Cve 330 module

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TABLE OF CONTENTS
UNIT PAGE
1. THE ZAMBIAN HIGH SCHOOL CIVIC EDUCATION CURRICULUM 2
2. PREPARING TO TEACH CIVIC EDUCATION 8
3. TEXTBOOKS AND PRIMARY DOCUMENTS IN CIVIC EDUCATION 22
4. TEACHING AIDS 33
5. METHODS OF TEACHING CIVIC EDUCATION IN HIGH SCHOOLS 51

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UNIT ONE
THE ZAMBIAN HIGH SCHOOL CIVIC EDUCTION CURRICLUM
1.1.Introduction
Welcome to the first Unit of this Module. In this Unit we shall look at a brief history of Civic
Education in Zambia and the rationale for teaching the subject in High Schools from Grade 10 to
Grade 12. We shall also give an Outline of the High School Civic Education Syllabus and its
General goals and objectives.
1.2.Objectives
By the end of this Unit, you should be able to:
State the difference between Civics and Civic Education
Outline developments leading to the introduction of Civic Education in Zambian High
Schools in 2003.
Explain the factors that necessitated the introduction of Civic Education in Zambian High
Schools.
Discuss the rationale for teaching Civic Education in High Schools.
1.3.Content
1.3.1. THE MEANING OF CIVICS AND CIVIC EDUCATION
The concepts Civics and Civic Education do not have the same meaning, although many people
use the two terms interchangeably.
Civics has been defined by the Oxford English Learners Dictionary as ‘the School subject
which studies the way government works and deals with rights and duties of a citizen and
a member of a particular society.
The Encarta Dictionary (2009) defines Civics as the study of rights and duties of citizens.
From the two definitions given above, we can see that Civics is mainly concerned with
studying the structure and functions of the government as well as the duties and rights of
citizens.

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Civic Education is broader than Civics. Civic Education also deals with issues of
government structures, Human Rights and duties of citizens. However, in addition, Civic
Education is concerned with the study of all cross-cutting issues that affect everyone in
society regardless of one’s profession, beliefs, ethnicity, sex or age. For instance, cross-
cutting issues which we study in Civic Education such as the Constitution, Governance,
Corruption, Substance Abuse, Poverty, Human Rights, Child Abuse, Social and
Economic Development, HIV and Aids, Gender Equity and Gender Equality and
protection of the Environment concern every human being.
1.3.2. BRIEFHISTORY OF CIVIC EDUCTION IN ZAMBIA
Until 2003, Civic Education was only taught as part of Social Studies from Grade 1 to 7 and as
Civics from Grade 8 to 9.
The need to introduce Civic Education in Senior Secondary Schools was realized by the
Ministry of Education as early as the 1970’s (Mweene, 2005). After the re-introduction of the
democratic system of governance in 1991, the Ministry of Education revived the idea of
introducing the subject in High Schools.
In 2002, the Ministry of Education conducted feasibility studies in conjunction with the
Southern Universities Democratic Governance Project which was sponsored by USAID
in partnership with the Curriculum Development Centre (CDC) on the possibility of
introducing Civic Education in High Schools (Hamwiinga, Mulenga, Mushala, et al,
2010:iv).
The CDC, working with lecturers from the University of Zambia and Nkrumah College
of Education, teachers of Civic Education from Pilot High Schools and Civil Society
representatives from the Zambia Civic Education Association (ZCEA),produced the Civic
Education Curriculum between September and November 2003 with financial assistance
from Irish Aid.
Soon after the production of the Draft Civic Education Curriculum, ZCEA conducted
workshops in the Civic Education Pilot Provinces, namely, Central Province, Lusaka
Province and Northern Province to consult some traditional leaders and Political leaders
on the proposed content of the Subject’s Curriculum.

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In 2004, a final copy of the Civic Education Curriculum was produced by CDC and a
team of writers from the same institutions that had drafted the Curriculum began to work
on the production of Learner’s textbooks for Grade 10 to 12 as well as Teacher’s Guides,
The drafts for the learner’s books and Teacher’s Guides were forwarded to the Zambia
Educational Publishing House. The books were finally published in 2010 and they are
now available in High Schools.
As a School subject, Civic Education was first introduced in 2004 in 15 Pilot Schools in
Zambia ( Mweene, 2005:3).
The Pilot Schools were from one urban Province (Lusaka), one peri-urban Province
(Central Province), and one from a rural Province (Northern Province).
Pilot High Schools from Lusaka Province were Arakan Barracks, Luangwa, Kafue
Boys,Libala, and Chongwe.
In Central Province, the Pilot High Schools were Chibombo, Ibolelo, Kabwe, Mushi and
Mumbwa.
Pilot High Schools in Northern Province were Kasama Girls, Luwingu, Mbala, Mpika
Boys and Mwenzo.
By the end of 2005, the Ministry of Education had started toroll Civic Education to all
Provinces and teachers of Civicswere sensitized on how to teach the Civic Education
Syllabus. Meanwhile, the Ministry had directed the University of Zambia and Nkrumah
University College to design new syllabi and start training staff to teach the subject in
High Schools.
Information on issues such as the Zambian economy, Governance, Substance Abuse,
Corruption, HIV and AIDS, Human Rights, the Rights of the Child, Family Law and Inheritance
of Property is helpful to the learners at present and in future after they have left School
1.3.3. OUTLINE OF HIGH CIVIC EDUCATION SYLLABUS

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Topics in the Civic Education Syllabus affect everyone in society regardless of one’s profession,
beliefs, ethnicity, sex or age. Below is an outline of the topics:
 Citizenship
 Governance
 Culture
 Substance Abuse
 Corruption
 Constitution
 Poverty in Zambia
 Economic and Social Development
 Development Planning
 Legal Education
 Gender Equity and Equality
 Culture of Peace (Challenges of Peace and Conflict Resolution)
 Zambian Bill of Rights
 Human Rights
 Rights of the Child
 International Human Rights Instruments
 Civil Society and the Media
 HIV and AIDS
 Family Law
 Environmental Education
 Social Challenges (Child Abuse, Teenage Pregnancy and Gender Based Violence)
 Global Issues (Global Interdependency, International Trade and the MDG’s)
1.3.4. RATIONALE FOR INTRODUCING CIVIC EDUCATION IN HIGH
SCHOOLS

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The introduction of Civic Education was necessitated by various factors and some of them are
outlined below:
a) To implement Government Policy
The official goals of the Education System in Zambia as stated in Educating Our Future
(1996:5-6) are to produce a learner capable of:
 Being animated by a personally held set of civic,moral and spiritual values.
 Demonstrate free expression of one’s own ideas and exercising tolerance for other
people’s views.
 Cherishing and safeguarding individual liberties and human rights.
 Appreciating Zambia’s ethnic cultures, customs, and traditions, and upholding national
pride, sovereignty, peace, freedom and independence.
 Participating in the preservation of ecosystems in one’s immediate and distant
environments.
To achieve the above objectives, the Ministry of Education found it necessary to introduce Civic
Education in High Schools. In the words of Educating Our Future, (1996:56), ‘The education of
a young person in today’s world would not be complete if it did not include preparation for
living responsibly within civil society. Those leaving School should have knowledge and
appreciation of the values that inspire society, knowledge and understanding of individual
liberties and human rights, and awareness of their responsibilities to themselves, to others and to
society in general. While education towards this is important at all levels, it is crucial for those
in High Schools who are on the threshold of becoming adults.
b) To Consolidate the Foundations of Democracy in Zambia
Another reason for introducing Civic Education in High Schools is to strengthen the
foundations of democracy in Zambia. Again, Educating Our Future (1996:34) states,
‘Zambia is still in the process of consolidating the democratic character of its society. It
is essential, therefore, that the schools help every young Zambian to acquire an

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understanding of the values that have shaped this society and the practices that will
perverse it. This calls for incorporating into the curriculum education for democracy, for
peace, for international understanding’.
c. To Close the Awareness Gap Between Grade 9 and Tertiary Education Levels
There was an awareness gap on Civic Education issues between Grade 9 and Tertiary
Education levels.
Some Civic Education issues were taught as part of Civics from Grade 8 to 9.
From Grade 10 to 12 Learners did not study Civic Education and they only came to learn
the subject at Colleges of Education such as Nkrumah and NISTCOL (Chalimbana).
The Ministry of Education felt that there was a need for continuity in the study of Civic
Education from Grade 8 to College level just like was the case in all other Social Science
subjects such as History, Religious Education and Geography.
d. To Enable School Leavers to Understand and Practice Their Civic Rights
The gap left by the absence of Civic Education in High Schools had a negative impact on
School Leavers and most of them left School with little or no awareness in regard to their
civic roles, rights and obligations in society (Mweene, 2005:2-3).
Civic Education was marginalizedin Zambian Schools and the task of teaching Cross-
Cutting issues such as Governance, Human Rights, Constitution, Corruption, Substance
Abuse and Gender Equity and Equality was mainly left to Civil Society Organizations
such as the Foundation for Democratic Process (FODEP), the Zambia Civic Education
Association (ZCEA), the National Women’s Lobby Group (NWLG) and Transparency
International Zambia (TIZ).
By introducing Civic Education in High Schools, the Ministry of Education hopes that
‘learners will be equipped with knowledge, skills, and values to enable them practice
their civic rights and perform duties as responsible citizens’ (CDC, High School
CivicEducation Syllabus, 2004:iv).
e. To Make Learners Conscious of Their Relationship With Their Community

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Civic Education is also taught in High Schools to make learners conscious of their
relationship with their community so that they can leave School as responsible citizens
capable of taking an active role in the attainment of community and national goals
Civic Education is intended to produce citizens who are capable of developing
reasonable commitment to the attainment of community and national objectives rather
than blind loyalty to political or ideological beliefs.
f. To Make Learners Conscious of Their Relationship With the Community
A Feasibility Study conducted by the Ministry of Education in conjunction with Irish Aid
in 2002 had revealed that Civics was being marginalized in schools by both teachers and
learners (Mweene, 2005:2-3):
Trained teachers of Civics preferred to teach other subjects such as English, Geography
or Religious Education because they believed that there were limited opportunities for in-
service training in Civics since the subject was not available at degree level.
Untrained teachers were teaching Civics because School managers under-rated the value
of the subject and they believed that it could be handled by any teacher in the School.
Learners also believed that Civics was not important as it only ended in Grade 9 and it
was not offered in senior classes.
By introducing Civic Education in High Schools and at the University level, the Ministry
Education hopes to promote interest in Civic Education and enable learners to graduate
with experience and appreciation of their national and community civic issues.
g. To Off-Load Some Topics From the Current Junior Syllabus
The 2002 Feasibility Study on the introduction of Civic Education had also observed that there
was a need to off-load some topics from the current Grade 8-9 Syllabus (Mweene, 2005:2-3)
because:
Some topics were not age-appropriate for Grades 8-9.Current Grade 8 and 9 Civics Syllabus was
more weighed to politics rather than civic issues. The Ministry felt that there was need to move
topics like Environmental Education, Governance, Human Rights and Development to senior
classes where they were more age appropriate.

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However, the Grade 8 and 9 Civics Syllabus and Textbooks are yet to be reviewed.
h. To Enable Learners Acquire Study Skills
Another reason for teaching Civic Education in High Schools is to enable learners to acquire
certain thinking skills that will be useful to them even after leaving School.
 Learners should learn how to acquire information on their own from various
sources such as the print and the electronic media, and from people and
institutions in their community such as the Civil Society Organizations, Political
Parties, the Church, the Police, the family as well as from their colleagues and
neighbors.
 By studying Civic Education in High Schools, learners should acquire and
practice various thinking skills such as comprehension, interpretation,
extrapolation, application, analysis, synthesis and evaluation.
 Learners should be able to distinguish between facts and opinions, and to discuss
controversial community and national issues and formulate their own reasonable
opinions and conclusions.
i. To Enable Learners Acquire Basic Information On Civic Issues
 Studying Civic Education in High Schools enables learners to acquire useful basic
information about civic issues in their society that affect them.
 Information on issues such as the Zambian economy, Governance, Substance
Abuse, Corruption, HIV and AIDS, Human Rights, the Rights of the Child,
Family Law and Inheritance of Property is helpful to the learners at present and in
future after they have left School
j. To Prepare Learners For Their Future Studies and Careers
Like all other subjects offered at High School level, Civic Education is meant:
 To prepare learners for Grade 12 School Certificate Examinations.

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 To prepare School Leavers for further study of the subject at College and University
level and to enable them to pursue careers in relevant professions.
k. To Prepare Learners For Their Future Studies and Careers
Like all other subjects offered at High School level, Civic Education is meant:
 To prepare learners for Grade 12 School Certificate Examinations.
 To prepare School Leavers for further study of the subject at College and University
level and to enable them to pursue careers in relevant professions.
UNIT TWO
PREPARING TO TEACH CIVIC EDUCATION
2.1.Introduction
In Unit One, we looked at the difference between Civics and Civic Education. We also looked at
the history of Civic Education and the rationale for teaching the subject in High Schools. In Unit
Two, we will learn about what the teacher should consider when preparing to teach Civic
Education. This requires us to deal with essential elements such as Curriculum, Syllabus,
Schemes of Work, Lesson Planning and Records of Work.
2.2.Objectives
By the end of this Unit you should be able to:
 Explain the concepts Curriculum, Syllabus, Schemes of Work, Lesson Plan and Records
of Work.
 Discuss the importance of preparing the Schemes of Work, Lesson Plans and Records of
Work.
 Prepare Schemes of Work, Lesson Plans and Records of Work suitable for classroom use.

