UNIT 1 THE PROBLEMS OF A FARM BUSINESS AND THEIR SOLUTIONS

THE PROBLEMS OF FARM BUSINESS

• what to produce
• how to produce
• when to sell
• where to sell
• how much to produce
• when to produce

SOME OF THE SOLUTIONS TO FARM BUSINESS PROBLEMS

• What to produce
• The farmer should produce where the market is readily available
• The farmer should produce where the roads are near and passable
• The farmer should produce where the climatic conditions are favourable

• How to produce
• the farmer should aim at using methods or technologies that are cheaper and yet profitable

• When to sell
• farmers should sell their commodities when the price is high

• When to produce
• farmers should produce throughout the year by using irrigation during the dry season
• farmers should produce when the commodities are scarce for a higher price

UNIT 2 THE PRINCIPLES OF A FARM BUSINESS

In order to solve the problems of farm business such as what to produce, how to produce, when to produce, when to sell and where to sell, some principles of agricultural production can be applied.
These principles are:

• comparative advantage
• substitution of inputs
• demand and supply

UNIT 5 SOIL FERTILITY

Meaning of the term 'soil fertility'
Soil fertility is the ability of a soil to supply adequate water, air and nutrients in proper balance for plant growth and development.

Characteristics of fertile and infertile soils

UNIT 6 SOIL NUTRIENTS

SOIL NUTRIENTS
Plants require different elements for normal growth and production.

Some of these are non-mineral elements supplied by air and water. The other mineral elements are obtained from the soil.

CLASSIFICATION OF NUTRIENTS

Nutrients can be classified into major and minor types.

MAJOR NUTRIENTS
These are nutrients required by the plants in large quantities.

These include: nitrogen, phosphorus, potassium, calcium, magnesium and sulphur.

MINOR NUTRIENTS
These are nutrients required by the plants in small quantities.

These are iron, boron, copper, manganese, chlorine, molybdenum and zinc. These are also called trace elements.

Functions of some of the major nutrients

DEFICIENCY SIGNS OF MAJOR NUTRIENTS IN CROPS
This are signs that appear in plants when a nutrient is lacking. Such signs can be corrected by applying a fertilizer that contains the lacking nutrients.

Deficiency signs of some major nutrients

UNIT 7 IMPROVING SOIL FERTILITY

WAYS OF IMPROVING SOIL FERTILITY

• Practising mixed cropping

Mixed cropping involves growing different crop in in the same field during the growing season.

For instance in the same garden the following crops may be planted together: maize, sorghum, beans, cassava and pigeon peas.
Soil fertility will be improved because a lot of organic matter is produced. This organic matter holds and binds fine soil particles which improves soil structure.
Some crops may fix nitrogen with increases nutrient content in the soil.

• Agroforestry

Trees are grown together with arable crops on the same piece of land.

This improves soil fertility in the following ways:

• leguminous trees fix nitrogen which is one of the of the major nutrients in the soil
• there is effective ground cover which reduces evaporation and soil erosion
• nutrients are recovered by deep rooted crops from subsoil to topsoil layer

• Application of mature

Different types of manure such as farm yard, compost and green mature can be applied to the soil. These improve nutrient content, drainage and soil structure.

• Practising crop rotation

This involves growing different types of crops on the same piece of land one after the other following a defined pattern.
If legumes are included, they fix nitrogen, soil erosion is reduced when cover crops such as pumpkins and dwarf beans are planted.

• Fallowing

This means leaving the land uncultivated for some time so that bush grows. This increases organic matter.

COMPOST MANURE
Compost refers to plant and organic wastes which has decomposed.

HOW TO MAKE COMPOST

• measure 1.5 to 2 m diameter on a clear ground
• fix a 2m stick in the centre of the circle
• heap a 30 cm thick layer of chopped organic matter
• add a 3-5 cm layer of chicken manure to encourage decomposition by bacteria
• add a layer of soil to a depth of 5-8 cm
• water adequately until it oozes out when the organic matter is squeezed.
• add wood ash to reduce acid
• repeat the layers 1.5 height is reached
• reduce the diameter of the heap as more layers are added. This will result in forming in a conical shape.
• turn the heap every 7 days or place several sticks close to the base of the stack and several others heights. These will serve as entry points for air. Air is required for effective bacterial work.

IMPOTANCE OF IMPROVING SOIL FERTILITY

• nutrients content of the soil is increased
• when more organic matter is added to the soil and when leguminous plants are included
• it improves aeration of soil
• the organic matter turns into humus upon decomposition. The spongy structure of the humus promotes circulation of air in the soil.
• it improves water holding capacity of soil
• organic matter is spongy hence holds water for a long time
• it supports plants growth.
• when soil fertility is improved crops can grow well

UNIT 8 INDIGENOUS FARM MACHINERY AND TECHNOLOGIES

TYPES OF INDIGENOUS FARM MACHINERY AND TECHNOLOGIES
Indigenous farm machinery and technologies are those that are local in origin.
There are different indigenous farm machinery and technologies. These include the following:

• planting frames
• querns
• leaf bag
• ash
• soot
• winnower

PLANTING FRAMES

This is a plank or wood which has fixed sharp pegs positioned according to recommended spacing of a given crop.

QUERNS (MPHERO)
This is a pair of stones. One is large and the other is small. They have flat rough surfaces.
They are used for grinding grains.

The large stone could be about 60cm long and about 50cm wide.

The large stone is known as 'mother stone ' and the smaller one is known as 'daughter stone'

The grinding is achieved by placing the grains on the mother stone and sliding the daughter stone over the mother stone by forward and backward movements.

USE OF HERBICIDES
These are chemicals that are applied in a garden to control weeds.

They help to improve agricultural production in the following ways:

• killing growing weeds
• preventing weed seeds from germinating

PERMACULTURE
Permaculture is a combination of two words, 'permanent' and 'culture'.

Permaculture aims to design sustainable systems such as building, transportation, agriculture, energy and water.
In agriculture, permaculture imitates nature where different plants and animals grow together and support each other.
Nature does not apply chemicals to improve soil fertility or kill insert pests, but allows everything to grow and produce in balance.
It also makes food available for every living thing throughout the year.

Permaculture encourages:

• growing of a variety of different species of plants and animals that are appropriate to a particular area and that support each other on the same piece of land
• improvement of soil fertility and structure through the use of organic matter and growing of plants that add nutrients to the soil as opposed to artificial chemical fertilizers that pollute the soil, water and air.
• use of natural predators to balance insect as opposed to artificial chemical pesticides or insecticides that harm people and surroundings
• mulching to suppress the growth of unwanted plants as opposed to use herbicides. Mulching also has a benefit of conserving soil and water and improving soil fertility and structure during decomposition

Permaculture involves designing the land in such a way that each plant or animal on the plot plays a role.
A combination of different species on a plot that support each other is called guild.

For example, a plot may have maize, climbing beans, onions, sweet potatoes and chickens.

The beans fix nitrogen that is used by the maize, sweet potatoes and the onions; the maize provides support to the climbing beans; the sweet potatoes cover the ground, protecting it from soil erosion and conserving moisture.

• Source of income
• Source of raw materials
• Source of employment
• Source of foreign exchange
• Source of medicine

CLASSIFICATION OF FRUITS
Fruits can be classified into indigenous and exotic

INDIGENOUS FRUITS
These are fruits which grow naturally in an area.

These include: matowo, maye, masawu, mateme, bwemba (tamarind), malambe (baobab).

EXOTIC FRUITS
These are fruits which were introduced into the country from other countries or areas.

These include mangoes, peaches, pineapples, oranges, strawberries, tangerines, avocado pears, guavas, bananas and pawpaws.

UNIT 11 ENVIRONMENTAL CONDITIONS AND LAND PREPARATION FOR FRUIT PRODUCTION

ENVIRONMENTAL CONDITIONS

FACTORS TO CONSIDER WHEN SELECTING SITE FOR FRUIT GROWING

• Type of soil
• Climate
• Water availability
• Land preparation

TYPE OF SOIL
Fruits require deep, fertile and well-drained soils.

CLIMATE
Some fruits grow well under hot conditions.

Such fruits include mangoes, bananas, pawpaws, guavas. Other fruits grow well in cool areas.
These include pineapples and avocado pears.

Fruits like peaches, apples and plums grow well in cold areas where the rainfall is well distributed throughout the year.

WATER  AVAILABILITY
The site should be near a permanent water source for easy irrigation

LAND PREPARATION
Land preparation for fruit growing involves a number of activities such as:

• Clearing the land
• Measuring the distance between planting stations
• Digging planting holes 90cm long, 90cm wide and 90cm deep
• Filling planting holes with rich loam soil and manure

Land preparation should be done two months before the time of planting. Different fruit trees have different recommended spacing.

Spacing for different types of fruits

The main fruit growing areas in Malawi

UNIT 12 METHODS OF PROPAGATING FRUITS

Meaning of the term 'fruit propagation'
Fruit propagation is the process of producing new shoots or plants to be used as planting materials.

Fruit trees can be raised using seeds or vegetative parts such as suckers, buds, runners and cuttings.

METHODS OF SEED PROPAGATION

• Seed propagation
• Grafting
• Budding
• Use of stem cuttings
• Use of suckers

SEED PROPAGATION
Seed propagation is easy, cheap and quick but the resulting trees take a long time to start bearing fruits.

Seeds can be sown in pots, polythene pots and nursery beds.

GRAFTING
A shoot is cut and tied to a stem of a related plant so that the joined parts grow as one plant.

This is done in fruits such as oranges, mangoes, avocado pears, apples and peaches.

Procedure for grafting

• Select a young tree to be used as stem (root stock) to graft on
• Select a shoot from a similar fruit tree with the desired characteristics. This shoot must be of the same size as the root stock.
• Cut the chosen stems in a slanting manner so that the two stems fit well
• Join the shoot to the root stock
• Tie the two stems together using strips of plastic

Note: Any other shoot coming from the root stock should be removed.

BUDDING
A mature bud is attached to the stem of a related fruit stem. This is done in fruits such as oranges, lemons and mangoes.

Procedure followed when budding

• Choose a stem on which to join a bud
• Make a T-slit on the stem
• Cut off a mature bud from a desired variety of fruit
• Fit the bud into the T-slit of the stem
• Tie the bud on the stem using plastic strips

PRUNING
Fruit trees should be pruned.

This improves the yield and quality of fruits since nutrients are not wasted by unproductive branches. When pruning, dead, broken, rubbing and diseased branches should be removed.

The steps to follow when pruning fruit trees

• Identify the dead, broken, rubbing and diseased branches
• Cut the branches starting from the bottom going upwards using sharp tools such as pangas, saws and axes

UNIT 15 PEST AND DISEASE CONTROL IN FRUIT TREES

COMMON FRUIT PESTS AND DISEASES AND THEIR CONTROL

Common fruit pests and their control

Common fruit diseases and their control

UNIT 16 HARVESTING FRUITS

Fruits must be harvested at the right time and in the right way to avoid losses which occur when the fruits are harvested too early or too late.
When harvesting fruits, use appropriate methods to reduce bruising, cracking and breaking of fruits.

Signs of maturity and methods of harvesting different fruits

UNIT 17 THE IMPORTANCE AND TYPES OF FISH SUITABLE FOR FARMING

THE MEANING OF THE TERM 'FISH FARMING'
Fish farming is the practice of raising fish in ponds.

THE IMPORTANCE OF FISH FARMING

• Source of food
• Source of income
• It makes good use of the land
• It supplements fish caught in rivers and lakes
• Source of raw materials

CHARACTERISTICS OF FISH SPECIES SUITABLE FOR FARMING

• Must grow fast to search a harvestable size within a short period of time
• Must be able to feed on locally available feeds
• Must reproduce under pond conditions
• Must have eggs, fries and fingerlings which can survive under pond conditions
• Must have acceptable taste and flavour to consumers
• Must be easy to handle when harvesting
• Must be resistant to parasites and diseases

Some fish species suitable for farming:

• Makumba
• Mphende
• Mlamba
• Chambo
• Chilunguni
• Makakana

CHARACTERISTICS OF SOME FISH SPECIES THAT ARE SUITABLE FOR FARMING

Makumba

• Short reproduction cycles
• Adapts to a wide range of environmental conditions
• Makes its nests in shallow waters
• Breeds easily in ponds
• Takes a wide variety of food items

UNIT 1 THE PROPHETS

UNIT 2 JESUS’ TRIUMPHANT ENTRY INTO JERUSALEM
UNIT 3 HUMAN RIGHTS
UNIT 4 THE ARREST AND TRIALS OF JESUS
UNIT 5 FORGIVENESS
UNIT 6 WORK AND LEISURE
UNIT 7 THE ROLES OF THE PROPHETS
UNIT 8 THE CRUCIFIXION AND RESURRECTION OF JESUS
UNIT 9 REASONS FOR FORGIVENESS
REFERENCES

UNIT 1 THE PROPHETS
A prophet is a messenger of God.

FOUR MAIN PROPHETS SENT TO THE ISRAELITES

• Isaiah
• Jeremiah
• Amos
• Micah

IMPORTANCE OF PROPHETS (THE DUTIES OF THE PROPHETS)

• They remind people to be faithful
• They condemn people against their sins
• They warn people about God’s punishment
• They foretell the future
• They preach the word of God

HOW THE MESSAGES OF PROPHETS WERE CARRIED OUT

• Through sermons
• Through their behaviours
• Through their written words

THE MESSAGE OF ISAIAH (Isaiah 3:16-26)
Isaiah warned the Israelites that if they continued to rebel, God would punish them.
Isaiah’s message was important because he was protecting them from God’s punishment.

