HSS Grade 7 Textbook Sample

Updated Curriculum
HERITAGE-SOCIAL STUDIES
7
GRADE
PlusOne Heritage-Social Studies | Grade 7
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Wilson Zivave Learner’s Book

Heritage - Social Studies
Grade 7
Learner’s Book
Wilson Zivave
CONTENTS
TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE............................... 1
Unit 1: Marital relationships........................................................................................................... 2
Unit 2: Conflict management......................................................................................................... 5
Unit 3: Different languages and cultures of Zimbabwe........................................................ 9
Unit 4: Custodians of culture......................................................................................................... 14
Unit 5: Preservation of heritage sites ........................................................................................ 20
TOPIC 2: CULTURAL HERITAGE .................................................................................. 26

Unit 6: Healthy boy-girl relationship........................................................................................... 27
Unit 7: Effects of age on marriage and population growth................................................. 30
Unit 8: Child-bearing........................................................................................................................ 33
TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE...................... 35

Unit 9: Independence and self-governance.............................................................................. 36
Unit 10: The land reform programme......................................................................................... 39
Unit 11: The national school pledge............................................................................................ 43
Unit 12: Zimbabwe as a member of other regional and international organisations. 47
Test 1........................................................................................................................................ 52
TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES.................................... 57

Unit 13: Elections............................................................................................................................... 58
Unit 14: Ownership of property.................................................................................................... 62
Unit 15: Inheritance.......................................................................................................................... 66
Unit 16: Indigenous institutions and domestic legislation on gender equity.................. 69
Unit 17: Consumer rights................................................................................................................ 73
TOPIC 5: SHELTER........................................................................................................... 76
Unit 18: Problems and solutions to shortages of shelter...................................................... 77
Unit 19: Factors that influence siting and designing for shelter........................................ 81
Unit 20: Ways of acquiring accommodation............................................................................ 84
TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM................................................... 87

Unit 21: Prominent people involved in voluntary work in the past and present........... 88
Unit 22: Voluntary and humanitarian organisations in Zimbabwe................................... 92
Unit 23: Participating in voluntary work.................................................................................... 96
Test 2........................................................................................................................................ 98
TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION AND CONSUMPTION
OF GOOD AND SERVICES............................................................................. 104
Unit 24: National strategic reserves............................................................................................ 105
Unit 25: Storage and marketing of goods................................................................................. 109
Unit 26: Indigenous and contemporary ways of preserving food..................................... 114
TOPIC 8: TRANSPORT AND COMMUNICATION......................................................... 119

Unit 27: Factors that influence choice of mode of transport and communication....... 120
Unit 28: Importance of up to date maps and charts for travelling purposes................. 122
Unit 29: Hazards and disasters in the transport and communication industry............ 124
Unit 30: Management of disasters in the transport industries........................................... 128
TOPIC 9: WORK AND LEISURE..................................................................................... 130

Unit 31: Human capital development in Zimbabwe............................................................... 131
Unit 32: Enterprise skills/self-reliance and employment creation...................................... 135
Unit 33: Protection of the workers’ rights.................................................................................. 138
Unit 34: Responsibility at work and during leisure time....................................................... 142
Unit 35: Tourism ................................................................................................................................ 145
TOPIC 10: GLOBAL ISSUES........................................................................................... 149

Unit 36: Environmental issues: desertification causes, effects and solutions................ 150
Unit 37: Pollution: causes, effects and solutions..................................................................... 154
Test 3........................................................................................................................................ 159

Topic
1
IDENTITY: FAMILY HISTORY
AND LOCAL HERITAGE
Topic Introduction
Family is an important aspect in local communities. Everyone belongs to a family and each
family has its own history and background. This topic looks at marital relationships which
exists. It is important to look at an ideal marital relationship. There will be a look at causes
of marital disputes in a family. The topic will also look at family conflict, the focus will be on
causes of conflict at home, school and community.
1
Unit MARITAL RELATIONSHIPS
1
Unit Objectives
By the end of this unit, you should be able to:
(a) identify characteristics of ideal marital relationship.
(b) suggest possible causes of marital disputes.
Looking Back
In the previous grade, you learnt about the clans in Zimbabwe, cultural values of motherhood
and fatherhood in the precolonial era. You learnt about the cultural norms and values
protecting motherhood like taboos and motherhood cow. In this grade, you will learn on ideal
marital relationship and possible causes of marital disputes.
Key Words
Marital relationships – the marriage relationship between husband and wife as couples.
Marital dispute – disagreements or quarrels in marriage.
Characteristics of ideal marital relationship

