Republic of Malawi

Syllabus for

History

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

History

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for history:

Grace Banda - Chilambula CDSS

Dr Hendrina Kachapila-Mazizwa - Chancellor College
Yohane EAJ Nyirenda - Museum of Malawi
Yamikani Agabu - Bangwe Secondary School
Marumbo Damison - Chipasula Secondary School
Jamu Nyirenda - Domasi College of Education
Dr Fritz Kadyoma - Malawi Institute of Education
Dorothy Matiti Yassin - Ministry of Education, Science and Technology

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank C Kang’ombe and Denis Mwimba who helped in the
refining of the syllabus. Finally, thanks should also go to D Kadyampakeni, Brown
Katombosola and Khumbo Simwaka for providing expert advice on the syllabus during its
development.

Production team

Editing: Davie OP Kaambankadzanja

Typesetting and
layout: Doreen Kachala-Bato Editor-In-
Chief: Max J Iphani
 Contents

Page
Acknowledgements ........................................................................................................... iii
Foreword ............................................................................................................................. v
The secondary school curriculum in Malawi ................................................................. vii
Developmental outcomes .................................................................................................. viii
Rationale for history ........................................................................................................... xi
Scope and sequence chart for Forms 1 to 4 ..................................................................... 1
Teaching syllabus for Forms 3 and 4 ............................................................................... 4
References ............................................................................................................................ 72
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for history
Every society has a history which forms part of its culture. History contributes to the
development of the learners’ identity and dignity. History provides a mirror of a people’s
achievements and challenges which helps them to effectively plan for their future. Herodotus,
the great Greek Historian, stated that a society without a history is like a human being without
a memory.

Through History, students develop research skills as they trace various cultural traditions back
to their roots and investigate the interrelationship between the past and present generations.
The study of History also promotes the important skills of critical thinking, problem-solving
and decision-making as learners try to understand the events that took place in the past, in
terms of their causes, effects, and lessons learnt.

History also promotes local, regional and international understanding. This encourages
tolerance as students discuss and appreciate their own history as well as the history of people of
different cultures at the local, regional and international levels. History also has a utilitarian
dimension in that it unearths a catalogue of indigenous knowledge, skills and values which can
be utilised for personal advancement, employment and the general development of the society.

Core elements and their outcomes

Inter-relationships among the individual, family and society

Students will be able to demonstrate an understanding of personal identity in terms of family
life, location and historical background through inquiry into origins, cultural beliefs, values,
attitudes and practices.

Inter-dependence between Malawi and the world

Students will be able to demonstrate an understanding of the position of Malawi within its
regional and global contexts through an investigation of historical, ideological and geographical
aspects.

Patriotism and nationalism

Students will be able to demonstrate an understanding of issues of patriotism and nationalism
and their socio-economic and political impact on society and nations and how these have
evolved over time.

Economic and social issues in history

Students will be able to appreciate the present socio-economic situations at the local, regional
and global levels from a historical perspective.

Leadership styles in history

Students will be able to demonstrate an understanding of the emergence and evolution of
various leadership styles and how they have impacted society and international relations over
time.

xi
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

th
Interrelationships among the  The study of History  Iron age in Malawi  19 century  Post-colonial Africa up
individual, family and society  Origins of people  The Maravi immigrants to to 2000
Kingdom Central Africa – Yao
 The Tumbuka- and Lomwe
Nkhamanga  19th century
Kingdom immigrants to
Central Africa –
Ngoni
 19th century
immigrants to
Central Africa
- The Ndebele
Interdependence between Malawi  The growth of world  Origins of  The Missionary  The First World War
and the world civilizations Christianity and factor in Malawi  Developments in the
- Egyptian Islam - Islam Inter-war period
 The growth of world - Christianity  The missionary - The Paris Peace
civilization - Islam factor in Malawi Conference
- Greek  Aspects of European - Christianity - The League of
 The growth of world civilization Nations
civilization - Renaissance
- Aztec - Reformation
- Chinese  Aspects of European
civilization
- Enlightenment

1
 Core element Form 1 Form 2 Form 3 Form 4
Patriotism and nationalism  The Partition of Africa  Nationalism and  European  The Second World War
independence occupation and  Developments after the
movements in Africa administration of Second World War
- Ghana Central Africa - United Nations
 Nationalism and - Southern Organisation
independence Rhodesia - Post-war alliances
movements in Africa  European - The Cold War
- Malawi occupation and  Decolonisation in Asia
 Regional and administration of and Africa
continental central Africa - India
groupings - Northern  Decolonisation in Asia
 - Organisation of Rhodesia and Africa
African Unity  European - Kenya
(OAU) occupation and
administration of
Central Africa
- Nyasaland
Economic and social issues in  Slave trade  Industrial  Growth of trade in  Developments in the
History Revolution pre-colonial Central inter-war period
 Voyages of Africa - economic problems
exploration - The Portuguese in Europe
factor - economic situation
 Growth of ivory and in Asia (Japan)
slave trade in Pre- - The Great
colonial East and Depression
Central Africa  Communist revolution
 Economic in Russia
developments in

2
 Core element Form 1 Form 2 Form 3 Form 4
Central Africa from
colonial to
independence era
Leadership styles in History  Ancient Kingdoms  The French  Political  Development of
- West Africa (Mali) Revolution development in autocratic government
 Ancient Kingdoms Central Africa from in Germany
- East Africa (Buganda) colonial period to
 Ancient Kingdoms independence
- Central Africa - Central African
(Mwenemutapa) Federation
 Political
developments in
Central Africa from
colonialism up to
independence
- The role of
African
independent
churches in
nationalism

3
 Teaching syllabus for Forms 3 and 4

Form 3 Term 1
Core element: Interrelationships among the individual, family and society
Outcome: The students will be able to demonstrate an understanding of personal identity in terms of family life, location and historical
background through inquiry into origins, cultural beliefs, values, attitudes and practices.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students are able to:
able to:
 discuss the 1 identify the 19th The 19th and  drawing map of southern  question and  textbooks
circumstances that and early 20th early 20th Africa answer  resource persons
led to the coming centuries centuries  locating where the Yao and the  role play  maps of southern
of immigrants into immigrants into immigrants into Lomwe came from on map of  small group Africa
central Africa central Africa central Africa southern Africa discussion  archaeological
from the 19th to  The Yao and  observation sites
early 20th centuries 2 trace the the Lomwe  tracing the migratory routes of  jigsaw  museums
and their impact migratory the Yao and the Lomwe  peer assessment  pictures
on the local routes of the  locating the places where the  drawing  stories
inhabitants Yao and Lomwe Yao and the Lomwe finally  think-pair-share  students’
immigrants settled  brainstorming experiences
 internet
 songs
 folktales