THE MISSION OF JEREMIAH (Jeremiah 1:1-19; 2:9-13; 4:1-4)
Jeremiah’s mission was to warn the people of Jerusalem against idol worshipping. Jeremiah told them to repent and come back to God.
Jeremiah’s message was important because it teaches about reverence, love and protection of each other.

THE MESSAGE OF AMOS (Amos 2:6-8; 8:4-14; 9:1-4)
The mission of Amos was to preach the word of God to the people of the northern kingdom of Israel. His message was against injustice, corruption, insecurity and oppression of the poor.
Amos’ message is important because it teaches about love, empathy, patience, mercy and justice.

THE MESSAGE OF MICAH (Micah 2:1-13; 3:1-12; 7:1-7)
The mission of Micah was to warn the people of Judah against planning and doing evil.
His message was that God would punish them because of their injustice, corruption and oppression of the poor.
Micah’s message is important because it teaches about justice, love and humility.

HOW GOD RULED THROUGH ISAIAH (Isaiah 1:2-31; 3:16-26)
Isaiah, son of Amoz, was one of the prophets that God chose to guide the Israelites.
God showed and revealed the message to Isaiah through a vision concerning Judah and Jerusalem during the time when Uzziah, Jotham, Ahaz and Hezekiah were kings of Judah.
Isaiah warned the people of the two cities that God would punish them if they did not change from evil doing.

HOW GOD RULED THROUGH JEREMIAH (Jeremiah 1:1-19; 2:9-13; 4:1-4)
Jeremiah was the son of Hilkiah, one of the priests of the town of Anathoth.
The Lord spoke to Jeremiah when Josiah and his son Jehoiakim were kings of Judah.
He also spoke to him many times when Zedekiah son of Josiah was in his eleventh year of reign as king of Judah.
God guided Jeremiah by giving him words to speak to the people.
He was given authority over nations and kingdoms, to uproot and pull down, destroy and overthrow and to build and to plant.
God was with him throughout his mission.

HOW GOD RULED THROUGH AMOS (Amos 2:6-8; 8:4-14; 9:1-4)
God chose Amos, one of the shepherds from Tekoa to guide Israelites.
This was when Uzziah was king of Judah and Jeroboam, son Jehoash, was king of Israel. God appointed Amos to guide the people of Israel against the oppression of the poor. He told them about God’s judgement that He would destroy them because of their sins.

HOW GOD RULED THROUGH MICAH (Micah 2:1-13; 3:1-12; 7:1-7)
Micah of Moresheth had a vision about a downfall of Samaria and Jerusalem. God chose him when Jotham, Ahaz and Hezekiah were kings of Judah.

He was given responsibility to warn the people of Samaria and Jerusalem not to plan and do evil against others.
He guided them against the oppression of the poor and denounced the leaders of Israel for their corrupt practices.

UNIT 2 JESUS’ TRIUMPHANT ENTRY INTO JERUSALEM

Triumphant entry means visiting a place as an honourable person. OCCASIONS WHEN HONOURABLE PEOPLE VISIT A PLACE

• Political gatherings
• Wedding ceremonies
• Funeral ceremonies
• Chief’s installation ceremonies
• Tribal gatherings
• Inauguration ceremonies

HOW PEOPLE REACT WHEN THEY ARE VISITED BY AN HONOURABLE PERSON

• By singing
• By dancing
• By ululating
• By eating special food
• By giving them souvenir gifts

HOW JESUS ENTERED JERUSALEM (Matthew 21:1-17; Mark 11:1-9; Luke 19:28-48; John 12:12-19)
On the first day of the Passion Week, Jesus entered the holy city of Jerusalem in a humble manner while riding on a donkey.
People spread their clothes and branches of trees on the road. They did this while singing in praise of God.
His entry into Jerusalem testified that he was the Messiah.

THE CLEANSING OF THE TEMPLE DURING THE PASSION WEEK (Matthew 21:12-17; Mark 11:15-19; Luke 19:45-48)
When Jesus entered the temple, He found people trading and exchanging money. Angrily, He drove them out and overturned their tables as a way of cleansing the temple.
The chief priests and other religious leaders felt offended and were angered by His actions. As a result, they plotted to kill Him.

UNIT 3 HUMAN RIGHTS

THE VALUE OF LIFE (Genesis 2:7; 4:14-15; Exodus 2:1-5; 20:13)
The value of life is that it makes every person a living being as created by God and that has the right to be alive and live freely.
The Bible teaches that killing through abortion or any other means is a sin. It does not recommend capital punishment.
People violate the right to life through abortion and capital punishment. They may also violate the right to life through abuse of power.
Christians should observe the value of life and promote good behaviour such as peace, unity, tolerance, love, justice, fairness and equality in society.

THE ABUSE OF POWER (Exodus 1:15-21; John 7:24; Romans 12:19)
Abuse of power is when a person uses his or her position for personal gains.
Or Abuse of power is using one’s position for personal gains.

This happens when a person holding a position is exercising his or her powers negatively against the demands of the law.
Power is usually abused through corrupt practices and unfair judgement.
It is important to fight against corruption by reporting all cases of abuse of power to the responsible authorities.
The Bible teaches people to make the right judgement.
Therefore, Christians should fight against corruption by spreading the spirit of love, tolerance and observing human rights.

UNIT 4 THE ARREST AND TRIALS OF JESUS

Arrest means taking and keeping somebody prisoner with the authority of the law.
Or
Arrest is to take and keep somebody prisoner with the authority of the law.

A trial is a process of finding out whether a person accused of a crime is guilty or innocent.
Or
Trial is a formal examination of evidence in a court of law to prove a suspect guilty or innocent.

THE ARREST OF JESUS (Matthew 26:47-56; Luke 22:47-53)
At the Passover feast, Jesus told His disciples about His arrest leading to His death. He revealed that one of the disciples would betray Him.
After the Passover feast, Jesus went with His disciples to Gethsemane to pray. After that, He took three of His disciples and went further.
Jesus left the three on one place and went a step further to pray alone.
Soon after praying for the third time, Judas, one of the disciples came with chief priests, officers of the temple guards and elders to arrest Jesus.
Judas identified Jesus with a kiss and the armed men arrested Jesus.

THE TRIALS OF JESUS (Matthew 27:11-26; Luke 22:66-71; 23:1-25)
There were many accusations made against Jesus.

ACCUSATIONS MADE AGAINST JESUS

• He was accused of refusing to pay tax
• He was accused of calling Himself a king
• He was accused of stirring up the people all over Judea by His teachings

When Jesus was arrested, two kings tried Him in Jerusalem.
Pilate asked Jesus questions and found Him not guilty of any offence. Pilate then sent Jesus to Herod for another trial.
Herod asked Jesus many questions but Jesus did not answer them.
Herod also found nothing wrong in Jesus but ridiculed, mocked and sent Him back to Pilate.
Pilate then called the chief priests, rulers and the people and told them that Jesus did not commit any offence to deserve the death sentence.
The people insisted that Jesus should be crucified and Barabbas be released. Then Pilate handed over Jesus to the people and released Barabbas.

UNIT 5 FORGIVENESS

MEANING OF THE TERM 'FORGIVENESS'
Forgiveness is the act of not taking into account other people's wrongs.

WHY DO PEOPLE ASK GOD FOR FORGIVENESS (Genesis 50:2-21; Isaiah 38:1-5; Luke 15:11-31; Luke 23:39-
43; Acts 7:60; 2 Timothy 4:16)

• To create good relationships
• To restore good relationships

SITUATIONS THAT REQUIRE FORGIVENESS

• Fighting
• Stealing
• Killing
• Insulting others

UNIT 6 WORK AND LEISURE WORK
Work is an activity in which the effort of the body and mind produces something or gains a result. Every person is expected to do some work to live a productive life.
The amount of work people do varies with age, health, attitudes and responsibility.

LEISURE
Leisure is the time when one is free from work or duties of any kind.
During leisure time people do many activities such as chatting with family members and friends, reading story books and newspapers, fishing, sewing, playing games and other sporting activities, swimming, visiting relatives, visiting friends and visiting the sick.

IMPORTANCE OF WORK

• It provides them with basic needs
• It provides them with body exercises
• It protects one from effects of laziness
• It earns them respect and favour from others

IMPORTANCE OF LEISURE TIME

• It allows people to relax
• It allows people to rest

• It allows to do their hobbies

BIBLE TEACHINGS ON WORK AND LEISURE (Genesis 2:1-3; 2 Kings 5:20-27; Proverbs 12:24; Proverbs 24:30-34; Proverbs 10:4; Matthew 25:26; Thessalonians 3:6-15; 1 Timothy 5:13)
The Bible teaches about the importance of work and condemns laziness because laziness brings poverty.
God is not pleased with laziness because God was the first one to work by creating the universe and everything in it.
God valued leisure time by resting on the seventh day after the creation of the universe. God made Adam and Eve as God's co-workers.
Jesus worked as a carpenter. Paul worked as a tent maker
Simon Peter worked as a fisherman
Paul also taught that lazy people must not eat because work was ordained by God.
Parents, guardians and teachers should teach their children and learners to be hard workers at school and home.
However, they should be guarded against over-working, child abuse and child labour.

PROBLEMS THAT CAN BE FACED BY IDLE OR LAZY PEOPLE

• Poverty
• Drug and substance abuse
• Prostitution
• Theft
• Violence
• Discrimination

WHAT MAKES GOD THE FIRST WORKER

• God was the first one to work by creating the universe and everything in it

UNIT 7 THE ROLES OF THE PROPHETS

Meaning of the term ‘role’
A role is a part taken by someone in life or in any activity.

Meaning of the term ‘prophets’
Prophets were messengers of God.

ROLES OF THE PROPHETS (Isaiah 1:2-31; 3:16-26; Jeremiah 1:4-19; Jeremiah 4:1-4; Amos 2:6-8; Amos
8:4-14; Amos 9:1-4; Micah 2:1-13; Micah 3:1-12; Micah 7:1-7)

• Carrying messages from God to people
• Preaching God's message to the people
• Guiding kings and God's people in difficult circumstances
• Anointing leaders
• Condemning the evil
• Prophesying or foretelling the future events
• Acting as a bridge between God and people
• Acting as a bridge between God and leaders

PROPHETIC ROLES OF CHRISTIANS (Romans 12:1-21; 1 Corinthians 12:4-6, 28-31)

• Preaching
• Prophesying
• Baptising
• Guiding
• Counselling
• Praying for the sick
• Teaching the word of God
• Administering the church

HOW GOD RULES THROUGH CHRISTIANS (Matthew 28:19-20)
God rules the world through different Christian missions.
These missions are fulfilled through:

• Praying for those in bondage
• Relief provision
• Mediating
• Counselling
• Preaching the word of God
• Praying for peace

UNIT 8 THE CRUCIFIXION AND RESURRECTION OF JESUS

The meanings of the terms 'crucifixion' and 'resurrection'.

Crucifixion
Crucifixion is the death of Jesus on the cross.

Resurrection
Resurrection is the state of coming back to life.

THE CRUCIFIXION OF JESUS (Matthew 27:32-66; Mark 15:12-32; Luke 23:26-55; John 19:16-79)
Jesus died a painful and cruel death.
The Jews crucified Jesus because they thought Jesus was blasphemous. Jesus was mocked, whipped and spat at.
He was wounded, tired and failed to carry the cross.
Instead, Simon of Cyrene carried the cross for Jesus to Golgotha. After crucifying Jesus, they shared Jesus' garments by casting lots.
They then put an inscription on Jesus' cross which read, "This is Jesus the King of Kings".
Jesus was mocked by soldiers, passers-by and one of the two robbers who were also crucified together with Jesus.
Thereafter, there was darkness all over the land for three hours, and later on, Jesus cried and died.
Soon after his death, a curtain of the temple was torn in two parts, the earth shook, rocks were split, tombs were opened and bodies of the saints were raised and seen walking in the city of Jerusalem.
Those who were watching over Jesus at the cross were filled with awe and believed that Jesus was the son of God.
Joseph of Arimathea went to Pontius Pilate and asked for the body of Jesus and laid it in his own new tomb.
When Joseph was doing all these, Mary Magdalene and Mary the mother of Joseph were there.

EVENTS THAT HAPPENED WHEN JESUS WAS ON THE CROSS

• curtain of the temple was torn in two parts
• the earth shook
• rocks were split
• tombs were opened
• bodies of the saints were raised

THE RESURRECTION OF JESUS (Matthew 28:1-20; Luke 24:1-12, 43; John 20:1-20)
Jesus resurrected after three days.

The women were the first to visit the tomb.
They found that the stone was rolled away and did not find the body of Jesus. Two angels told them that Jesus had risen.
After his resurrection Jesus appeared to Mary Magdalene. Later, Jesus appeared to two men who were going to Emmaus.
He appeared again to his disciples who were gathered in the upper room and they were frightened thinking that they had seen a spirit.
Jesus told them to look at his hands and feet to believe that he had risen.

OCCASIONS JESUS APPEARED TO DIFFERENT PEOPLE AFTER HIS RESURRECTION

• Jesus appeared to Mary Magdalene
• Jesus appeared to two men who were going to Emmaus
• Jesus appeared to his disciples

UNIT 9 REASONS FOR FORGIVENESS

People offend each other and it is their responsibility to behave morally in order to live in harmony with others in communities.
Therefore it is important to forgive each other because it assists in restoring or creating a good relationship.

SITUATIONS WHERE PEOPLE ARE FORGIVEN (Genesis 50:15-21; Isaiah 38:1-5; Matthew 6:12; Luke
15:11-31; Corinthians 3:13)
The Bible has stories where people were forgiven. For example,

• The prodigal son was forgiven by his father after spending his money carelessly. He decided to go back to his father who forgave and accepted him.

• Hezekiah was forgiven by God by adding more years to his life when he was about to die.

