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 THE UNIVERSITY OF ZAMBIA
SCHOOL OF HUMANITIES AND SOCIAL SCIENCES
DEPARTMENT OF ARTS, LANGUAGES AND LITERARY
STUDIES

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 TOPIC

The Views and Perceptions of Social Studies Teachers on the New

Grade 8 and 9 Social Studies Curriculum and its Practice

By
[First name, surname]

A proposal submitted to (Name of School) in partial fulfillment of the

requirements of the degree of (Name of Program).
2023

Table of Contents
CHAPTER ONE...............................................................................................................................2
INTRODUCTION TO THE STUDY...............................................................................................2
1.0. Introduction................................................................................................................................2
1.1. Background to the study............................................................................................................2
1.2 Statement of the Problem............................................................................................................4
1.3 Purpose of the Study...................................................................................................................5
1.4 Research Objectives....................................................................................................................5
1.5 Research Questions.....................................................................................................................5
1.6 Significance of the Study............................................................................................................5
1.7 Operational Definitions...............................................................................................................5

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1.8 Chapter Summary.......................................................................................................................6
CHAPTER TWO..............................................................................................................................7
LITERATURE REVIEW.................................................................................................................7
2.0. Introduction................................................................................................................................7
2.1. Defining Social Studies.............................................................................................................7
2.2 Essence of Social Studies...........................................................................................................8
2.3 Social Studies in Zambia............................................................................................................9
2.4 Global Historicity of Social Studies.........................................................................................10
2.5 Teaching and Learning of Social Studies.................................................................................12
2.6 Chapter Summary.....................................................................................................................13
CHAPTER THREE........................................................................................................................14
RESEARCH METHODOLOGY...................................................................................................14
3.0 Overview...................................................................................................................................14
3.1. Research Design......................................................................................................................14
3.2. Target Population.....................................................................................................................14
3. 3. Sampling Design and Sampling Procedure............................................................................14
3.3.1 Sample Size............................................................................................................................14
3.3. 2 Sampling Procedure..............................................................................................................15
3.4 Data Collection Methods and Instruments................................................................................15
3.5. Data Analysis...........................................................................................................................15
3.6. Delimitation of the Study.........................................................................................................16
3.7. Ethical Matters.........................................................................................................................16
3.8 Chapter Summary.....................................................................................................................16

CHAPTER ONE
INTRODUCTION TO THE STUDY

1.0. Introduction
The present chapter is an introduction to the study. Therefore, it comprises a brief
background to the study, statement of the problem, purpose of the study, main objective,
specific objectives, research questions, significance of the study and operational
definitions.

1.1. Background to the study (minimum of 2 pages)

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When Zambia gained her independence in 1964, it took up the challenge and
responsibility of managing its own education system. The Ministry of Education (1977)
and Alexander (2003) argue that in 1973, a committee on Educational reforms was set up
to address a number of issues that had risen in the period spanning more than 10 years of
administering education in Zambia. Thus, the educational reform group produced a draft
statement in 1976 and made it available to the Ministry of Education. With its eventual
publication in 1977, it was a radical document which aimed to change in significant ways
the hierarchical, pyramidal and inegalitarian formal educational structure. It was to
include lessons learnt, challenges and prospects for the future in the running of education
in Zambia at all its levels. Alexander (2003) notes that the proposals and
recommendations contained in the document came to be adopted as official government
policy in 1978. This then meant that the document which took about four years to draft,
would now chant the way forward for the Zambian education system.

Education Reforms 1977 and other documents namely Focus on Learning 1992 and
Educating Our Future 1996 were the three major educational policy documents. As recent
as 2013, in what is called the Ministry of Education 2013 Curriculum framework (MoE,
2013),another document came on the scene. Also called and referred to as the Zambia
Education Curriculum Framework (ZECF), this document together with the other three
have tremendously transformed the education landscape in Zambia. They have been a
blue print which has seen the country this far education wise as they have followed
through and improved upon the earlier intention of MoE (1977) Education reforms which
was viewed as a tool for personal and national development. In this regard, MoE (1977:5)
reports that the aim of education was “to develop the potential of each citizen to the full
for his own well-being as well as that of society and for selfless service to his fellow
men.” It was agreed upon, that such education needed to aspire to be true to the integrity
of individuals as well as to the needs of society. The current mission statement, still does
respond to this as it says “to guide the provision of education for all Zambians so that
they are able to pursue knowledge and skills, manifest excellence in performance and
moral uprightness, defend democratic ideals, and accept and value other persons on the
basis of their personal worth and dignity, irrespective of gender, religion, ethnic origin, or
any other discriminatory characteristic (MoE, 2013).