4
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
 discussing the reasons for
3 explain the migration of the Yao and the
reasons for their Lomwe
migration  discussing the factors that
influenced their settlement
choices in Malawi
 mentioning groups of the Yao
and the Lomwe
- Lomwe eg Manyawa,
Kokhola, Meeto, Mihavani
and Makua
- Yao eg Amasaning’a,
Amachinga, Amangochi and
Achisi

 discussing the socio-political

4 describe their organisation of the Yao and the
socio-political Lomwe
organisation  drawing hierarchies of the
political organisation of the
Yao and the Lomwe

5
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
 brainstorming the impact of
5 assess impact of the Yao and the Lomwe on the
the Yao and the local inhabitants
Lomwe  discussing the impact of the
immigrants on Yao and the Lomwe on the
the local local inhabitants
inhabitants - culture, language and
political structure
- displacement/depopulation
- suppression of culture

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching

6
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students are able to:
able to:
 discuss the 1 identify the 19th  The Ngoni  drawing maps of southern  question and  textbooks
circumstances that and early 20th Africa answer  resource persons
led to the coming centuries  locating where the Ngoni came  role play  maps of southern
of immigrants into immigrants into from on maps of southern  small group Africa
central Africa central Africa Africa discussion  archaeological
from the 19th to  observation sites
early 20th centuries 2 trace the  tracing the migratory routes of  jigsaw  museums
and their impact migratory the Ngoni  peer assessment  pictures
on the local routes of the  locating the places where the  drawing  stories
inhabitants Ngoni Ngoni finally settled
immigrants

3 explain the  discussing reasons for Ngoni

reasons for their migration
migration  discussing the factors that
influenced their settlement
choices in central and east
Africa
 mentioning groups and leaders
of the Ngoni

7
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

 discussing the socio-political

4 describe the organisation of the Ngoni
socio-political  drawing hierarchies of the
organisation of political organisation of the
the Ngoni Ngoni

 brainstorming the impact of

5 assess impact of the Ngoni on the local
the Ngoni on inhabitants
the local  discussing the impact of the
inhabitants Ngoni on the local inhabitants
- culture, language and
political structure
- displacement/depopulation
- suppression of culture

8
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 discuss the 1 identify the 19th  The Ndebele  drawing maps of southern  question and  textbooks
circumstances that and early 20th Africa answer  resource persons
led to the coming centuries  locating where the Ndebele  role play  maps of southern
of immigrants into immigrants into came from on maps of  small group Africa
central Africa central Africa southern Africa discussion  archaeological
from the 19th to  teacher observation sites
early 20th centuries  jigsaw  museums
and their impact 2 trace the  peer assessment  pictures
 tracing the migratory routes of
on the local migration  drawing  stories
the Ndebele
inhabitants routes of  locating the places where the
immigrants in Ndebele finally settled
central Africa

3 explain the  discussing reasons for the

reasons for their Ndebele migration
migration  discussing factors that
influenced their settlement
choices in central Africa
 identifying leaders of the

9
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
Ndebele

4 describe the  discussing the socio-political

socio-political organisation of the Ndebele
organisation of  drawing structures of the
the Ndebele political organisation of the
Ndebele

5 assess impact of  brainstorming the impact of

the Ndebele on the Ndebele on the local
the local inhabitants
inhabitants  discussing the impact of the
Ndebele on the local
inhabitants
- culture, language and
political structure
- displacement/ depopulation
- suppression of culture

10
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

Core element: Economic and social issues in history

Outcome: The students will be able to appreciate the present socio-economic situations at the local, regional and
global levels from a historical perspective.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 explain the growth 1 examine how Growth of trade in  locating the position of  class discussion  maps of the
of trade in pre- the Portuguese pre-colonial east and Portugal on a map of the  small group world
colonial central came into central Africa world discussion  maps of Africa
Africa and the contact with  The Portuguese  discussing how the  brainstorming  textbooks
results of the east coast factor Portuguese came into contact  role-playing  cartoons and
economic of Africa with the land of Zanj  essay writing illustrations of
integration  discussing trade activities in  library research slave caravans
the land of Zanj before the  note making  pictures of slaves
coming of the Portuguese, eg  debate and Sultan
- trade items: ivory, gold,  question and Seyyid
slaves answer  films
- groups: Arabs, Swahili,  observation  internet
Africans  peer assessment  journals

11
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 discussing the motives of the  demonstration  charts
Portuguese in central Africa  story telling  documentaries
- need to control the gold  stories
trade

2 describe the  discussing the organisation

organisation of of the gold trade
the gold trade - involvement of the local
people, middle persons,
the Portuguese and the
Arabs
 role playing the organisation
of the gold trade

3 explain the  discussing the Arab-

Arab- Portuguese conflict in the
Portuguese land of Zanj
conflict in the - conflict over control of
land of Zanj trade
- defeat of Arabs
 discussing why the Arabs
were defeated by the
Portuguese

4 account for the  brainstorming factors that

12
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
decline of the led to the decline of the
Portuguese Portuguese influence in
influence in central Africa
central Africa  discussing factors that led to
the decline of the Portuguese
influence in central Africa
- competition from Dutch
and British traders
- slave trade made work
difficult
- unfavourable tropical
climate
- internal conflicts among
the Portuguese
5 assess the  discussing the impact of the
impact of the gold trade on central Africa
gold trade on Positive
central Africa - spread of Christianity
- introduction of new crops
eg maize
- stimulation of mining
Negative
- introduction of fire-arms
- interference with the
running of indigenous
kingdoms
- depletion of African