• Joseph forgave his brothers while he was a governor in Egypt by assisting them with a place to live and food when there was famine in Canaan.

Today, people forgive each other whenever one pleads for forgiveness. Therefore, forgiveness is important in any society.

• The armyhas come .
• A swarmof locust destroyed the crops .
• This is my herdof cattle .
• The audiencelistened to the singer
• James is carrying a bunchof keys.

• COMMON NOUNS
• A common noun is used to name any common object . Examples :
• Busheskeep a lot of snakes
• Mineralsare not commonly found here .
• Churcheshave multiplied greatly in Malawi.
• PROPER NOUNS

A proper noun is the special name given to a particular person or thing .

• Proper nouns always begin with capital letters Examples
• Malawiis a peaceful country.
• Marthais pounding maize .
• I am going to Malawi Institute of Education
• Jane was born on Wednesday
• It is always cold in June
• UNCOUNTABLE NOUNS
• are names of things you cannot count Examples of uncountable nouns
• This tube is made of glass
• Paper is white

• CONCRETE NOUNS
• are names of objects that are tangible Examples :
• A bird is in the tree
• Give me a stone
• ABSTRACT NOUNS
• are names of qualities ,ideas ,characteristics ,states or actions of things . Examples :
• Health is better than wealth
• We must conquer poverty and ignorance
• He was treated with kindness
• The soldiers fought with courage
• A lot of people are afraid of death
• I do not need your help
• He lost his dignity after he was caught stealing
• There was some truth in the matter
• Unity is strength

• A pronoun is a word that is used instead of a noun .
• A pronoun is a word that replace a noun in a sentence. List of pronouns :

• I
• He
• She
• Him
• It
• Us

Types of pronouns

• Personal pronouns

• We
• They
• Them
• You
• mine
• yours

• his
• ours
• me
• its

• These pronouns stand for the persons or things referred to in a conversation Examples :

• you
• he
• we

• Possessive pronouns

• him
• her
• theirs

• are pronouns that show ownership and possession Examples :
• This house is mine .
• The dog is hers .
• This book is yours .
• The car is ours .
• These hoes are theirs .
• Demonstrative pronouns
• is a pronoun that points out and identifies

The words this ,that ,these and those point out things. Examples :

• This is a good book .
• These are good books
• That is the house in which we live .
• As these already been sold ,may I have those ,please ?
• Reflexive pronouns
• shows that the action expressed by the verb passes back to the subject . Examples :
• She hurt herself
• He cut himself with his knife
• We taught ourselves to read
• They nearly killed themselves
• Relative pronouns
• A relative pronoun points to a word or phrase which comes immediately before the pronoun .

Examples :

• The bus which brought us here has broken down
• The football jersey that I wore last year is now too small for me .

• Dziko is pupil upon whom one can depend
• Emphatic pronouns
• Emphatic pronouns have the same form as reflexive pronouns but used in a different way .
• Emphatic pronouns call attention to or emphasize the words with which they are used

Examples

• I myself saw him do it .
• You yourself will have to pay for the damage done
• Father himself built the house .
• Timve himself decided to do the job
• Mrs. Phiri herself saved the child
• Interrogative pronouns
• are used when questions are asked . Examples:
• What is your name ?
• What is the time ?
• What did you say?
• Who went to Blantyre ?
• Who told you ?
• Whom are you going to meet ?
• Whose is this coat?
• Which of those books do you want ?
• Distributive Pronouns
• are used to refer to individual or separate members of a group or class. Example :
• Either of the cars is good enough for our purpose .
• Each of the boys was given a present .
• Each of these is acceptable .
• Neither of these is right . 3.VERBS
• is a doing word in a sentence
• is a word that shows action Examples:
• The boy went home .
• The boy is going home
• Timve was fishing
• The girls are going home
• The men rushed straight to their offices .
• Mr. Maseko is walking up the hill.
• I am going home now.
• Mr. Sekani angrily knocked the bucket over Auxiliary verbs

• are those which help other verbs to form their tense ,voice and mood Examples :
• I am going home
• The boys were playing football
• The rat was killed by the cat
• May God bless you.
• Will you come with me
• Timve cant swim
• Dziko did see the snake .
• Mabvuto is carrying a basket
• Mr. Phiri has just killed a snake
• She was present
• They were present

• ADJECTIVES
• Are words that make the meaning of other words more exact by describing or limiting them.
• An adjective qualifies a noun EXAMPLES :
• The young boy could see his reflection in the clear water
• The greedy dog ate all the meat.
• Beautiful flowers grew in the garden .
• Thick clouds could be seen in the sky
• Mabvuto is a fat little girl
• The proud bird sat on the top branch of the tree
• My father met a strange person yesterday .

Types of adjective

• Descriptive adjectives
• indicate the quality or state of a thing Examples :
• The river is not deep.
• Zalimba is a brave boy
• That is a short girl
• Blantyre is a large city
• Tamanda is an intelligent pupil
• Mrs. Zimba is a beautiful woman
• My father is a poor man.

• Possessive adjectives
• are used to indicate to whom an object belongs Examples
• Its legs are dirty
• Their shirts are clean
• Is that your home ?

• His uncle is a businessman.
• They have lost their books
• Her books are on the floor

• Interrogative adjectives
• are adjectives which ask questions
• These adjectives ask which or what object meant . Examples :
• Which pencil do you want ?
• What time is it ?
• Which bicycle did you see?
• What name shall we give the baby?
• Which bus goes to Ndirande ?
• Which boy will win the prize?

• Demonstrative adjectives
• are used to indicate which objects is pointed at . Examples :
• This book is old
• That book is new
• These hoes are ours.
• This reason is not acceptable here.
• Those bananas are green .
• What is that girls name?

• Numeral adjectives
• are adjectives which indicate exactly how many things there are or what order they are .

Examples:

• There are six girls in this classroom .
• Twenty players were selected for the game .
• Tsala drank three cups of water
• September is the ninth month of the year.
• Indefinite adjectives
• indicate a number of things without stating exactly what the number is . Examples :
• All dogs are to be vaccinated this week
• Several people were invited this week .
• Some girls took part in the competition
• Distributive adjectives
• show that things are taken separately . Examples :
• Each pupil received a copy of the book.
• Timve was told to take the medicine every two hours .

• Passive voice is when the subject is receiving the action .

Examples of active and passive voices

• Active voice :The snake watched the boy

Passive voice :The boy was watched by the snake

• Active voice :The cat killed a rat

Passive voice:The rat was killed by the cat

• Active voice : The boy opened the door

Passive voice : The door was opened by the boy

• Active voice : The snake watched the boy

Passive voice : The boy was watched by the snake

• Active voice : The dog killed the rat .

Passive voice :The dog was shot by the man

• Active voice :The child drank the milk .

Passive voice :The milk was drunk by the child

• Active voice : My sister wrote the letter .

Passive voice : The letter was written by my sister

• Active voice :The man shot the dog

Passive voice : The dog was shot by the man.

• Active voice : My uncle repaired the car

Passive voice : The car was repaired by my uncle

• Active voice : Takondwa ate the bread

Passive voice: The bread was eaten by Takondwa .

• Active voice : The watchman keeps the keys .

Passive voice: The keys was kept by the watchman

• Active voice : The chief will welcome the Minister

Passive voice : The Minister will be welcomed by the chief

• Active voice : The Minister will open the conference .

Passive voice : The conference will be opened by the Minister

IMPORTANCE OF TEMPO

• Source of unity
• Source of variety
• Provides music expression
• Helps to develop coordination
• Helps to develop a sense of concentration

WAYS OF ESTABLISHING A TEMPO

• By stamping feet
• By clapping hands
• By tapping an object

SOME ARTISTIC ACTIVITIES THAT CAN BE CONTROLLED BY TEMPO

• Drawing
• Painting
• Carving
• Weaving

ANIMALS AND MOVEMENTS

IMITATING THE MOVEMENTS OF CREATURES

• Imitating animals means moving in the same way that these animals move.
• Animals move different parts of their bodies.
• They crawl, hop, walk, run, glide or jump.
• When running from danger, movements may be fast than when looking for food or at peace.
• We need to be familiar with the animals in order to imitate effectively.

SOME FEATURES OF ANIMALS THAT MAKE MOVEMENTS

• Legs
• Trunks
• Wings
• Bellies

REASONS WHY PEOPLE AND ANIMALS MOVE AT DIFFERENT SPEEDS AND HEIGHTS

• Running away from danger
• Looking for food
• Looking for shelter
• Looking for mates

DRAWING CREATURES

Drawing the creatures involves presenting them in a diagrammatic form. In order to simplify the work, drawing should be done step-by-step.
Draw the general outline first and add details later to complete the drawing.

UNIT 2 LEADERSHIP ROLES TYPES OF LEADERS AND THEIR ROLES
A leader is a person who leads others to achieve the goals of an organisation or group.

TYPES OF LEADERS/LEADERSHIP STYLES

• Democratic
• Democratic leaders involve members of the community when making important decisions.
• A democratic leadership style is one where the majority rule.
• The leader takes no side
• Everyone's voice counts

• Autocratic
• Autocratic leaders give directives
• This is where only the leader's voice counts.
• This is also referred to as dictatorship, absolutism or despotism

• laissez faire
• Laissez faire leaders leave situations to chance.
• There is chaos
• Everyone does what they please

LEADERSHIP ROLES

• Settling disputes
• Settling marriage conflicts
• Mobilizing the members in carrying out development projects
• Providing guidance
• Supervising
• Monitoring

THE QUALITIES OF A GOOD LEADER

• Able to delegate tasks
• Accept criticisms
• Should lead by example
• Depends on people he/she works with
• Trusts the people he/she works with
• Knowing their strengths and weaknesses
• Flexible
• Aware of the interests of the followers

Importance of delegation is that it promotes the sense of collective responsibility

SOME OF SUCCESSES IN LEADERSHIP

• Mobilising the society to take part in development projects
• Resolving conflicts amicably

SOME OF CHALLENGES IN LEADERSHIP

• Resistance to change
• Conflict of interest among the subjects

The challenges can be avoided by exercising good leadership skills

SOME LEADERSHIP SKILLS

• Effective communication
• Providing motivation
• Problem solving
• Delegation
• Decision making
• Critical thinking
• Patience
• Open mindedness

UNIT 3 SELF EXPRESSION

Ways of expressing and communicating feelings, ideas and important messages are:

• use of language
• dances
• songs
• gestures
• stories
• drawings
• role plays

DANCES THAT EXPRESS AND COMMUNICATE MESSAGES


People dance at different occasions Some of the occasions are:

• Weddings
• Initiation ceremonies
• Funeral gatherings
• Chief’s installation ceremonies
• Political gatherings

Songs and dances help in communicating messages on cross-cutting issues.

SOME EXAMPLES OF CROSS=CUTTING ISSUES

• HIV and AIDS
• Gender
• Deforestation
• Human rights
• Democracy

Sometimes dances are just used for entertainment and healing.

For example, Vimbuza and Malombo are for healing while Mganda and Ingoma are for entertainment.

WALL CHARTS

Apart from dance, messages can be communicated through wall charts. Wall charts communicate messages verbally or non-verbally.
Wall charts can be made using decorative stitches or applique

STORY TELLING PICTURES AND ROLE PLAYS

• Messages can also be conveyed through picture stories and role plays.
• A lot of cartoons use picture stories which may have words and other may have no words.
• Role playing is the dramatisation of a situation.
• Role playing is important in communicating messages because the issues are made realistic and more meaningful.

COLLABORATIVE SPORTS AND GAMES
There are various types of sports.
Some are individual sports while others are team sports.
The most common team or collaborative sports are: football, basketball and netball.

FOOTBALL

• Played by eleven players each side
• The game lasts for 90 minutes
• Forty five minutes each half
• Three officials
• One referee and two assistant referees
• The team that scores more goals wins the match
• The goal keeper is the only player who is allowed to use both hands and legs in the goal area

BASKETBALL

• Played by seven players each side
• Played in four quarters
• Each quarter lasts for fifteen minutes
• The team that accumulates more points wins the game
• Two umpires officiate the game

NETBALL

• Played by seven players each side
• Played in four quarters
• The team that scores more goals wins the match
• Two umpires officiate the game
• Each player not allowed to hold the ball for more than 3 seconds
• Players have specific playing areas
• Specific players shoot at goal

USES OF THE CARDS IN FOOTBALL

• Red card is to suspend a player for foul play
• Yellow card is to warn a player for foul play

THE USES OF SPORTS AND GAMES IN THE PAST

• For fun
• For enjoyment
• For unity

UNIT 4 ARTISTIC PERFORMANCE

Artistic performances require body movements.

Some of these performances require personal and general space. Personal space is the space that your body uses.
Personal space is also called kinesphere

General space is the space where your body and other individuals occupy or use.

