our Lord
 CE = Christ Era

Learning Activity 2: Counting years in BC and AD

Suggested teaching and learning materials

 Chart with the BC and AD Timeline

 The following learning activities should be carried out by the teacher to help learners
count years in BC and AD
 Display a chart with BC and AD timeline
 Discuss the BC and AD timeline
 Demonstrate how to count years in BC and AD
 Ask learners to count years in BC and AD
In the learning activities, learners will explain the meanings of the abbreviations BC or BCE and
AD or CE

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 Content tips
Years in BC are counted backwards from the birth of Christ
Years in AD are counted forwards from the birth of Christ

Learning Activity 3: Demonstrating the use of BC/BCE and AD/CE to a

given date
Suggested teaching and learning materials

 Chart with BC or BCE and AD or CE to a given date

The following learning activities should be carried out by the teacher to demonstrate the use of
BC or BCE and AD or CE with a given date

 Display a chart with BC and AD timeline

 Demonstrate how to write or use of BC or BCE and AD or CE to a given date
 Ask learners demonstrate the use of the BC or BCE and AD or CE to a given date
In the learning activities, learners will demonstrate the use of BC or BCE and AD or CE to a given
date

Content tips
1. All dates before the birth of Christ are counted backwards and represented by BC. The
letters BC are written after the year. For example, 2000 BC represents 2,000 years before
the birth of Christ.
2. All dates after the birth of Christ are counted forwards and represented by AD. The letters
AD are written before the year. For example, AD 2015 represents 2,025 years after the
birth of Christ.

Learning Activity 4: Calculating the number of years between two given

periods of time
Suggested teaching and learning materials

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  Chart showing different periods of time
The teacher shall conduct the following learning activities in order to guide learners to calculate
the number of years between two given periods

 Ask learners to study the different periods of time given

 Demonstrate how to calculate the number of years between two given periods
 Instruct learners to calculate the number of years between two given periods
In the learning activities, learners will notice how to calculate the number of years between two
given periods

Content tip
To calculate the difference between a year in BC and a year in AD, we add the years.
Examples:

1. How many years passed from the fall of Jericho in 1500 BC to the death of Christ AD 30?
To find the answer, we proceed as follows:
1500 + 30 = 1530. Therefore, 1530 years passed from the fall of Jericho to the death of Jesus
Christ.
To calculate the difference in years between two BC dates, we subtract the smaller number from
the bigger number

2. How many years passed from the year the Tower of Babel was started in 2767 BC to the
fall of Jericho in 1500 BC?
We calculate the years as follows:
2767 – 1500 = 1267. Therefore, 1,267 years passed from the year the Tower of Babel was
started to the fall of Jericho.
To calculate the difference in years between two AD dates, subtract the smaller number from the
bigger number.

3. Calculate the number of years that have passed from the time Zambia got her
independence to the year 2025.
We calculate the difference in years between 2025 and 1964. We proceed as follows: 2025 –
1964 = 61. Therefore, 61 years have passed from the time Zambia got independence to the year
2025.
Expected Standard

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Chronology in writing timeline applied correctly.

Summary
This topic has explored the measuring of time in history. It has focused on periods of time,
importance of chronology, constructing a timeline and using abbreviations for historical periods.
There are several units used for measuring time such as years, decades, centuries and millennia.
We can convert each of these units to the other; such as from decades to years, from centuries to
years and from millennia to years.
When narrating historical events, we follow the order in which they happened. This is called
chronological order. A timeline is a sequence of related events presented in chronological order
using a line.
The abbreviations BC or BCE and AD or CE are used to denote historical periods.

Assessment
1. Explain the meaning of chronology and its importance in the study of history.
2. Discuss the types of timelines and describe the importance of timelines in history.

TOPIC 1.3: THE ORIGINS OF MAN (HUMAN BEINGS)

Introduction
The origin of Human beings can be explored through a variety of perspectives. This topic will
attempt to analyse various views on the scientific and religious views on the origins of Man. It
will highlight the origins of man according to the Bible, the Quran, and the theory of evolution.