A marital relationship refers to a marriage
relationship where a husband and wife or
wives live as couples. Marital relationship
is sealed by formal payment of the lobola
in indigenous culture. It also involves two
families than two individuals. This means
that marital relationship is accepted by
society.
An ideal marital relationship has some
key features which make it a model of
proper marital relationship. Some of
these characteristics include fidelity, love,
respect, commitment, trust, time, attention,
Husband and wife
good communication. Good communication
2
include listening , partnership, tolerance, patience, openness, honesty, sharing, consideration,
generosity, willingness or ability to compromise, constructive management of disagreements
or arguments, willingness to see another’s viewpoint, willingness to forgive and apologise
and have fun.
Causes of marital disputes
Marital disputes refers to conflicts in marriage between married couples. It weakens the
marriage bond and can result in divorce. The following are the identified root causes of
marital conflicts in the society:
A man chasing away his wife after a dispute
1. Educational and intellectual differences cause marital disputes. For example, if a

person is educated and marries someone who is not educated. It is assumed that the
levels of thinking are different which causes misunderstandings resulting in marital
disputes.
2. Barenness is another cause of marital disputes in today’s marriages.
3. Technology: misuse of social media particularly WhatsApp and Facebook has become a
major threat to marriage. Social media misuse is worsened by sending erotic messages,
and also watching pornographic pictures and videos.
4. Sexual challenges such as being less intimate, infidelity and conjugal rights creates
marital problems between couples.
5. Family interference: in-laws’ demands and too much expectations from their sons and
daughters forgetting that they have also needs to fulfill in their lives. In-law demands
come from both the husband and wife’s side. Being married to a poor family is one of the
serious challenges which in-laws find it difficult to accept. This creates marital disputes.
6. Poor communication affects marriage: If a couple fails to communicate well with each
other, it can lead to conflict in marriage. For example, one must know the kind of words
to choose when talking to his or her partner.
7. Religious differences for example, if one belongs to Indigenous Religion and the other
one belongs to Christianity. This results in religious conflict at home.
8. Age of marriage: those who get married at a young age are at a great risk of marital
conflicts and divorce because they will be still wanting to enjoy life as the youth.
3
Activity 1
Perform a role play in groups on marital disputes.
Exercise 1
1. What is a marital dispute?

2. __________ is the seal of marital relationship.
3. Identify two features of an ideal marital relationship.
4. State any two causes of marital disputes.
5. Name any one effect of marital disputes.
Key points in this unit
• A marital relationship refers to a marriage relationship where a husband and wife or

wives live as couples.
• An ideal marital relationship has some key features which make it a model of proper
marital relationship.
• Social media misuse is worsened by not only sending erotic messages but also
pornographic pictures and videos.
• Poor communication affects marriage.
Unit Revision Exercises

Multiple Choice Questions
1. ___________ is a feature of an ideal marital relationship.
A. Infidelity B. Dishonest C. Fighting D. Love and respect
2. _________ is not a feature of bad marital relationship.
A. Quarrelling B. Impatience C. Intolerance D. Forgiving
3. __________ is not a cause of marital disputes in contemporary society.
A. Sexual challenges B. Payment of lobola
C. Technology D. Poor communication
4. ___________ is the major cause of marital disputes in modern marriage.
A. Technology use B. Witchcraft C. Faithfulness D. Farming
5. ___________ is a solution to marital disputes.
A. Dialogue B. Fighting C. Gossiping D. Infidelity
Structured Questions
1. What is a marital relationship?
2. __________ is the seal of marital relationship.
3. Identify two features of an ideal marital relationship.
4. State any two causes of marital disputes.
5. State any one effect of marital disputes.
4
Unit CONFLICT MANAGEMENT
2
Unit Objectives
(a) identify conflicts at home, school and community.
(b) examine causes of conflicts at home, school and in the community.
Looking Back
Conflicts are found at every level of society like home, school, and community as well as at
national level. In this unit, you will focus on conflicts at home, school and community looking
at their causes as well as how they can be resolved.
Key Words
Conflict – a serious disagreement between two parties that can result in

fighting or quarrelling.
Conflict management – ways that are used to resolve conflicts.
Causes of conflicts at home, school and community

Conflicts at home, school and community are caused by several factors. A conflict at home
can be between parents and children. It can also be between father and mother while at
school it is a conflict between learners or between learners and teachers. In the community
it can be between two villages or clan territory or residential areas.
Causes of conflicts at home
1. Individual differences: people are
different in nature, attitudes, ideals and
interests. On account of these differences,
they fail to accommodate each other
which may lead to conflict among them.
For example, difference between parents
and children results in conflict at home.
Conflict between children at home