COMPONENTS OF GENERAL SPACE

• Levels
• Levels refers to how close to the floor or how far away from the floor one is as he/she moves

• Extensions
• Extensions describes the amount of space a movement pattern uses

• Floor pathways
• Floor pathways refers to how people move on the floor

• Air patterns
• Air patterns refers to aerial directions

FACTORS THAT DETERMINE PERSONAL AND GENERAL SPACE

• The space available for the activity to be done
• The number of people participating in the activity

Before sewing garments, take the following body measurements:

• bust: measure around the fullest part of the body above the waist
• hip: measure around the fullest part of the body below the waist
• waistline:
• measure the waistline by tying a tape around yourself tightly and wiggling about a bit
• nape of the neck to waistline down the center back (for blouses and shirts)
• waistline to hem down center back with a friend's help (don't bend to look)
• waistline to ankle (this is useful for trousers and long dresses)
• shoulder length: measure from one shoulder to another
• sleeve length

CURIOS

THE MATERIALS AND TOOLS FOR MAKING CURIOS

• Wood
• Soapstone
• Adzes
• Knives
• Scrapes
• Gauges
• Chisels
• Mallets

• Rasps
• Saws
• Vices

THE PROCEDURE FOR CARVING CURIOS

• clean off the piece of wood to remove unwanted parts
• assess the size, length and shape of the wood to determine the item that can be carved
• design the items to carve
• carve the curios

REASONS FOR DECORATING CURIOS

• to make them attractive
• to sell fast

MARKETING CURIOS

• Advertising
• Making a display of finished products
• Organizing a showcase

CULTURAL ACTIVITIES
There are many events which take place in the society that have cultural significance. Some of these events include:

• Initiation ceremonies
• Wedding ceremonies
• Installation of chiefs
• Political gatherings
• Funeral ceremonies
• Bridal send-offs
• Bridal showers

WAYS OF PRESERVING CULTURE

• Singing songs
• Dancing

• Story telling

COMPOSING SONGS ABOUT EVENTS OF CULTURAL SIGNIFICANCE
Singing songs and dancing are common ways of preserving one's culture Songs can be composed in different ways.

• In written music, rhythms are written first, followed by the melody and other necessities such as dynamics and tempo.
• In other forms of composition, one can compose a new tune and words
• Another way is using an already existing tune and improvise the words.
• Finally, one can also improvise a tune to already existing words.

NB: Composing requires a lot of creativity.

UNIT 5 IMPROVISATION

Improvisation refers to the use of a resource as an alternative to something that is not readily available.

Or Improvisation is using one thing to replace what is not available.

IMPORTANCE OF IMPROVISATION

• It helps to overcome the problem of scarcity of resources
• One can design and use resources that suit the needs of the learners
• One can work with the learners in designing and making the resources
• It promotes creativity
• It promotes involvement of the learners
• It is cheap to produce
• It helps teachers and learners to be resourceful

RESOURCES THAT CAN BE IMPROVISED

• A razor blade for a pair of scissors when cutting fabric
• Sack cloth for a skin during Ingoma dance

LEARNING RESOURCES

Production of teaching and learning resources is an alternative to the use of realia.

Realia are objects that are used directly for teaching and learning in the original form such as people, stones and seeds.

Realia are appropriate because they give an exact impression of what is being seen or discussed. However, it is not always possible to use realia.
Some realia may be difficult to handle such as a living snake and living bees. A model, a picture or a drawing becomes a good alternative.

USE OF LOCALLY-AVAILABLE RESOURCES

Locally available resources are things that are found around us or in our environment. Teaching and learning using locally-available resources (TALULAR) goes beyond improvisation. This is so because not all resources can be improvised.
TALULAR includes people and non-material resources such as time, personal knowledge, skills, talents, experiences, culture, art, proverbs, songs, dances and language.

KEY AIMS OF TALULAR

• To assist in making teaching and learning more effective
• Introducing cost-effective classroom technologies
• Making the educational system more sustainable

Creativity and resourcefulness are useful attributes in the use of teaching and learning resources from the local environment.
Creativity means thinking of innovations or new ways of doing things to keep attracting or motivating the learners.
Resourcefulness means when ready-made resources are inadequate or scarce, you should use alternatives that work.
Furthermore, diversity in the use of resources allows you to organise a variety of activities for the learners.

IMPORTANCE OF RESOURCES IN TEACHING AND LEARNING

• Production of teaching and learning resources helps to overcome the limitations in the use of realia
• Resources create a lasting image in the learners
• Resources enhance interest in learners to pay attention when learning
• Learners see the size of the objects they are learning
• Learners see the shape of the objects they are learning
• Learners see the colour of the objects they are learning
• Learners see the weight of the objects they are learning
• Resources satisfy the senses of touch, smell, taste and sight as they handle the objects

FACTORS TO CONSIDER WHEN PRODUCING RESOURCES

• Resources that are big enough for all to see
• Resources that are attractive
• Resources that are simple
• Resources that are accurate
• Resources that are clean

DISPLAYING RESOURCES

Display may be done on:

• Walls
• Tables
• Boards
• Floor
• suspending using strings when space is limited

NB: Resources should not be on display for too long in order to sustain the learners' interest.

STORAGE OF RESOURCES

Resources can be stored in:

• Cupboards
• Lockers
• Galleries
• Boxes
• Plastic bags

NB: Resources are stored in a safe place to sustain their use.

UNIT 6 TEAMWORK

Teamwork is working together.

IMPORTANCE OF TEAMWORK

• Exchanging knowledge
• Exchanging skills
• Promotes unity
• Promotes cooperation
• Making work easier

There are different forms of artwork.
The artwork include drawn, woven and carved items.

CARVING
Carving is the removal of unwanted material from an object so as to come up with a desired shape. Carving can be done on wood or stone

MATERIAL FOR CARVING

• Bamboo
• Palm leaves
• Cane
• Adzes
• Knives
• Scrapes
• Gauges
• Chisels
• Mallets
• Rasps
• Saws
• Vices
• Cramps

When carving using a piece of wood, study it carefully so that you understand its grain and special qualities. In the process, one chooses the wood by considering its hardness, softness and thickness.
It is also important to check the type of wood to avoid using poisonous wood for making kitchen utensils. It is important to design one's work before cutting the wood.
This is to ensure perfection in the proportions and main shapes of the object you are intending to carve. Designing includes determining the right size, length and thickness of the carving.

VARIOUS TOOLS REQUIRED FOR CARVING

• Adzes
• mallets
• chisels
• knives
• rasps
• saws
• vices

USES OF DIFFERENT TOOLS

• The rasp is used for smoothening the surface of the carving.
• The vice is used for holding the wood
• Wood mallet is used for hitting the handle of the chisel or gauge to drive the blade into the wood.
• Glass paper is used for smoothening the carving.
• Sandpaper is used for smoothening the carving
• Saws are used for cutting the wood.
• Adzes are used for removing the unwanted parts of the wood.
• Cramps are used for holding the wood.

PRODUCTS FROM CARVING

• wooden spoons
• clubs
• cricket/baseball bats
• cooking sticks
• walking sticks/crutches
• salt shakers
• candle holders

WAYS OF DECORATING CARVINGS

• scorching
• engraving
• painting

WEAVING

Weaving is the interlocking of warps (vertical strips) and wefts (horizontal strips) to produce fabrics, mats, baskets and hats.

MATERIALS FOR WEAVING

• Bamboo
• Palm leaves
• Cane
• Reed

PRODUCTS FROM WEAVING

• Mats
• Baskets
• Hats
• Fabric

DRAWING

Drawing is a diagrammatic representation of an object.

MATERIALS FOR DRAWING

• Sheets of paper
• Fabric
• Sacks
• Pencils
• Ink pens
• Crayons
• Paints

FACTORS TO CONSIDER WHEN COSTING PRODUCTS/ITEMS

• Amount of materials used
• Time spent in making the item/product
• Attractiveness of the finished product
• Age group meant for the item
• Availability of the product
• Durability of the product
• Quality of the material
• Demand
• Cost of the materials, if bought

WAYS OF MARKETING VARIOUS ITEMS/PRODUCTS

The following are some of the ways of marketing products that have been drawn, woven, carved, modelled and so forth:

• Advertising
• Making a display of finished products
• Organizing a showcase

UNIT 7 MULTICULTURAL VALUES

Different tribes have different values.

These cultural values differ depending on the location, rituals, festivals and ceremonies that these tribes practice.
The cultural values are depicted through things the tribes produce such as dances, carvings, woven items and pottery.

MULTICULTURAL DANCES

Multicultural dances are dances from different cultures. In Malawi, some of these dances are as follows:

MALIPENGA

• A dance for males.
• Malipenga is performed during weddings and mass rallies.
• Performed in Nkhatabay
• Mganda is a variant of Malipenga
• A Malipenga and Mganda group is known as boma
• Mganda is performed in Dedza, Ntchisi, Dowa and Lilongwe districts.

UYENI

• Performed by Ngoni women of Ntcheu.
• It is performed during installation of chiefs in Ntcheu district.

MASEWE

• Performed by boys among the Yao and the Lomwe.
• The dancers wear palm leaves or sisal fibre and rattles in ankles and wrists.

GULEWAMKULU
Performed by the Chewa and it is associated with the spirits of the dead. Gulewamkulu is performed during:

• Funeral ceremonies
• Initiation ceremonies
• Installation of chiefs

NGOMA

• Ngoma is the famous dance among Ngoni males of Ntcheu and Dedza districts.
• Dancers wear headgear, animal skins, and rattles worn on ankles and beads across the chest.

INGOMA

• Similar Ngoni dance performed in Mzimba and Mchinji districts in Malawi.
• Dancers wear headgear, animal skins, and rattles worn on ankles and beads across the chest.

ROLES OF WOMEN IN NGOMA/INGOMA DANCE

• Singing
• Clapping hands
• Ululating

TYPES OF DYES

• Cold water dyes
• These are dyes used in cold water
• Used for dyeing fabrics made from natural fibre such as cotton, silk, wool and linen

• Hot water dyes
• These dyes are suitable for natural fibre and not artificial or synthetic fibre.
• Salt, dye and the fibre or fabric are boiled together to fix the dye to the fabric or fibre.
• Usually, salt is used as a mordant to fix the dye.
• Other mordants are chrome, tin, copper sulphate, paraffin, cream of tartar and acetic acid

CHARACTERISTICS OF GOOD DYES

• Colours should not fade after repeated washing
• Colours should not fade in light
• Dyes should not discolour with body sweat
• Dyes should not come out when used with laundry materials such as bleaches

UNIT 10 CAREER DEVELOPMENT

Career development is a lifelong process of assisting an individual to explore his/her career aspirations, ambitions and interests.
Thereafter, the individual is assisted to choose a career he/she would like to pursue and prepare for. Local arts provide a wide range of opportunities for self-employment.
Careers in local arts such as crafts, pottery, weaving, music and wood carving are crucial in offering career opportunities and preserving the communities, cultures and identity.

One needs to explore career prospects that exist in the community.

this can be done through participation in career awareness activities such as career exhibiting, education tours, role modelling, career talks, career clubs, work session and occupation dissemination.

CAREER PATH DEVELOPMENT

Career path development is a lifelong process of assisting an individual to make informed choices and transitions in life.
It is a process of providing relevant career information and experiences to an individual.

One may have a career in formal employment (white collar) or informal employment (blue collar).

The way of providing career path development is by setting up a job shadowing experience to the learners.

Job shadowing is an unpaid experience where a learner follows a practitioner for a short period to learn about a particular occupation or industry.

THREE STAGES IN SETTING UP A JOB SHADOWING EXPERIENCE

• Pre-experience activities
• On-site activities
• Post-site activities

When modelling with paper through papier mache, use a mould.

Papier mache is the art of sticking pieces of paper together with glue or paste to make a model. A mould is an object used as a support when pasting the pieces of paper.
It is also used to provide the desired shape.

A plate, a pot, a jug and animal curios can be used as moulds.

PERSIPECTIVE DRAWING

Perspective is the visual or optical effect which gives a sense of depth, solidity and distance to what is seen.

PROCEDURE FOR PERSIPECTIVE DRAWING

• Draw a rectangle which marks your drawing space.
• Then a line that passes through the middle across the rectangle is drawn.
• This line represents the horizon.
• This is the line where the sky seems to meet the earth.
• Mark the centre of vision (CV) or vanishing point (VP)
• And draw straight lines meeting at the centre of vision.
• These straight lines are used only as guides, hence, keep them faint.

• These lines indicate the proportion in which objects seem to reduce in size, height, detail and colour as they recede into the distance before they disappear from the observer at the vanishing point.
• After drawing the guideline, draw the objects intended to be drawn such as buildings, trees, boxes, people, animals, mountains, birds and roads.
• After completing all the details, the guide lines are erased.

IDEALISED IMAGES OF ARTISTIC PERFORMANCES PRESENTED IN PICTORIAL FORM

There are many things that people imagine about. One example is heaven.
People have stories, imaginations and pictures of heaven. This is an example of an idealised image.
Great inventions come from imagination.

One way of turning ideas and images into real-life situations is through mimicking. Mimicking involves copying or imitating something and presenting it in a funny way. Imitation in mimicking can be in a form of voice or actions.

ENJOYMENT IN PERFORMING ARTISTIC ACTIVITIES
An expression of enjoyment comes in many different ways. These include:

• singing
• eating
• drinking

REFERENCES

MIE (2008), Expressive Arts Teacher’s Guide for Standard 8 MIE (2008), Expressive Arts Learners’ Book for Standard 8 Concise Oxford English Dictionary, Eleventh Edition

UNIT 1 SCIENTIFIC INVESTIGATIONS

Scientific investigation is the process in which a scientist designs and carries out experiments to obtain information

PLANNING A SCIENTIFIC INVESTIGATION
There are a number of things that are involved when planning a scientific investigation. Planning a scientific investigation involves the following things:

• Identifying the problem
• Stating the problem in the form of a question
• Predicting the possible solution to a problem
• Identifying what to observe or measure (variables)
• Identifying and collecting the resources that would be required to carry out the investigation.
• Deciding the steps to be followed in the process of collecting data

CONDUCTING A SCIENTIFIC INVESTIGATION
Once the investigation has been planned, it is then carried out.

This is when the hypotheses are tested by carrying out experiments.

Also, the variables to be investigated are deliberately changed while keeping the other variables constant.
This is what is meant by controlling and manipulating variables.

The variables that are changed are observed and recorded as the investigation is being conducted. The purpose of carrying out an investigation is to collect data through observation.
If one is not satisfied with the data collected, it is necessary to repeat the procedures.