13
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
resources
- participation in slave
trade
 debating the impact of the
gold trade on central Africa
Core element: Interdependence between Malawi and the world
Outcome: The students will be able to demonstrate an understanding of the position of Malawi within its regional and global
contexts through an investigation of historical, ideological and geographical aspects.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 describe the 1 explain the The Missionary  brainstorming the roles of  question and  The Quran
coming of new roles of factor in Malawi different groups in the spread answer  maps of
religions in various groups  Islam of Islam  class discussion southern Africa
Malawi and their in the spread  discussing the roles of  dramatization and Malawi
socio-economic of Islam different groups in the spread  debate  resource persons
impact on of Islam:  essay writing  students’
indigenous people - Swahili Arabs  brainstorming experiences
- The Yao  peer assessment  films
 locating on the map of  demonstration  museums
Malawi the areas where  self-assessment  sign language
Islam spread  futures wheel interpreters

14
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 think-pair-share
2 discuss factors  brainstorming the factors  field trips/
that led to the that led to the rapid spread of educational visits
rapid spread of Islam among the Yao
Islam among  discussing factors that led to
the Yao the rapid spread of Islam
among the Yao
- trade with Swahili Arabs
- Yao religious beliefs
- Yao culture

3 examine the  brainstorming the impact of

impact of Islam on the people’s way of
Islam on life in Malawi
people’s way  discussing the impact of
of life in Islam on the people’s way of
Malawi life, eg architecture, dressing,
conversion to Islam, reading
and writing in Arabic

15
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to:
 describe the 1 explain the The Missionary  discussing the objectives of  question and  Bibles
coming of new objectives of factor in Malawi Livingstone’s missionary answer  pictures of early
religions in Livingstone’s  Christianity work  class discussion missionaries
Malawi and their missionary - to spread Christianity  dramatisation  maps of
socio-economic work - to promote legitimate  debate southern Africa
impact on trade  essay writing and Malawi
indigenous people - to introduce western  brainstorming  resource persons
education  peer assessment  students’
 demonstration experiences
2 describe the  discussing the strategies  self assessment  film
strategies used used by Livingstone to open  future’s wheels  museums
by David up central Africa for  think-pair-share  sign language

16
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
Livingstone to missionary work  field trips/ interpreters
open up - his writings educational visits
central Africa - expeditions
for missionary - opening up mission
work stations eg Mabotsa and
Kolobeng
 role playing Livingstone’s
activities to open up central
Africa for missionary work
- giving public lectures
- meeting chiefs

3 identify some
 naming early Christian
early Christian
churches in Malawi
churches in
- Universities Mission to
Malawi
Central Africa (UMCA)
- The Scottish Missionaries
- The Dutch Reformed
Church
- The Roman Catholic
Church
 drawing maps of Malawi
showing early missionary
centres
 brainstorming the problems
encountered by the early

17
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
missionaries
4 describe the
problems  discussing the problems
encountered by encountered by the early
early missionaries eg
missionaries - poor communication
facilities
- hostile people
- slave trade

- lack of central
government
- unfavourable climate
 discussing the impact of the
5 assess the early missionary work in
impact of early Malawi
missionary
work in  debating the impact of
Malawi missionary work in Malawi
eg
- positive eg western
education, end of slave
trade, promotion of
commerce, pacification of
hostile people

18
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- negative eg destruction of
indigenous culture
(dance, dress, religion,
food), acted as harbingers
of colonisation

19
Term 2
Core element: Economic and social issues in history
Outcome: The students will be able to appreciate the present socio-economic situations at the local, regional and global levels from a
historical perspective.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 explain the growth 1 describe the Ivory and slave trade  discussing the  class discussion  maps of east and
of trade in pre- development development of ivory and  small group central Africa
colonial central of ivory and slave trade in east and discussion  world maps
Africa and the slave trade in central Africa  brainstorming  cartoons and
results of east and - period when the ivory  role playing illustrations of
economic central Africa and slave trade  essay writing slave caravans
integration flourished  library research  pictures of
- communities that  note-making slaves and
participated in the trade  debate Sultan Seyyid
- items of exchange  question and  films
 locating ivory and slave answer  internet
trade areas and routes on  observation  journals
the maps of Africa  peer assessment  charts
 think-pair-share

20
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 brainstorming the
2 describe the organisation of the ivory
organisation of and slave trade
the ivory and  discussing the organisation
slave trade of the ivory and slave trade
- role of chiefs, middle
persons and slaves

 discussing the impact of

3 assess the the ivory and slave trade
impact of the on indigenous people
ivory and slave positive
trade on - growth of towns
indigenous - introduction of western
people and oriental culture
negative
- depopulation
- disruption of activities
- destruction of culture

21
 Core element: Patriotism and nationalism
Outcome: The students will be able to demonstrate an understanding of issues of patriotism and nationalism and their socio-
economic and political impact on society and nations, and how these have evolved over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be able
when the students are to:
able to:
 demonstrate an 1 locate the position European  drawing a map of British  class discussion  old newspapers
understanding of of Southern occupation and Central Africa  small group  archival materials
European Rhodesia in British administration of  locating the position of discussion  maps of British
occupation and Central Africa central Africa Southern Rhodesia on a map  library research central Africa
administration of  Southern of British Central Africa  debating  textbooks
central Africa Rhodesia  role playing  films
 question and  internet
2 outline the factors  listing the factors that led to answer  pictures
that led to British the British interest in  brainstorming  story tellers
interest in Southern Rhodesia  teacher observation  monuments
Southern Rhodesia  discussing factors that led to  story telling  letters
the British interest in  pair work  museums
Southern Rhodesia  quizzes  journals
- trade  songs
- settlement  radio drama/plays
- minerals

3 explain the role of

22
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
the British South  discussing the role of the BSA
African (BSA) Company in the British
Company in the occupation of Southern
British occupation Rhodesia
of Southern - signing of the Moffat treaty
Rhodesia and the Rudd Concession
- administration of the
4 describe the colony
administrative
 discussing the BSA Company
policies of the BSA
administrative policies
Company up to
concerning land, labour and
1923
taxation up to 1923
 discussing the impact of the
policies on the local
population
- relocation of Africans into
reserves
- land alienation
- stagnation of the local
5 account for the economy
Ndebele war of  discussing the causes and
1893 and the results of the Ndebele war
Shona-Ndebele
revolt of 1896-97