5
2. Clash of interests: the interests of different people or groups occasionally clash. For
example, the interest of the father clash with that of mother.
3. Social change: social change becomes a cause of conflict when a part of society does
not change along with changes in the other parts. Social change causes cultural gaps
which leads to conflict. The parent-children conflict is the result of social change.
Causes of conflicts at school
1. Cultural differences: the cultural
differences among the groups sometimes
cause tension and lead to conflict. At
school, learners from different cultural
backgrounds may fight. For example, a
Muslim student at a Christian school can
result in conflicts at school.
2. Social change: social change becomes a
cause of conflict when a part of society
does not change along with changes
happening in society. Social change
causes cultural gaps which leads to
conflict. At school the change of a teacher Religious conflict at school
results in conflict among learners.
3. Differences in religious beliefs causes conflict at school level: for example, students of
Christian background can clash with students of Muslim background.
4. Learning resources like textbooks, benches and laptops is a cause of conflict between
learners at school level.
5. Leadership positions cause conflicts at school level between learners. Learners fight for
positions like that of being a class monitor as well as school prefect.
6. Discrimination is a cause of conflict between learners and teachers. For example, when
the teacher favours one learner at the expense of the other. This results in conflict between
the teacher and the learner as well as the favoured learner and the discriminated learner.
Causes of conflicts in the community
1. Cultural differences: the cultural
differences among the groups sometimes
cause tension and lead to conflict. Clashes
may happen in the community because of
cultural differences. For example, Xangani
people may clash with the Shona over
kukomba.
2. Clash of interests: the interests of
different people or groups occasionally
clash. In the community, two groups may Conflict at a bus stop
6
Unit DIFFERENT LANGUAGES AND
CULTURES OF ZIMBABWE
3
Unit Objectives
(a) list languages spoken in Zimbabwe.
(b) identify various cultural practices in different parts of Zimbabwe.
Looking Back
In the previous grade, you learnt about the significance of customs, beliefs, folklore, games,
songs and dances of the indigenous people. In this grade, you will learn about the languages
that are spoken in Zimbabwe as well as the various cultural practices in different parts of
Zimbabwe which are important in understanding the people’s heritage.
Key Words
Cultural practice – the repeated performances that are done by a particular ethnic group.
Language –w ords and phrases used by a particular ethnic group, for example,
the Ndebele, Venda or Kalanga.
Languages in Zimbabwe
A language refers to words and phrases used by a particular ethnic group. Throughout
history, English, Shona and Ndebele have been dominating as the official languages in
Zimbabwe. However, the new constitution of Zimbabwe embraced diversity of language
and ethnicity by adopting other languages as official languages.
There are sixteen official languages in Zimbabwe. These languages include Chewa,
Chibarwe, English, Kalanga, Koisan, Nambya, Ndau, Ndebele, Xangani, Shona, Sotho,
Tonga, Tswana, Venda, Xhosa and sign language.
Language Province Area of dominance

Masvingo, Midlands,
Gutu, Murehwa, Marondera, Nyajena,
Mashonaland East,
ChiShona Chirumhanzu, Chivi, Mberengwa,
Central and West,
Chimanimani, Makoni etc.
Manicaland
9
The cultural heritage for different ethnic groups is displayed by distinct religious ceremonies
and rituals, indigenous medicines used by the people, cultural practices and even children’s
games. This topic focuses on the cultural heritage which is the pillar of who we are and
where we are going as indigenous people.
Zimbabwe is a multi-cultural society with unique customs. A custom refers to an established
accepted social practice. Some of the cultural groups in Zimbabwe include the Tonga,
Korekore, Nambya, Ndebele, Karanga, Venda, Sothos, Xangani, Kalanga, the vaBudja,
Zezurus, Manyika and Ndau. Children are socialised to have customs as they grow up.
1. Kutyora muzura
Firstly women are supposed to bend their
knees (kupfugama or kutyora muzura) when
greeting male elders. In some cultures like the
Karanga people in Nyajena, when mother-in-
law meets a son-in-law both are supposed
to squat down and greet each other whilst
not looking into the face of each other.
2. Removal of hats Kutyora muzura
Men are supposed to put off their hats during rituals and even when a chief is addressing
them. This is a way of respecting ancestors and authority. Furthermore, hats are supposed
to be removed when eating among most indigenous ethnic groups in Zimbabwe.
3. Greetings among the Ndau and Manyika
people
Among the Ndau and Manyika people, no
hand shaking is allowed when a woman is
greeting a man. Instead, the woman bends
her knees and passes her greetings and the
man responds.
4. Kusuma A man removing his hat
During funeral and other family gatherings, the beast that is supposed to be killed is shown
to the respected dignitaries. They say this is your relish. This is what is known as kusuma
which means to notify.
5. Burial
During burial among the Karanga, the widow and the first born are not allowed to visit the
gravesite as well as pregnant mothers.
6. Kutobela among the Nambya
Kutobela is a custom among the Nambya where a man approaches a girl he loves to marry
and fondles her breast in the public. This is a sign that one wants to marry that girl and the
girl would follow the boy. The two become a couple after the payment of lobola.
11
Unit CUSTODIANS OF CULTURE
4
Unit Objectives
(a) outline the hierarchy of indigenous leadership in Zimbabwe.
(b) explain the role of indigenous leadership in Zimbabwe.
(c) describe how chiefs are installed and buried.
Looking Back
In the previous grade, you looked at indigenous governance by describing the indigenous
governance structure of a village head, headman and chief. In this grade, you will learn
about the hierarchy and the role of indigenous leadership. You will also learn about how
indigenous chiefs are installed and buried in this grade.
Key Words
Chief – the clan leader of an indigenous society.

Chief installation – how someone in position of leadership is given the title through a
ceremony.
Hierarchy – the organisation of a system from the leader to the bottom.
Indigenous leadership hierarchy in Zimbabwe

The indigenous leadership starts with the
family head known as samusha who reports
to village head known as sabhuku meaning
one who owns the whole village.
The village head reports to headmen who is
known as sadunhu. At the top of indigenous
leadership is the chief which means Mambo
or Ishe. In some areas there are no headmen
A subchief addressing people
but the chief only.
14
Activity 1
In groups, dramatise the role of the chief.
Exercise 1
1. State the indigenous leadership hierarchy.