General Competences:
 Analytical thinking
 Critical thinking
 Digital
 Problem solving

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 Key words:

 Evolution: the change of a creature from simple to an advanced stage.

 Natural selection: It is a theory that explains how population of living organisms adapt
and evolve over time in response to environmental pressure.
 Species: a group of living organisms that share common characteristics.

Hook: Is it true that Human beings came from monkeys… are

the monkeys we have today going to change to Human beings?
Sub-topic 1.3.1: Views on the Origins of Man
In this sub-topic, two views will be scrutinised on the origins of man; Scientific and Religious.
Different religious movements have their own views on the origins of man. Scientists use the
theory of evolution to explain the origins of man.

Specific Competence 1.3.1.1: Analyse religious and

scientific views on the origins of man

Learning activities:
 Describing creation of man according to religion
 Explaining the beginning of life on earth according to Scientists
 Contrasting religious and scientific views on the origins of man

Learning activity 1: Describing creation of man according to religion

Suggested teaching and learning materials

 Bible
 Qur’an
The following activities will be conducted by the teacher to help the learners describe the creation of man
according to religious views:

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 Learning activity 1:
(i) Ask learners to brainstorm on where Human being came from.
(ii) Divide learners in manageable groups. Let them read th account on Genesis Chapter 1 and
chapter 2 and Qur’an 15:26

After doing the prescribed activities, learners will discover from the Bible and the Qur’an
religions views on the origins of man

Content tips
“The LORD God formed a man from the dust of the ground and breathed into his nostrils the
breath of life, and the man became a living being” (Genesis 2:7).
The Qur'an describes how Allah created Adam: "We created man from sounding clay, from mud
moulded into shape..." (15:26).

Learning activities 2: Explaining the beginning of life on earth according to

Scientists

Suggested teaching and learning materials

 Pictures of early creatures

 Flashcards
The teacher will conduct the following activities to help the learners develop a full scientific
explanation on the creation of man

 Displays pictures of the early creatures

 Asks learners to study the pictures
 Asks learners to explain the order of the creatures in terms of their evolution
 Provide flashcards to learners on Charles Darwin’s evolution theory
 Guide learners to debate the theory
 Writes main points on the theory of evolution
After doing the prescribed activities, learners will have discovered the views of Charles Darwin on the
Origins of Man

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 Content tips
According to the scientific theory of evolution, life forms change and adapt to their environment through
a process called natural selection.
In The Origins of Species of 1859, Charles Darwin presents his theory of evolution. Darwin was
convinced that humans evolved and that natural selection is the key mechanism.
Darwin concluded that all life on earth descended from a common grandparent. He stresses that life on
earth evolved from a single celled organism to more advanced forms of creatures like Homo sapiens
(Modern man)

Learning activities 3: Contrasting religious and scientific views on the origins

of man of Man

Suggested teaching and learning materials

Chart showing table on contrasts between religious and scientific views

Learning activity 1:
Teacher to ask learners to draw the table below and state contrasts between religious and
scientific views on the origins of man
Religious view Scientific view

After doing the prescribed activities, learners will have discovered the differences between the
religious and scientific views on the origin of man

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 Content tips
Religious view:
Supernatural power was involved.
The process was instant
It was creation from clay
Scientific view:
No supernatural involvement
The process was gradual

Expected standard: Religion and scientific views on the origins of man analysed
accordingly

Summary:
In this topic, it has been seen that the two religious views; Christianity and Islam hold the view
that there is a supernatural being responsible for the origins of man
To the contrary, scientists led by Charles Darwin’s theory of evolution holds the view that man
came through a process of gradual change called evolution

Assessment:
Discuss Charles Darwin’s view on the origins of man. Does this view hold substance?