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Until recently, that is, prior to the Ministry of Education 2013 Curriculum framework
which is now just a few years old, History, Civics and Geography were taught as
individual subjects in the curriculum of the Zambia Basic Education Course. In fact,
when Bulder (2007) conducted an educational country analysis on Zambia, he advanced
that the Junior Secondary Education Curriculum includes compulsory subjects such as
English, Mathematics, Environmental Science, History, Geography, Civics, Industrial
Arts i.e Technical drawing, Wood-work, Metalwork and Art while the optional subjects
were Zambian languages, Religious education, Commercial subjects i.e Office practice,
Typing, Book-keeping, Music, Creative art, Home economics, French, Fashion and
Fabrics as well as Food and nutrition.

Owing to the dynamic trends of the times, the early 2000’s saw the rising of a strong
feeling, especially among technocrats that there was need to change the educational
system from delivery to content. Consequently, it became prudent to initiate reforms
again so as to make changes which would be in line with the production of global
knowledge. As a result, the Ministry of Education and Curriculum Development Centre
after consultations with stakeholders made a landmark call to combine particular subjects
whose goals for the learner resonated. Thus, Social Studies emerged as a subject after
merging three subjects i.e History, Civics and Geography with a hope that the path taken
would be consistent with global trends informing acceptable societal practices. In making
the announcement, MoE (2013) revealed that;

Civic Education, Geography and History have been integrated

into Social Studies because some content in the subjects is
interrelated and some competences are similar, too. The Ministry
attaches a lot of importance to these subjects and therefore, it
cannot afford to make them optional at this level. Of late, History
is becoming a very unpopular subject among learners at this level
and if it was made optional, many learners will not take it.

This then, was the beginning of a transformed education landscape in Zambia which did
not end here, but extended to the Senior Secondary section (MoE, 2013). This therefore

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meant that the sole purpose of Social Studies as a 3 in 1 subject was first of all, to be
responsive to the needs of a Zambian learner and secondly, the personal awareness of the
learner and the rich cultural diversity of the country were fore fronted in the newly
restructured subject. Connected to the emergence of Social Studies is the implementation
of career pathways as espoused by MoE (2013). The two pathways in question are
academic and vocational pathways. The academic pathway includes subjects of which
Social studies is one and is geared towards learners who are more academically inclined
and aimed to pursue careers in that direction while the vocational pathway is meant to be
for students who wish to develop and exploit practical and technical jobs (MoE, 2013).

1.2 Statement of the Problem (minimum of a paragraph)

Efforts to provide quality education are being made in various countries around the
world, especially in Sub-Saharan Africa and Zambia in particular. The curriculum is
critical to achieving quality education. It is for this reason, that the Government of
Zambia under the Ministry of Education 2013 Curriculum framework (MoE, 2013)
restructured and developed a new curriculum giving birth to grade 8 and 9 Social Studies.
However, ever since it was launched, it seems an evaluation has never been conducted to
determine the views and perceptions of Social Studies teachers regarding the grade 8 and
9 Social Studies Curriculum. Therefore, this study is worth undertaking.

1.3 Purpose of the Study

The purpose of this study was to determine the views and perceptions of Social Studies
teachers on the new grade 8 and 9 Social Studies Curriculum and its practice.

1.4 Research Objectives

I. To examine the content of the new grade 8 and 9 Social Studies
Curriculum and its practice.
II. To investigate the methodological approaches used in the teaching of the
new grade 8 and 9 Social Studies Curriculum.

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 III. To explore the challenges faced by Social Studies teachers in the
implementation of the new grade 8 and 9 Social Studies Curriculum.

1.5 Research Questions

I. What is the content of the new grade 8 and 9 Social Studies Curriculum and
its practicality?
II. What methodological approaches are used in the teaching of the new grade 8
and 9 Social Studies Curriculum?
III. What are the challenges faced by Social Studies teachers in the
implementation of the new grade 8 and 9 Social Studies Curriculum?