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2.3. Content
2.3.1 .CURRICULUM
The first thing a teacher should consider before preparing a Civic Education lesson is the school
curriculum and the subject syllabus.
Curriculum refers to everything planned by educators, which will help to develop the learner.
The school curriculum includes all subjects taught in the school and extra-curricular programs
such as sports, production unit, entertainment, clubs, preventive maintenance and study tours.
You will learn more about the definitions, formulation and functions of the Curriculum in your
Education Courses. Below are some of the definitions:
 The Dictionary of Education defines Curriculum as ‘a body of prescribed educative
experiences under school supervision, designed to provide an individual with the best
possible training and experience to fit him for the society of which he is a part or to fit
him for a trade or profession ‘(Das, 1985:116-117).
 The Curriculum means all subjects taught at an Educational Institution. It consists of the
subjects that appear on the school time-table as well as those other things from which the
child learns subconsciously, such as the school’s accepted standards of behavior and the
values that are prized (Farrant, 1980:173)
2.3.2. SYLLABUS
Another important thing you should consider as a teacher when you are preparing to teach is the
syllabus.
“Syllabus” has been defined in various ways by different scholars. The following are some of the
definitions.
 The syllabus is an outline of course of study. It is a summary or list of the main topics of
a course of study (Encarta Dictionary).
 It is a document prepared by curriculum specialists containing various themes (topics),
which have to be taught in a course of instruction, say three years, for the Civic

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Education High School syllabus. In Zambia, the institution responsible for preparing all
school syllabuses is the Curriculum Development Centre (CDC).
 It is an arrangement of topics for study, especially over a period of time.
 It is a program of work to be covered over a particular period of time.
 It is a written account of topics to be studied over a period of time.
 A Syllabus gives the details of the course as prescribed in the curriculum to be learned at
a particular stage (Das, 1985:120).For instance, the list of topics to be taught to Grade 10
learners can be found in the Grade 10 Civic Education Syllabus.
 The Syllabus is formulated from the curriculum and each subject has several Syllabi
(Syllabuses). For instance, Civic Education has separate Syllabi for grade 8-9, grade 10,
grade 11 and grade 12. There is also Civic Education Syllabi for College and the
University learners.
2.3.2.1. Functions of the Syllabus
The syllabus serves a general guide for both teachers and learners into the study of a specific
subject. The syllabus provides the teacher with:
 List of topics to be covered within a specified period of time. For instance, as a teacher,
you are expected to cover the Grade 10 Syllabus within a period of one year.
 Sequence of topics arranged in a logical order.
 Allocation of time according to the length of topics e, g. Grade 10 Syllabus has been
allocated one year.
 Guidelines for construction of Schemes of Work.
 Lesson Objectives and recommended Teaching Aids and methods.
 References and other materials needed for each topic
 Recommended Projects and other practical work.
However, not every syllabus may contain such elements.

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2.3.3. SCHEMES OF WORK
2.3.3.1. Definition of Schemes of Work
The Scheme of Work is sometimes referred to as the Teaching Scheme. Below are some of the
definitions of the Schemes of Work (Muzumara, 2011:71-72):
 It is a written program, which describes the work, planned for learners that should be
covered over a certain period of time.
 A scheme of Work is a broad outline of topics extracted from the Syllabus to be taught
within a specified period of time, usually within a term.
 It is a written plan of work showing topics or sub-topics copied from a particular subject
syllabus to be covered by a particular level of learners over a specified period of time.
2.3.3.2. Preparing Schemes of Work
When preparing a scheme of work, the teacher should carefully consider the following
(Muzumara, 1911:72-73 and Farrant, 1980:173-174):
a) The Syllabus: As a teacher you must have a copy of the subject Syllabus and consider the
following aspects as you prepare to construct your Schemes of Work:
 Topics and content to be covered from the syllabus. You should find out which topics in
the Syllabus are important and popular in Examinations and which ones may be given
less time in case you run short of time.
 Units or sub-topics into which the syllabus is to be divided.
 Sequence or order in which the topics or units are to be taught.
 Length of topics and Time allocation should also be considered. The recommended time
for Civic Education in High Schools is four hours (4hours) per week like in other Social
Sciences such as Geography, History and Religious Education. Long topics require more
time, and short ones require less time. Short topics like Substance Abuse and Corruption
may require two weeks each (8 periods each), while longer topics such as Introduction to
Major International Human Instruments and Environmental Education may require
three weeks (12 hours) each.

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To determine which topics are important or popular in examinations, the teacher should check
examination papers for the past ten years or more and consult the Head of Section.
b) Correlation: Civic Education should not be learned in isolation from the other subjects in
the School:
 Some topics in Civic Education Schemes of Work should be correlated (linked) with
other subjects such as Business Studies, History, Geography, and Biology.
 The teacher should ask himself these questions: Is it possible to link the order of
topics in my Schemes of Work with Schemes of other related subjects? Which topics
can be taught in other subjects? For instance topics on trade and banking can be
covered in Business Studies, and those on environmental education can be taught
in Geography and in Biology provided your class takes those subjects. The teacher
should consult other teachers who teach the same classes on the possibilities of
correlating their Schemes of Work.
c) Particulars of the Learners: The teacher should ask himself: what class or grade is to be
taught? What is the number of pupils, sex of pupils (whether mixed, boys only or girls
only) previous attainment of the class, past knowledge and learning experience of the
class? This information may affect the choice of teaching methods (Farrant, 1980:174).
d) Time Allocation: A Scheme of Work is a plan of work for the term. When constructing
Schemes of Work, you should be realistic and consider the number of weeks in a term,
periods per week, duration of lessons, and whether they are double or single periods.
Some Schools, especially rural Government Schools, have fewer learning weeks than
Private and Mission Schools because of rampart indiscipline; learners usually begin
normal lessons in week 2 or 3 and lessons may end 2 weeks before closing date as
learners often desert the School.
e) Available Resources: Another important factor you should consider when you are
preparing Schemes of Work is the availability of books, teaching aids and other
materials. How useful are the books? Are they enough? Do they cover the syllabus
accurately? Will the books need to be supplemented? Which parts of the books are out-
dated or can be omitted? What other learning and teaching aids are available besides
books?

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f) Season: You should also consider the season carefully as you plan to
conduct certain learning activities during the term such as field trips and projects. Will
the field trip to a game park be possible this season? Is it possible to do the project this
term?
After considering these issues the teacher can turn to the practical aspects of preparing the
scheme of work. However, it is important to remember that the scheme of work is a mere guide,
not your master. It can, and should be adjusted in the course of the term as unexpected
circumstances such as strikes, bereavements, sports activities, meetings and outbreak of
epidemics may arise as the school term progresses.
2.3.3.3. Functions of the Schemes of Work
The scheme of work is a guide to effective teaching. It guides the teacher on “what” and “when”
to teach as the school term progresses. The scheme of work directs the teacher in the same way a
campus gives a navigator his or her bearing. The following are some functions of the scheme of
work (Muzumara, 1911:72):
 Planning: A scheme of work facilitates careful planning. It enables the class teacher and
the head of section to plan work for the term in advance. This provides efficiency.
Without a scheme of work, teaching will be done randomly.
 Sequence: A scheme of work enables the teacher to sequence topics and content in a
logical order for maximum learning experience.
 Time management: A scheme of work ensures a fair distribution and allocation of time.
All topics in the syllabus will be given the attention they deserve.
 For lesson preparation :A teacher who has a scheme of work will be able to prepare
lesson plans, lesson notes, teaching aids, tests, projects and field trips in advance.
Therefore, a scheme of work acts as a “term planner” and “weekly reminder” for the
teacher.
 For continuity in teaching: A scheme of work makes it easy for a new teacher taking
over the class to know what has been covered, what is not yet done, and where to begin
from. This facilitates continuity in the teaching and learning process.

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 For administrative monitoring: Schemes of Work enables administrators such as the
Head of Department, the Head Teacher and Standard Officers to check on how teaching
and learning is progressing and monitor how the Syllabus is being implemented by the
teacher.
2.3.4. RECORDS OF WORK
2.3.4.1. Definition:
A record of work is a brief outline and comment on topics covered from the scheme of work as
the school term progresses. Most school managers require the records of work to be submitted to
their office fortnightly (once after every two weeks) for checking. The record of work should
have the following:
 Particulars of the teacher such as name and man power (TS) number.
 Particulars of the school calendar such as year, term and week.
 Topics covered from Scheme of Work and comments on teaching aids, test, projects,
assignment and reference materials used.
 Comments of the Head of Department, the Head of Section and the School Head on
the teacher’s progress, problems and challenges.
2.3.4.2. Functions of the Records of Work
 It makes easy for the new teacher taking over the class to know what work has actually
been covered from the scheme of work, where to begin, which topics should be revised
and what problems are faced by the class.
 It reminds the teacher on what work has been done from the Scheme of Work.
 It also makes it easy for Education Administrators such as the school Head teacher and
Standards Officers to monitor the work of the teacher.
2.3.4.3. Differences between Schemes and Records of work

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 Schemes of work are formulated from the syllabus but records of work are prepared
from the schemes of work and classroom lessons.
 Schemes of work show work planned for the term, but Records of Work show work
done per week.
 Schemes of work are usually prepared once before the beginning of each school term,
but Records of Work are prepared at the end of every week during the school term.
 Schemes of work are usually prepared by the Head of Section but Records of Work are
prepared by every teacher.
 Schemes of work can easily change with circumstances but Records of work cannot
change because they show what has already been done during the week.
2.3.5. LESSON PLAN
2.3.5.1. Definition:
According to Kochhar,(2005:339):
 A lesson plan is a title given to a statement of the achievements to be realized and the
specific means by which these are to be attained as a result of the activities to be engaged
in, during the period (lesson).
 It is a written outline of what is expected to take place in a class when a teacher presents
his or her topic content to learners.
 A Lesson Plan is the teacher’s visualization of the classroom experience as he or she
plans it to occur.
 A Lesson Plan is a brief story of how the teacher intends to engage the learners in a given
period, what he or she is going to do and what the learners are going to do. As a teacher
you should be sincere and flexible and be prepared to adjust your lesson as the lesson
unfolds in the real classroom situation. Remember, a Lesson Plan is a mere guideline for
the teacher and it should always be flexible, not rigid.
2.3.5.2. Functions of Lesson Plan (Farrant, 1980:340):

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 It reminds the teacher to adhere to the achievement of the stated Lesson Objectives, to
follow stated teaching procedures and to use the selected teaching materials.
 It keeps the teacher on track and ensures steady progress towards the desired outcomes
with minimum digression from the stated lesson procedures and lesson content.
 It helps the teacher to be systematic and orderly in his or her lesson presentation
 It prevents time wasting and improves time management as the teacher knows exactly
what to do at every stage as the lesson progresses.
 It ensures that the teacher does not ‘dry up’ and forget certain essential information as
the plans reminds him or her all the concepts and details to be covered,
 A lesson plan is a guide to effective teaching and learning. It guides the teacher on what,
how and when to teach as the lesson progresses.
Making lesson plans is time consuming. Before sitting down to draft a lesson plan, a teacher
should read carefully and understand the topic, prepare lesson notes and teaching aids and
arrange the content in correct sequence. Therefore, a teacher should spend about two to three
hours each day to plan a lesson for the next day.
2.3.5.3. Components of Lesson Plan
There are many types and different formats of Lesson Plans. You will learn different formats of
Lesson Plans in your Theory and Practice of Education and in your other teaching courses such
as Geography, English and Physical Education. In your Civic Education lessons, you are advised
to use the lesson plan format suggested in this module. Our recommended Civic Education
lesson Plan has the following components:
a) General Information: This part includes Teacher’s Name, Teacher’s TS number, Name
of School, Subject, Topic, Date, Time duration and Class.
b) Instructional Objectives: These are Lessons Objectives expressed in terms of behavior
change or performance indicators. They are also known as behavioral objectives or
Performance Objectives.
These are expresses by Behavioral Verbs such as the following: By the end of the learning
experience PSBAT:

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 Define…………………………………………….
 Name……………………………………………..
 State………………………………………………
 List………………………………………………..
 Explain……………………………………………
 Identify……………………………………………
 Describe…………………………………………..
 Interpret…………………………………………..
 Outline…………………………………………….
 Show………………………………………………
 Solve………………………………………………
 Relate……………………………………………..
 Prepare……………………………………………
 Analyze……………………………………………
 Design……………………………………………..
 Develop……………………………………………
 Asses………………………………………………
 Evaluate……………………………………………
 Compare…………………………………………...
 Compile…………………………………………….
The teacher should avoid stating too many objectives in a single lesson as he or she may fail to
achieve them an ideal lesson plan has about three to four objectives.
c) Teaching Aids
d) Reference material
e) Introduction
f) Content
g) Methodology and teacher/pupil/activity
h) Lesson development stages and time
i) Recapitulation and conclusion

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j) Teacher’s self evaluation
2.3.5.4. Characteristics of an unplanned lesson
A lesson cannot be successful without thoughtful planning and preparation. The following are
the characteristics of an unplanned lesson:-
 Failure to achieve intended lesson objectives
 Acceptance of inaccurate information as correct
 Lack of logical sequences in the presentation of materials
 Poor time management
 Omission of important elements and information
 Excessive correction of mistakes
 Boredom, restless and lack of learner participation in class
 Teacher is nervous and lacks self-confidence. Remember “preparation is the key to self
confidence.”
STAGES IN TEACHING PLANNING
SCHOOL CURRICULUM
CIVIC EDUCATION HIGH SCHOOL SYLLABUS
TERMLY SCHEMES OF WORK
DAILY LESSON PLANS
RECORDS OF WORK

21
SAMPLE LESSON PLAN
Name: Date: 4th March, 2013
School: Kabwe High School Time: 08:10 – 08:50 Hrs
Subject: Civic Education Duration: 40 minutes
Topic: Corruption Class: 10 B
Objectives: By the end of the learning experience PSBAT:
i) Define corruption
ii) Examine the various forms of corruption
iii) Name and explain various categories of corruption
Teaching method: Document study
Teaching Aids: Chart showing forms of corruption in Zambia
Reference materials:
i) Grade 10 Civic Education Learner’s Book
ii) Grade 10 Civic Education Teacher’s Book
iii) Brochures from the Anti-Corruption Commission (ACC)
iv) Printed document
Introduction: 2 minutes
Oral questions and answers
 Find out from pupils whether they had ever heard of politicians distributing food or
buying beer for voters during an election campaign.
 Ask pupils whether they know the name of the type of crime committed by a candidate
if he or she buys beer for voters in order to win their votes.
Oral questions

22
i) Class, have you ever seen or heard about some politicians buying beer or distributing
food to voters during an election campaign?
ii) Class, what do we call a criminal offence committed by a candidate if he or she buys
beer or gives gifts to voters to win their votes?
Expected answers
i) Yes, during the 2011 elections
ii) Corruption, bribe, bribery
CONTENT TIME METHODOLOGY/ACTIVITY
LESSON DEVELOPMENT STAGE 1
Today we will learn about corruption.
We will also learn about the various
forms of corruption common in Zambia.
1
Min.
TEACHER EXPOSITION
Teacher introduces lesson and writes it on the
board.
Pupils listen.
As in the passage or document on
corruption.
5
Min.
DOCUMENT STUDY
Pupils read the provided documents silently.
Expected answers
i) -Abuse of one’s position or
power
-Giving money, a service or
anything valuable in
exchange for a favor
-Misuse of public office for
personal or selfish gain
ii) -Cash payment and receipt
-Kick back
-Payment in kind
-Loans and advances
6
Min.
ORAL QUESTIONS AND ANSWERS
Class, according to the document you have read:
i) What is corruption?
ii) State five forms of corruption
mentioned in the passage.
iii) Name three categories of corruption
iv) Briefly explain the following concepts
a) Petty corruption
b) Grand corruption
c) Political corruption

23
-Commissions or
appreciation fees
iii) -Petty corruption
-Grand corruption
-Political corruption
iv) a) Petty Corruption
 Payment of small cash bribes in
return for a favor.
 A common form of corruption
locally called Nchekelako.
b)Grand Corruption
 Corruption involving large
amounts of money common in
public institutions responsible
for awarding government
contracts, public appointments
and privatization of companies.
c)Political Corruption
 Corruption associated with the
electoral process practiced by
election candidates.
 Examples are buying beer for
voters and distributing of
foodstuffs to the voters
 Corruption is any dishonest
conduct or abuse of one’s
position in return for personal 8
TEACHER EXPOSITION
 Teacher explains forms and categories of
corruption.
 Teacher uses charts on forms and

24
gain.
The following are the forms of
corruption common in Zambia.
 Cash payments – paying cash
to a public officer
 Cash receipt – public officer
receiving cash payment in order
to offer a service.
 Kick back – public officer
rendering a service in return for
a favor.
 Payment in kind – public
officer demanding for a service
(e.g. sex) in return for an official
duty performed.
 Loans and advances – public
officer abusing office when
giving loans or advances (e.g.
house loans, fertilizer loans,
salary advances.)
 Commissions – public officer
demanding/receiving an
‘appreciation fee’ for awarding
contract.
Corruption can be put into three
categories.
 Petty corruption is the most
common and it involves
payment of small bribes e.g. at
road blocks
Min. categories of corruption.