When the data has been collected, it should be organised in such a way that it is meaningful. The data may be presented in the form of tables.
The procedures of organising data are referred to as data analysis. One of the ways of analysing data is the use of graphs.

After the data has been analysed, there is need to interpret it.

This may involve determining the relationship between variables using the analysed data.

The determination of the relationships between variables include:

• looking for patterns of data in a table
• interpreting the shapes of graph lines

Once the data has been analysed and interpreted, a conclusion can be drawn based on the results of the investigation.
The conclusion then becomes the solution to the problem investigated.

Conducting a scientific investigation involves:

• carrying out the investigation according to what has been planned
• collecting data and presenting it in a meaningful way
• analysing the data that have been collected
• interpreting the analysed data
• drawing a conclusion based on the results of the investigation
• writing a report of the investigation

REPORTING THE FINDINGS OF A SCIENTIFIC INVESTIGATION
After the scientific investigation has been completed, it is important to write a report.

The report can include:

• Topic of the investigation
• An introduction
• The methodology (methods used to conduct the investigation)
• The results (findings)
• The discussion of the results
• The conclusion

The possible solution to the problem is called a hypothesis.

Examples of the questions that can be investigated in science and technology:

• why does a fresh egg sink and a rotten one float on water?
• what is the speed of sound in air?
• what are the factors that affect the speed of sound in air?
• how different is the life cycle of grasshopper from that of a housefly?
• how can a particular variety of maize be improved in terms of yields?
• how is the pitch of sound affected by different sizes of bottles?

• which is the most effective biological control of aphids?
• how can the components of a given mixture be separated?

Variables are factors that would affect the results in the investigation. Variables is anything that can change.

THE PURPOSE OF WRITING A REPORT AFTER CONDUCTING A SCIENTIFIC INVESTIGATION

• to communicate the findings of the investigation to those who did not take part in the investigation.
• It acts as a record of what was done
• It gives people the opportunity to learn the findings, ask questions and comment on the investigation.

UNIT 2 THE HUMAN CIRCULATORY SYSTEM

The main parts of human circulatory system and their function

THE HUMAN CIRCULATORY SYSTEM

• Blood comes into the heart from all parts of the body through Posterior and Anterior vena cava and from the lungs through the Pulmonary vein.
• The blood goes out of the heart through the aorta to all parts of the body and through the pulmonary artery to the lungs.
• When blood comes from different parts of the body it is dark red in colour because it contains less oxygen and more waste products such as carbon dioxide and urea.
• The heart then pumps the blood to the lungs through the pulmonary artery.
• In the lungs, carbon dioxide is excreted while oxygen is added to the blood making it look bright red.
• The blood then goes back to the heart through the pulmonary vein where it is pumped to all parts of the body.

The air which goes out of the body contains a lot of carbon dioxide which has diffused from the blood into the lungs.
For breathing to take place, there are several parts and structures that are involved. For example, nostrils, windpipe (trachea), lungs, ribs, and the diaphragm.

BREATHING MECHANISM
The breathing mechanism works in two phases which are Inspiration and Expiration.

INSPIRATION
This is a process of breathing in air and is also referred to as inhalation.

During inspiration, the diaphragm contracts and becomes flat, the ribs move up and out due to the contraction of the external intercostal muscles.
Due to the movement of the ribs, the volume of the thorax (chest cavity) increases.

Air pressure inside the chest cavity decreases thereby making it lower than the atmospheric pressure.
This causes the air to rush into the lungs

EXPIRATION
This is a process of breathing out air and is also referred to as exhalation.

During expiration, the diaphragm relaxes and moves upwards into the thorax, forming a dome shape.

The ribs move down and inwards due to the relaxation of the external intercostal muscles Due to the inward movement of the ribs, the volume of the thorax decreases.
The air pressure inside the chest cavity therefore increases, making it higher than the atmospheric pressure.
This forces air out of the lungs.

When the air enters through the nose (nostrils), it passes through the trachea (windpipe), then through the bronchus, then into the lungs through the bronchioles.
Finally, it goes to air sacs or alveoli where the exchange of oxygen and carbon dioxide takes place.

PROBLEMS AND CARE FOR THE HUMAN BREATHING SYSTEM

Problems that can affect breathing system are:

• Smoking
• Air pollution
• Diseases
• Suffocation
• Smothering

WAYS OF CARING FOR THE HUMAN BREATHING SYSTEM

• Avoid Smoking
• Tobacco smoking is dangerous to the breathing system
• It can lead to diseases such as lung cancer, asthma, bronchitis and tuberculosis
• Tobacco also contains a dangerous chemical known as nicotine
• Smoking other substances such as Indian hemp and traditional medicines can lead to the same effects. So smoking is hazardous to health and must be avoided.

• Avoid air pollution
• Being in a places where air is heavily polluted can lead to problems that can affect the breathing system.
• It is important to avoid areas where the air is polluted.

• Eat a balanced diet and go for regular medical check-ups to prevent diseases that can affect breathing system
• Diseases such as cancer, asthma, bronchitis and tuberculosis (TB) can affect breathing system

• Live in well ventilated places to avoid suffocation
• Suffocation is a situation whereby air cannot pass out of the lungs either through choking or strangulation

• Avoid covering oneself with air proof materials to prevent smothering
• Smothering is a situation where air cannot get into the mouth or nose, for example, if clothing or plastic bag covers the face.

UNIT 4 IMPROVING THE NUTRITIONAL VALUE OF FOOD

IMPROVING THE NUTRITIONAL VALUE OF FOOD

Various foods contain different types of nutrients.

For instance, meat contains proteins, fats, vitamins and mineral elements. The nutritional value of food refers to the major nutrients the food contains.
Improving the nutritional value of food means enriching the food with other nutrients by preparing the foods together.

Ways of improving the nutritional value of food

• Combining several foods when cooking
• Adding enriching food to dishes
• Overcooking fish to soften the bones so that they can be eaten together with the flesh
• Cooking some foods in their skins or together with the skin
• Using one pot meals

Factors to consider when planning, preparing, cooking and serving dishes with improved nutritional value

• The method of cooking
• Colour, texture and flavour of food
• Season of the year
• Ensure that the meals are nutritionally balanced

THE NEGATIVE EFFECTS OF POOR NUTRITION ON THE FAMILY, COMMUNITY AND THE NATION

• Malnutrition
• Stunted growth among children

• Poor mental capacity
• Increased risk of chronic illnesses
• High mortality rate among children
• Low productivity in everyday activities
• Strain on the economy of the country
• Low standards of living

THE POSITIVE EFFECTS OF GOOD NUTRITION ON THE FAMILY, COMMUNITY AND THE NATION

• Healthy population
• Proper growth in children
• High productivity in everyday activities
• Good nutritional status of the population
• High standards of living

UNIT 5 MEALS FOR INVALIDS, CONVALESCENTS, VEGETARIANS AND ELDERLY PEOPLE

People can be categorized into different groups depending on their nutritional needs. These include:

• Invalids
• Convalescents
• Vegetarians
• The elderly

• Invalids

Invalids are people who are ill

• Convalescents

Convalescents are people recovering from an illness

• Vegetarians

Vegetarians are people who do not eat meat or animal products

• The elderly

The elderly are people above the age of 65 years

MEALS FOR INDIVIDUAL NUTRITIONAL NEEDS

INVALIDS
Invalids use less energy therefore they require fewer carbohydrates and fats.

Their meals should contain more proteins and protective foods for the replacement of damaged tissues and cells.

GUIDELINES TO CONSIDER WHEN PLANNING MEALS FOR AN INVALID

• The meal should be easy to digest
• Liquid diet should be given
• Following doctor's instructions on meals
• Taking into account particular likes and dislikes for food
• Not serving leftover food to avoid contamination
• Paying careful attention to food hygiene
• Preparing food away from the patient
• Serving meals in a tray and in small portions

Convalescents
The guidelines for planning meals for convalescents are similar to those of the invalids. The only difference is that the convalescent's appetite is better and serving is easier.

Vegetarians
There are two types of vegetarians.

• Lacto-vegetarians
• Strict vegetarians

Lacto-vegetarians are those who eat vegetables and animal products such as eggs, milk, cheese, yoghurt, ghee and sour milk (chambiko).
Strict vegetarians are people who eat vegetables only.

Reasons for becoming vegetarians

• Religion
• Health
• Animal welfare
• Taste
• Allergy

Planning meals for vegetarians can be difficult because of lack of proteins, vitamins A and D, calcium and iron from animal sources.

POINTS TO CONSIDER WHEN PLANNING MEALS FOR VEGETARIANS

• Providing sufficient proteins from animal products for lacto-vegetarians
• Using plenty of vegetable proteins such as peas, beans and groundnuts for strict vegetarians
• Providing foods rich in oils and fats from plant sources
• Using a variety of methods of cooking and serving with different combinations to bring variety to vegetarian diets
• Serving large portions for maximum supply of proteins

Elderly people
Elderly people need a special diet because their bodies do not function as efficiently as when they were young.

GUIDELINES FOR PREPARING PLANNING MEALS FOR THE ELDERLY PEOPLE

• An adequate supply of calcium and vitamins is needed for healthy bones and preventing infections
• Iron is needed as elderly people may suffer from anaemia
• Food should be easy to eat because their teeth may not be very strong
• Ensuring a good supply of dietary fibre to help in the digestion of food
• Meals should contain more fruits, vegetables and less fat
• Providing plenty of fluids in the form of water and other beverages
• Meals should be served attractively

UNIT 6 IMPROVING A TRADITIONAL KITCHEN

TYPES OF KITCHENS

• The modern kitchen
• Traditional kitchen

These kitchens are found in both urban and rural areas.

THE MODERN KITCHEN
The modern kitchen is part of the main house. It is found inside the house.
Though a modern kitchen is built as part of the main house, the outside walls must have sufficient windows for good lighting and ventilation to avoid eye strain.
The kitchen should also be closed off from the rest of the house to prevent cooking odours from entering the rest of the rooms in the house.

MAIN FEATURES OF A MODERN KITCHEN

• Preparing centre
• Cooking centre
• Storage centre
• Washing centre

THE TRADITIONAL KITCHEN
The traditional kitchen is the most common type of kitchen in Malawi.

TYPES OF TRADITIONAL KITCHENS

• The open-air kitchen
• An enclosed kitchen

THE OPEN-AIR KITCHEN
This type of kitchen is usually in the open outside the house.

It is common in the dry season mainly to boil water for domestic purposes and cook food. The following illustration on the next page shows an open-air kitchen.

AN ENCLOSED KITCHEN
This kitchen is in the form of a hut and is located outside the main house. It is constructed of materials such as poles, bricks, reeds and mud.
The roof is made of poles and thatched with grass. In some cases, the kitchen does not have windows. As such, the main source of ventilation is the door.

The three-stone fireplace is the one commonly used as the cooking centre.
Both open and enclosed kitchens have the kitchen centres located far away from each other. This arrangement is not good.
A lot of time and energy is spent walking between the centres. This makes the traditional kitchen not efficient.

The centres are:

• The storage centre
• The preparation centre
• The cooking centre
• The washing centre

COMPARISON OF A MODERN AND A TRADITIONAL KITCHEN

STRENGTHS AND LIMITATIONS OF A TRADITIONAL KITCHEN

The strengths of a traditional kitchen are;

• easy to construct
• easy to maintain

LIMITATIONS OF TRADITIONAL KITCHEN

• a lot of smoke is produced
• the food cooked in a three-stone fireplace can have a smoky flavour if not cooked properly
• there is wastage of fuel energy
• space is limited
• the traditional kitchen does not have work surfaces and there is no running water.

WAYS OF IMPROVING THE TRADITIONAL KITCHEN

• making a kitchen with a window and a chimney
• fixing surfaces and shelves to an already existing kitchen
• making a drying rack outside the kitchen for drying pots and plates
• constructing a mud stove with more than one cooking place to save fuel and time

CONSTRUCTING A MUD CUPBOARD
The materials and equipment required for constructing a mud cupboard are:

• Poles
• Soil
• Bamboo
• Water
• Nails
• Panga knives
• Buckets
• Strings

• A piece of rope
• A hoe

CONSTRUCTING A SHELF
The materials and equipment required for constructing a shelf are

• Bamboo strips
• Reeds
• Grass
• Millet or maize stems
• Sticks
• Poles
• Pieces of string

CONSTRUCTING A DRYING RACK WITH A SOAK PIT
The materials and equipment required for constructing a drying rack are:

• Poles
• Bamboo strips
• Pieces of string
• A hoe
• Chilaya (a tool for digging hoes)
• Panga knives
• Nails
• A hammer

UNIT 7 IMPROVING THE QUALITY OF PRODUCTS

Some of the locally produced products in the community such as wood carvings, mats, clay pots, mortar and hoe handles may not be of high quality.
It is therefore important to improve their quality.

Quality guarantees that the products are of a high standard.
There are many ways of improving the quality of a product. These ways include:

• improving the smell
• improving the taste
• improving the appearance

• improving the colour
• improving the volume
• improving the shape
• packaging
• decorating
• labelling

The following table shows some suggestions of how the quality of products can be improved:

THE IMPORTANCE OF IMPROVING THE QUALITY OF PRODUCTS

• Products of high quality can help to build confidence in the consumer.
• The producer is assured of high sales at a better price.
• Quality assurance ensures that the products are manufactured consistently and are attractive.

NEGATIVE EFFECTS OF IMPROVING THE QUALITY OF PRODUCTS

• the products may become expensive and slow to sell
• some materials used for improving the quality of the products may not be found locally and can be expensive

UNIT 8 FOOD PROCESSING

Food processing refers to the methods that are used to change raw ingredients into food products for human and animal consumption.