1.6 Significance of the Study (minimum of a paragraph)

It is hoped that the results of this study will show the practicability and effectiveness of
the new grade 8 and 9 Social Studies Curriculum. The study will also add to the existing
knowledge in this area of study. The study shall further provide teachers, curriculum
developers and other practitioners with an insight regarding challenges associated with
the new Social Studies Curriculum and its general implementation in schools.

1.7 Chapter Summary

This chapter presented the background of the research, statement of the problem, the
purpose of the study, research objectives, and research questions. The significance of the
study, operational definitions have been presented. The next chapter gives literature
review that is related to this study.

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 CHAPTER TWO
LITERATURE REVIEW
(minimum of 4 pages)

2.0. Introduction
This chapter highlights the existing literature on Social Studies. It is structured under the
sub-headings; Defining Social Studies, Essence of Social Studies, Global Historicity of
Social Studies, Teaching and learning of Social Studies. A summary will then be
provided at the end.

2.1. Defining Social Studies

Among the many subjects that constitute curriculums the world over at Junior Secondary
school, Social Studies is one of them. There is therefore need to conceptualize the notion
of Social Studies as an academic subject before laying the base for literature that
surrounds the concept. Like many disciplines in Social sciences, Social Studies suffers
from unified definitions as there seems to be no agreed upon definition. However, David
(1991) argues that the first definition of Social Studies to ever come on the scene
presented Social Studies as an enquiry understood to be those whose subject matter relate
to the organization and development of human society, and to man as a member of social
groups. It is from this definition that many other scholars have followed after and thus
expanded.

According to the Merriam Webster Dictionary (2018), Social Studies is a part of a school
or college curriculum concerned with the study of social relationships and the functioning
of society and usually made up of courses in History, Government, Economics, Civics,
Sociology, Geography and Anthropology. Similarly, the National Council for the Social
Studies (2015) looks upon the subject as an integrated study of the Social sciences and
Humanities to promote civic competence. Further on, they note that within the school
program, Social Studies provides coordinated, systematic study drawing upon such
disciplines as Anthropology, Archaeology, Economics, Geography, History, Law,

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Philosophy, Political Science, Psychology, Religion and Sociology, as well as appropriate
content from the Humanities, Mathematics and Natural Sciences.
2.2 Essence of Social Studies
The Alberta Education Institute of Canada (2018) postulates that Social Studies provides
opportunities for students to develop the attitudes, skills and knowledge that will enable
them to become engaged, active, informed and responsible citizens. Seeing as learners
have inquisitive minds, Social Studies provides a rare opportunity for a base of
development intellectually. The primary purpose of Social Studies according to the
National Council for the Social Studies (2015) is to help young people develop the ability
to make informed and reasoned decisions for the public good as citizens of a culturally
diverse, democratic society in an interdependent world. Social Studies programs have as
a major purpose the promotion of civic competence, which is the knowledge, skills, and
attitudes required of students to be able to assume "the office of citizens in our
democratic republic'' (NCSS, 2015).

The concept of Social Studies thus revolves around development of the intellectual minds
of learners. The Alberta Education Institute of Canada (2018) reveals that Social studies
develops the key values and attitudes, knowledge and understanding, and skills and
processes necessary for students to become active and responsible citizens, engaged in
the democratic process and aware of their capacity to effect change in their communities,
society and world. Duncan (2011) explains that Social Studies is an essential component
to a well-rounded education. He agrees that it is time for a renewed national emphasis on
Social Studies and Citizenship Education. He further acknowledges that educators and
policymakers need to recognize, reorganize and emphasize the core subject areas of
Social Studies, critical to sustaining an informed democracy and a globally competitive
workforce.

As a subject that provides insights into a new learning area on human relationships and
behavior in Zambia, its developmental aspects are seen in its integration for easy
delivery. It is for this reason that MoE (2013) sees it as indispensable for the Zambian
child. In fact, as Kelly (1999) argues, education is a lifelong process that develops a

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human being from all angles. The education system to live up to this, needs to be
equipped with subjects whose essence resonate with Social Studies. No wonder,
education in Zambia as well as elsewhere is deemed to be the vehicle through which a
morally, democratic learner should be developed (MoE, 2013). Without education, the
expected moral development of the learner is lost as the essence of the subjects in the
curriculum are not tapped into. Thus, the Curriculum Development Centre captures this
thought well when they articulate the essence of Social Studies in their introduction of the
syllabus by stating that ''Social Studies is expected to be the mirror through which the
Zambian society should see itself in its quest and dedication to promote and perpetuate its
social skills, beliefs, values and traditions'' (MoE, 2013:viii).