25
 Grand corruption involves
public institutions like
government Ministries and
departments- e.g. when
awarding road contracts.
 Political corruption is
practiced by candidates
especially by buying beer,
foodstuffs and free transport to
voters during campaigns.
LESSON DEVELOPMENT 5
As on charts or notes on the board
8
Min.
COPYING NOTES
Pupils to copy notes charts into their note-books
Expected Answers
i) Misuse of public office for
personal or selfish gain
ii) –petty corruption
-grand corruption
-it enables unpopular or bad
candidates to win elections
6
Min.
WRITTEN CLASS EXERCISE
Pupils to answer the following questions in their
exercise books.
i) Define corruption
ii) State the three categories of corruption
iii) Why is political corruption bad?
Recapitulation
i) Asking for sex in return
offering employment.
ii) Corruption involving large
sums of money such as
bribes paid in order to win a
road contract.
2
Min.
ORAL QUESTIONS AND ANSWERS
i) Give one common form of payment in
kind
ii) What is grand corruption?

26
HOMEWOR AND CONCLUSION
HOMEWORK
Ask about 20 people in your area
whether they have ever witnessed an act
of corruption. Ask them to suggest
solutions to the form of corruption they
had witnessed.
CONCLUSION
Today we have learned about the
definition of corruption. We have also
explained forms and categories of
corruption. Next time we shall learn
about causes and effects of corruption in
Zambia.
2
Min.
HOMEWORK AND CONCLUSION
 Teacher writes homework on the board
 Pupils copy homework in their exercise
books.
TEACHER EXPOSITION
Pupils listen silently.
Self-evaluations: it was a good lesson, but learners had difficulties in understanding different
forms of corruption as seen from the class exercise performance. I hope to revise the sub-topic
on forms of Corruption during the next lesson.

27
UNIT THREE
TEXTBOOKS AND PRIMARY DOCUMENTS IN CIVIC EDUCATION
3.1. Introduction
There is a wide variety of teaching and learning materials available to the teachers and the
learners of Civic Education. A teacher of Civic Education should use various types of
instructional materials when preparing lessons and during learning activities. Some of the
materials that can be used in Civic Education are Textbooks, Primary Documents and Audio-
Visual Aids.
In this Unit, we are going to discuss the use of primary documents, textbooks in the teaching and
learning of Civic Education in Schools.
3.2. Objectives
By the end of this unit, you should be able to:
 Define primary documents
 Differentiate between primary documents and secondary sources of information.
 Explain the importance and limitations of primary documents and textbooks as teaching
and learning resources in Civic Education lessons.
 Use primary documents and textbooks effectively in Civic Education lessons.
3. 3.Content
3.3.1. PRIMARY DOCUMENTS
3.3.1.1. Definition
The question you might be asking is ‘What are primary documents?’To answer this
question, we shall briefly look at a few definitions from different sources. You can also

28
find more definitions from other sources such as dictionaries, encyclopedias and
textbooks.
The Advanced English Learner’s Dictionary defines a Primary Document as ‘a document
that contains information obtained by experience, research, or observation, not taken
from books’.
According to the Longman Dictionary of Contemporary English (New Edition), a
primary source is a document, book, or something that contains information that has been
obtained by people’s experience and not taken from other documents or books’.
Jan Vansina, 1965:10), says ‘Primary sources are first hand pieces of information
normally obtained by an eye witness or participation in an event’. One definition found
on the Internet (http://www.knowledgecenter.unr.edu/help/using/primary.aspx) says ‘a
primary source is a document, speech or other sort of evidence written, created or
otherwise produced during the time under study. They offer an inside view of a particular
event’.
Another definition from the Internet (http://www.edu/guides/primary-sources.html) says
‘Primary sources are original materials. They are from the time period involved and they
have not been filtered through interpretation or evaluation. They are usually the first
formal appearance of results in physical, print or electronic format. They represent
original thinking, report, a discovery or sheer new information. Examples include
articles, audio recordings, diaries, internet communications, interviews, Journal articles,
letters, original documents, photographs, speeches, etc.
Primary documents can also be defined as learning resources which give plain facts in
their original form.
Primary sources are documents and other sources of information which are in their
original form and they have not been edited, interpreted, summarized or reorganized by
any writer or commentator.
Primary documents that can be used in Civic Education include the Constitution of
Zambia; Constitutions of Political Parties, Clubs, Associations, Non-Governmental
Organizations (NGO’s) or any other institutions; Political Party Manifestos, Resolutions
of National or International Conferences, Newspaper reprints of Political and other public
speeches and National Assembly Debates. Other useful Primary Documents are

29
Newspapers, Magazines, Election Campaign Posters, used Ballot Papers, Leaflets and
other official documents published by Government Departments, NGO’s and by other
institutions.
 Textbooks are not Primary Documents, but Secondary documents because they
contain information selected by the authors from primary sources and from other
textbooks and various other sources.
 Information in text books has been selected, filtered, evaluated, reorganized,
edited, summarized or expanded, interpreted and explained by the authors.
 Textbooks do not usually contain information which is in its original form and
they often contain the views, opinions, explanations and interpretations of the
writers.
3.3.1.2. Newspapers and Magazines as Primary Sources
 Newspaper and Magazines contain both primary and secondary information.
Primary materials found in Newspapers and Magazines include advertisements and
public notices, Press Statements, Resolutions of Conferences and other public meetings,
reprints of political and other public speeches and any other material reprinted in its
original form.
However, if the topic being studied is, for instance, ‘Newspapers’, or ‘Newspaper bias’
then everything in the sampled Newspapers can be regarded as a primary material?
 Secondary material found in Newspapers and Magazines include Reports,
Editorial Opinions, and Commentaries, letters from the readers, Features articles
(also known as News-in-Depth articles) and Cartoons. Reports are statements and
explanations of what happened, when, where and why and who said what.
Newspaper and Magazine Reports are close to Primary sources, but they always bear the
mark of the interpretations and explanations of the Reporter and the Publishers.
Reports can never be neutral because the Reporter and the Editorial Board always select
what to report and how to report it. You may try to prove this by comparing reports of
any two or three Newspapers on any single event bearing the same date and find out
whether all the reports contain the same content and interpretation of the same event.

30
Editorial Opinions and Commentaries are views of the Journalists, Editors, Publishers
or Readers on what is happening or has happened.
They differ from Reports in that in an Editorial Opinion or Commentary columns, the
writer is intentionally trying to argue out his or her point of view on an issue. This applies
to letters from the Readers and to Cartoons.
Features or News-in- Depth articles give more factual information and analyze a given
issue in depth in order to reach a particular conclusion or support a point of view.
Magazines usually contain more Features than Newspapers.
3.3.1.3. Benefits of Using Primary Sources in the Classroom
 Pupils acquire new information: For instance, if learners are asked to study a
photocopy document from the constitution of Zambia on citizenship, they will
gain information on the qualifications for citizenship in Zambia. Such information
is useful to them in their course of study.
 Lessons become learner-centered: Learners participate in learning activities by
studying the documents and answering questions based on the documents. The
role of the teacher changes from that of information-giver to that of a guide,
organizer and facilitator of learning activities. Learners may do activities based on
the document in groups or as individuals in class or as an assignment.
 Pupils come in contact with reality: By handling and studying documents such as
the constitution of Zambia, Party Manifestos, Party Constitutions, and Resolutions
of International conferences, learners come in contact with real documents.
Learners should not learn about documents like the constitution of Zambia in
abstract only, but they should be given an opportunity to see, touch and read
them in class. They should be brought in contact with the real documents.
 Pupils come to see the difference between theory and reality: By studying
Primary documents such as the constitution Zambia, Party Manifestos and the UN
charter, pupils come to see the difference between the theoretical ideas which
society seeks to achieve and the actual existing reality. Learners come to realize

31
that what is written in official documents such as Party Manifestos and
Constitutions is not always the same with what is found in existing reality.
 Learners come to see the various interpretations of reality: Learners come to
understand that society is by nature dynamic while theory is more static. Laws,
rules and resolutions can be interpreted differently by people to suit their interests.
For instance, Human Rights can be interpreted differently by different people.
 Pupils can develop various thinking skills: These include comprehension skills,
interpretation skills, analysis skills, evaluation skills, note-making skills,
imaginative and extrapolation skills.
3.3.1.3. Demerits of Studying Primary Sources in Class
 They are time consuming: Using primary documents in classroom lesson is time
consuming and almost impossible to use in an over-enrolled class and an under-staffed
school where one teacher handles many classes and is in a hurry to cover the syllabus in
readiness for examinations.
 They are scarce: Primary sources such as copies of the constitution of Zambia, Party
manifestos and other documents are scarce and difficult to find, especially in rural areas.
 They are expensive: Primary documents such as the constitution of Zambia and copies of
the National Assembly Debates are expensive and it is difficult to get enough copies for a
class of 40 to 50 pupils.
 They are not structured for classroom use: Primary sources are not structured for a
classroom learning situations, and some documents such as the constitution of Zambia
and resolutions of International Organizations are written in a technical legal language.
This makes it difficult for inexperienced teachers to use them.
 They may contain little relevant information: Primary documents usually contain little
learning value as compared to their cost as well as the time and the effort required to use
them; they may contain little new information relevant to the topic under study.
3.3.1.4. Selecting a Primary Document for Classroom Use

32
When selecting a document for use in the classroom, the teacher should consider the following
(Garvey and Krug, 1977:42-43).
 The material must be rich in information: The document must be rich in meaningful
and relevant information; it must be relevant to the topic under study and help learners to
acquire new information and new knowledge.
 Pupils should learn new skills: The document should give the pupils an opportunity to
acquire and practice various thinking skills such as comprehension, note-making,
interpretation extrapolation, analysis and evaluation.
 It should be balanced: The document should not distort the general picture by presenting
a particular point of view. It should not be biased, but present well balanced information.
For instance, extracts on a controversial topic such as the 2001 Third Term issue should
present views of all proponent s(discussants) to avoid distorting the general picture by
presenting a one-sided view.
 The passage should be short: The teacher should exclude lengthy parts that are clearly
irrelevant to the topic. About thirty lines are appropriate and recommended for a forty
minutes Civic Education lesson. A lengthy passage is boring and difficult to use in a forty
minutes period without running short of time.
 Take note of the difficult words and phrases: This is particularly important in a work for
junior classes. If new words and phrases are few, the teacher can explain them orally.
Where there are several strange words and phrases/expressions the teacher should leave
them out and replace them with familiar ones. However, the teacher should take care not
to distort the richness of the documents.
3.3.1..5. Using Primary Documents in the Classroom
The following are some of the ways Primary Sources can be used by the teacher and learners
(Garvey and Krug, 1977:41-42).
 To introduce a new topic: The learners can read a document based on a particular topic
before studying it in detail. For instance, documents on International Conventions, a

33
Newspaper commentary on the Constitution, and other material. After learners have read
through, the teacher can ask oral or written questions based on the document just like in
an English comprehension lesson.
 To deepen understanding: Documents can be used to widen and deepen learner’s
understanding of a topic which they have already conversed in class. This also stimulates
individual reading interest dramatically. For instance, after learning about Gender Equity
and Equality, learners may read documentary police reports on cases of gender bases
violence in Zambia.
 In question and answer lessons: Learners can read the document silently, and then a
teacher-directed question and answer or a whole class discussion based on the document
can follow. The teacher can also ask carefully prepared questions and conduct a written
or an oral class exercise. For instance, the teacher can ask learners to read a Newspaper
article or commentary on the need to include Dual Citizenship in the Draft Constitution.
After that he or she can ask the class to answer oral or written questions based on the
document just like in an English comprehension lesson.
 For small group discussion: Learners can form small groups (Buzz Groups) and discuss
the documents with attached questions for each group and make presentations of their
resolutions. This can be very useful especially if the document is controversial.
 For individual class exercise: Learners can read a document and work as individuals to
do a written class exercise. The teacher can write questions on the board or attach them
to the documents.
 As an individual assignment: The teacher can give learners an assignment based on the
use of primary documents. However, the teacher must clearly explain what he or she
expects the learners to do.
 As part of a project: A teacher can ask to consult various primary documents as part of
their project or a Discovery Exercise. For instance, learners can be asked to compile
information on the prevalence of cases of Child Abuse. They can be asked to consult
Newspaper reports, Police Stations and NGO’s dealing Child protection.
 For display: Newspaper cuttings on current affairs, special features on national issues
and international organizations and other documents of special interest can be displayed
on the classroom notice board for reference use by learners. However, the teacher should

34
attach captions or questions to guide the focus of the learners as they read each displayed
document.
3.3.1.6. Self-testing Questions
 What are Primary Sources? Briefly discuss the merits and demerits of learning from
primary sources in Civic Education lessons.
 What skills will pupils develop by studying newspapers and primary sources? Comment
on what a teacher should consider when selecting a primary document for use in a Grade
10 Civic Education lessons.
 Prepare a Newspaper document for use in a Grade 10 class on any topic of your choice.
Carefully consider the guidelines provided in this Unit on selecting a document for
classroom use.
3.3.2. TEXTBOOKS
3.3.2.1. Types of Textbooks
Textbooks are the most common learning resources found in educational institutions in all
countries. In developed countries, the Visual Media in form of Film, Television, Video, Power-
point presentations and Internet (computers) has increasingly become important. In spite of this,
the written word in form of textbooks is still the most important means of communication
information to the learners.
There are two types of textbooks. These are Reference and Course Text books. Reference
textbooks are written for the general reader, and hence they are also known as general textbooks.
Course Textbooks are written to cover the requirements of a particular syllabus. A course
textbook is also called a prescribed textbook used by learners to study a particular subject or
course of study. For instance, Grade 8 and 9 Civics pupil’s books and Grade 10, 11, and 12
Learner’s textbooks are Course Books. However, this does not mean that all learning activities

35
should be based on the book. The teacher should regard a course textbook only as one of the
several materials that will make his/her lessons more interesting and successful.
3.3.2.2. Benefits of Using Textbooks.
A textbook contains material chosen carefully with a particular purpose. If well written,
textbooks have the following advantages (Kochhar, 2005:95-96)
 As a source of the necessary basic knowledge: Textbooks are a resource for learning
and they provide the necessary basic knowledge and information both for the teacher and
the learners. Since course textbooks are based on a particular syllabus, mastering the
contents of a textbook alone can help learners to obtain the fundamental knowledge and
information necessary to learn a particular subject. This can also broaden and deepen the
learner’s understanding of particular topics learned in class and prepare adequately for
examinations.
 For selecting and sequencing content: A good textbook can provide information to the
learner and the teacher in a systematic, logical and comprehensive form. A review of the
chapter organizations of different textbooks available on the subject can make it easy for
the teacher to decide on how to sequence and arrange the content and what to include or
exclude from the teaching content.
 For continuity of learning: Textbooks can ensure continuity of learning in case a learner
was absent from lessons or a class had a change of a teacher. The new teacher can simply
find out from the class what chapters they have already covered and he or she will have
an idea where to begin new work.
 They provide a common experience: Learners taking a particular subject are often
required to use the same textbook in the whole country. For instance Grade 8 and 9
Civics pupil’s books and the Grade 10, 11, and 12 Learner’s textbooks are being used by
all learners in the country who take the subject. This exposes all learners to a common
experience. It also makes it easy for examiners to prepare examination papers for learners
in all parts of the country.