REASONS FOR PROCESSING FOOD

• improving flavour, texture and appearance
• preserving the food
• improving the quality of food
• preventing wastage
• improving the livelihood of people

WAYS OF PROCESSING FOOD
There are two main ways of processing food. These are primary and secondary processing.

PRIMARY PROCESSING
Primary processing involves raw ingredients for sale, consumption or making them ready for cooking.

Examples include:

• grinding grain into flour
• sorting and washing vegetables
• extracting oil from seeds and nuts
• soaking cassava
• fermenting cereals such as millet, sorghum and making for making chimera
• soaking mphale to make flour
• pounding cereals such as rice and maize

SECONDARY PROCESSING
Secondary processing involves turning basic processed foods into new products.

Examples include:

• making margarine from oil
• making bread, cakes and biscuits from flour
• making jam from fruits
• making juices from fruits
• making thobwa from chimera
• making thobwa, starch, nsima from cassava flour

• making chambiko/cheese from milk
• making peanut butter from groundnuts

ADVANTAGES OF FOOD PROCESSING

• improving the taste, flavour and appearance of food
• preserving the food
• improving the quality of food

DISADVANTAGES OF FOOD PROCESSING

• loss of nutrients during processing
• some of the methods used in processing food are not hygienic
• some methods used in processing can lead to wastage
• food processing can lead to increase in the cost of food

UNIT 9 REPRODUCTION IN HUMAN BEINGS

THE PROCESS OF CONCEPTION IN HUMAN BEINGS
Human life begins at the moment of conception.

During sexual intercourse, a man ejaculates millions of sperms contained in a liquid called semen. The sperms are deposited in the vagina.
From there, they swim up to the uterus through the cervix into the fallopian tubes to meet the egg (ovum).
The sperm unites with the egg.

This is called conception or fertilisation.

The union of the sperm and egg results in the formation of a single cell called a zygote.

Once the successful sperm has entered the egg, no other sperm can get in. Eventually, all the unsuccessful sperms die.

DEVELOPMENT OF THE EMBRYO
Once fertilisation has taken place, the zygote passes from the fallopian tube to the uterus. As it does so, it develops into an embryo.
It takes about five days for the embryo to reach the uterus to which it is attached.

.
This is called implantation

A membrane known as the amnion encloses the embryo in a fluid-filled cavity.

The fluid protects the embryo, supports it and allows it to move freely during growth. During birth the fluid lubricates and reduces friction in the vagina.
During implantation the placenta develops in the walls of the uterus.

The embryo is attached to the placenta by a tube called the umbilical cord.

Mercury

• Mercury is the smallest planet of the solar system

Jupiter

• Jupiter is the largest planet of the solar system.

Saturn

• Saturn is the second largest planet

UNIT 2 THE SHAPE AND MOVEMENT OF THE EARTH

The earth is spherical in shape.
It is not perfectly round but it is a little flat on the poles. There are so many proofs that shows that the earth is round.

Some of these are:

• The eclipse of the moon
• Photographs of the earth taken from the sky (aerial photography)
• Ship’s visibility on the water surface
• The earth’s curved horizon
• Moving in a straight line around the world (circumnavigation)
• The appearance of sunrise and sunset
• The sky seems to touch the ground

THE EARTH‘S MOVEMENT
The earth moves mainly in two ways:

• It moves round and round on its axis. This is called rotation
• It moves along its orbit round the sun. This is called revolution

ROTATION
Rotation is the movement of the earth on its axis 24 hours every day and night. The earth rotates on its axis once in 24 hours.
The earth spines (rotates) around on its axis from west to east.

One complete rotation of the earth on its axis takes 24 hours.
Although the earth moves, we do not notice it because of its size and because atmosphere rotates with the earth.
As the earth is rotating half of the earth is facing the sun. That half of the earth is facing the day.
The half of the earth facing away with from the sun is in darkness and so it is night. Within the 24 hours the earth’s surface experiences both day and night.
At the equator, half of the 24 hour period is day and half is night.

REVOLUTION

Revolution is the movement of the earth around the sun for 365 1/4 days every year. The earth travels or revolves around the sun once every 365 1/4 days or one year.
The path the earth goes through to travel around the sun is called orbit. As the earth is revolving around the sun, different seasons are formed.
Therefore seasons are caused by the revolution of the earth round the sun once every 365 1/4 days in an ordinary year and 366 days in a leap year.

EFFECTS OF ROTATION AND REVOLUTION OF THE EARTH
Rotation
Rotation is very important because it results in day and night.
If the earth did not rotate one half of the earth would be in darkness all the time while the other half would be exposed to the sun all the time.

Revolution
Revolution is very important because it causes changes in seasons. There is a hot season when the sun is closer to the earth.
When the sun is far away from the earth, people experience a cool season.

UNIT 3 THE WEST AFRICAN SLAVE TRADE

CAUSES OF SLAVE TRADE IN WEST AFRICA

• British settlers in America who wanted labourers to work in their cotton and tobacco plantations
• Spaniards who wanted labourers to work as miners in their gold and silver mines: and also farmers to work in their cotton and sugar plantations in South and Central America
• The British and the Spanish wanted cheap labour

WAYS OF OBTAINING SLAVES

• Through chiefs who waged wars against one another and the losers were exchanged for foreign goods such as gin, rolls of cotton and gun.
• Through chiefs who sold criminals and those accused of being witches and wizards
• Through foreigners who could attack a village and took the captives away.

THE TRIANGLE TRADE
The slave trade in West Africa soon developed into what was known as the triangle trade.
Britain, West Africa and West Indies (now called the Caribbeans) were the trading partners which were greatly involved in the triangle trade.
It was called triangle trade because trade routes formed a triangular shape.


The ships left England for West Africa loaded with foreign goods such as cloth, guns and gin. In West Africa, these goods were exchanged for slaves.

The ships left West Africa for America carrying slaves.
In America slaves were exchanged for raw materials such as sugar and cotton. Thereafter, the ships returned to England carrying raw materials.
Thus completing the triangle.

THE EFFECTS OF SLAVE TRADE IN WEST AFRICA

• Villages were destroyed
• People were carried away and some were killed
• Guns and gunpowder were introduced in Africa
• Some African chieftainships were destroyed
• Many areas in Africa became depopulated
• Many slaves died on their way to America due to ill-treatment
• Africans lost their Identity in the foreign land and were treated as an inferior race.

THE ABOLITION OF THE SLAVE TRADE
In Britain many Christians felt that the slave trade was evil.
Consequently, a movement against slave trade started in England in the 18th century.
People like John Wesley, Thomas Clarkson, William Wilberforce and Granville Sharpe spoke strongly against the slave trade at public meetings, in parliament and in churches.
These people were called abolitionists because they forced government to stop slave trade.

Their influence led to the abolition of the slave trade in Europe, Africa and America.

For example:

• Britain passed a law forbidding slave trade throughout the British Empire in 1807
• Slavery was declared illegal in Britain in 1833
• France, Spain and Portugal passed laws abolishing slavery in their colonies between 1848 and 1888.
• Abraham Lincoln, the president of United States of America, declared all slaves free in his country in 1863
• The slave trade ended completely in United States of America in 1865
  
• The abolition of slavery in America marked the end of the slave trade in West Africa.

UNIT 4 THE PARTITION OF AFRICA

Africa did not have countries as we know them today. It was made up of kingdoms and empires.
In the late 19th century and early 20th century, Africa was partitioned (divided) by the European nations.
The partition was not peaceful as Europeans scrambled for land.
That is why the ‘Partition of Africa’ is sometimes referred to as the ‘Scramble for Africa’.

CAUSES OF PARTITION OF AFRICA
Need for raw material for the industries
Need for new markets for manufactured goods
To spread Christianity
Improvement in medical knowledge
Prestige
Exploration of Africa

REGULATIONS FOR THE PARTITION OF AFRICA

• A country had to occupy and develop the claimed land. If not developed, the claimed land could be lost to other countries.
• Quarrelling countries over areas had to settle disputes by agreeing on the matter themselves.
• All international trading centres were set free for all traders from different countries.
• Countries had to end slavery and slave trade in their colonies.

The following countries partitioned Africa:

• Germany

South West Africa (Namibia), Togoland (Togo) Cameroon and Germany East Africa (Tanzania)

• France

Morocco, Algeria , Mauritius, French West Africa (Senegal), Mauritania, Mali, Niger, Upper Volta (Burkina Faso), Guinea, Ivory Coast, Benin, Chad, Gabon, Tunisia, Madagascar, French Somaliland and Djibouti.

• Portugal

Angola, Mozambique, Portuguese Guinea (Guinea Bissau).

• Italy

Somaliland and Libya

• Belgium

Belgium Congo (Democratic Republic of Congo)

• Britain

Southern Rhodesia (Zimbabwe), Northern Rhodesia (Zambia), Nyasaland (Malawi), South Africa, Bechuanaland (Botswana), Swaziland, Uganda, Kenya, Nigeria, Sierra Leone, Basutoland(Lesotho), British Somaliland, Gold Coast(Ghana)

• Spain

Rio de Oro (Western Sahara)

Ethiopia and Liberia were independent, therefore, no country colonised them.

THE EFFECTS OF PARTITION OF AFRICA

• Forced labours was imposed in certain areas where Africans were treated like slaves
• In some territories, Africans lost fertile land to the European plantations
• Colonisation sped up the spread of Christianity.

UNIT 5 GENDER EQUALITY IN SOCIETY

Roles and responsibilities of men and women in societies differ from culture to culture. This is because each society has changed ways of doing things.

SEX
This refers to biologically determined differences between males and females.
This differences are:

• Universal
• Obvious
• Few and generally permanent and they cannot be changed Sex is characterised by certain features for males and females.

Some of these features are: boys or men have the ability to impregnate, while girls and women can breastfeed babies.

SEX ROLES
These are biologically determined roles based on the sex.
For example:

• Males impregnate
• Females bear children
• Females breastfeed children

GENDER
Gender refers to the culturally defined aspects of being male and female.
They could be relationships, status and privileges assigned to women, men, boys and girls in a given culture or location.
It is learned through the process of socialisation. Gender is dynamic and varies from culture and culture.

GENDER ROLES
These are activities and tasks performed by males or females as a result of socio-cultural expectations. For example, in Chikwawa it is the role of a man to cut grass for thatching huts, while in the central region this is done by women.
Gender roles change. For instance, in Malawi in the past, only males were employed as soldiers in the Army, but now there are female soldiers in the Malawi Defence Force.

GENDER EQUITY
It means being fair, socially just impartial through fair distribution of benefits and resources.

GENDER EQUALITY
It means having the same status, rights and responsibilities for women and men.
It is based on the Idea that no individual should be less privileged in opportunities or human rights.
This involves the identification and removal of underlying causes of discrimination to give everyone a chance.

GENDER INEQUALITY
This refers to the unequal distribution of roles, responsibilities and opportunities between males and females in society.

GENDER STEREOTYPE
This refers to the beliefs, attitudes and perceptions of males and females which are generally accepted as true.

IMPACT OF GENDER INEQUALITY ON SCHOOL AND SOCIETY

• Males and females may not develop skills in dealing with situations and be able to compete.
• Not all males and females may contribute effectively to development
• Boys and girls may not be motivated to go to school
• Boys and girls may repeat classes more often due to poor performance
• Boys and girls may not have confidence in themselves
• Boys and girls may not depend on themselves and have career ambitions that are focused
• Males and females may not gain knowledge and skills to make rational decisions

FACTORS THAT PROMOTE GENDER BALANCE

• Teachers ensuring equal treatment to both girls and boys.
• Equal encouragement to both boys and girls to work hard.
• Teacher using methods which are gender sensitive
• Giving equal leadership roles to both boys and girls
• Equal support in academic work to both boys and girls
• Teacher creating an environment that is gender friendly
• Giving leadership positions equally to both men and women in religious institutions
• Featuring both males and females positively in newspapers, films and television
• Sensitising people on gender.
• Parents assigning chores equally to boys and girls

THE EFFECTS OF GENDER STEREOTYPING ON DEVELOPMENT

• Discrimination occurs at work place
• Knowledgeable people may not be given the right jobs
• Jobs may not be done thoroughly due to lack of expertise.
• A lot of resources may be under-utilised or wasted
• It becomes difficult for the people to share ideas.
• It reduces initiatives, creativity and innovations.
• It demotivates high performers.

THE IMPORTANCE OF MINERALS

• They are a source of foreign exchange if exported
• They are a source of employment if exploited
• They provide raw materials to industries

SUSTAINABLE WAYS OF USING MINERALS AND THEIR PRODUCTS

• Recycling
• Re-using mineral products e.g. broken car parts
• Controlling extraction
• Using alternative sources of energy e.g. diesel from maize, ethanol from sugarcane, biogas from wastes and solar energy

UNIT 9 ROMAN CIVILISATION

Rome was founded in 753BC by Romulus hence the name Rome was named him. The roman civilisation grew along the west coast of the Italian Peninsula.
It is located in present day peninsula of Italy.
This peninsula extended into the Mediterranean Sea.

FACTORS THAT INFLUENCED THE GROWTH OF THE ROMAN CIVILISATION

• Trade
• Strong government
• Conquest through wars
• Geographical position

FACTORS THAT LED TO THE DECLINE OF THE ROMAN EMPIRE

• The vastness of the Roman Empire made it difficult to defend and control it.
• Division of Rome into the Western and the Eastern Empire made it difficult to protect the city and other parts of the empire.
• Decline in trade
• Rampant corruption in authority
• Invasions by a number of European tribes such as the Huns, the Vandals, the Ostrogoths, Visigoths and the Franks

THE CONTRIBUTIONS OF THE ROMAN CIVILISATION TO THE MODERN WORLD

• Buildings
• Roads and bridges
• Engineering
• Government
• Arts
• Law

UNIT 10 HUMAN RIGHTS

TYPES OF HUMAN RIGHTS
Human rights are classified into three types.
These are:

• civil and political rights
• socio-economic and cultural rights

• environmental and development rights

Civil and political rights
These are called liberty oriented rights and they enable one to:

• think and have access to information
• act and choose what to do
• join in political life of their society

These rights include:

• Right to life
• Right not to be tortured
• Right to liberty and security of a person
• Right to privacy
• Right to marry and found a family
• Right to a nationality and change of one’s nationality
• Freedom of expression
• Right to assembly and association

Socio-economic and cultural rights
These are security oriented rights.
These rights enable an individual to participate in the social, economic and cultural activities of a community.
They concern how people live and work together to access basic needs such as food, shelter, health care and cultural practices.