2. State any two roles of the village head.
3. The indigenous name for chief is_________.
4. List two roles of a chief in indigenous society.
Chief’s installation
Chief’s installation refers to the act of appointing and placing a chief on the position of
leadership through a ceremony. The indigenous people have various ritual ceremonies which
marks the installation of a chief as the leader of the people.
(a) Ndebele installation of a chief
During installation of a chief among the Ndebele, the spear was given to the new chief
whose installation symbolised rebirth and regeneration of the chiefly lineage. On the day of
installation, the chief sat on the throne (a royal stool placed on the skin of a leopard) and was
given a spear which symbolised power and defence of both the family/lineage members and
the territory. The leopard is associated with high office through its dignified manner, awe
and majesty.
Chiefs were allowed to wear leopard skins on their waists. Only the king wore it over his
shoulders and his back. Isitshingo songs were sung during installation in honor of the
ancestral spirits. Therefore, the office of chief is a religious one. The new chief’s installation
is marked by the application of medicinal fat on the body of chief (ukugcotshwa) to impart
dignity, respect and awe to the person of chief.
The chiefly staff (intonga yobuduna) is handed down from father to son meaning only the
son of a chief becomes a chief in most cases. The installation ends with offering of gifts such
poultry, cattle and other things which are offered to a new king.
(b) Shona installation of a chief
Firstly the medium chooses the right chief
as required by the spiritual world and the
incumbent chief undergoes a trial. Among
the Korekore, the chief would keep a handful
of meal dry while he is marooned into the
people for about a minute. Some ethnic
groups also made the incumbent chief to
carry the corpse of his predecessor down the
steep slope where he is supposed to lower it
into the pool.
Installation of a chief
16
Activity 2
In pairs discuss how the chief is installed. Give feedback to the class.
Exercise 2
1. What is to instal a chief?

2. State three emblems that are given to the Shona chief during installation.
3. Why was the chief’s burial secretive among the Shona?
4. State two people who were responsible for preparing the body of the chief for burial.
• The village head reports to headman.

• Chief installation refers to the act of placing someone on position of leadership through
a ceremony.
• During installation of a chief among the Ndebele, the spear was given to the new chief
whose installation symbolised rebirth and regeneration of the chiefly lineage.
• The medium would then dedicate the chief and outline what he is supposed to do as
a chief.
Unit Revision Exercise

1. A family head is known as ________.
A. sadunhu B. samusha C. sabhuku D. baba
2. ___________ is the leader of several family units.
A. Samusha B. Headman C. Village head D. Chief
3. _________ is not a role of the headman.
A. Safe guard sacred days B. Issue out land to the chief
C. They settle social disputes D. They distribute food on behalf of the chief
4. _____________ is at the apex of indigenous leadership.
A. Chief B. Headman C. Village head D. Medium
5. The chief is known as ______________among the Shona.
A. mambo B. khosi C. king D. nduna
6. _________ is given to Ndebele chief during installation.
A. Land B. Spear C. Beads D. Herbs
7. The application of medicinal fat on the body of chief (ukugcotshwa) symbolizes______.
A. royalty B. power C. kingship D. dignity and respect
8. __________ is responsible for the selection of the right chief among the Shona.
A. Diviner B. Nephew C. Rain messenger D. Medium
18
PRESERVATION OF
Unit
5
HERITAGE SITES
Unit Objectives
(a) identify major heritage sites in Zimbabwe.
(b) describe ways of preserving heritage sites in Zimbabwe.
Looking Back
In the previous grade, you learnt about indigenous heritage resources. You explored the
cultural heritage resources like sites, music and dance. In this grade you will explore major
heritage sites in Zimbabwe as well as indigenous and contemporary ways of preserving
heritage sites.
Key Words
Heritage site
– places or structures recognised as being of great value and deserves
special protection because of its religious, historical and economic
significance.
Preserving – an act of maintaining and protecting something from losing its value.
Major heritage sites in Zimbabwe