36
 They are readily available for review or verification of information: A good textbook is
supposed to contain factual information which have been carefully selected, examined
and confirmed. Therefore once textbooks have been acquired, learners and teachers are
able to read and re-read the textbook for better understanding and verification of
information. This makes it easy for teachers to prepare lessons and for learners to master
the subject content in readiness for examinations.
 As a source of a variety of resources: A good textbook contains a variety of learning
resources such as maps, diagrams, charts, graphs, and pictures. Other important resources
include suggested class activities, revision exercises, projects, bibliography glossary and
recommended further reading.
 For teaching study skills: Textbooks can be used by the teacher to teach study skills such
as note-making, textbook reference skills (using tables of content, indices and sub-
headings), comprehension skills, extrapolation, analytical, as well as evaluation skills.
 For giving assignment: A teacher can ask learner to draw a map or diagram, do a
revision exercise or read a chapter from a book as an assignment or as preparation for the
next lesson.
3.3.2.3 Limitations of Textbooks
A Textbook, however carefully prepared, cannot be perfect and it is impossible to find one book
that provides everything required by the learners and the teacher. Therefore, a teacher should
avoid over-dependence on the textbook, but regard the textbook as one of the many teaching and
learning materials available to him or her.
The following are some of the limitations of textbooks (Nacino- Brown et al, 1982 and Garvey
and Krug, 1977))
 No textbook covers all the information: Textbooks are “filters.” They only contain what
the authors have selected for the learners. Therefore, the teacher should enrich the
textbook by introducing additional relevant study materials to the learners. When

37
preparing lesson content, the teacher should never merely reproduce the learners’
textbook; he or she should supplement the content with information from other sources.
 Difficult to understand: Some textbooks are written in a language and style above the
level of learners. This makes it difficult for learners to use textbooks without the
guidance of the teacher. It is the duty of the teacher to make the written words and
illustrations clear through further elaborations and to relate the content to other relevant
areas of knowledge.
 They can limit the learner’s’ ability to use other sources: The teacher should use the
textbook carefully and sparingly. Over dependency on a textbook may make learners to
have too much faith in a textbook and regard it as the ultimate source of truth,
knowledge and information. This limits their ability to search for information from other
sources such as the T.V, Radio, and Internet, Newspapers, Magazines and the
community. The textbook should not be regarded as the Course or the subject.
 Bias (prejudice, partiality): Some textbooks are biased or prejudiced in their presentation
of information and they may reflect the convictions (views) and the background of the
author. Such textbooks only provide one view point and they can easily be used as tools
for indoctrination of learners.
 Textbooks may be outdated: Textbooks, especially Civic Education books, often become
outdated even before they reach the bookshops or the classroom. The teacher of Civic
Education should be up-to-date with National and International developments such as
constitutional amendments and political changes to avoid teaching pupils out-dated
information.
 Textbooks are expensive: Textbooks are expensive and limited (Scarce) in supply. Not
every school can afford to acquire enough textbooks for all learners In Zambian rural
areas, it is common to find a school without a single copy of Grade 8 and 9 Civics pupil’s
textbook. This makes it difficult for teachers to conduct learning activities based on
textbooks.
 Lack of reference and illustrative features: Some textbooks lack reference and
illustrative features such as indices, bibliography, photographs, Charts, diagrams, and
glossary. This makes them unattractive and difficult to locate specific information or
teach textbook reference skills.

38
 They can encourage truancy: In a school where textbooks are easily accessible, and
especially where the teacher’s lessons are wholly based on the textbook chapter after
chapter, some learners may feel that they will have nothing to lose even if they do not
attend lessons. This encourages truancy (absenteeism from lessons). The teacher should
not be a slave of a textbook, but he or she should feel free to rearrange and supplement
the topic contents in the textbook with other material where necessary.
3.3.2.4. Selecting a textbook
A teacher should be able to spot a good textbook when he or she sees one. He or she should also
know how to judge the strengths and the weaknesses of a textbook already selected for him or
her by the Ministry of Education and other educational authorities.
The following are some of the qualities to be considered when selecting a textbook for
classroom use (Crookall, 1972, Kochhar, 2005, and Garvey and Krug,1977).
 Coverage: No textbook can cover all the topics and information required by the pupils
following a particular syllabus. However, a good textbook should cover most of the
topics in the syllabus.
 Language: The level of vocabulary used in the book should be appropriate and simple
enough in style to be understood by those the book is intended for. The book should be
well written for age of the learners who are going to use it. In its style, vocabulary and
construction the book should also be suitable for the class it is intend for.
 Organization and structure of content: The content of the book should be properly
arranged and organized in a logical sequence. A good book should have a table of
contents and suitably divided with chapters, headings, subheadings, bibliography,
glossary and indices to make reading simpler and reference easier and quicker in the
classroom.
 Attractiveness and illustrations: A good textbook should look attractive and have
illustrations such as pictures, diagrams, maps, charts and statistical tables. However,
illustrations should be used as devices of learning, not mere decorations to break the
monotony of print.

39
 Learner’s Activities: A good textbook should have activities for learners such as
Revision Exercises.
 Price: The teacher should compare the price of textbooks to avoid devoting the whole
budget to one or a few items. However, the teacher should remember not to compromise
quality for the sake of cheapness.
 Quality of print and binding: Another aspect to consider in a book is the quality of paper
used, durability of the binding and cover, size of the print and the number of pages (size
of the book).
 Edition of the book: It is also important to take note of the original date of publication,
the number of editions of the book already made, and whether or not the editions were
revised. Several editions may imply that the book is widely used and therefore, may be
good. If the book has not been revised for a long time this may suggest that the book is
out-dated. A good Civic Education textbook should be up-to-date.
 Background of the author: The teacher should also consider the educational background
of the author. The author’s relevant academic and professional experience, and what is
known about the author’s previous publications, may help the teacher to make a good
decision when selecting a textbook.
3.3.2.5. Revision questions
 Comment on the advantages and the limitations surrounding the use of textbooks in Civic
Education lessons in Zambia.
 Why is it Important for a teacher to use textbooks in Civic Education lessons? Comment
on what should be considered when selecting a textbook suitable for a grade 8 Civic
Education class.

40
UNIT FOUR
TEACHING AIDS
4.1.Introduction
Teachers are often accused of “over-verbalization,” that is, excessive use of words to convey
information to the learners. However, educational research indicates that learners remember only
10% of what they read 20% of what they hear and about 50% of what they hear and see (Nacino-
Brown, 1982:166). Retention increases where learners are able to hear, see, touch and participate
in the learning process. Therefore, a teacher of Civic Education should not only rely on verbal
descriptions and explanations. He or she should identify and use relevant Teaching Aids.
In this Unit, we are going to look at relevant Teaching Aids that you can use in your Civic
Education lessons.
4.2.Objectives
 Define Teaching Aids
 Discuss various types of Teaching Aids useful in Civic Education
 Use Teaching Aids correctly.
4.3.Definition of Teaching Aids
 Teaching Aids are devices which present units of knowledge through auditory or visual
stimuli or both with a view to help learning. They concretize the knowledge presented
and make it closer to reality, live and vital (Kochhar, 2005:123).
 Teaching Aids are devices or materials that assist the teacher to communicate information
to the learner more effectively through the senses of the human body such as sight,
hearing, touch, taste and smell.

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 They are instructional materials that supplement or complement the teacher’s tasks and
make lessons more clear and interesting. To the learners, they are known as Learning
Aids because they assist them to learn more easily.
 Teaching Aids of all sorts are meant only to help in teaching and not to act as a substitute
for teaching nor to replace the teacher (Das, 1985).
4.4. Classification of teaching aids
As a result of the development of modern technology teachers no longer have to rely solely on
words to deliver information and make meanings clear.
There are many ways of classifying Teaching Aids. For the purposes of this Unit, we shall
combine the classifications suggested by Kochhar (2005) and Nacino-Brown et al (1982:167):
i) Printed Aids
a) Periodicals
b) Books
c) Primary Documents
d) Newspapers
e) Brochures
ii) Visual Aids
a) Three Dimensional Materials:
b) Objects
c) Specimens
d) Models
iii) Boards
 Chalk board
 White board
 Bulletin board/Notice board
iv) Still Pictures

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 Photographs
 Illustrations
 Slides
 Overhead projections
v) Graphics
 Charts
 Graphs
 Maps and Globes
 Diagrams
 Posters
vi) Audio Aids
 Radio
 Tape Recorder, Cassettes
 Record Player
 Cell phone and Land phone
vii) Audio-Visual Aids
 Motion Pictures (films)
 Television
 Videos
 Computers
viii) Community Resources
 Resource person
 Field trips
4.5.Visual Aids
Visual Aids are teaching and learning materials that communicate information to the learner by
sight through the eye. They include anything that helps people to learn through seeing. For

43
instance, objects, specimens, models, pictures, charts, diagrams, maps, graphs, posters and
illustrations (drawings and demonstrations).
a) Objects
Objects are real things such as a table, pencil, chicken, tree or flag of Zambia.
In which Civic Education topics would you bring real objects such as Copper stone,
Condoms and ARVs, tobacco and alcohol, Marriage Certificates, copy of N.RC, Voters
Card, Ballot papers and Ballot boxes, Cultural artifacts like traditional attire, baskets and
masks into the classroom?
b) Specimens
 These are objects which are samples of real objects.
 Specimens are samples which are representative of similar objects. For example, a
flower, leaf, frog or fish. Specimens could also be a part of an object. For instance, a
piece of coal or a head of a grass hopper.
Merits of Objects and Specimens
i) Objects and specimens are real things and they provide pupils with first hand
information and with real-life images.
ii) Learners can see, touch, smell, hear and even taste them where possible. This gives
them a richer and more meaningful understanding of the things being learned.
c) Models: A model is a recognizable representation of the real object. For instance:
 A model of the human heart, human skeleton or parts of an egg.
 Models of ballot boxes and Polling Booths.
 Models of seating arrangements inside the Parliament, the High Court or a Polling
Station.
 Models of various traditional household utensils such as clay pots, calabashes and
baskets, the Litunga’s Royal Badge (The Nalikwanda), traditional Lozi costume

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(Siziba and Misisi), LuvaleMakishi dancer’s costume,CewaNyau dancer’s costume,
or costume of the Chitimukulu, SeniorChief MwataKazembe and other Chiefs can all
be used to teach the topic on ‘culture’.
Merits of Models
 Models can simplify can simplify the real thing they represent and make it easier for the
learners to understand
 When learners are involved in model-making process, this can be a worthwhile
experience and it enhances their understanding of the object being studied.
 It can be used in the place of the real objects if the real things is not available, too large to
be taken to the class, too dangerous for learners to handle or too small to be seen with a
naked eye.
 It can be enlarged or reduced in size to allow a detailed study of the desired element
d) Pictures
 A picture is a two-dimensional image or representation that is similar in appearance to the
object it represents.
 Still pictures are motionless images.
 Motion pictures are moving images such as images on the television set, video films, or
cinema.
 Still pictures may be classified into two types – non-projected and projected.
 Non–projected pictures include photographs, pictures from textbooks, magazines,
newspapers and calendars and illustrations.
 Projected pictures include slides, filmstrips and overhead projections.
Benefits of Using Pictures:
 Pictures are regarded as a form of a “universal language” because they can easily be
understood everywhere. Learners do not have to read or speak a particular language in
order to understand the message conveyed by a picture.

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 Pictures, especially motion pictures, are a close representation of real object or situation.
They show details about activities, situations, shapes and how things work.
 Pictures make long descriptions unnecessary, seeing improves understanding and makes
learning more effective. What words alone cannot clarify can easily be conveyed by a
picture.
 Pictures help to overcome the limitations of time and space. Past events and faraway
places can be studied closely through a picture.
 Through photography, tiny things can be enlarged and large ones can be reduced to make
detailed study possible and convenient. In addition, events too quick for the human eye to
observe can be captured, preserved, slowed down or reserved (as in a television football
match) for detailed study.
 Pictures provide pupils with correct visual imaginations. This helps pupils to correct
wrong “mind pictures” and enriches information and knowledge acquired from printed
or oral words.
 Pictures can also stimulate feelings of sympathy and empathy in the learners. For
instance, pictures of war, refugee camps or natural disasters such as earthquakes and
floods.
 Pictures can help learners to acquire study skills such as extrapolation, interpretation and
imaginative skills. However, it is important to remember that an individual’s or
understanding of a picture depends to a large extent on his/her social and cultural
background and past experience on the subject.
e) Graphic Materials
Graphic Visual Aids are materials which communicate information through the combination of
pictures, drawings and words. They are usually used to present facts and information in a
condensed form. Graphic Materials used in Civic Education lessons include graphs, charts,
diagrams, posters and statistical tables. Graphic materials are best used to summarize lessons:
 Graphs are visual representation of data involving numbers.
 Graphs use dots, lines or pictures to visualize numerical and statistical data and show
statistics and relationships (Kochhar, 2005:137).