23
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
causes
- conflict of interest
between the BSA
company and the Ndebele
on minerals, governance
and land
results
- the Ndebele were
defeated; BSA company
occupation of
Matabeleland and creation
of the Gwaai and
Shangaan reserves
 discussing the causes and
results of the Shona-Ndebele
war
- causes eg natural disasters,
reaction to the company
administrative policies
- results eg improvements of
policies, priests of Mwari
and Mhondoro cults were
punished and the country
was divided into districts

24
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be able
when the students are to:
able to: 1 locate the position of  Northern  drawing a map of British  class discussion  old newspapers
 demonstrate an Northern Rhodesia in Rhodesia Central Africa  small group  archival materials
understanding of British Central Africa  locating Northern Rhodesia discussion  maps of British
European on a map of British Central  library research Central Africa
occupation and Africa  field visits  textbooks
administration of 2 outline the factors  debating  films
Central Africa that led to the growth  brainstorming factors that led
 role playing  internet
of British interest in to the growth of British
 question and  pictures
Northern Rhodesia interest in Northern Rhodesia
answer  story tellers
 discussing factors that led to
 brainstorming  monuments
the growth of British interest
 observation
in Northern Rhodesia
 story telling
- copper mining
 quizzes
- agriculture
- suppression of slave trade
 locating the copper belt and
the railway line in Northern
3 explain the role of the
Rhodesia
British South African
(BSA) Company in  discussing the role of the
the British occupation British South African
of North Western Company in the British
Rhodesia occupation of North Western
Rhodesia
- Ware, Lochner, Lawley and

25
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
Victoria Falls treaties
4 describe the British - occupation and
occupation of North administration of North-
Eastern Rhodesia Western Rhodesia

 discussing the roles of the

following personalities in the
occupation of North Eastern
Rhodesia
Alfred Sharpe
- signing treaties
Sir Harry Johnstone
- conquest of those who
resisted (Arab traders,
Bemba and Mpezeni
Ngoni)

5 describe the  brainstorming the

administrative administrative policies of the
policies of the BSA BSA Company up to 1924
Company up to  discussing the administrative
1924 policies of the BSA Company
up to 1924 on land, labour
and taxation

26
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to:
 demonstrate an 1 locate the  Nyasaland  drawing a map of British  class discussion  old newspapers
understanding of position of Central Africa  small group  archival materials
European Nyasaland in  locating the position of discussion  map of British
occupation and British Central Nyasaland on a map of  library research Central Africa
administration of Africa British Central Africa  field visits  textbooks
central Africa  debating  films
2 outline the  listing the factors that led to  role playing  internet
factors that led the growth of the British,  question and  resource persons
to the growth German and Portuguese answer  TV programmes
of British, interests in Nyasaland  brainstorming  documents
German and - labour  observation  story tellers
Portuguese - expansion of territory  story telling
interests in - economic interest  quizzes
Nyasaland  discussing the factors that  future’s wheels
led to the growth of the
British, German and
Portuguese interests in
Nyasaland

27
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
3 explain the  discussing the role of Sir
process of Harry Johnstone in the
British British occupation of
occupation of Nyasaland
Nyasaland  role playing the signing of
treaties between the British,
Germans and the
Portuguese
4 describe the  brainstorming the colonial
colonial administrative policies of
administrative Nyasaland on land, labour
policies of and taxation
Nyasaland  discussing the colonial
administrative policies of
Nyasaland on land, labour
and taxation
 discussing the relationship
between the three policies

5 explain the  brainstorming the causes

causes and and results of the
results of the Chilembwe uprising of 1915
Chilembwe  discussing the causes and
uprising of results of the Chilembwe
1915 uprising of 1915

28
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
causes eg
- resentment of colonial
administrative policies
- effects of the outbreak of
the First World War
results eg
- symbol of later resistance
to colonialism
- improvement of colonial
government policies
- Providence Industrial
Mission (PIM) was banned

 role playing the Chilembwe

uprising of 1915

6 assess the  brainstorming the significance

significance in of the Chilembwe uprising to
the Chilembwe the development of
uprising to the nationalism in Nyasaland
development of  debating the significance of
nationalism in Chilembwe uprising in the
Nyasaland development of nationalism
in Nyasaland

29
 Core element: Leadership styles in history
Outcome: The students will be able to demonstrate an understanding of the emergence and evolution of various leadership styles and
how they have impacted society and international relations over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to:
 demonstrate an 1 identify Economic  discussing colonial agricultural  class discussion  textbooks
understanding of colonial developments in policies  small group  resource persons
economic agricultural central Africa: - land, labour, taxation discussion  maps of central
developments in policies from the colonial  discussing government policies  brainstorming Africa
central Africa, period to on plantation and peasant  role-playing  students’
from the colonial independence agriculture  essay writing experiences
period to - land distribution  library research  museum
independence - loans to farmers  note-making  field visits
- marketing  debate  films
 discussing the relationship  question and  internet
among the land, labour and answer  documentaries
taxation policies  teacher observation  stories
 comparing government policies  peer assessment
on plantation and peasant  demonstration
agriculture

30
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 explain the  discussing the development of

development the mining industry in central
of the mining Africa
industry (1890s - Northern Rhodesia (copper)
- 1920s) and its - Southern Rhodesia (gold)
impact on  discussing the impact of the
central Africa mining industry in central
Africa
- labour migration
- under-development and
development of central
Africa
- development of political
consciousness
- employment
- transmission of infectious
diseases

 debating the impact of the

3 assess the
mining industry in central
impact of
Africa
labour
 brainstorming the impact of
migration on
labour migration on Nyasaland
Nyasaland
 discussing the impact of labour
migration on Nyasaland

31
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- loss of workforce
- development and under-
development
- economic benefit to labour
migrants’ families
- transmission of infectious
diseases
 debating the impact of labour
migration on Nyasaland

Term 3
32
Core element: Leadership styles in history
Outcome: The students will be able to demonstrate an understanding of the emergence and evolution of various
leadership styles and how they have impacted society and international relations over time.