Heritage sites refers to places or structures recognised as being of great value and deserves
special protection because of their religious, historical and economic significance. In
Zimbabwe, there are so many places which are considered as heritage sites because of their
sacredness and historical significance.
Historical heritage sites which are also called liberation heritage sites include freedom
camp in Zambia, Chimoio in Mozambique and Heroes Acre. Victoria Falls, Njelele and Great
Zimbabwe have religious significance as well as economic significance.
1. Freedom Camp
Freedom Camp is a liberation heritage site found in Zambia. It is a place where the Rhodesian
army carried out an air raid on October 28 1978 and killed over 400 Zimbabweans at
Freedom Camp in Zambia. It is a farm that former Zambian President and nationalist Kenneth
Kaunda had given to liberation movements including FRELIMO, SWAPO and ZAPU among
20
4. Heroes Acre
National Heroes Acre: This is a national
monument found in Harare. It reminds every
Zimbabwean of the selfless effort made by
sons and daughters of Zimbabwe in liberating
their country from white colonialists.
It is important for reminding the people of
Zimbabwe of their history and the need to
safeguard their hard-won indepesndence.
Some of the heroes and heroines at this
national monument include Josiah Tongogara,
Joshua Nkomo, Alfed Nikita Mangena, Sally
National Heroes Acre
Mugabe, Hebert Chitepo and many others.
The monument is symbolic as it represents every person who contributed to the
independence of Zimbabwe.
5. Great Zimbabwe
Great Zimbabwe is a national monument
that is found in Masvingo. According to
tradition, it is a stone structure that was
built by Shona people between 1100 and
1500 AD. The place is traditionally known
as Dzimbadzamabwe which means house of
stone.
It was a great capital of the Rozvi Empire. It
was built for political and religious reasons.
The hill complex found at Great Zimbabwe
saved these purposes. On the other hand Great Zimbabwe
the Great enclosure at Great Zimbabwe is a
symbol of royalty and wealthy.
6. Victoria Falls
The Victoria Falls also known as Mosi-oa-
Tunya is one of the heritage sites with the
most spectacular waterfalls in the world.
The Victoria Falls is 1708m wide and drop
99m at its highest point, making it the largest
sheet of falling water in the world when the
Zambezi River is at its fullest. The Victoria Falls
The Victoria Falls is divided into five separate waterfalls namely the Devil’s Cataract, Main
Falls, Horseshoe Falls, Rainbow Falls and Eastern Cataract. It was named Victoria Falls by
David Livingstone in honour of Queen Victoria. From the religious point of view it is controlled
by water spirits of the Zambezi River.
22
HEALTHY BOY-GIRL
Unit
6
RELATIONSHIP
Unit Objectives
(a) identify healthy boy-girl relationship.
(b) describe healthy boy-girl relationship.
Looking Back
In grade six, you learnt about courtship practices among different cultural groups. You learnt
about the role of family members in courtship practices as well as how courtship encourages
a healthy boy-girls relationship. In this grade you will learn about healthy boy-girl relationship
as it ensures that there is a stable family and marriage in indigenous society.
Key Words
Healthy boy-girl relationship – positive interaction between a boy and a girl as they grow.
Healthy boy-girl relationship

The indigenous people ensured that the boy
and a girl whether related or not had a healthy
relationship. It is the role of the aunt to see to
it that a girl has a healthy relationship with
boys. In the same context, the uncle also
ensured that a boy had a healthy relationship
with a girl.
An unhealthy boy-girl relationship who
are related resulted in breaking of cultural
taboos through incest and this brought a lot
of misfortunes to the community like drought, A boy and girl playing together
pestilence and birth of a disabled.
As such a boy-girl relationship was closely monitored by the aunt and the family in general.
A healthy boy-girl relationship in indigenous society is based on unhu/ubuntu which is
exhibited through respect and observance of cultural norms, values and taboos.
27
Unit CHILD-BEARING
8
Unit Objectives
(a) analyse the effects of child birth on the mother.
(b) relates mother’s rate of child-bearing to her age wealth and welfare of the child.
Looking Back
In the previous grade, you learnt about the age of consent to sex and marriage. In this grade
you will learn about the effects of child birth on the mother as well as mother’s rate of child-
bearing to her age, wealth and welfare of the child.
Key Words
Child-bearing – the process in which a pregnant mother gives birth.
Effects of child bearing

Child-bearing refers to the process in which a pregnant mother gives birth. There are so
many effects of child-bearing on the mother and the welfare of the child.
1. Health of the mother
The mother may die during delivery of the child. This is known as maternal death. It can
create some injuries on the mother. For example, when a mother gives birth through a scissor.
The mother may also get some diseases due to delivering of the child like backaches and
stomach problems.
2. Health and welfare of the child
The delivery of a child has also a bearing on
the welfare of the child. If the mother delivers
at an old age, it may lead to the delivery of a
baby with disabilities.
For example, there are some health risks
on the child if a woman conceives and bear
A woman with a newly born baby
33
group or individual to exercise all necessary functions of regulation without intervention from
an external authority. Self-governance is whereby a country enjoys national sovereignty and
is autonomous in the way it carries out its mandate.
Importance of self-governance
• The nation can determine how resources are used and when to use them without
being dictated to.
• It leads to the development of the whole nation. This is contrary to colonial government
which develop areas of interest than the whole nation.
• Conflicts are reduced because of self-governance. This is because the person who
would be leading others is not a foreigner.
• It leads to the development of patriotism among citizens.
• It ensures that people have a national identity that they preserve.
Activity 1
Compare self-governance and colonial rule. What are the benefits of self-governance?
Exercise 1
1. Define self-governance.
2. When did Zimbabwe get independence?
3. What led to Zimbabwe’s self-governance and independence?
4. List any two features of self-governance.
5. Suggest any two benefits of self-governance.
• Zimbabwe started to exercise self-governance in 1980 after a protracted liberation

struggle which led to independence as the control of Zimbabwe by Britain was
removed.
• Self-governance is where by a country enjoys national sovereignty and is autonomous
in the way it carries out its mandate.
• The nation can determine how resources are used and when to use them without
being dictated to.
• Conflicts are reduced because of self-governance.