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 Graphs are useful in Civic Education for showing comparisons and contrasts. For
instance, graphs may be used to show data on poverty levels or HIV and AIDS infections
per Province.
There are four types of graphs common in the classroom. These are Line Graphs, Bar Graphs
(histograms), Pie Charts and Pictorial Graphs (Kochhar, 2005:137).
i) Line graphs
 Line graphs show relationships between two sets of data.
 Numerical data is plotted on a chart and connected with a continuous line.
 Line graphs
ii) Bar Graphs
 Bar graphs are also known as histograms.
 On a bar graph, series of statistical data is represented by either vertical or horizontal
bars of the same width.
 The value of each group of data is represented by the length of the bars which is
sometimes expresses in percentages.
 A bar graph may be used to show data on economic, political, social or cultural
phenomena. For instance, data on international trade showing imports exports, data on
school enrolment by gender or data on elections results may be depicted in form of
histograms.
iii) Pie Graphs
 Bar Charts are also known as Circle Graphs.
 A pie graph consists of a circle divided into segments of different sizes representing the
relationship of each segment to the whole circle.
 Each segment is a percentage or a fraction of the whole amount.
 Pie graphs always show totals or whole amount and their segments show fractions or
percentages of a whole. For example, a Pie Chart depicting 2011 election results in the
Copper belt Province

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iv) Pictorial Graphs
 Pictorial graphs use symbols in form of pictures to represent values of data.
 The quantities (value) of the pictorial symbols are indicated by the number of the
pictorial symbols are indicated by the number of symbols drawn and not their size.
 For instance, where the pictorial symbols are in form of bags of maize harvested per
District in a given Province, if each bag represents 100,000 bags, the number of
pictorial bagsis more for the Districts which harvested more bags.
v) Diagrams
 A diagram is a sketchy visual representation of facts, ideas, a process, or essential
features of an object or an area.
 A diagram can also be defined as a simple drawing showing the basic shapes, layout,
composition, structure or the working of something (Encarta Dictionary).
 The teacher of Civic Education should use diagrams to illustrate the structure and
working of International Organizations such as COMESA, SADC, and the United
Nations Organization.
 Diagrams can also be used to illustrate the structure and working of the Judiciary, the
Executive, the Legislature, the Electoral Procedure, Poverty Circle, and Ecosystem.
 They can also be used to illustrate Causes and Effects Relationships and other Natural,
Social, Economic and Political relationships of phenomena.
vi) Charts
 A chart is a sheet displaying information in form of a table, graph, diagram or pictures
(Farrant, 1980:297).
 Charts may be made in form of pictorial representations, maps, diagrams, graphs or a
combination of these (Farrant, 1980:297).
 Charts present information in a condensed form. A chart in Civic Education may be
used to summarize the effects of Substance Abuse or the causes of Corruption.

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 Charts used in Civic Education lessons include flow-charts, organizational charts, graph-
charts and diagrams in form of wall-charts.
 Flow charts show a process. For instance, the flow of goods from:
Producer > wholesaler > retailer > consumer
 Organizational charts show the structure of an organization or institution such as a
Political Party or the United Nations.
vii) Posters
 A poster is a visual aid which combines bold design, color and a message intended to
catch and hold the attention of the passers-by long enough to communicate an idea in
their mind.
 A Poster is sometimes called a Placard. It can also be defined as a large piece of stiff
paper or board with a short message or notice on it, displaced or carried in public.
Characteristics of Posters
Posters have the following characteristics:
 They attract the attention of people passing-by.
 They convey a message very quickly.
 They have very brief captions (written message) using strong, moving or shocking
language.
Merits of Posters
 Posters are useful in Civic Education for public sensitization campaigns. For instance
anti-drug abuse, human rights, HIV/AIDS and Anti-Voters apathy campaigns.
 Posters are usually displayed in strategic places such as streets and public buildings, but
they can also be displayed in offices and classrooms.
 Posters can be used to provide an appropriate learning atmosphere in the classroom. For
instance, when studying a topic on substance abuse or corruption, posters related to

49
substance abuse or corruption respectively could be displayed in different parts of the
classroom in order to get pupils in a relevant learning mood.
viii) Maps
 A map is a visual representation on a flat surface of the land and water masses of the
earth or any part of it.
 A map is the universally accepted symbol used to indicate relationships in space,
distance and direction.
 Learners should be taught map reading skills to enable them interpret and understand
maps.
 A teacher of Civic Education needs to display and refer to a map when he or she is
teaching on atopic such as Culture of Peace to show conflict areas being discussed in the
lesson such conflict as Sudan, Tunisia, Congo DR and Mali.
 Similarly, you need a map when you are discussing regional Economic and Political
groupings such as COMESA ECOWAS and SADC to illustrate their membership. Can
you suggest other topics that may require the use of a map?
Types of Civic Education Maps
Maps used in Civic Education lessons include the follow:
 Chalk board or white board sketch maps
 Wall maps drawn by the teacher for classroom use and wall display
 Standard atlas or wall maps. These include atlas maps and wall maps drawn by the
survey department. For instance, political maps of Africa or Zambia, relief maps and
economic maps.
 Textbooks maps (found in Civic Education textbooks or any other books)
 Maps from newspapers and magazines for instance, map of COMESA member states
may be obtained from a newspaper or a magazine.
ix) Globes

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 A Globe is a spherical representation of the earth’s surface.
 Globes are more accurate than maps because they represent the true shape of the earth
and show correct distances, directions, locations and areas of places according to the
scale.
 Globes have the same functions as maps in Civic Education lessons.
x. Chalkboards
 The chalkboard is the commonest visual aid in the classroom. The chalkboard can be
used for different purposes in the classroom such as drawing maps, diagrams and
illustrations and giving exercises, tests, assignments and notes.
 The following are some of the dos and don’ts about using the chalkboards.
 Always keep the board clean. Periodic washing with cloth and water is necessary
 Don’t clutter or over crowd your board with information. Ensure that all the information
on the board is neat and legible even from the classroom.
 Don’t cover the material on the board with your body. When presenting material on the
board you should always step aside, use a pointer (ruler or stick) and face the pupils.
 Don’t talk to the pupils while facing the board.
 Always clean the board thoroughly before asking pupils oral or written questions.
 Don’t erase or make corrections with your fingers. Always use a duster.
 Underline, encircle or frame important information to capture the attention of pupils.
 Draw complicated drawings, maps, diagrams, charts or graphs before the lesson begins.
xi. Bulletins Boards (Notice Boards)
Bulletin boards are commonly known as notice boards. As a teaching aid, a notice board
can be used for purposes such as the following in Civic Education.
 To display current affairs news or ideas which can stimulate pupils to think, evaluate or
criticize issues.
 To display visual aids such as pictures, maps, diagrams and graphs for reference and
revision exercises.

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 To display materials that can enrich or supplement textbooks. For instance, newspaper
articles.
 To initiate interest in a new topic by displaying materials that can provide background
information.
 To display the work of pupils either individually or in a group. For instance, products of a
project work such as paintings or drawings, results of a weekly or end of term test. This
encourages pupils to do better because they know that other pupils will be viewing the
board.
For a more effective board display, the teacher should arrange the display according to related
themes (topics).
Avoid overcrowding the board and change the display materials frequently. It is also important
to involve the pupils and include captions in form of questions or brief explanations of what is
on display.
4.6.Audio-Visual Aids and Audio-Aids
 Audio-Visual Aids are teaching/learning materials that communicate information to the
learner through the ear and the eye.
 They are teaching and learning aids which combine the communication mediums of
hearing and sight. For instance the television, video and film (movie or cinema) shows.
 Audio-Aids communicate information to the learner by sound through the ear. For
instance, tape recorders (cassettes and players) and radio.
 A teacher can use Audio- Visual Aids on various topics such as Poverty, HIV and AIDS,
War (conflict), Economic Development, Environmental Degradation and Child Abuse
 During the Video Show, the teacher should pause and ask questions related to the topic in
order to ensure that they concentrate on the relevant aspects.
 The teacher should first see and study the film and prepare lesson plan and lesson notes
based on the film before presenting it to the learners.
 While watching the film with the class, where necessary, the teacher can pause, repeat or
rewind the video tape so that learners can look at the activity or point again.

52
 Time should be allowed for question and answer discussion based on the film show after
learners have watched it (Muzumara,2011:58).
4.7. Characteristics of Good Visual and Audio-Visual Aids
When preparing or selecting a visual aid or an audio-visual aid, the teacher should consider the
following ABCD reminder or mnemonic:
 Accurate: The teaching aid should be accurate and authentic (genuine). Pictures,
statistical figures on tables, information on charts, graphs, maps and diagrams must be
authentic and accurate. In other words, they should provide a true picture of the things
being represented or shown. It is therefore, important that the information should be up
to date and truthful.
 Appropriate: Pictures, maps, diagrams, charts and audio-visual aids should be
appropriate to the level of understanding of the intended learners and to the topic under
study. The way pupils understand visual and audio-visual materials depends on their age,
knowledge and past experience. Therefore, it is important to consider the age and grade
or academic level of the learners.
 Artistic: Visual and audio-visual aids should be artistic, attractive and interesting in order
to capture the curiosity and attention of the viewers long enough to convey a message.
 Brief: Information shown on a visual or an audio-visual aid should absolutely be kept to
the minimum. Too much detail or overcrowding is a disadvantage. Do not show too many
things on one teaching aid such as a Map or Chart or too many teaching aids in one
lesson. Remember that to study a good teaching aid takes time.
 Bright: Avoid using dull colors on dull backgrounds when preparing charts, diagrams,
maps and other visual aids. Bright colors help to make charts, maps and diagrams more
visible.
 Bold: The size of the visual aid and the printing (writing) on maps, diagrams, charts and
other visual illustrations should be large and bold enough to be seen by everybody in the
classroom. Otherwise, arrange for individual or group close study of the material after
presentation to the class.

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 Clear: Shapes and outlines should be clear, not faint or uncertain. Clarity of shapes and
outlines of maps, diagrams, charts and other visual aids can be obtained by using
contrasting colors. Clarity of content can be achieved by eliminating irrelevant detail.
 Careful: Carefully prepare and study the details on the visual or audio-visual aid before
presenting it to the class. Prepare and plan exactly what you want the learners to learn
from the teaching aid. Teacher-made visual aids such as wall maps, charts, and diagrams
should not be done roughly or in a hurry, otherwise they may convey inaccurate
information to the learners.
 Clean: All teaching aids should be kept in a tidy, clean and dry place. They should not
be dirty, stained or torn.
 Development: A good teaching aid should assist pupils to develop their knowledge, skills
and attitudes. The teacher should consider whether the use of a particular teaching aid
would help pupils to develop thinking skills such as comprehension, interpretation,
extrapolation, analysis, synthesis, elevation and imaginative skills. It is important to
remember that teaching aids can help pupils to develop positive or negative moral
attitudes. For instance, pornographic pictures and violent video films may influence
children negatively.
 Dollars: Costs in terms of money, time and efforts should be considered carefully.
Audio-visual aids such as television sets, video cassette recorders (VCRs), video tapes,
and audio aids like radio and tape recorders as well as field trips are expensive. The
teacher should also consider the effort and the time to be spent on preparation and the use
of teaching aids such as a video film show and a field trip. Is it necessary and
worthwhile?
 Danger: some teaching aids such as drugs, explosives and field trips may expose
learners to dangers. Teaching Aids like restricted drugs cannot actually be brought to the
class without the express consent and permission of law enforcement agencies like the
DEC.
The teacher should consider certain things before using dangerous teaching aids and when
arranging for a field trip. Consider questions such as:
 What season of the year is better to go on Field Trips, for instance, to a game park?

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 Is it possible to obtain the desired material in this season, for instance clay for modeling?
 What precautions should be put in place before pupils can be allowed to handle materials
such as drugs?
4.8.General Benefits of Teaching Aids
The educational benefits of using teaching aids are enormous. They include the following:
 They make lessons learner-centered: Using teaching aids such as maps, diagrams,
charts, pictures and audio-visual aids can make a lesson learner-centered. These teaching
aids can be used in individual class activities or in small groups and whole class
discussions. Teaching aids encourage active class participation especially if pupils are
allowed to manipulate materials used.
 They are a source of information: Graphs, charts, maps, diagrams, pictures, radio, video
shows and other teaching aids can be used as a source of information for the learner. The
role of the teacher can change from that of information giver to that of organizer and
facilitator of learning activities. Learners can extract information from teaching aids by
working as individuals or in groups under the supervision and guidance of the teacher.
 They supplement the spoken word: Teaching Civic Education involves the use of a lot of
words and new concepts in study areas such as Political Science, Economics, Legal
Education, Environmental Education, International Human Rights Instruments and Cross-
Cutting issues. To make all these realistic and vivid, it is not enough to merely talk and
use chalk. The teacher should once in a while make use of visual and audio-visual aids to
supplement and explain the spoken word (Kochhar, 1980:121).
 They correct misunderstandings: Teaching aids such as maps, globes, pictures, diagrams
and audio-visual aids correct misconceptions and misunderstandings. Seeing improves
understanding and helps learners not to develop wrong “mind pictures,” “mind maps”
and other false imaginations. These teaching aids make long descriptions unnecessary.
 They make the inaccessible accessible: Teaching aids help overcome the limitations of
the classroom. Past events, faraway places and inaccessible objects can be brought to the

55
classroom and be studied closely in form of maps, diagrams, pictures, models, specimens,
audio and audio-visual materials.
 They provide understanding of the realities: The use of visual and audio-visual teaching
aids can create interest in any learning situation and make Civic Education a real living
subject. Teaching aids such as maps, pictures and audio-visual aids show realities of the
social and physical environment. For instance, features and concepts such as shapes and
appearance of objects, distance, location, country size and altitude can be expressed
better in form of a picture, diagram, model or map than a verbal description.
 They ensure better retention: Teaching aids improve understanding and make learning
more permanent. Learners remember better what they hear, see and touch.
 They motivate the learners: Using teaching aids breaks classroom boredom and
stimulates the learners to learn. This also develops interest in learning other areas of the
subject.
 For teaching study skills: Using teaching aids can enable learners to acquire a number
of study skills such as map reading and interpretation skills, observation, imagination,
extrapolation, evaluation and communication (discussion) skills.
 As wall and notice board display: When properly used as wall and notice board
displays, pictures, charts, diagrams, maps, graphs and other teaching aids can be useful
reference and revision learning material for the learners. They also make the room
attractive.
4.9.Limitations of Audio-Visual Aids
According to Das (1985:162-163), Audio-Visual Aids have the following limitations:
 Audio- Visual Aids lack reality. Apart from objects and specimens, Audio-Visual Aids
such as models, pictures, diagrams, charts, maps and films are mere representations of
real objects and they cannot be as vivid and interesting as the real situation.
 Flat pictures, slides and diagrams of three dimensional objects cannot give truthful
representation and impression of three dimensions. If the learner is not familiar with the
object or situation being represented, he or she may not perceive and understand the

56
actual shapes and appearance of the real thing from a two dimensional representation of
it.
 Sketches and diagrams often lack detail. Sketches and diagrams do not show the reality
because they provide limited selected information about the real object or situation.
 A photograph can also distort the reality. Its accuracy depends on factors such as the
angle at which it was photographed, the lenses used and the lighting provided.
 Models can also mislead the learners because the material used to make the model may
give a wrong idea about the true substance the real object is made of.
 Models may also give the learners a wrong impression about the actual size of the real
object because they are either enlarged or reduced size representations of real life
objects. Models rarely show real life size of the object they represent.
 Audio-Aids can also distort sounds because their accuracy depends on factors like the
quality of the equipment used to record the sounds such as amplifiers and speakers.
 The other limitation of Visual Aids and Audio Aids is that they cannot be used by
learners who are visually impaired or hard at hearing respectively.
4.10. Field Trips
 Field Trips are also referred to as Educational Tours, Study Tours, Study Trips or
Excursions.
 A Field Trip is a planned and organized educational visit to a place of interest such as an
Orphanage, Prison, Parliament, Media Institution, Forest Reserve, Political Rally,
Magistrate’s Court, Factory, Game Park, Traditional Ceremony event or to a place within
the School premises such as the Production Unit. According to Kochhar, (1980:128),the
following are kinds of Field Trips:
 Short distance trips within the School or nearby place within walking distance.
 Longer distance trips in the community to relevant destinations such as a Magistrate’s
Court, the Local Council Civic Centre or the to Offices of a Civil Society Organization
such as an NGO concerned with Child Rights, HIV and AIDS or Governance issues.
 Day Trips to another town, Game Park, Parliament, State House or Supreme Court.