TOPIC 1.4: STONE AGE

Introduction
The Stone Age was the earliest known stage of human development. It refers to a vast prehistoric
period in human history. During this period people used stone to make tools and weapons. This
topic therefore, will classify the three Stone Age periods and identify creatures that existed
during that time. It will also describe the social, political and economic aspects of the Stone Age
people and analyse the use of various tools of that time. The topic will also contrast the way of

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life of the Stone Age people with modern ways of life and locate and analyse the importance of
Stone Age sites.

General competences
 Analytical thinking
 Critical thinking
 Creativity and innovation
 Problem solving

Hook: How does modern man utilise locally available resources in

new and creative ways?

Key terms
Stone Age: This was a broad prehistoric period during which stone was widely used to make
tools
Paleolithic: The Early Stone Age.
Mesolithic: The Middle Stone Age.
Neolithic: The Late Stone Age.
Sub Topic 1.4.1: The way of life in Stone Age

The sub-topic classifies the Stone Age and identify creatures that lived in those periods. It also
describes social, political and economic ways of life of the Stone Age people. It will further,
analyse how various stone tools were used and contrast the way of life of the Stone Age people
with modern man.

Specific competence 1.4.1.1: Draw lessons from the

Stone Age way of life

Learning activities:
 Classifying Stone Age
 Identifying creatures that existed in three Stone Ages
 Describing social, political, economic aspects of the Stone Age.

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  Analysing the use of various Stone Age tools
 Contrasting Stone Age way of life with modern way of life
 Locating Stone Age sites on the map of Zambia
 Analysing the importance of Stone Age sites

Learning activity 1: Classifying the Stone Age

Suggested teaching and learning materials

 Timeline chart showing Stone Age periods

 Flashcards describing each period
 Videos on early human development if available
 Text books with illustrations of tools, pictures and settlements
The following activities should be done by the teacher in order for pupils to classify Stone Age
periods

 Display a timeline chart showing the Paleolithic, Mesolithic, and Neolithic periods
 Divide learners into small groups and distributes flashcards containing descriptions of
each period
 Ask each group to classify the correct Stone Age category
 Ask group representatives to explain their choices
 Write the three categories of Stone Age periods on the board
Using the above activities learners will classify the Stone Age periods

Content tips
Paleolithic: This was the earliest and most primitive period. It was the longest period and lasted
from 55, 000 to 40, 000 BC or BCE.
Mesolithic: This was the Middle Stone Age period. It existed between 40, 000 to 10, 000 BC or
BCE.
Neolithic: This was the Late Stone Age and final stage of the Stone Age period. This was a last
period in the stone-age period. It existed between 10,000 to 2,000 BC or BCE. The people who
lived during this period are known as the San and made advanced tools. Today this group of
people is found in South Africa, Botswana and Namibia.

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 Learning activity 2: Identifying creatures that lived in three Stone Ages
Suggested teaching and learning materials:

 Pictures showing Homo-Habilis, Broken Hill man and the San

 Video showing Stone Age creatures
The following activities should be conducted by the teacher for pupils to identify creatures that
existed during the three Stone Age periods

 Displays images or models of Stone Age people (Homo Habilis, Broken Hillman, and
the San)
 Ask learners to study and name the creatures
 Ask learners to state creatures that existed in the Early, Middle and Late Stone Ages
Explains the intellectual improvements as the basis for classifying creatures under the three
Stone Ages
Learners will work in pairs to observe and match these early human species to the correct Stone
Age period.
Learners will then discuss how each species adapted to their environment.
By doing the above activities, learners will identify creatures that lived in the three Stone Ages

Content tips
Creatures that lived in three Stone Age Periods
Early Stone Age (Paleolithic): Homo habilis – "Handy Man," first tool user.
Middle Stone Age (Mesolithic): Broken Hillman – Early Homo sapiens, advanced stone tools.
Late Stone Age (Neolithic): Bushmen (San) – Hunter-gatherers, skilled in tracking and
survival.

Learning activity 3: Describing social, political, economic aspects of the Stone

Age.