1. When did Zimbabwe gain independence?
A. 1880 B. 1896 C. 1980 D. 1990
2. _______ is a country which colonised Zimbabwe.
A. United States of America B. Rhodesia
C. Portugal D. Britain
37
THE LAND REFORM
Unit
10
PROGRAMME
Unit Objectives
(a) identify the causes of the land reform programme in Zimbabwe.
(b) discuss benefits of the land reform programme in Zimbabwe.
Looking Back
In the previous grade, you learnt on the colonisation of Zimbabwe, the First Chimurenga and
the Second Chimurenga. You discovered that the war of liberation was caused mainly by the
land issue. In this grade, you will learn about the land reform programme, its causes and its
benefits to Zimbabweans. This is important because it was one of the main objectives of the
war of liberation.
Key Words
Land reform programme – the equitable redistribution of land by government.
The land reform programme

Land reform programme refers to the
taking of land from whites and equitable
redistribution of land to indigenous people by
the government. The land reform programme
started soon after independence when a
facility known as the willing-buyer-willing-
seller was introduced. Many families were
resettled.
However, the whites who owned large
tracts of land were not willing to sell their
land and with rapid population increase
and the amendment of the constitution in Farmers checking their crops
2000, the fast-track land reform programme
was initiated by the Former President of
Zimbabwe Robert Mugabe with the support of the war veterans.
39
THE NATIONAL SCHOOL
Unit
11
PLEDGE
Unit Objectives
(a) recite the national school pledge.
(b) discuss the importance of the national school pledge.
(c) relate the national school pledge to the national flag and national anthem.
Looking Back
In the previous grade, you learnt about the national pledge. You focused on the importance
of the national pledge as well as reciting it. In this grade, you will learn more on the national
pledge by looking at its recitation, importance and relating the national pledge to the national
flag and national anthem.
Key Words
National anthem – a country’s ceremonial song of praise.

National pledge – a solemn promise to love and work for the good of the country.
The national school pledge

A national pledge is a solemn promise to love and work for the good of the country. The
national school pledge was introduced as a way of instilling a sense of patriotism into the
young on 3 May 2016.
This pledge was derived from the Constitution
of Zimbabwe to foster patriotism, good
citizenship and preserving the national
heritage.
It gives the history of Zimbabwe as it
summarises how the independence was
achieved through a protracted liberation
struggle which led to loss of lives of many
people.
Learners reciting National Schools Pledge
43
The pledge teaches about unhu or vumunhu or ubuntu as key national value. It also inculcates
good virtues into the young like honest, hardworking and law-abiding citizens.
Almighty God, in whose hands our future lies,
I salute the national flag.
Respecting the brave fathers and mothers,
Who lost lives in the Chimurenga/Umvukela.
We are proud inheritors of our natural resources.
We are proud creators and participants in our vibrant traditions and cultures
So I commit to honest and the dignity of hard work.
Activity 1
In groups, recite the national pledge.
Exercise 1
1. What is a national school pledge?

2. When was the national school pledge introduced?
3. State the key features of the national school pledge.
4. State any two values that are derived from the national school pledge.
The national flag