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 Trips in Vacations for a week or so to a faraway place within the Country or another
Country.
Criteria for Selecting Trips
A teacher should consider the following factors when selecting a destination for a Field Trip
(Kochhar, 2005:128-129).
 The trip should be related to the topic being learnt in class by the class or a follow-up
activity on topics already done, or a motivational preparation for a new topic about to be
studied.
 It should provide something that can be learnt better by direct real life experience than by
using other methods such as books and films.
 It should give learners experience that they cannot have if they did the activity alone, in
groups or with parents.
 The distance should not be too far for the time available.
 The expenses involved should be reasonable, not too costly.
 It must have the approval of Parents and the School Management.
Planning and Organization of Field Trips
Kochhar, (2005:128-129 and Nacino-Brown et al, 1982:64-65) have suggested the following
preparation activities for Field Trips:
 Preliminary Survey of Premises: As the subject teacher, you should first visit the site to
be visited by the class and take note of relevant factors the learners are expected to
observe and learn.
 Preparation of the Class: You should prepare the class for the trip psychologically by
informing them about the trip well in advance. You should also talk to them about the

58
place and about what they are going to see and how the new information is going to be
useful to them.
 Permissions from Management of the Premises to be visited: You should write an
official letter to the management of the premises you intend to visit and get permission
and appointment date before you travel.
 Permission from School Management: The teacher should discuss the proposed trip
with the School Management and get permission. In addition, the School Manager should
inform other members of staff whose lessons will be affected by the trip.
 Permission from Parents: Parents should be informed in writing well in advance to get
their approval. The School Management should send a form through the learners which
parents should sign to indicate approval of the trip for their child. Sometimes, parents can
be requested in writing to make contributions towards the trip.
 Logistic arrangements: You should make arrangements in advance for transport, food,
water, First Aid material, accommodation and other necessary materials.
 Trip Supervision: Another factor which you should consider is discipline and leadership
of the learners during the trip. Every detail of the trip should be carefully and completely
be prepared and nothing should be left to chance. Maintaining discipline when travelling
out of the school with a big group of teenage learners can be a problem, especially if they
are of opposite sex. As the teacher in-charge of the group, you should appoint students as
monitors or prefects to help you. You should also have a register of the travelling learners
and one copy should be left with the School Manager.
 Tour Guide: While visiting the premises at the destination of the trip, you should have a
tour guide who is more familiar with the place to explain certain activities or objects
clearly. Learners can fill-in a prepared Questionnaire or take notes during the tour.
 Trip Evaluation: After the return, every field trip should carefully be evaluated and be
linked to the study of issues in Civic Education.
 Follow-up activity: These may include class discussion of trip-problems and experiences,
display of photographs on class notice boards and writing of Thank-letters to the
management of the premises visited.
 Learner-participation: When preparing and implementing Field Trips for Civic
Education, you should always ensure that learners are involved and participate in every

59
activity. They should be fully involved in activities such as drafting letters to the
management of the premises to be visited, organization of food and transport and the
supervision of the trip. This enables learners to practice their democratic rights and
acquire leadership skills.
Benefits of Field Trips
A Field Trip has the following advantages:
 It is a learner-centered teaching method. It encourages cooperation, discussion and self-
expression among learners.
 Learners come in contact with the reality and real life situations. It enables to obtain first-
hand experiences.
 Learning becomes more meaningful and long lasting as they able to see, touch and
manipulate what they had learnt in theory in class.
 Learners come to see the relevance of what they have learnt in class in real life situations.
 Field trips can act as career orientations and encourage learner to follow certain careers
which they had witnessed during a trip.
 Trips encourage social interactions and build positive relations among learners and
between the learners and the teachers as they share common experiences. Even learners
who do not usually express themselves in class would also become excited and speak out
during the trip.
 Field trips break classroom boredom as they take learners away from the classroom
routine. Trips are mind-refreshing and they reactivate the learner’s interest in the subject.
 Learners acquire leadership skills as they actively participate in the preparation and
implementation of the trip programs.
Limitations of Field Trips
Field Trips have the following of limitation:
 They are time consuming in terms of planning, organization and implementation.

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 Field trips can interrupt school routine and interfere with the School time table. Other
lessons may be affected by the trip, especially if the learners are required to be away for
several days.
 Learners may miss lessons in the other subjects which they take while they are away
from school.
 Trips can be expensive in terms of transport, food and accommodation. Sometimes, trips
can be a financial nuisance and an unexpected financial burden to the parents if they are
asked to contribute money towards the trip at short notice. Some Parents may even
protest and refuse to pay.
 Travelling can increase the risks of accidents. For incidence, road accidents, drowning,
snake bites and injuries. A teacher in-charge of the learners may be in trouble with the
School Management, parents and the law in case of accidents.
 Discipline problems may arise if the travelling group is large and of opposite sex.
 Unless a Field Trip is properly planned and organized, it may have little learning value in
comparison to its cost and time consumed. It may end up as a mere picnic and fanfare.
4.11. Resource Persons
Every school is located in a community and the most important resource of any community is its
people. Even the smallest village community will have individuals who possess special
knowledge and skills which can be beneficial to learners. When invited to school, to share their
knowledge and skills with learners, such people are called resource persons.
The services of resource persons in Civic Education lessons are particularly necessary. You may
require the local magistrate to explain to the class certain concepts in Legal Education, a nurse to
present on HIV and AIDS, someone from DEC to explain concepts on Substance Abuse, an
officer from Anti- Corruption Commission to teach for you some concepts on Corruption and a
local headman to talk to the class on aspects of Customary Marriage and Culture.
A resource person may be one of the teachers from another subject area. For instance, a teacher
of Business Studies may be invited to explain concepts on Banking or International Trade, while

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a teacher of Geography or Biology may be invited to talk about concepts on Environmental
Education.
However, you should avoid inviting resource persons too often because these people are not
trained experts in your subject area and their way of presenting Civic Issues may not be correct.
For instance, they may be going deeper into unnecessary details not covered by your Syllabus.
The use of resource persons has a number of merits:
 It breaks classroom boredom and the monotony of listening to the voice of the same
teacher daily.
 Resource persons are experts in their areas and their explanations of certain issues may be
clearer than yours; this improves the learner’s understanding.
 Use of resource persons motivates learners and reactivates their interest in the subject
 Resource persons bring learners closer to real life situations as they may share their life
experiences and bring real life teaching aids to the class. For instance an officer from
DEC may display real illegal substances such as cannabis (dagga), heroin and cocaine in
class. Similarly, a nurse may show the class real ARVs and a Magistrate may bring to the
class real copies of the Penal Code, the Marriage Act and other legal documents.
What to Consider When Inviting Resource Persons
The teacher should consider the following guidelines when inviting a resource person
 Learners should be actively involved, in the invitation of the resource person, the
preparation of the venue room, welcoming and ushering-in of the visitor, the facilitation
of the presentation, giving of a vote-of-thanks speech and the writing of reports a thanks
letter.
 The resource person should know exactly what he or she is expected to talk about and the
purpose of the talk.
 The person should have special knowledge or skill on the subject.
 He or she should know exactly how much time is allocated for the talk to ensure time
management.
 Time should be allocated for questions and answers open discussion.

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 Arrange for the resource person to meet the class after lessons time if the talk is expected
to be long. You may arrange for a meeting involving all Civic Education classes, for
example, all Grade 11 classes taking the subject.
 There should be a Class Discussion based on the visitor’s speech after his or her
departure to remind learners of important points raised in the presentation in order to
make it relevant to their Civic Education lessons.
 A formal ‘thank you’ letter should be sent to the person afterwards
 However, you should always remember to respect protocol; all outsiders coming to talk
to the learners should do so with the express knowledge and approval of the School
management.
Self-evaluation
1. Discuss the rationale for using maps, pictures, diagrams and charts in civic education.
2. Why is it important for a teacher of civic education to use visual and audio-visual aids?
Comment on what a teacher should consider.
3. What is meant by the concept ‘resource person’? Discuss the role played by resource
persons in Civic Education lessons.
UNIT FIVE
METHODS OF TEACHING CIVIC EDUCTION IN HIGH SCHOOLS
5.1. Introduction

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This Unit introduces you to methods of teaching Civic Education in High Schools. There is no
single road to learning, but there are many roads, highways and byways (Kochhar, 2005:171)
and it is necessary that as a teacher you should be familiar with them to enable you apply
different methods as you see it fit. There is no rigidity in the choice of methods to be used in
teaching a particular topic in Civic Education. Some topics can be taught better by using one
method, but other topics may require you to combine various methods and use them at different
stages of the lesson. The choice of the method for a particular topic depends on various factors
such as the nature of the topic content, the teacher’s experience in the use of a given method, the
academic background of the learners and the availability of teaching and learning materials.
A teacher of Civic Education should however, always remember that he or she is a socializing
agent with a specific role of a facilitator. Therefore, a good teacher should as much as possible
use learner-centered methods in Civic Education lessons. The teacher should draw the attention
of the learners by keeping them busy and they should learn by doing. Learners should actively
participate in the learning process. The teacher should not be seen by the learners as the sole
provider of information, but he or she should play the role of a guide and a facilitator of
learning activities.
5.2.Objectives
 Familiarize yourself with the various methods of teaching Civic Education
 Explain the advantages and disadvantages of various teaching methods.
 Effectively use various methods to teach Civic Education
5.3. Content
5.3.1. The Lecture Method
 Lecture has been defined as ‘a process of delivering verbally a body of knowledge
according to a preplanned scheme (Nacino-Brown et al, 1982:40).

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 Lecture has also been described as a method of presenting a word picture of an idea or
the method of imparting information through a speech (Sidhu, 2006:66).
 Lecture is another name for a speech and whenever you are speaking continuously to a
class or an audience, you are actually lecturing.
 Lecture is the oldest method of teaching Social Sciences and other information subjects
in Schools such as History, Geography, Religious Education and Civic Education
5.3.1.1. Lecture Procedure
In its strictest form, lecture is characterized by a one-way communication and all information
flow from the teacher to the learner. However, in the Secondary School (High School), teachers
using the lecture method usually use the following procedure:
 Teacher comes into the classroom equipped with information collected from learners’
books and his or her own books.
 Teacher introduces the topic and writes it on the board.
 Teacher delivers information to the learners verbally. In the words of Crookall, (1972:52-
53), the teacher ‘spouts’ and his mouth is like an open water tap. From his mouth gushes
a stream of sentences, names, places, dates and concepts. However, the teacher often
writes unfamiliar names, concepts and words on the board. For this reason, some scholars
refer to lecture as the ‘talk and chalk’ method (Das, 1985:53).
 Teacher may ask a few oral questions to find out whether the learners have understood
the topic content.
 Teacher turns his back on the class and writes notes on the board and learners copy them
until the bell stops him or her.
 Learners are expected to memorize the topic content in readiness for tests or
examinations.
 Examination questions require learners to reproduce or ‘vomit back’ the topic content
they had learnt in class.
 In rare cases, the teacher may give an assignment on the topic after the lesson.

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5.3.1.2. Merits of Lecture Method
Lecture has the following merits (Kochhar, 2005:188, Sidhu, 2006:67and Muzumara,
2011:30):
 Appropriate for large Classes: When the number of learners is very large in class, lecture
method is the only way out. It can be used effectively to teach a large number of learners
at the same time as the teacher’s voice can clearly reach all the corners of the classroom.
 Faster and saves time: It enables the teacher to cover a great amount of material in class
within a short period of time. The teacher teaches at his own speed and he or she does not
need to adjust the teaching speed to the learning speed of the learners. This enables the
teacher to cover most of the topics in the syllabus quickly in readiness for examinations.
 Motivates and Inspires learners: Lecture method has a high inspirational and
motivational value. It can be used to arouse the interest of the learners in the subject,
especially if the teacher has a good understanding of the topic and is a good public
speaker.
 Supplements learner’s textbooks: The lecture method enables the teacher to present
extra information that can enrich, supplement and clarify the information in the learners’
textbooks.
 Teacher Provides needed Information: In Schools where there is a critical shortage of
books and other learning materials, lecture method enables the teacher to provide the
learners with the required information. This helps learners to prepare for examinations.
 Teacher is in full control of lesson content: This teaching method enables the teacher to
be in complete control over the choice of aims, content, organization, pace and direction
of the lesson. The teacher can present exactly what he or she wants the students to learn,
in the way he or she wants them to learn it so that there is no waste of time on irrelevant
materials.
 Listening and note-taking skills: Lecture gives learners training in listening and rapid
note-taking skills.
 Teacher-learner contact: Through lecture the teacher gets an opportunity to come into an
immediate contact with the learners. The teacher can see and know whether the learners

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are appreciating his or her lessons or not. This enables the teacher to repeat the unclear
points or change the approach.
 For explaining Concepts and Theories: Lecture method enables the teacher to make
detailed explanations of difficult concepts and theories. Such concepts and theories may
be difficult to explain when using learner-centered methods like discussions or debates.
 Convenient for the teacher: This method makes the work of the teacher in the classroom
easy because he or she does not need to give help to individual learners.
 Learners cover same content: In a lecture, learners cover the same content at the same
pace and at the same time. In other learning methods, such as assignment method,
discussion method and Inquiry, learners may cover different content at different pace and
time.
5.3.1.3. Demerits of a Lecture Method
The lecture method has the following disadvantages Kochhar, 2005:188, Muzumara, 2011:30
and Nacino-Brown et al, 1982:46):
 Teacher-Centered: Lecture is a teacher-centered teaching method and it is not learner-
centered. This teaching method violates the principles of learner-centered teaching
method advocated by most modern scholars which encourage learner-participation in all
the classroom activities
 Imposes everything from above: In a Lecture, the teacher imposes everything on the
learners from above without considering the different abilities and capacities of the
learners. It is an undemocratic teaching method and learners have completely no say on
what takes place during the lesson.
 Learners Become Passive Recipients: Lecture places learners in a passive rather than an
active role. Learners become passive recipients of knowledge and information. This
method does not encourage learners to participate actively in the classroom activities and
they can easily lose their attention.