2.3 Social Studies in Zambia

In the background information to this study, it was revealed that Social Studies as a
subject at Junior Secondary came on the scene after the Ministry of Education 2013
Curriculum framework (MoE, 2013). Until then, it remained a subject at the primary
level of the Zambian education ladder. In their preamble to the Grade 1 to 7 Social
Studies Syllabus, the Curriculum Development Centre an institution tasked with
curriculum formulation for Zambian public schools, according to MoE (2013), looks
upon Social Studies as an inter-disciplinary programme with a contemporary orientation.
This conceptualization is consistent with many scholars in the Social Sciences who see
the interdisciplinary nature of the subject. This then highlights that Zambia is consistent
with global trends.

Given its interdisciplinary nature, the syllabus of the Social Studies at the primary school
level, was broken down into following themes: Living Together, Spiritual and Moral
Values, Food, Environment and Communication and Transport (MoE, 2013). This was
done, as Duncan (2011) and David (1991) would agree, for purposes of all round
development of the leaner. In this regard, MoE (2013) argues that the syllabus was
specially developed against the background and needs of the education sector reform and
the Vision 2030, which emphasizes on Zambia being a Prosperous Middle Income
Country by 2030. Thus, from this, it would appear, that the heuristic potential of Social

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Studies is seen beyond the school curriculum as it encompasses developmental aspects
which when applied with caution and precision, does contribute to the overall
development of the nation.

It was against this background of successful implementation at Primary level that it was
deemed fit that Social Studies be introduced at Junior Secondary level with a
contemporary orientation incorporating some aspects of Civic Education, Geography and
History that were previously taught as separate subjects in the former curriculum (MoE,
2013). This reformulation, recategorization and restructuring of the previous three core
subject areas was meant to improve the curriculum in the globalized world of the 21 st
Century. In being precise, MoE (2013:viii) argues that the “reforms were necessitated by
the need to solve the long-standing challenges in the then existing curriculum such as
being overloaded, compartmentalised, examination centred and inflexibility.”
Additionally, the reforms were also an attempt by the Ministry of Education to capture
the latest technological, economic, political, and social developments in a fast changing
world so that a Zambian child can compete favourably on a global scale with a child from
anywhere else in the world.

2.4 Global Historicity of Social Studies

For many years now, many countries globally have taught Social Studies with its rich
content. In the United States of America for instance, David (1991) historicizes that
Social studies is a survivor, enduring as a mainstay of the American curriculum for nearly
100 years due to its flexible-all-inclusive-eclectic nature of stemming from its first
official definition already referred to above which came on the scene in 1916. A subject
that understands man’s existence as belonging to social settings that are enclosed in a
world needing the teachings on the know-how of coexistence will surely stand the test of
time. It is as a result of the foregoing that under the authority of the American Historical
Association (1899), the declaration and implementation of Social Studies was issued in the early
1990’s. In this implementation program, which apart from America, other countries have
followed through, Duncan (2011) reveals that the four-block program of Social Studies for high

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schools was designed to furnish students “as citizens of a free state” with the “mental
equipment” to comprehend the “political and social problems that will confront him in everyday
life”. It would seem therefore, that the global historicity of Social Studies has always had roots in
Civic Education as can be seen in its relations to civic matters which every individual is affected
by whether by choice or by design.