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Suggested teaching and learning materials

 Pictures showing Homo-Habilis, Broken Hill man and the San

 Video showing the above creatures
 Textbooks showing the daily lives of early humans
 Pictures showing the San hunting
 Any available wild fruits
The following activities should be conducted by the teacher for pupils to describe the social,
political, and economic aspects of the Stone Age period

 Divide the class into small groups

 Ask each group to discuss one aspect of the way of life of Stone Age people
 Ask group representatives to present their findings
 Write the points on the board

Content tips
The social and economic aspect of the Early and Middle Stone Ages
They lived in the forest in small groups. This allowed close social ties and easy cooperation.
They settlement near food sources. Homo Habilis spent nights in caves while Broken made a
simple shelter known as a wind breaker. These early creatures made stone tools and survived by
hunting and gathering. Tools made included hand axes, and cleavers.
The social aspect of the Late Stone Age people
The San lived in small groups 10-50 people. They hunted and lived in caves and in open
grasslands. The San owned no property except hunting implements like stones, bows and arrows.
They married very young but the number of children was restricted because of the difficulties
involved in their nomadic lifestyle. There was co-operation within the group during ceremonies
like marriage and funerals. Dancing and singing was performed during leisure. They believed in
a creator called Keegan. They had respect for their dead and buried them.

The political aspect of Stone Age people

They had no chiefs but the best hunter took decisions on behalf of the group. Sometimes adult
members of the group were empowered to make decisions on behalf of the group.

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The economic aspect of Stone Age people
They were hunters who used traps, bows and poisonous arrows. They kept hunting dogs. They
did not practice agriculture or iron smelting. The San gathered wild fruits, roots and leaves.
There was division of labour between males and females. Males hunted while females gathered.

Learning activity 4: Analysing the use of various Stone Age tools

Suggested teaching and learning materials

 Replica tools (hand axes, scrapers).

 Posters/diagrams showing tool evolution.
 Bow and arrows
 Stone
 Wood
 Bone of an animal
The following activities will be conducted by the teacher for pupils to analyse the use of various
Stone Age tools accordingly
Presents replica stone tools/ charts showing stone tools (hand axes, scrapers, spears)
Tells learners to analyse each tool
Instructs learners to categorise tools based on their use (hunting, cutting, and digging)
Class examine the functions of the tools
Then writes functions of tools on the board

Content tips
Spears and bows and arrows: used for hunting
Pebbles: used for tearing, digging, hunting, crushing, pounding and chopping
Harpoons: used for hunting large and small game
Choppers: used to cut, hack, mash and scrape
Hammer stones: used to strike stone cores to produce sharp flakes for cutting, pounding and
crushing
Cracking open bones: used to retrieve the nutritious marrow and brains inside bones

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Scrappers: used for skinning animals
Burins: used for crafting
Awls: used for perforating holes in animal skins for clothing and shelter
Beads and needles: Used for jewelry clothing and decoration
Hand axe: used for cutting animals and digging
Cleaver: used for chopping and skinning animals.

Learning activity 5: Contrasting Stone Age way of life with modern way of
life
Suggested teaching and learning materials

 Comparison charts of past and present life

Types of tools Methods of Accommodation Religious
food finding practices
Stone Age
Modern life

The following activities will be conducted by the teacher in order to contrast Stone Age way of
life with modern life;

 Provides a comparison chart of Stone Age and modern lifestyle aspects.

 Instructs learners to work in groups to fill in missing details about life in Stone Age and
modern way of life
 Asks learners how people in the three Stone Age periods were living
 Asks learners how modern man lives today
 Asks learners to show differences between life in the Stone Age and modern life

Content tips
Place of settlement: Stone Age man lived near the sources of their needs like rivers or Lakes
whereas, modern man lives anywhere suitable.
Source of food: The Stone Age men were primarily hunter-gatherers whereas modern man
obtain food through agriculture and purchasing food from the stores.