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 Encourages One-way Communication: This teaching method regards learners as empty
vessels and the teacher as a think-tank of knowledge. Therefore, this method is often
negatively referred to as the Jar and Cup method or the Tap and Bucket method. The
teacher wrongly believes that he or she knows-it-all and learners are empty vessels who
should be filled with knowledge. However, all learners, especially at High School level,
already know a lot and the teacher should give them an opportunity to share what they
already know with each other.
 Encourages rote-learning: Lecture method encourages rote-learning. Learners learn by
memorizing the lecture notes in order to reproduce them in examination. However,
receiving and memorizing information is not so important in Civic Education.
Remember, in Unit One we stated that the main goal of teaching Civic Education in High
Schools is to enable learners to understand and practice their civic values, rights and
obligations in their daily lives. The lecture method does not permit learners to do this in
class.
 Slow learners may miss important points: There is usually a rapid and hurried flow of
ideas in a lecture. If the teacher is speaking too fast, slow learners may miss some
important points and fail to understand the subsequent ideas because ideas in a lecture
follow each other logically.
 Encourages Learners to depend on teacher: Lecture method encourages learners to
depend on teacher for knowledge and learning. It does not teach learners how to acquire
information on their own from various sources such as textbooks, newspapers,
magazines, radio, Television and the Internet. Learners may develop a dependency
syndrome and regard the teacher as the ultimate source of knowledge
 Learners do not acquire creative thinking: This teaching method does not give learners
an opportunity to acquire and practice creative thinking, and study skills such as
comprehension skills, interpretation skills, analysis skills, synthesis skills and evaluation
skills. Learners do not acquire the ability to express themselves, discuss issues, and

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search for solutions during lessons because the teacher collects information, organizes
and synthesizes it on their behalf. For this reason, this method is also negatively called
the Spoon-feeding method.
 Lack of close personal teacher-learner contact: There is no opportunity for the
development of close personal contacts between the teacher and the learners. The teacher
does not give individual guidance and attend to the needs of individual learners. For this
reason, the teacher using the lecture method all the time cannot really understand or
appreciate the problems and the potentialities of his or her individual students.
 Monotony and Boredom:If the teacher is not a good public speaker, lecture can quickly
become boring and monotonous and it maysend learners sleep. It is only an exceptional
teacher who can stimulate and keep up the interest of the learners continuously.
 May encourage truancy: If the teacher always gives lectures based on textbooks and
other readily available materials, learners may consider it as a waste of time to attend
lessons because they can always read the information for themselves. This may
encourage truancy (absenteeism from lessons).
 Gives false sense of satisfaction: After delivering the lecture, the teacher feels satisfied
that he or she has covered the work that was planned for the period. And after listening to
the lecture, the student also feels satisfied that something new has been taught to him or
her. However, in reality this may be false and dangerous self-deception because students’
understanding is rarely assessed during the lecture. It is wrong to assume that teaching
always results in learning. It is possible that people may not have understood the new
concepts even after giving a lecture.
 Requires unguided study by learners outside the classroom: Lecture method requires
learners to carry out a lot of unguided reading and study from the library by learners after
the lessons in order to understand the lesson content. On the other hand, interactive
teaching methods such as document study, textbook study, chart study and small group

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discussion enable the teacher to guide the learners when they are working with study
materials.
 Requires the teacher to read widely: Lecturer places the burden of collecting, organizing
and synthesizing the lesson (notes) content on the teacher. The teacher should read
widely from various sources and have all the necessary information readily available if
the lecture is to be successful.
5.3.1.4. Suggestions for Improving the Lecture Method
In spite of its weaknesses, it cannot be denied that Lecture is still one of the common teaching
methods used in High Schools. Even a teacher using other teaching methods will have to resort
to this method from time to time to review the previous lesson, introduce a new topic, explain
concepts, describe certain events or situations and to conclude a lesson.
The following are some of the suggestions for improving the Lecture method (Kochhar,
2005:188-189, Muzumara, 2011:29 and Nacino-Brown et al, 1982:44-45):
 Prepare synopsis of the lecture: The teacher should prepare a synopsis (summary
outline) of the lecture and give a copy to the class. This will help learners to follow the
progression of the lecture clearly and keep the teacher on tract to avoid pointless
digression from the topic.
 Incorporate other methods: When using the lecture method, you should also use other
teaching methods such as brainstorming, question and answer and demonstration. You
should also use Teaching Aids such as diagrams, maps, pictures and charts to make the
lesson interesting. This also helps to improve communication channels and interactions
between the teacher and the learners.
 Choose occasion for Lecture: Use lecture only where necessary as the lesson progresses.
For instance, you can use lecture (teacher exposition) to introduce a topic, for
presentation of additional material, for summarizing a wide topic, for explaining a
complex problem or to clarify certain concepts.

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 Speak slowly and clearly: Avoid speaking too fast and speak clearly. Highlight and
emphasize important points and repeat them where necessary.
 Be humorous and use gestures: Be accommodative and humorous, but stay focused on
the topic. You should also make good use of gestures and facial expression.
 Give written Follow-up class exercise: A lecture should be followed by a test or a
written class exercise to measure the success of the lecture.
5.3.2. Learner- Centered Methods of Teaching Civic Education
There are many methods or strategies for teaching Civic Education in High Schools and none of
them can be said to be better than the other. The teacher must always consider all the relevant
factors and circumstances such as the nature of the topic content, availability of teaching and
learning resources, the age, academic background and abilities of the learners and the teacher’s
experience and ability before deciding which method to use.
A leaner-centered teaching method is one where learners play a more active role than the
teacher during the lesson. Learner-centered method is known by many other terms such as the
interactive method and the participatory method
Some of the most effective learner-centered teaching methods available to the teacher of Civic
Education are outlined below.
5.3.2.1. Small Group Discussion
This method is also known as Buzzing and it involves intelligent exchange of ideas.
Participants are encouraged to present their views logically and support them as well.
Below is an example of how a teacher may use Small Group Discussion in the classroom:

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 The teacher divides the class randomly into groups of four or six members, depending on
class size, furniture and space available. Random grouping is recommended and better
than maintaining permanent groups in the class because it gives an opportunity to
learners to interact and share knowledge with different classmates at different times.
 Teacher gives tasks or discussion topics to each group. In Civic Education, the topic for
discussion should be on real life issues and related to the lesson topic. For instance, if the
topic is on Effects of Substance Abuse, Group ‘A’ can be asked to discuss effects of
Substance Abuse on an individual abuser; Group B can look at its effects at family level;
Group C effects at Community and National level and Group D can discuss effects at
International level. Never give the same task to all groups because you will cover very
little topic content and all other groups will just repeat the resolutions of Group A when
they come to group presentations. Learners can be asked to read documents such as
brochures from the DEC or textbook passages to get information.
 Each group chooses its own chairperson and a secretary, but in Civic Education, learners
should observe gender roles balancing for positions of Secretary and Chairperson and
during group presentations. To encourage everyone to pay attention and participate, the
teacher should remind the class that he or she will call upon anyone from each group to
present their resolutions and not necessarily the Chairperson or the Secretary.
 A plenary session allows group secretaries to present their resolutions.
 Teacher should move around and visit groups during the buzzing session to give
guidance, encourage participation and ensure that learners are on the right track.
 Group representatives can present their resolutions written with markers on manila or
else pupils can read their resolutions aloud from small papers and the teacher can write
them on the board.
 After group presentations, a Question and Answer session follows led by the teacher.
The purpose at this stage of the lesson is to reject, clarify or rephrase some of the
resolutions and answers from the learners. Remember, these are learners and some of
their answers are not correct and some of them need to be refined.
 Next, the teacher can use teacher exposition (Lecture) with the help of Teaching Aids
such as a Chart entitled ‘EFFECTS OF SUBSTANCE ABUSE’.

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 The teacher can then ask learners to copy the notes they made together with the teacher or
to write a class exercise.
 Finally, the teacher can do lesson recapitulation, give Homework and conclude the
lesson.
The benefits of this teaching method are:
 It encourages all learners to participate in the exchange of ideas, including individuals
who would otherwise have been intimidated by having to talk to the whole class.
 Learners acquire the ability to express and defend their own point of view.
 Learners develop tolerance and divergent views. This is a vital attribute in a democratic
society.
 Learners acquire the ability to work critically.
 Learners acquire problem solving skills and the ability to speculate creatively.
 It enables learners to learn from each other.
When using discussion as a teaching method, the teacher should choose a task that:
 Has more than one solution or more than one way of solving the problem.
 Is interesting and challenging.
 Allows all participants to contribute.
 Encourages discussion.
A question that has one answer or involves mere recall of information cannot work well for
group a group discussion.
5.3.2.2.Panel discussion
This is another discussion method which teachers of Civic Education can use in the classroom.

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 Learners sit in a circle or in their benches as usual.
 A panel of three or four selected discussants sits in the middle around a table or in front
facing the classmates.
 Each speaker is given about five minutes to talk about different aspects of the chosen
topic. Suppose the lesson is on Gender Based Violence or on Social Economic
Development.
 The topic of discussion could be a real life issue such as: Gender Based Violence: Why
do most Women not report cases of Abuse to Police? Or “Should Chiefs evict their
subjects to allow the Government to allocate land to Foreign Investors? Each member
of the panel presents a prepared talk on any of the aspects of the topic such as:
a) One Pupils acts as Chief (To argue against evictions)
b) One pupil acts as Minister of Agriculture (To argue in favor of evictions to promote
economic development)
c) One pupil acts as Director of an NGO, for example, the Zambia Land Alliance (To argue
in favor of the need to protect people’s right to land and the need for investors to plough
back in the community).
 While the speakers act the assigned roles and present their talk, the rest of the class listen
critically and write down points or questions that they would like to refute or to support.
 After panel presentations the floor is opened to allow all members of the class to ask
questions, refute certain assertions, or expand on some arguments.
 The class may participate by ‘phone-in’ imitation or by simply raising their hands and
the moderator (a pupil) may give them the floor.
 The role of the teacher is to direct the discussion to avoid digression into less important
issues.
 After about 15 minutes of panel discussion, teacher may ask questions based on the
discussion
 Then, the teacher can use other methods such textbook study, lecture (exposition) and
Chart Study or use other Teaching Aids to explain concepts on Development and
Foreign Investment.
 This method has the same merits as small group discussions.

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5.3.2.3.Whole class discussion
This is a teacher directed discussion involving the entire class and you should not confuse it with
the Question and Answer method.
 The teacher poses the problem and initiates and directs the discussion among the
participants E.g. if the topic is on Poverty, to introduce the topic, the teacher can pose a
motion for Whole Class (debate) Discussion:‘The School Re-entry Policy is to blame for
increased Teenage Pregnancies in Schools’ Or ‘Being poor in Zambia is one’s own
choice.’Or Should the Government allocate some Forest Reserve Lands to local landless
farmers?
 The teacher directs the discussion and ensures that ideas or arguments flow towards the
desired goal to avoid digression from the topic.
 The teacher encourages arguments among the learners.
 The teacher should avoid answering questions posed by learners by throwing them back
to the class to encourage class discussion. The success of this method depends on the
teacher’s skillful handling of the classroom interaction and on the learner’s familiarity
with the topic.
 At the end of the discussion, the teacher summarizes the main points raised and then uses
other methods to develop the topic further.
5.3.2.4.Brainstorming
This method is usually applied at the beginning of the lesson. The purpose is to encourage
learners to come up with as many ideas as possible. The teacher may use brainstorming activity

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to find out how much the learners already know about the new topic. It can also be used as a
warm up activity or to encourage the less active learners to participate. Some teachers use
brainstorming as part of lesson introduction to define a key concept. Brainstorming may follow
the steps below. The teacher:
 Poses a thought–provoking question to the class or writes it on the board E.g., the
teacher may pose one of these questions depending on the topic: ‘Class briefly define
the term law in your own words on a piece of paper’. Or ‘Whatare the causes of
poverty in Zambia?’ Or ‘What should be done to reduce poverty in Zambia?’
 The class searches for solutions and the teacher writes all responses on the board until
possible solutions are exhausted.
 Class discussion follows using Question an Answer method to enable learners to
clarify answers or eliminate repetitions and reject unacceptable answers.
 Teacher leads the class to write and summarize their correct answers as agreed upon
by the class.
 Teacher then uses other methods and Teaching Aids to continue with the lesson.
This method encourages learners to express themselves and to develop problem-solving skills.
5.3.2.5.Debates
Three types of debates can be used to teach Civic Education. These are:
 The traditional debate.
 The walking debate.
 The balloon debate
a) The Traditional Debate
This kind of debate has been in use for a long time. The teacher divides the class into two groups
to provide Proposers and Opposers to the motion.

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The motion should be a controversial issue that can initiate debate. For example,
“capitalpunishment should be abolished in Zambia.” Or ‘Zambia is ready for a Female
President.’ Or ‘Foreign Investment is doing more harm than good in Zambia’
Learners can choose some of their classmates to act as:
 Moderator to invite speakers and to maintain order during the debate.
 Time keeper to ensure that every speaker has equal time to speak.
 Adjudicators to record the main points raised by the speakers.
The role of the teacher is simply to summarize the main points raised at the end of the lesson and
to correct any misconceptions. Summarized points can then be copied as notes for the whole
class. However, it is important that before the debate is conducted learners should be given
ample time to go the library or consult other people to collect enough information.
b) The Walking Debate: This type of debate is relatively new in the classroom situation. It
usually takes the following procedure:
 The teacher poses a controversial topic and writes it on the board. For example, if the
topic is on Family Law the motion could be: ‘Marriage Payment (Lobola) should be
Abolished’ or ‘Polygamy should be banned in Zambia’. Or if the topic is Corruption,
the motion could be: ‘Low Salaries for Traffic Police Officers are to Blame for
Corruption at Road Blocks’
 The teacher puts signs posts on two opposite sides of the classroom reading “agree” and
“disagree” and one in the middle reading ‘Not Sure’.
 The teacher asks the learners to stand in the middle of the classroom and to consider the
motion statement carefully.
 The teacher asks the learners to walk to the “agree” or “disagree” sign post depending
on whether they agree or disagree with the motion statement. Learners who are not yet
decided stay in the middle and listen to the arguments of both groups before deciding to
walk over and join group of their choice.