Alazi (2005) breaks down the historicity of Social Studies in four stages of which the last,
the fourth stage, began in 1990 and continues today. As already noted, Social Studies
seems to have links with civic matters. It is no wonder then that Alazi (2005) says that the
fourth stage is a continuation of the third stage, except citizenship education was added to
the Social Studies curriculum which he argues is the most important factor of this stage.
This is why educators and Social Studies curriculum designers the world over came to
realize the importance of citizenship education in the creation of good and effective
citizens. It was from the United States and Britain that Social Studies spread to Africa.
The adoption of Social Studies as a subject in Africa was to make education more
relevant to the needs of the Society (Awopetu, 2001). In fact, on the African continent,
Social Studies started to gain and rose to prominence after the Mombasa Conference of
1968 which led to the establishment of Africa Social Studies Program (ASSP) in 1969.
This program is now known as Africa Social and Environmental Studies Program
(ASES). The program encompasses seventeen countries among them Botswana, Ethiopia,
Gambia, Ghana, Kenya, Liberia, Lesotho, Malawi, Nigeria, Sierra Leone, Somalia,
Sudan, Zambia and so on. One of the major aims of this program was to foster the
introduction of Social Studies to member countries. It is the belief that the Mombasa
Conference, though not the one, is largely responsible for the introduction of Social
Studies or the fostering of it in most African countries (Olatunde, 2005).

2.5 Teaching and Learning of Social Studies

Social Studies has been exposed to a variety of pedagogical approaches. Lawal and
Oyeleye (2004) understands a teaching method as an orderly arrangement of activities
and systematic procedure of doing things. It sets guidelines for the patterns of behavior
the teacher expects from the learners in class. The method of teaching also describes how

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the teacher intends to proceed with the lesson. For instance, one teacher may intend to
proceed by presenting information, while another, teaching the same lesson intends to
proceed by providing situations which demand that the students must work on a problem.
Social Studies is taught from a variety of ways depending on the objectives of the lesson
at hand.

Adprima (2003) categorizes methods of teaching as either direct or indirect employed in

delivering lessons in Social Studies. When it is direct, it involves the organization of the
content in advance and the teacher is expected to have information about his or her
learners as prerequisites for the lesson. Here, learners are told reasons why content is
important. Lawal and Oyeleye (2004) argue that the indirect type of method of teaching
involves situations that give the teacher the opportunity to decide what skills or
knowledge are to be learned, with the students given some time to prepare how to work
on their own or in groups.

Closely related to this categorization made by Adprima (2003) is the one that had earlier
been made by Muyanda-Mutebi and Yiga-Matovu (1994). They remarked that there are
two main methods of teaching and these are transmission and problem-solving. They
observed that if the teacher or the book mainly provides the class with what they have to
learn, then the teacher is using transmission method. This implies that the teacher merely
hands down or conveys the subject matter to the learners. It encourages nothing but
passive learning. The problem-solving method on the other hand emphasizes situations
where learners are challenged to examine, investigate, and explore subject matter. Here,
the teacher or a teaching resource demands that the students must think about questions
or problems and try to work out the answers or solutions to the problems.

2.6 Chapter Summary

This chapter has reviewed literature relating to Social Studies. It has addressed all matters
relating to the concept of Social Studies through its emergence to the present day. It was
structured under the sub-headings; Defining Social Studies, Essence of Social Studies,
Global Historicity of Social Studies, Teaching and learning of Social Studies.

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 CHAPTER THREE
RESEARCH METHODOLOGY
(minimum of 2 pages)

3.0 Overview
The previous chapter explored the literature related to this research and now this chapter
explores the methodology of the research. It addresses the research design, target
population, sampling design, sample size and sampling procedures, data collection and
analysis, delimitation, ethical considerations and the chapter summary.

3.1. Research Design

Research designs are a set of instructions to the researcher to collect and analyze data in
such a way as to determine whom and what to study (Creswell, 2007). A research design
is also conceptualized as a framework in the whole process of research aimed at pointing
the researcher in the direction of the study. Therefore, this research being a qualitative
study employed a case study design which focused on soliciting views and perceptions of
Social Studies teachers regarding the grade 8 and 9 Social Studies Curriculum. Creswell
(2003: 73) defines a case study as ‘a qualitative approach in which the investigator
explores a system...through detailed, in-depth data collection involving multiple sources
of information...’ In this study, a case study helped the researchers to collect data through
interviews and focus group discussions.

3.2. Target Population

A target population, according to Singh (2006), is an aggregate or totality of objects or
individuals to which inferences during the study are made. It is also understood as an
entire group of persons or elements that have at least one thing in common. For the
purpose of this study, the population included Social Studies teachers and heads of
departments.