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested
standard activities teaching, learning teaching and
and assessment learning resources
methods
We will know this Students must be
when the students able to:
are able to:
 explain political 1 explain the Political  discussing the term federation  class discussion  textbooks
developments in imposition of developments in  brainstorming the reasons for  small group  maps of Africa
central Africa the Central central Africa from the imposition of the Central discussion  internet
from the African colonial period up African Federation  question and  library
colonial period Federation to independence:  discussing reasons for the answer  sign language
up to The Central imposition of the Central African  role playing interpreters
independence African Federation Federation  library research  Braille materials
- political  essay writing  resource persons
- economic  panel discussion  films
 observation  TV/radio
2 describe the  brainstorming reasons for  think-pair-share programmes
reasons for African opposition to the Central  brainstorming  political speeches
African African Federation on the federation
opposition to  discussing reasons for African
the Central opposition to the Central African
African Federation
Federation

33
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested
standard activities teaching, learning teaching and
and assessment learning resources
methods
- fear of racial segregation
policies
- fear of unequal distribution of
development projects among
federal member states
- fear of delay of self-
governance

3 assess the  brainstorming the successes and

successes and failures of the Central African
failures of the Federation
Central African  discussing the successes and
Federation failures of the Central African
Federation
- successes eg political,
economic, social
- failures eg political, economic,
social
 debating the successes and
failures of the Central African
Federation

34
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to: 1 define the The political  brainstorming the meaning of  class discussion  textbooks
 explain political term African developments in the term African independent  small group  maps of central
developments in independent central Africa from churches discussion Africa
Central Africa churches the colonial period  discussing the meaning of the  question and  internet
from the colonial to independence: term African independent churches answer  library
period up to The role of African  brainstorming the factors that  role playing  sign language
independence independent led to the formation of African  library research interpreters
churches in independent churches in  essay writing  Braille materials
nationalism Malawi  panel discussion  resource persons
2 explain the  discussing the factors that led to  teacher  recorded radio
factors that led the formation of African observation plays
to the independent churches in  think-pair-share  TV
formation of Malawi  brainstorming documentaries
African - desire to serve African
independent interests
churches in - influence of western form of
Malawi education
- misunderstandings on church
doctrines with
conventional/historic
churches

35
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 outline  listing examples of African

examples of independent churches
African - Providence Industrial Mission
independent (PIM) by John Chilembwe
churches and - Blackman’s Church of Africa
their role by Charles Chinula, Yesaya
towards Zerenji Mwase and Yaphet
nationalism Mponda Mkandawire
- African Methodist Episcopal
Church by Msokera Phiri
- Ana a Mulungu Church by
Wilfred Gudu
- the Last Church of God and
his Christ by Jordan Msumba
- The Mikaele Church by Elliot
Kamwana
 discussing the role of
independent churches towards
nationalism
- served as a platform for
African political awakening
- promoted western education

36
Form 4 Term 1
Core element: Interdependence between Malawi and the world
Outcome: The students will be able to demonstrate an understanding of the position of Malawi within its regional
and global contexts through an investigation of historical, ideological and geographical aspects.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 describe the major 1 explain the Causes and results  discussing the events that  class discussion  textbooks
events that took events that of the First World took place between 1870 and  question and answer  maps of the
place in Europe took place War 1914 in Europe in relation to  peer assessment world
before the First between 1870 the First World War  observation  films
World War and the and 1914 in - unification of Germany  brainstorming  documentaries
onslaught of the Europe in - shifting of balance of  library research  internet
First World War relation to the power in Europe  debating  pictures
and its aftermath First World - imperialism  role playing  journals
War - nationalism  story-telling  stories
- capitalism  biographies
- European domination of  museums
the world  reports
 cartoons
 illustrations

37
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 listing countries involved in

2 identify the the First World War
major  locating on a map of the
countries world the major countries
involved in involved in the First World
the First War
World War - Germany
- Austria Hungary
- Italy
- Britain
- France
- Russia
- USA

 discussing the causes of the

First World War
3 explain the
- political alliances
causes of the
- the arms race
First World
- nationalism in the Balkans
War
 role playing the causes of the
First World War

38
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 listing the highlights of the
First World War
4 identify the  discussing the highlights of
highlights of the First World War
the First - murder at Sarajevo
World War - entry of the USA into the
war
- withdrawal of Russia
- switching sides by Italy
- entry of the European
women into the workforce

 brainstorming the factors

that led to the defeat of
Germany and her allies
5 examine the  discussing the factors that
factors that led to the defeat of Germany
led to the and her allies
defeat of - failure of Schlieffen Plan
Germany and - entry of the USA on the
her allies side of the allies

 brainstorming the impact of

39
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
the First World War
 debating the impact of the
6 assess the First World War
impact of the - changing gender roles
First World - disease outbreak
War (influenza)
- casualties
- formation of the League of
Nations

40
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 demonstrate an 1 describe the Developments in  discussing the aims of the  group discussion  textbooks
appreciation of the agenda of the the inter-war Paris Peace Conference  class discussion  maps of the
developments Paris Peace period (1919-1939):  naming the four big powers  question and answer world
between the First Conference of  The Paris at the Paris Peace  self assessment  film
World War and the 1919 Peace Conference  observation  documentaries
Second World War Conference - Britain (Lloyd George)  brainstorming  internet
(1919-1939) and the - Italy (Vittorio Orlando)  library research  pictures
Versailles - United States of America  role playing  journals
Treaty (Woodrow Wilson)  story telling  stories
- France (George  tracing maps
Clemenceau)

2 explain the  discussing the different

different positions of the big four
positions of powers at the Paris Peace
the big four Conference ie France,
powers at the Britain, USA and Italy
Paris Peace  discussing the attitude of the
Conference of big four towards the non-
1919 western countries eg Japan
and South Africa
 role playing the treatment of
the representatives of the
non-western countries

41
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 outline the  discussing the terms of the

terms of the Versailles Treaty
Versailles - disarmament
Treaty - reparations
- mandated territories
- the League of Nations

4 assess the  brainstorming the strengths

strengths and and weaknesses of the
weaknesses of Versailles Treaty
the Versailles  discussing the strengths and
Treaty weaknesses of the Versailles
Treaty
 debating the strengths and
weaknesses of the Versailles
Treaty

5 explain the  discussing the origins, aims

 The League of and membership of the
formation of Nations
the League of League of Nations
Nations

42
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

6 describe the  discussing the organisational

organisation structure of the League of
of the League Nations
of Nations  drawing the organisational
structure of the League of
Nations:
- Secretariat
- Council
- The Assembly
- Permanent Court of
International Justice
- International Labour
Organisation