Example of social rights:

• Right to privacy
• Right to education
• Right to health care

Example of economic rights:

• Right to choose one’s work including self employment
• Right to form and join union and business association

Environmental and developmental rights
These rights entitle people to live in a self and health environment. Environmental rights include the following:

• Right to clean water
• Right to access water.

Developmental rights include:

• Right to political, economic and cultural advancement.

RESPONSIBILITIES WHEN EXERCISING ONE’S RIGHT

• Respecting oneself
• Respecting elders
• Obeying laws
• Participating in development activities
• Respecting government’s and other people’s property
• Taking care of the environment for the present and future use

THE RIGHTS OF SPECIAL GROUPS OF PEOPLE

• The rights of children
• Right of equal treatment before the law
• Right to be given a name, family name and to a nationality
• Right to know and be raised by their parents or guardians
• Right to education
• Right to be protected from economic exploitation or any punishment that may interfere with their physical or mental development

• The rights of women
• Right to full and equal protection by the law
• Right to be employed and get promoted
• Right to acquire and maintain custody of children
• Right to be treated with respect and dignity
• Right not be discriminated against because of gender or marital status
• Right to fair distribution of property acquired jointly with a husband

• The rights of the girl child
• Right to equal access to quality education
• Right to equality
• Right to be protected from all forms of abuse and discrimination

Modern trade is through the exchange of goods and services using money.

TYPES OF TRADE
There are two types of trade namely:

• Internal trade
• External trade.

Internal trade
This is the exchange of goods and services for money or other goods and services within a country. For example, ADMARC buys agricultural products from farmers and sells the products to industries. The manufacturing industries sell their products to people in Malawi.
This is internal trade or domestic trade.

External trade
This type of trade takes place between and among countries. It is also known as international or foreign trade.
Trade between two countries is known as bilateral trade. Trade among countries is known as multilateral trade.

IMPORTANCE OF TRADE

• It allows a steady supply of goods and services at all levels.
• It helps a country to improve its national income through customs duty and exports
• It creates employment
• It promotes relations between and among countries

FACTORS THAT AFFECT TRADE

• Resources
• Levels of income
• Transport network
• Development of tertiary industry
• Political climate
• Relationship with other countries
• Membership to international bodies

Resources
The nature of trade will depend on the type of resources available in a particular area.

For example, an area that specialises in the production of a particular commodity will trade with another area that does not have that product.

Levels of income
Trade exists when people have the buying power.
People may have the demand for a product but may not access the product if they do not have money.
For instance, Malawi may need certain resources such as petroleum, but it cannot access the product if it has low levels of income.

Transport network
Trade will be efficient if a country has good transport network.
This will help to facilitate the movement of goods to places where they are required.
Development of tertiary industry
Banking insurance and advertising services help to promote trade by providing credit services to manufacturing industries and other business enterprises.

Political climate
Trade will flourish in a country where the political climate is stable.
For example, trade within a country which is war-torn as well as with other countries becomes difficult.

Relationship with other countries
Trade will exist in a country where there is good bilateral relationships.

Membership to international bodies
Trade may be influenced by membership to international bodies such as SADC and COMESA where one of the objectives is to create improved trade between and among states.
Malawi is a member of both regional bodies.

HIRE PURCHASE
Meaning of the term “hire purchase”
Hire purchase is system of buying items by means of instalments.

It is a common way of paying for major items such as car, Furniture and computers

Hire purchase happens where a buyer cannot afford to pay the price asked for an item in a lump sum, but can afford to pay a deposit and the balance by instalments.

THE ADVANTAGES OF HIRE PURCHASE

• It allows consumers to spread the cost of expensive items over an extended period of time
• It allows the buyer to enjoy possession of goods before full payment.
• People are able to acquire a variety of assets such as vehicles, machinery, electronic equipment and many others which they could not have afforded by cash.
• The seller is able to stay in business by selling more expensive items than if people were to pay cash

THE DISADVANTAGES OF HIRE PURCHASE.

• The buyer gets things at higher price because of the interest
• The buyer becomes the rightful owner of items after a long time
• The buyer continues to pay for items even when it has been destroyed or stolen
• The buyer may run into debts due to poor planning
• The seller fails to get a full amount of money for an item immediately
• The seller may face many problems from untrustworthy buyers

UNIT 12 INSURANCE

Life has some misfortunes such as loss of property or life due to unforeseen circumstances.

In order to protect themselves from such risks, individuals or institutions take insurance policies.

INSURANCE
Insurance is a system where an individual or institution gets safeguarded against risks. The person or institution pays monthly premiums to an insurance company.
This allows the individual or institution to be compensated in the event of the insured risk.

TYPES OF INSURANCE POLICIES

• Life insurance policy
• Life endowment insurance policy

• Medical insurance policy
• Property insurance policy

Life insurance policy
This policy is a contract between an owner and a life insurance company.

The policy promises the payment of a stated amount of money in the event of death of the insured person.

Endowment life insurance policy
This is a means of saving money.

Policy holders may use endowment policies to finance education of their children.

Medical insurance policy
A person pays an amount of money to cover the cost of medical treatment

Property insurance policy
Property insurance policy provides direct compensation to a policy holder whose possessions are damaged, destroyed or lost as a result of risks specified in the policy.

Examples of property can be vehicles, shops and household things.

THE IMPORTANCE OF INSURANCE

• It offers security against the effects of unforeseen risks (it helps people to quickly recover from damage and losses)
• It is a form of financial investment.
• It reduces uncertainty over the distribution of deceased property since the policy holder already specifies the distribution whilst alive

Insurance companies sell their policies directly or through a broker. A broker is a person who buys and sells goods or assets for others.
An agent is a company which is in business with companies, institutions or individuals who may require insurance advice.

Premium is an amount paid for a contract of insurance.

UNIT 13 BUDGETING

A budget is a plan of expenditure over a period of time.

For instance, one can make a budget for a week, a month or a year.

TYPES OF BUDGET

• Personal or family budget
• Government or state budget
• Company or industrial budget
• Institutional budget

Personal or family budget
This type of budget is made by an individual or all family members.

Government or state budget
This type of budget is made by government or state.

Company or industrial budget
This budget is made by companies or industries

Institutional budget
This budget is made by institutions

FACTORS TO BE CONSIDERED WHEN BUDGETING

• Time
• Income
• Population
• Prevailing costs

IMPORTANCE OF BUDGETING

• It gives a clear picture of how much money would be spent
• It allows an individual not to overspend the financial resources
• It gives a chance to an individual to look for additional financial resources from other people or lending institutions
• Money is used on planned items only
• If facilitates social and economic development of a country.

UNIT 14 THE MALAWI REVENUE AUTHORITY

Every country has an institution that is responsible for managing government revenue.
In Malawi the institution that is responsible for managing government revenue is called Malawi Revenue Authority (MRA).
Malawi Revenue Authority is responsible for assessment, collection and accounting for tax revenue.

THE ROLE OF THE MALAWI REVENUE AUTHORITY

• Providing improved tax payer services
• Advising government on matters of tax policy

HOW THE GOVERNMENT RAISED ITS REVENUE

• Through income tax
• Through surtax
• Through customs duty
• Through excise duty
• Through loans
• Through donations
• Through tourism

Income tax
This type of tax is collected directly on all forms of incomes such as salaries, wages, rents, business profits and interests

Surtax
This type of tax is imposed on goods already taxed

Customs duty
This tax is collected from imported goods.

Excise duty
This tax is imposed on goods manufactured within the country considered as luxuries such as cigarettes and liquor.

Loans
Government may also borrow money from within or outside the country to assist it in carrying out its planned activities.

Donations
The government may raise its revenue through receiving money from foreign countries. The country may use the donation for developmental activities, relief services and payments for debts.

Tourism
The government has beautiful centres or places in the country that attract tourism. These centres include national parks, game reserves, Lake Malawi, hot springs and Mulanje Mountain.
When tourists visit these places, they bring in foreign currency that support the government budget.

USES OF TAXES COLLECTED BY THE MALAWI REVENUE AUTHORITY

• Providing improved health services
• Providing improved national security

CHALLENGES FACED BY THE MALAWI REVENUE AUTHORITY

• tax evasion smuggling
• tax evasion default

SOLUTIONS TO THE CHALLENGES FACED BY THE MALAWI REVENUE AUTHORITY

• carrying out advocacy campaigns
• making tax affordable

Carrying out advocacy campaigns
Advocacy means to speak publicly in support of an idea or intervention. In the case of MRA, if advocacy campaigns on the importance of paying taxes are conducted intensively, more people would understand the importance of paying taxes.

UNIT 15 THE CONSTITUTION OF THE REPUBLIC OF MALAWI
The term constitution refers to the supreme law of the land.
It contains the highest laws of the country which give powers to institutions as well as individuals to exercise authority.
For example, the constitution of the Republic of Malawi contains:

• a list of very important guidelines which the people felt were necessary for the nation
• a list of the national aims and goals
• the peoples’ rights or entitlements as citizens of the country
• information about how institutions should operate

Five members are appointed to represent the interests of special groups of people.
Each assembly has an elected chairperson from among councillors. However, the chairperson for a city and municipality is called a mayor.

THE NATIONAL SYMBOLS

• The national flag
• The national anthem
• The national coat of arms
• The public seal

• The national flag

The national flag has three colours; black, red and green.
Black symbolises the colour of people of Malawi.
Red represents the blood which was shed by those who died during the struggle for freedom and independence.
Green represents the vegetation of Malawi.

IMPORTANCE OF NATIONAL FLAG

• It signifies self-rule of the state of Malawi.
• It helps to identify institutions that belong to government. For example, government schools, hospitals and offices.
• It demonstrates citizens’ love and patriotism to the nation

• The national anthem

This is a song in praise of the Lord for the abundant resources provided to the nation and to ask the Almighty God to continue blessing the nation with all its necessities.
The song is sung as a prayer in important national functions and people are supposed to stand up when singing it.

• The national coat of arms of Malawi

This symbol is used on a number of government owned property such as the Constitution of Malawi, passports, driving licences, government documents, police and army uniforms.

The national coat of arms of Malawi

• The public seal

This is an official stamp which is used on very important government documents such as passports, to confirm that it has been approved by the government.


The public seal

UNIT 16 NYASALAND AS A BRITISH COLONY

THE COLONIAL PERIOD OF NYASALAND
One of the results of the partition of Africa was the establishment of colonies by various European nations.
A colony is a country under another country. Malawi was a British colony.

FACTORS THAT LED NYASALAND TO BECOME A PROTECTORATE

• British missionaries in Nyasaland
• The scramble for Africa by European countries

British missionaries like the UMCA, Livingstonia and Blantyre, who had already established themselves around the Lake Nyasa (Lake Malawi) region did not want to be under the Portuguese. The missionaries, therefore, asked the British government to take control of the area and end the slave trade. The British government agreed to the missionaries’ demand and declared a protectorate over Nyasaland on 14th May 1891. Sir Harry Hamilton Johnston was appointed commissioner and Consul General.

The scramble for Africa by European countries led to the partition of Africa. Britain, therefore, was interested to take over Nyasaland as its territory.

HOW NYASALAND WAS ADMINISTERED AS A COLONY: 1891 – 1964
Nyasaland was a British protectorate from 1891 – 1964.
From 1953 – 1963 Nyasaland was part of the federation of Rhodesia and Nyasaland.

It was administered in the following ways:

• Zomba was established as the administrative capital of Nyasaland with Sir Harry Johnston as the first commissioner and Consul General.

WHAT JOHNSTON’S ADMINISTRATION DID FROM 1891 – 1894

• It set up four districts over the new protectorate for effective rule.

These were: North Nyasa (present Karonga and Chitipa), West Nyasa (Rumphi, Mzimba and Nkhatabay), South Nyasa (Central Region including Mangochi) and Lower Shire (the Southern Region excluding Mangochi)

• It established defence posts at Fort Hill (Chitipa), Fort Manning (Mchinji), Fort Johnston (Mangochi) and Fort Maguire (Makanjira) in Mangochi.

This was to prevent occupation of Nyasaland by the Germans in Tanganyika, the British South Africa Company in Zambia and the Portuguese in Mozambique.

• It established Port Herald (Nsanje) as a major port for steamers sailing from Chinde on the Indian Ocean through the Zambezi and Shire Rivers.

Map of Nyasaland showing district boundaries before 1894

From 1894 – 1963, the administration was improved as follows:

• Sir Alfred Sharpe was appointed by the British Government as the first Governor of Nyasaland in 1907.
• Nyasaland was later split into smaller administrative districts called BOMAs. This meant British Overseas Management Administration.

Each BOMA was headed by a District Commissioner (DC).
The BOMA had a DCs office, a police station, a prison, a public works department (PWD) for construction and maintenance of roads and buildings, an education office, an agriculture office, a hospital and other departments.

• The districts were grouped into three provinces; the North Province, the Central Province and the Southern Province, with Mzuzu, Lilongwe, and Blantyre as provincial headquarters respectively.

Each province was headed by a Provincial Commissioner (PC).