A national flag is a square piece of cloth with colours and emblems which represent a country
that is fastened on the edge of the pole. It is fastened at the far end of a vertical pole when
there is no mourning of a hero but when people are mourning a national hero, it is put at the
middle of the pole.
• White represents peace.
• Green represents vegetation.
• Yellow represents minerals that are
found in Zimbabwe.
• Red represents the blood of the
liberation war heroes that died during
the war of liberation.
• Black represents the indigenous people
who are the owners of Zimbabwe.
Flag of Zimbabwe
National anthem
A national anthem refers to a country’s ceremonial song of praise. From 1980 up to 1994,
Ishe Komborerai Africa which means God bless Africa was the national anthem and was
changed to Ngaikomborerwe nyika yeZimbabwe in 1995 which means lift the flag banner
of Zimbabwe which was written by Solomon Mutswairo. The national anthem has three
main features namely the liberation struggle, beauty of Zimbabwe and the benediction of
the country by God.
44
The Zimbabwean national anthem is important in showing how Zimbabwe came into being,
as well as the natural heritages that are found in Zimbabwe. Furthermore, the national
anthem dedicates the country to God.
National Anthem (Shona) National Anthem (Ndebele) National Anthem (English)
Simudzai mureza wedu Phakamisan’ iflegi yethu O lift high the banner, the flag
weZimbabwe yeZimbabwe of Zimbabwe
Yakazvarwa nomoto Eyazalwa yimpi yenkululeko; The symbol of freedom
wechimurenga; Legaz’ elinengi lamaqhawe proclaiming victory;
Neropa zhinji ramagamba ethu We praise our heroes’
Tiidzivirire kumhandu dzose; sacrifice,
Silivikele ezitheni zonke;
Ngaikomborerwe nyika And vow to keep our land from
Kalibusisiwe ilizwe
yeZimbabwe. foes;
leZimbabwe.
Tarisai Zimbabwe nyika And may the Almighty protect
yakashongedzwa Khangelan’ iZimbabwe yon’ and bless our land.
Namakomo nehova, ihlotshisiwe
O lovely Zimbabwe, so
zvinoyevedza Ngezintaba langemiful’ wondrously adorned
Mvura ngainaye, minda ipe ebukekayo, With mountains, and rivers
mbesa Izulu kaline, izilimo zande; cascading, flowing free;
Vashandi vatuswe, ruzhinji Iz’sebenzi zenam’ abantu May rain abound, and fertile
rugutswe; basuthe; fields;
Ngaikomborerwe nyika Kalibusisiwe ilizwe May we be fed, our labour
yeZimbabwe. leZimbabwe. blessed;
Mwari ropafadzai nyika And may the Almighty protect
Nkosi busis’ ilizwe lethu
yeZimbabwe and bless our land.
leZimbabwe
Nyika yamadzitateguru edu O God, we beseech Thee to
Ilizwe labokhokho bethu thina
tose; bless our native land;
sonke;
Kubva Zambezi kusvika The land of our fathers
Kusuk’ eZambezi kusiy’
Limpopo, bestowed upon us all;
eLimpopo
Navatungamiri vave From Zambezi to Limpopo
nenduramo; Abakhokheli babe lobuqotho;
May leaders be exemplary;
Ngaikomborerwe nyika Kalibusisiwe ilizwe
And may the Almighty protect
yeZimbabwe. leZimbabwe.
and bless our land.
Activity 2
Draw and colour the national flag.
Exercise 2
1. State the colours on the Zimbabwe national flag.

2. What is a national anthem?
3. Give the name of the national anthem for Zimbabwe from 1980-1994.
4. State the three features of the national anthem of Zimbabwe.
45
ZIMBABWE AS A MEMBER
Unit OF OTHER REGIONAL AND
12
INTERNATIONAL ORGANISATIONS
Unit Objectives
(a) relate Zimbabwe to other international organisations.
(b) explain the importance of belonging to regional and international organisations.
Looking Back
The progress and development of any nation lies in how the country relates with other
nations through international treaties and organisations. In this grade, you will learn the
regional and international organisations to which Zimbabwe is a member. You will also learn
about the importance of belonging to regional and international organisation.
Key Words
International organisations – a grouping of international countries with an objective of

building stronger ties.
Regional and international organisations

Zimbabwe is a member of several regional and international organisations which helps in
fostering development as well as promote equality between Zimbabwe and other nations.
Being a member of regional and international organisations has several benefits and
obligations attached to it. It is done through regional and international cooperation signed
through treaties or agreements.
1. Southern Africa Development Community (SADC)
The Southern Africa Development Community (SADC)
is formerly known as the Southern African Development
Co-ordination Conference (SADCC). The organisation was
formed in Lusaka, Zambia on 1 April 1980, following the
adoption of the Lusaka Declaration. The declaration and
treaty establishing the Southern African Development
Community (SADC) which has replaced the Co-ordination
Conference was signed at the Summit of Heads of State or
SADC Logo
47
Exercise 2
1. COMESA means _________.

2. The main objective of COMESA is to ___________.
3. ________ nations are in the African Union.
4. The headquarters of African Union are found in______.
5. State two functions of the AU.
United Nations (UN)

The United Nations is an international organisation founded in 1945. The name “United
Nations”, was coined by United States President Franklin D. Roosevelt and it was first used
in the Declaration by United Nations of 1 January 1942. It was formed in order to maintain
international peace and security, protect human rights, deliver humanitarian aid, promote
sustainable development, and uphold international law. Today the organisation is currently
made up of 193 member states.
The main organs of the UN are the General Assembly,
the Security Council, the Economic and Social Council, the
Trusteeship Council, the International Court of Justice and
the UN Secretariat which were all formed in 1945 when
the UN was founded.
The United Nations (UN) is responsible for maintaining
international peace and security, developing friendly
relations among nations, achieving international
cooperation and being a center for harmonising the actions
of nations. The UN System has some important agencies
such as the World Bank, the World Health Organisation,
United Nations Logo
the World Food Programme, UNESCO and UNICEF which
represent it in carrying its mandate.
The importance of belonging to regional and international organisations
• It promotes equality between people.
• It ensures fair trade between nations. For example, COMESA.
• It promotes identity of the people like African Union which is motivated by Pan-
Africanism.
• It regulates the conduct of nations and this promotes democracy, plurality and
tolerance.
• It helps in promoting infrastructural development.
• It preserves the heritage of various people across the globe, for example, the United
Nations through UNESCO.
Activity 3
In groups, identify the regional and international organisations to which Zimbabwe is a

member.
50
Exercise 3
1. When was the UN formed?