7 explain the  discussing the functions of

functions of the different organs of the
the League of organisation
Nations  brainstorming the functions
of the League of Nations
 discussing the functions of
the league of Nations
- maintaining peace
- promoting socio-economic
development

43
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

8 assess the  brainstorming the strengths

strengths and and weaknesses of the
weaknesses of League of Nations
the League of  discussing the strengths and
Nations weaknesses of the League of
Nations
- strengths eg solving social
and economic problems
- weaknesses eg failure to
settle disputes concerning
big powers
 debating the strengths and
weaknesses of the League of
Nations

44
Core element: Economic and social issues in history
Outcome: The students will be able to appreciate the present socio-economic situations at the local, regional and global levels from a
historical perspective.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 explain the 1 describe the Developments in the  discussing economic  group discussion  textbooks
economic economic inter-war period conditions in Europe after  brainstorming  cartoons
developments in conditions in  Economic the First World War  role-playing  pictures
different parts of Europe after the problems in - heavy dependence on  essay writing  illustrations
the world First World Europe imports  library researching  films
between the two War - low industrial  note-making  internet
world wars production  debate  journals
- huge debts to pay back to  question and  documentaries
the USA answer
- high unemployment rate  teacher observation
 peer assessment
2 explain the  naming different allies that  demonstration
different discussed the Germany  dramatisation
positions of economic recovery
allies towards  comparing the different
Germany’s views of the allies towards
economic Germany’s economic
recovery recovery
France and Britain

45
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
- Germany to pay
reparations
USA
- Germany not to pay
reparations
3 describe the  discussing the challenges
challenges that that Germany faced with
Germany faced reparations
with - reparations were too high
reparations and - loss of economic regions
how they were to France
resolved - high unemployment rate
 discussing how the
challenges that Germany
faced with reparations were
resolved eg
The USA assisted Germany
through Dawes Plan and
Young Plan

46
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
4 assess the  Economic  discussing the impact of the
impact of the situation in Asia First World War on the
First World (Japan) Japanese economy
War on the - the economy flourished
Japanese at the beginning of the
economy war
- after the war the
Japanese economy
declined due to reduced
demand of Japanese
goods in Europe eg silk
 discussing the philosophy
of Asia for Asians

5 outline why  discussing why Japan

Japan championed the thinking of
championed the Asia for Asians during the
philosophy of inter-war and Second
Asia for Asians World War period
during the - economic problems in
inter-war and Japan
Second World - Japan was the most
War period industrialised and
modernised country in
Asia
- the rise of militant forces

47
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
in Japan
- imitating the growing US
dominance/supremacy in
the western hemisphere

6 explain the  discussing economic

economic conditions in the USA in the
conditions in early 1920s
the USA in the - flourishing economy
early 1920s (economic boom)

7 describe the  The Great  brainstorming the meaning

causes of the Depression of the term great depression
Great  discussing the term great
Depression depression discussing the
causes of the great
depression
- impact of European
economic recovery
- stiff competition in
agriculture produce
- unequal distribution of
resources
- speculation of stock
exchange market
- impact of USA tariffs

48
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
8 assess the
impact of the  brainstorming the impact of
Great the Great Depression on the
Depression on USA and Europe
the USA and  discussing the impact of the
Europe Great Depression on the
USA and Europe
 conducting a panel
discussion on the impact of
the Great Depression on the
USA and Europe
- closure of banks and
industries
- unemployment
- inflation
- worsening political
resentment and the rise
9 explain how the of radical leaders
New Deal  discussing the meaning of
attempted to the term New Deal
solve the  discussing how the New
economic Deal solved the economic
problems in the problems of the USA
USA - assistance to the
industrial and agriculture
sectors

49
 Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to: 1 explain the Developments in the  discussing the causes of the  class discussion  textbooks
 demonstrate an causes of the inter-war period: 1905 and 1917 revolutions in  small group  pictures
understanding of 1905 and 1917 the communist Russia discussion  films
the development revolutions in revolution in Russia - peasants’ grievances on  dramatisation  internet
of communism in Russia land  role-playing  sign language
Russia, and its - ineffective parliament  brain-storming interpreters
socio-economic (Duma)  library research  documentaries
impact on the - impact of the First World  essay writing  journals
global landscape War  note-making  cartoons
- problems faced by the  debate  Braille materials
industrial workers  question and
- dissatisfaction with the answer
royal family and Gregory  observation
Rasputin  quizzes
- influence of Marxist ideas

 discussing how the

2 describe how Bolsheviks gained and
the Bolsheviks consolidated power
gained and - rise of Vladmir Lenin
consolidated - impact of Lenin’s slogan of
their power bread, peace and land
- the use of the Cheka

50
 Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 brainstorming the causes and
3 assess the results of the Russian civil
causes and war
results of the  discussing the causes and
Russian civil results of the Russian civil
war of 1918 – war
1921 causes
- criminal activities of the
Cheka
- allied powers unhappy
with Russian’s
withdrawal from the First
World War
- allied powers’ fear of the
spread of Communism to
other countries
- opposition parties were
dissatisfied with the
dissolution of the Duma
results
- formation of the USSR
- victory of the Reds
- recognition of USSR by
Europe as a communist
state
 discussing Lenin’s
achievements and failures

51
 Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
4 examine achievements
Lenin’s - formation of the USSR
achievements - introduction of
and failures communism in USSR
- introduction of new
economic policies
failures
- inability to form a class-
less society as intended
- no clear succession plan
- inability to sell
communist ideas to other
parts of the world

 discussing the emergence of

Stalin as leader of Russia
- power rivalry after
5 explain how
Lenin’s death
Joseph Stalin
- support for Stalin from
made Russia
the Politburo
strong
 discussing how Stalin made
economically
Russia strong economically
and politically
and politically

52
Assessment Success criteria Theme/topic Suggested teaching and learning Suggested Suggested teaching
standard activities teaching, learning and learning
and assessment resources
methods
- introduction of collectivisation
- launching of the 5-year plan
- use of purges
 role playing how Stalin made
Russia strong economically and
politically

 brainstorming Stalin’s
achievements and failures
6 describe Stalin’s  discussing Stalin’s achievements
achievements and and failures in terms of domestic
failures and foreign policies

 brainstorming the impact of

communism on Russia and the
world
 discussing the impact of
7 assess the
communism on Russia and the
impact of
world
Communism on
 debating the impact of communism
Russia and the
on Russia and the world
world
- encouraged other revolutions
around the world
- encouraged nationalist
movements in colonised
countries