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Group size: Stone Age men lived in small groups of people while modern man lives in large
settled communities.
Tools: Stone Age men used basic stone tools while modern man use tools made from a variety of
materials.
Mobility: Stone Age people were nomads while modern people live in settled communities.
Shelter: Stone Age people lived in caves or temporary shelters while modern man lives in
houses.
Social structure: Stone Age societies were small, family-based groups with a basic division of
labour based on gender, while modern societies have complex social structures with diverse roles
and professions

Sub Topic 1.4.2: Stone Age sites in Zambia

Man no longer use tools made from stones but Stone Age sites are still important. The sites
preserve Zambia’s cultural heritage and boosts our tourism potential.

Specific Competence 1.4.2.1: Assess importance of

Stone Age sites in Zambia

Learning activity 1: Locating Stone Age sites on the map of Zambia

Suggested teaching and learning materials

 Map of Zambia showing Stone Age sites

The following activities will be conducted by the teacher in order to locate Stone Age sites on
the map of Zambia

 Displays the map of Zambia on the board showing Stone Age sites
 Asks learners to identify Stone Age sites as shown on the map
 Writes the Stone Age sites on the board

Stone Age sites in Zambia

 Bimbe
 Chencerere
 Gwisho Hot-Springs

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  Kalambo Falls
 Kalemba
 Luano Spring
 Makwe rock shelter
 Mufulwa and Lusenfwa sites
 Mumbwa caves
 Mwambacimo and Filato
 Mwela Rocks
 Nachikufu cave
 Nsalu cave
 Thandwe rock shelter
 The Itezhitezhi sites
 The Upper Zambezi sites

Activity 2: Analysing the importance of Stone Age sites

Suggested teaching and learning materials

 Pictures showing tourists visiting Stone Age sites

 Kwacha notes
 The following activities will be conducted by the teacher in order for learners analyse the
importance of Stone Age sites:
 Display pictures of tourists visiting various Stone Age sites
Ask leaners to analyse the pictures
Distribute written documents on the importance of Stone Age sites
Ask learners to identify business activities that can be generated at Stone Age sites

Content tips
Evolutionary evidence
Helps archaeologists to trace the evolution of man and technology. However, other means can be
used to trace the evolution of man and technology.
Behavioral insights

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Help reveal information about social structures, hunting practices, and daily routine of early
humans. This is not the only way in which behavioral insights can be revealed. Oral tradition can
also be used.
Cultural preservation
Stone Age sites help preserve our culture. However, culture can also be preserved through oral
traditions or traditional ceremonies.
Knowledge about the environment
Location of sites can provide information about the environment in which ancient humans lived.
Due to climate change the environment around the sites has changed.
Social organisation insights
The distribution of tools and other artefacts within a site can provide clues about the social
dynamics and division of labour in early human societies. Insights about the social organisation
of Stone Age people can also be revealed through other means.
Help boost tourism
Stone Age sites attract many local and foreign tourists. Other key tourist attractions also boost
tourism.
Revenue collection
Tourists pay money to view the Stone Age sites. The country can also collect revenue through
other means
Expected standard

 Lessons from the Stone Age way of life drawn appropriately

 Importance of Stone Age sites in Zambia assessed appropriately

Summary
The Early Stone Ages are divided in three stages Early, Middle and Late. Stone Age people lived
in caves, hunted for food, and made simple tools. Tools were used for hunting, cutting, and
digging. The topic also contrasted the way of life of the Stone Age people with modern ways of
life. It also located and analysed the importance of Stone Age sites.

Assessments (Assessments can be done during and after each learning

activity)

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1. Learners to distinguish Paleolithic, Mesolithic and Neolithic periods
2. Learners to write an assignment on social, political and economic aspects of the ways of
life of the Stone Age
3. Learners to debate if the Stone Age tools were useful or not
4. Identify and describe different Stone Age tools.
5. Classify tools according to their purpose.
6. Compare early tools with modern equivalents.
7. In what ways can modern man utilise locally available resources to make tools just like
Stone Age people?

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