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 A debate follows with each group trying to persuade the members of the other group to
change their minds and walk to over to join their side.
Learners who are persuaded by the views of the other group, including the ‘Not Sure’ group are
free to change their minds and walk across to join the other side.
This type of debate can be used as a brainstorming activity at the beginning of the lesson.
However, a walking debate can also be used as the main learning activity.
c) The Balloon Debate: the balloon debate is similar to a panel discussion in some way.
The term Balloon Debate is derived from the Hot-Air Balloon. It is imagined that the
debaters are in a Hot-Air Balloon which can no longer carry all the speakers, and all the
others should be thrown out except one.
 Learners sit in a circle. A panel of three to four debaters sits in the middle of the circle
surrounded by their classmates.
 The teacher posses a controversial topic which requires the debaters in the “inner circle”
(the balloon) to defend different aspects of the issues, for example: Should the Local
Council spend the 2Billion Kwacha Grant it has just received from the Government on
Road Rehabilitation or on Paying Retirees’ Benefits or on Clearing ZESCOBills.
 Each speaker is allowed about five minutes to present his or her arguments in favor of
one of the proposals. The other pupils in the class listen attentively and prepare
responses.
 At the end of the balloon debate, classmates join the discussion and ask questions or
make contributions in support or against one the debaters in the balloon.
 The debater who loses on points or fails to defend his or her arguments well is asked by
the adjudicators to come out of the balloon, leaving two speakers to continue the debate.
 More questions and contributions follow until only one speaker is declared the winner
Like other discussion methods balloon debates train learners in democratic principles of issue-
based discussion, tolerance, self expression and critical thinking.

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Balloon debate is relevant to real life situations. Learners acquire problem-solving skills and
learn that in every challenge one faces, there are always several options which need to be
examined carefully before one can make a decision. For instance, imagine you that you are in
Grade 12 and your father passes away: What would you do? Suggestion at least three wise,
practical, options. Every family, organization or person is often subjected to a Balloon Debate.
For instance, an Opposition Politician may be facing a balloon debate with three options: Should
he continue being in the Opposition Party or resign and go for a by-election on the ticket of
ruling Party or resign and retire from Politics? A family may be having a balloon debate on
whether to buy a car for use as a Taxi, or buy a car for family utility or use the money to buy a
residential plot and put a slab. Can you suggest possible balloon debates at family, community
and national levels?
5.3.2.6.Questioning (Question and Answer Method)
A Question is a statement or a phrase to which a response or an answer is expected. Questioning
is perhaps the commonest teaching method used by all teachers, though it is often abused bymost
teachers in all subjects.
i) Benefits and Purposes of Questioning
There are many reasons why teachers ask questions in the classroom. According to Muzumara,
(2011), teachers ask questions in order:
 To revise previous work and review content already learned by the class.
 To motivate learners. Learners are motivated and encouraged to put more effort when
they get questions correct.
 To monitor teaching and gain feedback. The teacher uses questioning to monitor his or
her teaching success and gain feedback on students’ progress.
 To encourage learners to acquire and practice problem-solving skills.
 To encourage learners to participate in the lesson
 To enable students to learn from one another and share what they know with each other.

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 To enable learners to evaluate themselves. Questioning encourages self-criticism and
reflection and this helps learners to discover their own abilities and shortcomings.
 To encourage learners to engage in thinking activities and promote deep understanding
of ideas and issues.
 To teach answers and other information through to learners through other learners. Other
reasons for asking questions in the classroom are (Nacino-Brown et al,(1982):
 To stimulate learners and recapture the attention of wandering minds. If questioning is
done properly by addressing the questions to the whole class rather than to a pre-selected
student, they can be used to attract and recapture the attention of the whole class.
 For drilling and practicing. An old adage says ‘practice makes perfect’. Questioning can
give learners an opportunity to practice and consolidate their newly acquired skills and
knowledge. If learners acquire new skills and knowledge and are left for a long time
without being asked questions that require them to apply and practice their new skills and
knowledge, it is likely that they would forget what they learned.
 For challenging, prompting, guiding and leading learners towards desired objectives,
especially when using teaching aids and documents. Questioning can challenge and
encourage learners to scrutinize, understand and interpret teaching and learning
materials during learning activities such as:
a) Picture study
b) Document study
c) Chart study
d) Map study and
e) Written Class exercises
 To supplement other Teaching Methods. It is said that it is not possible for a teacher to
teacher a full period without asking questions. Whatever teaching method a teacher is
using, even in a lecture, at one stage he or she will have to ask a question. It is therefore,
important that every teacher should learn how to ask questions properly.
ii) Ways of Improving Classroom Questioning Techniques
Questioning is a vital tool in the classroom. However, if this method is to be useful:

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 The teacher should prepare possible main questions ahead of time and ask supplementary
or follow-up questions in the classroom to support or clarify the main questions.
 You should rephrase or repeat the question where pupils seem not to understand it.
 The teacher should ask questions which encourage higher learning skills of
comprehension application, interpretation, analysis, synthesis and evaluation.
 The questions should promote critical problem-solving skill.
 The teacher should rarely ask factual or recall types of questions which require rote
learning. For example, who is the head of the judiciary? Such questions do not encourage
learners to think but merely to recall and reproduce information. Use a lot of questions
with phrases such as ‘what if’ and ‘how would you’ or ‘suggest’ or ‘explain’.
iii) Characteristics of a Good Question
A Question is any statement
A good question should have the following qualities (characteristics) (Nacino-Brown et al,
1982):
 Appropriate: It must be appropriate or suitable to the age and academic level of the
learners. Questions meant for learners in senior classes should be more challenging than
those intended for juniors. Questions should also be appropriate and relevant to the topic
being discussed. Avoid asking questions which are clearly irrelevant to the topic just for
the sake of asking a question.
 Brief: A good question should be brief or short. The question statement should not be
long or winding. A statement of one, two or a maximum of three lines is ideal.
 Clear: It must be clear, not ambiguous. A good question must not have a double
meaning, or be ‘tricky’. Learners should not be uncertain about what the question is
demanding for, but must be straight forward.
 Doable: A good question should be doable or solvable. It must have a clear solution. A
teacher should avoid asking questions which he or she clearly knows that they have no
clear solution. For instance, which type of constitution is better than the other, a rigid or a
flexible Constitution? Such a question is a bad classroom question, because it has no

81
definite answer. However, it could be a good question if used as a Debate Motion in a
Whole Class Discussion, Walking Debate, or a Traditional Debate where the aim is to
solicit for an argument rather than for a definite answer.
iv) Dos and Don’ts in Questioning
Nacino- Brown et al, (1982) have identified Five Dos and Five Don’ts when asking questions in
the classroom. The dos are outlined below:
 State the question
 Pause for a moment to allow learners time to consider the question.
 Call one learner by name to respond.
 Listen to the answer without interrupting.
 Comment on the answer.
The following are the don’ts:
 Do not repeat or rephrase the learner’s answer in an attempt to clarify it for him or her.
E.g. where are the Headquarters of the AU?
Response: Adidas Baba.
Teacher: Do you mean Addis Ababa?
If the answer is not clear or wrong, ask the learner to attempt it again or throw it back to the
class.
 Do not allow learners to answer in unison or in chorus because even people who are not
sure of the correct answer may pretend to know and hide in the crowd’s noisy response.
 Do not mock, tease, discourage or frighten learners when they give seemingly absurd
answers. Do not use abusive language against learners even if their answers are
completely incorrect. Appreciate all attempts, but approve only correct answers. A good
comment could be: ‘good attempt, can someone help Mutinta to say it well?’ Instead of

82
the teacher saying: ‘Ooh, Rubbish, next! Such a reaction by the teacher would discourage
learners from attempting to answer questions in future.
 Do not encourage guessing.
 Do not pretend to know all answers to learners’ questions. Be sincere and keep your
promise if you promise ‘to find the answer later’.
5.3.2.7.The Demonstration Method
Demonstration has been described as an audio-visual teaching strategy. It is an activity which
involves telling and doing an activity for the benefit of learners. The learners learn by observing,
followed by imitating and doing an activity.
The demonstration method is often applied in subjects involving learning of practical skills such
as Physical Education, Woodwork, Home Economics and mathematics.
 The teacher demonstrates for the learners how something should be done (for instance, a
chest pass throw in netball or a cooking method in Home Economics or how to make a
dove-tail joint in Woodwork).
 Learners observe the activities of the teacher carefully.
 Teacher asks learners to perform the skill and they learn by doing or imitating.
Teachers of Civic Education can also use demonstration method to teach activities such as
simulation, dramatization, projects and interviewing skills. For instance, you can demonstrate to
the class how to conduct an interview before you ask learners to go and interview people in the
community.
You can also use the demonstration method when you are teaching on the Electoral Systems.
 The teacher can conduct mock-elections to demonstrate how the Single Member
Majoritarian System (SMMS) or the 50+1Electoral System works.
 Five or so selected learners can act as Presidential Candidates from different Political
Parties, while the rest of the class mates act as voters.
 Presidential Candidates can campaign in class and elections are conducted.

83
 After the first round of voting, if no candidate has scored over 50% of the total votes cast,
an election re-run can be conducted.
 The top-two contenders can campaign and second-round elections are conducted.
 After the re-run, a winner is declared.
 After the demonstration, the teacher can use the Question and Answer Method to discuss
how the 50+1 Electoral System works. Alternatively, the teacher may use explosion and
explain what was happening in the mock-elections demonstration.
The teacher can also demonstrate all the other Electoral Systems in a similar manner.
5.3.2.8.Role Play (Dramatization)
Role play or dramatization is an enactment of real life situations.
Learners can prepare and act a sketch on a given social situation such as HIV and AIDS
Stigmatization, effects of Substance Abuse on a family, dangers of Gender Based Violence,
Child Abuse or Corruption at roadblocks. After a sketch, the teacher can use the Question and
Answer method, Chart Study Method, Textbook Study or any other preferred teaching strategy.
There are two types of drama:
a) Scripted drama
b) Unscripted drama
 In a scripted drama (written drama), learners act from a given written script indicating
for each what to do and what say at a particular time. Such dramas are most valuable if
the scripts have been prepared by the learners themselves. Then it becomes a challenging
learning situation since learners will have to study a social situation using creative
thinking in order to imitate it well.
 An unscripted drama is not written. Actors improvise their actions and speeches as they
go along.
5.3.2.9.Simulation

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Simulation is similar to demonstration method and dramatization and teachers can use them in a
similar manner. However, simulation is closer to real situation than dramatization. In
Simulation, learners are encouraged to critically examine and understand the real life social
situation before they can simulate (imitate) it. A number of real life situations can be simulated
in Civic Education lessons. These include parliamentary debates, the electorate procedures at a
polling station and court sessions.
5.3.2.10. Inquiry (Problem Solving)
This teaching strategy requires learners to inquire into a problem in order to find some answers.
Learners gather information from library or government offices, and interview people about
something. The learners then compile the data and draw conclusions from the data collected.
This approach involves the following.
 Identification of the problem, or problem definition.
 Problem analysis through literature review.
 Formulation of hypothesis. This means suggesting possible solutions.
 Data collection from library, offices, agencies, or filed interviews.
 Data analysis or interpretations.
 Drawing conclusion from data.
For example, learners may want to know about the drug abuse in the school, or what causes
street kids in their town.
5.3.2.11. Case Study
This is an in-depth study of a particular issue or theme. Learners usually as a group investigate a
particular case or situation as a particular case or situation as a practical sample of the theory or
they have been learning. For instance, street kids, such as investigations can encourage a deeper
understanding when learners study a variety of materials and make visits in the community. A

85
case study offers learners an opportunity to study how a particular theory, idea or principle works
in practice.
5.3.2.12. THE PROJECT METHOD
The project method has been defined as a unit activity carried out by learners in a natural and life
like manner to accomplish an attainable goal. Learners will identify an issue of concern and
suggest measures to deal with it. Learners design and conduct the project under guidance of the
teacher. Projects can be done by learners working as individuals or in groups.
Advantages of projects include the following:
 Learners learn by doing.
 It develops learners’ to plan and organize activities.
 It provides a natural approach to learning by according learners an opportunity to work
with the local community within the environment.
5.3.2.13. Interviews
This is one way of collecting information from the field where the learners come in direct contact
with the people and collect information from them in a face=to-face situation.
 The learners can interview people to get their opinions, attitudes or views on a wide
range of issues such as family planning, gender based violence, teenage pregnancies,
substance abuse, deforestation, mode of adopting the constitution, child defilement, and
the quality of social services in their community.
 Interviews can be useful when given as assignments and problem-solving activities.
 To assist learners and make their work easier, the teacher can design a simple
Questionnaire based on a particular topic, with questions presented in a definite order.
e.g. ‘.Street Vending’
 Learners can interview stake-holders such as vendors, market traders, council official
and other people.

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REFERERENCENCES
1. Crockall, R.E. (1972).Handbook for History Teachers in Africa. London: EvansBrothers
Limited.
2. Das, R.C. (1985). Science Teaching in Schools. New Delhi: Sterling Publishers Private
Limited.
3. Farrant.J.S. (1980). Principles and Practice of Education. London: Longman
4. Garvey, B and Krug, M. (1977). Models of Teaching History in the Secondary School.
Oxford: Oxford University Press.
5. Hamwiinga, B. M. Mulenga, J.M. Mushala, G.L. et al.(2010). Civic Education Grade 12
Learner’s Book. Lusaka: Zambia Educational Publishing House.
6. Kochhar, S.K. (2005). Teaching of History. New Delhi: Sterling Publishers Private
Limited.
7. Ministry of Education. (1996). Educating Our Future. Lusaka: Zambia Educational
Publishing House.
8. Muzumara, P.M. (2011). Teacher Competencies for Improved Teaching and Learning.
Lusaka: Bhuta Publishers.
9. Mweene, B.C. (2005). Civic Education in High Schools. Unpublished Paper Presented at
the National Social Sciences Workshop Held at RIMO Hotel from 11th to 15th December,
2005.
10. Nacino.-Brown. Oke, F.E and Brown D.P.(1982). Curriculum and Instruction. An
Introduction to Methods of Teaching. London and Oxford: Longman.
11. Sidhu, K.S. (2006). The Teaching of Mathemics. New Delhi: Sterling Publishers Private
Limited.-

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