53
 Term 2

Core element: Leadership styles in history

Outcome: The students will be able to demonstrate an understanding of the emergence and evolution of various leadership styles and
how they have impacted society and international relations over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 explain the 1 describe socio- Development of  brainstorming socio-  question and  textbooks
development of economic autocratic economic problems in answer  films
autocratic problems in governments in Germany after the First  role-playing  pictures
governments in Germany after Europe (Germany) World War  class discussions  internet
Europe and its the First World  discussing socio-economic  small group  resource persons
impact on world War problems in Germany after discussion  braille materials
leadership styles in the First World War  library research  sign language
history - inflation  think-pair-share interpreters
- unemployment  brainstorming  documents
- slow economic growth  press conference  songs
- fear of communism  debate  journals
 question and
answer
 teacher observation
 peer assessment
 demonstration

54
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 describe the  discussing the rise of Adolf

rise of Adolf Hitler in Germany
Hitler in - personal qualities and
Germany beliefs
- support from the
industrialists
- impact of high
unemployment rate
- support of the Catholic
church
- impact of reparations

 discussing the ideologies of

3 explain how the Nazi Party
the Nazi Party  discussing how the Nazi
consolidated Party consolidated power
power under under Adolf Hitler
Adolf Hitler - promise of economic
stability
- use of the GESTAPO and
storm troopers
- use of concentration
camps
- use of propaganda

55
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

4 assess Hitler’s  brainstorming Hitler’s

domestic and domestic and foreign
foreign policies
policies  discussing Hitler’s domestic
and foreign policies
- policy of lebensraum
- elimination of all
European Jews
- banning of all political
parties in Germany
 debating Hitler’s domestic
and foreign policies and his
leadership style

56
Core element: Patriotism and nationalism
Outcome: The students will be able to demonstrate an understanding of issues of patriotism and nationalism and their socio-
economic and political impact on society and nations, and how these have evolved over time .

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 describe the 1 identify the The Second World  naming the major countries  group discussion  textbooks
Second World major War: its causes involved in the Second  brainstorming  cartoons
War and its after- countries World War  role playing  pictures
math involved in the - Germany  essay writing  illustrations
Second World - USSR (Russia)  library researching  internet
War - Japan  not making  journals
- USA  debate  documentaries
- France  question and  films
- Britain answer
 drawing a world map  teacher observation
 locating the major countries  peer assessment
involved in the Second  demonstration
World War on a map  dramatisation

 discussing the causes of the

2 explain the
Second World War
causes of the
- Treaty of Versailles
Second World
- Aggression of Germany,
War
Italy and Japan

57
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- Appeasement Policy
- Failure of the League of
Nations
3 outline the  discussing events leading to
events leading Second World War
to the Second - Japanese invasion of
World War China
- Spanish civil war
- German re-occupation of
Rhineland in 1936
- Renewal of Anschluss
- The invasion of
Czechoslovakia
- German invasion of
Poland
- Italian invasion of
Abyssinia (Ethiopia)

 discussing the highlights of

the Second World War
- invasion of Pearl
Harbour by Japan in 1941
- the holocaust
- operation Barbarossa

- dropping of the atomic

58
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
bomb in Nagasaki and
Hiroshima

 discussing the factors that

4 examine the led to the defeat of Germany
factors that led and her allies
to the defeat of - Germany fighting war on
Germany and two fronts
her allies - lack of proper
coordination between
Germany and her allies
- shortage of raw materials
for the axis powers
- the allies used lessons
from their previous
failures

 brainstorming the results of

the Second World War
5 assess the
 discussing the results of the
results of the
Second World War
Second World
- loss of lives
War
- destruction of
infrastructure
- the Cold War
- formation of UNO

59
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 demonstrate an 1 describe the Developments  discussing the origins, aims  group discussion  textbooks
understanding of origins and after the Second and membership of the  class discussion  maps of the
developments aims of the World War: United Nations Organisation  question and world
after the Second United Nations formation of the (UNO) answer  films
World War Organisations United Nations  self assessment  documentaries
(UNO) Organisation  observation  internet
(UNO)  brainstorming  pictures
 library research  journals
2 outline the  discussing the  role playing  stories
organisational organisational structure of  story telling
structure and the UNO  map tracing
functions of  drawing the organisational
the United structure of the UNO
Nations
Organisation

3 assess the  brainstorming the strengths

strengths and and weaknesses of the UNO
weaknesses of  discussing the strengths and
the UNO weaknesses of the UNO

60
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 discussing similarities and
4 compare UNO differences between the
and the League UNO and the League of
of Nations Nations in terms of:
- organisational structure
- functions
- achievements
- failures

 naming post-war alliances

5 identify post- Political alliance
Post-war alliances
war political - NATO, Warsaw Pact
and economic - Warsaw Pact
alliances Economic alliance
- COMECON
- COMINFORM
 locating member states of
post-war alliances on a
world map

 brainstorming the

61
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
background to post-war
6 explain the alliances
background to  discussing the background
the post-war to the post-war alliances
alliances - spread of communism
- iron curtain speech
- The Marshal Plan
- The Molotov Plan

 brainstorming the impact of

post-war alliances
7 examine the  discussing the impact of
impact of the post-war alliances
post-war  debating the impact of post-
alliances war alliances

62
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
 demonstrate an 1 define the term The Cold War  brainstorming the meaning  question and  textbooks
understanding of Cold War of the term Cold War answer  cartoons
the Cold War and  discussing the meaning of  class discussion  pictures
its impact on the term Cold War  press conference  internet
international  small group  films
relations 2 explain the  discussing the causes of the discussion  journals
causes of the Cold War  library research  documentaries
Cold War - ideological differences  peer assessment
(Communism versus  debate
Capitalism)  demonstration
 essay writing
3 examine the  naming different conflicts in
 dramatisation
different the Cold War
conflicts in the - The Iron Curtain speech
Cold War - Korean War
- Cuban missile crisis
- The Congo crisis
 discussing different conflicts
in the Cold War