3. 3. Sampling Design and Sampling Procedure

3.3.1 Sample Size

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The study sample of this research consisted 15 research participants distributed as
follows: 12 Social Studies teachers, 3 Head of Departments (H.O.Ds).

3.3. 2 Sampling Procedure

This study employed purposive sampling to select the research participants. To be more
specific, convenient sampling a type of purposive sampling was used. This is because the
Social Studies teachers are readily available and easily accessible. As postulated by
Kothari (2004), purposive sampling is considered more appropriate when the universe
happens to be small and a known characteristic of it is to be studied intensively.
Therefore, this research selected Social Studies teachers and Heads of Departments
(Social Sciences).

3.4 Data Collection Methods and Instruments

Since this study was purely qualitative, the study employed semi-structured interviews
and focus group discussions to obtain qualitative data. Focus Group Discussions were
chosen to get detailed information from the research participants. This is because the
research sought to generate opinions of Social Studies teachers regarding the content,
methodology and challenges of the grade 8 and 9 Social Studies curriculum. The
interviews provided an opportunity for respondents to express and clarify particular
opinions or views thereby leading to the discovery of findings that are a reality
surrounding the Social Studies curriculum. This also enabled the researcher to probe
participants where there was need to provide more information. This also granted the
researcher a deeper understanding and meaning attached to the existence of the problem.
In this study, the semi-structured interviews were used to generate information from
H.O.Ds. According to Kombo and Tromp (2006), semi-structured interviews are
interviews based on the use of an interview guide. Therefore, the researchers employed
an interview guide as an instrument for collecting data. Focus group discussions were
used to gather data from Social Studies teachers.

3.5. Data Analysis

According to LeCompte and Schensul (1999), data analysis is the process a researcher
uses to reduce data to a story and its interpretation. Since the study is going to use

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qualitative methods of data collection, the researcher will use thematic analysis to
analyze the data. The findings will be discussed according to themes that shall be devised
based on the findings of the research. In addition, qualitative data obtained will be coded,
transcribed and then manually analyzed.

3.6. Delimitation of the Study

This study was conducted in three selected schools in Lusaka province. The schools were
Makeni Islamic School, Daina Kaimba School and Lilayi Secondary School. These
schools in Lusaka were preferred because they are easily accessible to the researchers.

3.7. Ethical Matters

Ethical issues in research have become more prominent and of great concern. Throughout
the process of data collection, the problem of persuading participants to cooperate with
the researcher is ever present. Since this study involved human beings as subjects of
inquiry, consent of subjects was sought. Prospective respondents were told the purpose
and benefits of the study especially to the researcher. Emphasis was made on making it
clear that the research was purely an academic one in order to increase the levels of
participation and to reduce non response cases. Participants were availed with
information as to how they were selected in order to reduce uncertainties and generally
accepted ethical rights of respondents like confidentiality, anonymity and voluntary
participation will be respected. Researchers got an introductory letter from the University
of Zambia before embarking on collecting data.

3.8 Chapter Summary

This chapter explored the methodological procedures that were used in the study. The
chapter has discussed the case study design. Also, the chapter has given detailed steps
taken from the research design through target population, sampling and sample size, data
collection, analysis, delimitation and the ethical considerations.

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https://www.socialstudies.org/about Accessed 20th January 2018.

Olatunde, F. (2005). Primary school social studies curriculum and methods. Nigeria:
NOUN.

Singh, Y. K. (2006). Fundamental of Research Methodology and Statistics. New Delhi:

New Age International.

Social Studies.(2018).InMerriam-Webster Dictionaryonline. Retrieved

fromhttps://www.merriam-webster.com/dictionary/social%20studies Accessed on 10th
January 2018.

[Title]xxxv
 RESEARCHER TIME LINE
Activity No. Activity Date

1. Identification of Research Problem 20 -30th December, 2017

2. Designing research 2- 10th January, 2018

3. Literature research 12th Jan- 4th Feb, 2018

4. Development of research design 5- 18th Feb, 2018

5. Submission of the Proposal 28th February, 2018

6. Collecting data 1-14thApril, 2018

7. Analyzing and drafting data 16thApril - 6th May, 2018

8. Writing final Report 7-27th May, 2018

9. Submitting final Report 31st May, 2018

[Title]xxxvi
[Title]xxxvii