The structure of government was as follows:

:

• Tax to be paid by every man was introduced. The money was used to build roads, schools, health facilities and other projects
• A Legislative Council (Legico) was established in Zomba. The Legico, similar to parliament, was set up to make laws of the country.
• Traditional chiefs were recognised as part of the administration. Their roles were to collect taxes and settle local disputes.

ADVANTAGES OF NYASALAND AS A BRITISH COLONY

• The slave trade was abolished because Yao and Arab slave traders were defeated.
• Trade in goods replaced the slave trade.
• Western type of education was introduced by the British missionaries.
• Cash crops such as tea, coffee and tobacco were established in the Shire Highlands.

DISADVANTAGES OF NYASALAND AS A BRITISH COLONY

• Some of the African customs and practices were lost because they were condemned by missionaries.
• Some European settlers took land from Africans for their estates especially in the Shire Highlands

• Those who stayed on European land had to work for them as tenants without pay. This system became known as Thangata.
• Africans could not mix freely with whites.
• Tax was introduced. Those who failed to pay tax had to work as labourers to get the money for the tax.
• Tribes were divided because of creation of new countries.

UNIT 17 THE INDEPENDENT MALAWI

Independence means governing or ruling oneself and being free from another country’s rule. Nyasaland, therefore, fought for independence to free herself from British rule.

THE FIGHT FOR INDEPENDENCE OF MALAWI
The following events contributed to Malawi’s achievements of self- government, followed by independence and republican status:

• The formation of Nyasaland African Congress (NAC)
• Growth of the Nyasaland African Congress 1949 – 1960 under Dr Hastings Kamuzu Banda’s leadership.
• Formation of the Malawi Congress Party (MCP).

FORMATION OF THE NYASALAND AFRICAN CONGRESS (NAC)
In 1943, coloured people in Nyasaland began asking for separate schools, from those of the Africans. They hated being classified as Africans or Natives.
Africans, therefore, decided to form the Nyasaland African Congress (NAC) in 1944. Levi Mumba was the first chairman.
Other key people were James Sangala, Charles Mlanga, Isa Lawrence, Ellerton Mposa and Lewis Bandawe.

The objectives of the Congress were:

• To have African representation in the Legislative Council (Legico), now called Parliament.
• To ask government to provide better education for Africans rather than missionary education which was too religious. They also asked for secondary school education.
• To ask government to take over missionary hospitals which asked poor Africans to pay for the costs.
• To ask government to assist Malawian soldiers returning from the World War II and families of those who died in the war.
• To fight against discrimination and insults from Europeans.

However, the Congress became very weak because of:

• Weak leadership
• Tribalism
• Misuse of Congress money by the treasurer and chairperson like H. Tung’ande and Charles Matinga
• The death of powerful people like Levi Mumba and Issa Lawrence in Congress

GROWTH OF THE NYASALAND AFRICAN CONGRESS (1949 – 1960) UNDER DR H KAMUZU BANDA’S LEADERSHIP
A weak Congress soon became strong because of the following factors:

• In 1953, the British Government imposed the Federation of Rhodesia and Nyasaland. Salisbury (Now Harare) was made the federal capital. Most development took place in southern Rhodesia (Zimbabwe). Nyasas, therefore, became more united to fight for independence.
• Congress was now led by young and highly educated people like Kanyama Chiume, Henry Masauko Chipembere, Orton Chingoli Chirwa and Dunduzu Chisiza.

 

They did not want the federation because they were afraid that:

• Nyasaland would not get self-government White insults and discrimination which were very common in Rhodesia (Zimbabwe) and South Africa would be more felt in Nyasaland.

They, therefore, began demanding for a vote for Africans’ self-government.
They decided to call for Dr Hastings Kamuzu Banda, a medical doctor, to lead them.
Dr Banda had already been supporting congress by providing funds, advice and encouragement.

• In 1957, Ghana became the first independent black African state with Kwame Nkrumah as a first prime minister. This encouraged educated people of Nyasaland and Dr Banda to fight for independence.
• The colonial government imposed agriculture rules in which Africans were to dig bunds to control soil erosion. The aim was to produce more food which was needed in Britain after the end of Second World War. Africans were forced to do it. Failure to do it meant paying fines or imprisonment. Congress was looked at as an answer to the issue.
• Dr Banda returned to Malawi on 6th July 1958 after staying in America, Britain and Ghana for over 30 years. He took over leadership of the Congress and it became much organised.

The following are some of the activities that Dr Banda did:

• He toured the country and appealed to the people to break what he called the ‘stupid federation’ and obtain self-government rule.

CHANGE FROM ONE-PARTY SYSTEM OF GOVERNMENT TO MULTIPARTY SYSTEM

Malawi under the one party system of government

In spite of many socio-economic developments, the MCP became unpopular for the following reasons:

• The president, Dr Banda, became a dictator and was made life president in 1971. Nobody questioned or disobeyed him.
• Human rights were not observed such as freedom of expression and freedom of speech.
• Anyone opposing government was detained without trial, killed or disappeared without a trace.
• The Malawi Young Pioneers and the Youth League forced people to buy MCP cards, attend MCP meetings and give money or chickens during MCP meetings.
• A number of Malawians ran away to Tanzania and Zambia in fear of government persecution. They were called rebels and many of them died there. Yatuta Chisiza, Orton Chirwa, Kanyama Chiume, Henry Chipembere, Augustine Bwanausi, Willie Chokani and Rose Chibambo all ran away.
• People were forced to line up along the road to clap hands and sing in praise of Ngwazi.
• Some top senior civil servants and university lecturers were arrested without trail and dismissed from their work.

HOW MALAWI CHANGED FROM ONE PARTY SYSTEM TO MULTIPARTY SYSTEM OF GOVERNMENT

Because of the above experiences, many people turned against the MCP and wanted change.

The following events helped to change Malawi to Malawi to a multiparty system of government:

• In 1992, the Roman Catholic bishops in Malawi issued a pastoral letter to its church members. The pastoral letter was read in all catholic churches. It highlighted the injustices experienced in Malawi under the MCP. That marked the beginning of political change in Malawi.
• In support of the bishops’ sentiments, Thom Chakufwa Chihana who was in Zambia came to Malawi and led a pressure group called Alliance for Democracy (AFORD) to challenge the MCP. He called for multi-party democracy and a free Malawi. He was arrested on arrival. He had a lot of support from within and outside countries and organisations
• The United Democratic Front (UDF) was another pressure group led by Bakili Muluzi which also called for multi-party democracy and observation of human rights.
• A referendum was conducted on 14th June, 1993. Malawians had to vote as to whether they wanted to stick to the one party system of government or re-introduce multiparty system of government.
• It was at this time that pressure groups became political parties.
• In 23rd May 1994, the first presidential and parliamentary multi-party elections were held. The UDF won the elections and Bakili Muluzi became the first president under the re-introduced multiparty system of government. Dr Banda accepted the elections results even before counting of the votes was over. He congratulated Muluzi and wished him well.

• A new constitution was produced in 1995 and the Bill of rights was re-introduced as well as holding of regular and free elections. The judiciary was made more independent, and emphasis was made on observance of the constitution.

THE ADVANTAGES OF MULTIPARTY SYSTEM OF GOVERNMENT

• Opposition parties are able to check on abuse of power by ruling party.
• There is freedom of speech and freedom of expression.
• Citizens are able to join parties of their own choice and people are not forced to belong to and support any party.
• Voters are able to vote out an unpopular party that is in government and vote in another party.
• Other people’s views are heard.
• Human rights are observed.
• More than one party takes part in elections to form a new government.
• Voters are able to choose a candidate of their own choice to represent them in parliament.
• Dictatorship is avoided because of criticism from other parties
• There is transparency and accountability.

THE DISADVANTAGES OF MULTIPARTY SYSTEM OF GOVERNMENT

• The country may split into many groups of people who may quarrel or fight against each other because of different interests and ideologies
• Parties might disagree on important issues debated in parliament. This might slow down development.
• Parties may be based on ethnic or tribal lines which will not be for the interest of the nation.
• It takes time for the different parties represented in parliament to make decisions because of many political arguments.

UNIT 18 THE LIBERATION OF AFRICA

Liberation is a term that is used to describe national struggles that Africans staged to put pressure on colonial governments to grant freedom and independence to the people.

LIBERATION STRATEGIES USED IN AFRICA

• Negotiations
• Passive resistance
• Guerrilla wars

Negotiations
Negotiations are peaceful means of trying to sort out issues.
For example, the African National Congress (ANC) in South Africa and the Kenya National Union (KANU) in Kenya led peaceful campaigns against the whites between 1953 and 1955.

Passive resistance
Passive resistance demanded non-cooperation with the colonial government and involved peaceful demonstrations, strikes and defiance.
For example, passive resistance was used by the African National Congress (ANC) in reaction to apartheid in 1949 and it was led by Albert Luthuli.
The Nyasaland African Congress (NAC) under the leadership of Dr Hastings Banda used passive resistance in 1958 in reaction to the Federation of Rhodesia and Nyasaland.

Guerrilla wars
These were violent strategies that Africans used. They were in form of armed struggles.
The guerrillas operated from hiding places mainly from the bush and fought for freedom and independence.
For example, guerrilla wars were used by:

• Zimbabwe African National Union (ZANU) led by Robert Mugabe and Zimbabwe African People Union (ZAPU) led by Joshua Nkomo in Zimbabwe in the 1970s.
• Mozambique Liberation Front (FRELIMO) under the leadership of Eduardo Mondlane and later Samora Machel in Mozambique between 1962 and 1975.
• Movement for the Liberation of Angola (MPLA) between 1966 and 1975 under the leadership of Agonstino Neto.

The Africans resorted to the use of these guerrilla wars because the whites did not want to give up power to them.
Some of the most brutal wars in Africa were experienced in Portuguese colonies because the Portuguese were the weakest of the colonial powers.
It was the Portuguese, therefore, who were most threatened by African liberation armies.

THE CONTRIBUTIONS OF PROMINENT AFRICAN LEADERS

• MWALIMU JULIUS NYERERE

Julius Nyerere led Tanzanian nationalists in forming the Tanganyika African National Union (TANU)

Mwalimu Julius Nyerere

THE ACHIEVEMENTS OF NYERERE

• He led his country to independence in 1961
• He initiated changes and progress in all aspects of the national life
• He set up regional, district and village development committees to ensure that people participate fully in the planning and execution of development programmes

• DR KWAME NKRUMAH

The architect of Ghana’s independence was Dr Kwame Nkrumah.


Dr Kwame Nkrumah

THE ACHIEVEMENTS OF DR NKRUMAH

• Led his country to independence in March 1957
• He developed the agriculture industry in the country
• He developed the education, transportation and communication sectors

• DR HASTINGS KAMUZU BANDA

In 1958 Dr Hastings Kamuzu Banda returned from England where he was studying to take the leadership of the Nyasaland African Congress founded in 1944.
The Nyasaland African Congress was banned and its leaders were imprisoned including Banda.
The banned Nyasaland African Congress was quickly reformed as the Malawi Congress party with Dr Banda as its leader.

Dr Hastings Kamuzu Banda

ACHIEVEMENTS OF DR HASTINGS KAMUZU BANDA

• He broke the federation
• He led Malawi to independence in 1964
• He developed the education, health and agriculture sectors

• KENNETH KAUNDA

Kenneth Kaunda, an outspoken critic of federation and the racism of colonial rule since the 1950’s became the president of United National Independence Party (UNIP) on his release from prison in 1960.

Dr Kenneth Kaunda

ACHIEVEMENTS OF DR KENNETH KAUNDA

• He led Zambia to independence in 1964
• He diversified economic base for Zambia to include agricultural production as well as industrial production and not just copper mining
• He developed the education sector
• He made progress in the field of health services
• He increased the employment of Zambian nationals

• JOMO KENYATTA

Kenya became independent on 12th December 1963 under the prime ministership of Jomo Kenyatta.

One year later, the country became a republic with Kenyatta as president and Oginga Odinga as vice president.

Jomo Kenyatta

ACHIEVEMENTS OF JOMO KENYATTA

• He brought unity and harmony to Kenya
• He developed programmes of education
• He developed the agriculture sector
• He expanded and developed the tourism sector

• NELSON MANDELA

Mandela was born at Umtata in the Transkei in 1918.

Nelson Mandela He graduated as a lawyer at Fort Hare University College.
In June 1961, Nelson Mandela formed what was known as Unkhonto we Sizwe (The Spear of the Nation).
Unkhonto we Sizwe’s objective was to disrupt the life of the country by sabotage of Government installation.
In 1963, Nelson Mandela was arrested and sentenced to life imprisonment on Robin Island. He was released from prison in 1990 after spending 27 years in prison.
Nelson Mandela became the first black president of South Africa on 10th May 1994.

THE ACHIEVEMENTS OF NELSON MANDELA

• He became the first black president of South Africa in 1994
• He managed to bring freedom for blacks in South Africa with the end of apartheid

• SAMORA MACHEL

Mozambicans managed to unify their liberation movements in 1962 with the formation of Fente de Liberacao de Mocambique (FRELIMO).
Eduardo Mondlane and his deputy Samora Machel led FRELIMO’s struggle in Mozambique with an official declaration of war in September 1964.
However, Mondlane died in a bomb blast in February 1969.
Samora Machel took up the leadership of the liberation movement and led FRELIMO to victory and Mozambique to independence in 1975.

THE ACHIEVEMENTS OF SAMORA MACHEL

• He led Mozambique to independence
• He led the people in the task of social economic and cultural liberation
• He led the people in the creation of new structures geared to the development needs of the country
• He reorganised agriculture into producer co-operative to avoid economic exploitation of the peasants by any privileged group
• He placed emphasis on education