4 assess the  brainstorming the impact of

impact of the the Cold War on Africa
Cold War on  discussing the impact of the
Africa Cold War on Africa
 debating the impact of the
Cold War on Africa

63
Core element: Patriotism and nationalism
Outcome: The students will be able to demonstrate an understanding of issues of patriotism and nationalism and their socio-economic
and political impact on society and nations, and how these have evolved over time.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when students are able to:
able to:
 demonstrate an 1 define the term Decolonization in  brainstorming the meaning  library research  textbooks
understanding of decolonisation Asia: of the term decolonisation  brainstorming  internet
decolonization India  discussing the meaning of  class discussion  world map
decolonisation  peer assessment  journals
 drawing maps of Asia and  observation  pictures
Africa  question and  biographies
answer  time charts
 debating  TV
2 locate the  locating India on a map of  role playing documentaries
position of India Asia  essay writing  films
in Asia  drawing time charts

64
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 describe the  discussing the background

British to British colonization of
colonization of India
India  discussing British colonial
policies in India
- trade
- education
- press freedom

4 outline the factors  brainstorming factors that

that led to the rise led to the rise of
of nationalism in nationalism in India
India  discussing the factors that
led to the rise of
nationalism in India
- western education
- British colonial policies
- effects of the First World
War and Second World
War
- Woodrow Wilson’s
policy of self
determination

65
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 tracing main stages leading

to the independence of
India
- formation of India
National Congress and
the Muslim League
- The Morley-Minto
Reforms
- New Constitution
- Ghandi and civil
disobedience
- The Simon Commission
- Round Table
Conferences
- Government of India Act
of 1945
- Elections

 discussing the Hindu-

5 account for the
Muslim rivalry eg causes,
partition of India
stages and impact
at Independence

66
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning resources
methods
We will know this Students must be
when students are able to:
able to:
 demonstrate an 1 locate the Decolonisation in  drawing maps of Africa  library research  textbooks
understanding of position of Africa:  locating the position of Kenya  brainstorming  internet
decolonisation in Kenya in Kenya on a map of Africa  class discussion  world map
Africa Africa  peer assessment  journals
 observation  pictures
2 explain the  brainstorming the factors that  question and  biographies
factors that led led to the rise of nationalism answer  time charts
to the rise of in Kenya  debating  TV
nationalism in  discussing the factors that led  role playing documentaries
Kenya to the rise of nationalism in  essay writing  films
Kenya  drawing a time
- taxation policies chart
- land policies
- racial segregation
- effects of the First World
War and Second World
War

67
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning resources
methods
 discussing the formation of
3 outline the mass political parties in
formation of Kenya
mass political - Kenya African National
parties in Union (KANU)
Kenya - Kenya African Democratic
Union (KADU)
 discussing the different
political ideologies of the
parties in Kenya

 discussing the formation of

4 describe the the MauMau movement, its
contribution of aims, activities and
the Mau Mau Government’s response
movement to  discussing the participation of
nationalism in women in the MauMau
Kenya movement
 discussing the contributions
of the MauMau movement to
nationalism in Kenya’s

68
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning resources
methods
5 assess the  drawing time-charts showing
events that led the main events leading to
to Kenya’s Kenya’ independence
independence  discussing the events that led
to Kenya’s independence
- constitutional talks
- elections

69
 Term 3
Core element: Interrelationships among the individual, family and society
Outcome: The students will be able to demonstrate an understanding of personal identity in terms of family life, location and historical
background through inquiry into origin, cultural beliefs, values, attitudes and practices.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students are able to:
able to:
 describe the 1 describe the Post-colonial Africa  brainstorming the  group discussion  textbooks
socio-political and expectations of up to 2000 expectations of Africans at  brainstorming  pictures
economic Africans at independence  role playing  films
developments that independence  discussing the expectations  debating  internet
took place in of Africans after  library search  journals
Africa from independence  question and  documentaries
independence up - economic freedom answer  newspapers
to the year 2000 - political freedom  teacher observation  sign language
- national unity  peer assessment interpreter
 role playing the expectations  demonstration  magazines
of Africans at independence  Braille materials
 resource persons

70
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
2 explain the  brainstorming the socio-
socio- economic and political
economic and achievements in Africa from
political independence up to 2000
achievements  discussing the socio-
in Africa from economic and political
independence achievements in Africa from
up to 2000 independence up to 2000
- political stability
- economic growth
- agriculture
- women empowerment
- multi-party politics
- smooth power transition

3 describe the  brainstorming the socio-

socio- economic and political
economic and challenges in Africa from
political independence up to 2000
challenges in  discussing the socio-
Africa from economic and political
independence challenges in Africa from
up to 2000 independence up to 2000
- dependence on donor aid
- overpopulation

71
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
- diseases eg, AIDS,
tuberculosis
- military coups and
dictatorships
- environmental degradation
- weak economy
- civil war

 brainstorming the impact of

assess the impact post-colonial challenges and
of post-colonial crises on Africa’s political and
challenges and economic development after
crises on Africa’s 1990
political and  discussing the impact of post-
economic colonial challenges and crises
development after on Africa’s political and
1990 economic development after
1990
- resurgence of multi-party
democracy
- worsening socio-economic
conditions
debating the impact of post-
colonial challenges and crises on
Africa’s political and economic
development after 1990

72
References
Bulliet, RW et al (2001). The earth and its peoples: a global history. Boston:
Houghton Mifflin Company.
Duiker, WJ and Spielvogel, JJ (2008). The essential world history. Belmont:
Thomson Corporation.
Chiunguzeni, G (2006). New junior secondary history course. Blantyre: CLAIM.
Kamwaza, HJ (2007). Senior comprehensive history of central Africa. Blantyre:
CLAIM.
Lowe, N (1997). Mastering modern world history. Hampshire: PALGRAVE.
Shillington, K (1995). History of Africa. London: Macmillan.
Ministry of Education, Sports and Culture (1998). Junior secondary school
teaching syllabus – forms 1 and 2. Domasi: Malawi Institute of Education.
Ministry of Education, Science and Technology (2001). Senior secondary school
teaching syllabus for history – forms 3 and 4. Domasi: Malawi Institute of
Education.
Pachai, B (1973). Malawi: the history of the nation. Longman: London.

73