2. Who coined the term United Nations?
3. State two roles of the United Nations.
4. Identify one agency of the United Nations.
5. Which agency in the United Nations is responsible for food security?
• Being a member of regional and international organisations has several benefits and
obligations attached to it.
• There are about fourteen nations which belong to this regional SADC.
• The African Union (AU) is a continental body consisting of the 55 member states that
make up the countries of the African continent.
• The Common Market for Eastern and Southern Africa (COMESA) is the largest regional
economic organisation in Africa.

1. SADC means __________.
A. South Africa Development community
B. Social African Development Community
C. Southern Africa Development Community
D. Southern African Development Conference
2. Which country is responsible for Finance, Investment and Health in the SADC?
A. Zimbabwe B. South Africa C. Botswana D. Zambia
3. The main mandate of COMESA is to ensure ________.
A. security of Africa B. free trade
C. equality of human race D. defence of Africa
4. __________ is not a member of COMESA.
A. Zimbabwe B. Egypt C. Djibouti D. Congo Brazzaville
5. When was the African Union established?
A. 1963 B. 2002 C. 2000 D. 2010
6. _________ is the major role of the African Union.
A. Promotion of Pan Africanism B. Promotion of western civilisation
C. extraction of resources D. Promotion of free trade
7. The headquarters of African Union are in ___________.
A. New York B. South Africa C. Harare D. Addis Ababa
8. How many countries are members of the United Nations?
A. 55 B. 110 C. 193 D. 93
9. _________ is not an agent of the UN.
A. COMESA B. WORLD BANK C. UNESCO D. WFP
10. _________ is a united nation agency responsible for preservation of cultural heritage.
A. UNICEF B. UNESCO C. WHO D. WFP
51
Test 1
Paper 1: Multiple Choice Questions
Time: 1hr 30 minutes
Candidates are required to answer all.
1. ___________ is a feature of an ideal marital relationship.
A. Infidelity B. Dishonest C. Fighting D. Love and respect
2. __________ is not a cause of marital disputes in contemporary society.
A. Sexual challenges B. Payment of lobola
C. Technology D. Poor communication
3. __________ is a cause of conflict at home.
A. Poor communication B. Leadership
C. Trust D. Honest
4. _________ is a conflict at school.
A. Fight between parents B. Fight between political parties
C. Fight between learners D. Quarrel between village heads
5. ___________ is not a strategy of solving conflicts.
A. Dialogue B. Mediation C. Compromising D. War
6. There are __________ official languages in Zimbabwe.
A. two B. three C. five D. sixteen
7. ___________ is not an official language of Zimbabwe.
A. Zulu B. Chewa C. Venda D. Xangani
8. ___________ is not a cultural group in Zimbabwe.
A. Huti B. Xangani C. Nambya D. Tonga
9. __________ is a cultural practice for the Shangani people.
A. Kusuma B. Kutobela C. Domba dance D. Kukhomba
10. A village head is known as ________.
A. sadunhu B. samusha C. sabhuku D. baba
11. ___________ is the leader of several family units.
A. Samusha B. Headman C. Village head D. Chief
12. _________ is not a role of the headman.
A. Safe guard sacred days B. Issue out land to the chief
C. They settle social disputes D. They distribute food on behalf of the chief
13. _____________ is at the apex of indigenous leadership.
A. Chief B. Headman C. Village head D. Medium
14. _________ is given to Ndebele chief during installation.
A. Land B. Spear C. Beads D. Herbs
15. The application of medicinal fat on the body of chief (ukugcotshwa) symbolises______.
A. royalty B. power C. kingship D. dignity and respect
16. __________ is responsible for the selection of the right chief among the Shona.
A. Diviner B. Nephew C. Rain messenger D. Medium
17. ________ is burial place for chiefs among the Shona.
A. River bank B. Anthill C. Sacred cave D. Hut
18. __________ is a liberation heritage for Zimbabweans.
A. Chinhoyi caves B. Chimoio C. Victoria Falls D. Njelele
52
38. ___________ led the fast-track land reform programme.
A. Robert Mugabe B. General Constantino Chiwenga
C. Hebert Chitepo D. Morgan Tsvangirai
39. The cause of the fast-track land reform programme is __________.
A. back tracking of Britain on its promises to fund the programme
B. corruption
C. poverty
D. spirit mediums
40. ___________ is not the importance of the land reform programme.
A. Promotion of equality B. Economic empowerment
C. Decreased food production D. Emerging of African identity
41. The national pledge is important in instilling which value?
A. Patriotism B. Immorality C. Courage D. Integrity
42. The red colour on the national flag represent __________.
A. natural resources B. indigenous people
C. love for the country D. blood lost during the liberation struggle
43. _________ is not a feature of the national anthem.
A. Adoration of abundant natural resources
B. Remembering liberation heroes
C. Celebrating western culture
D. Dedication of the country to God
44. Which country is responsible for Finance, Investment and Health in the SADC?
A. Zimbabwe B. South Africa C. Botswana D. Zambia
45. The main mandate of COMESA is to ensure ________.
A. security of Africa B. free trade
C. equality of human race D. defence of Africa
46. __________ is not a member of COMESA.
A. Zimbabwe B. Egypt C. Djibouti D. Congo Brazzaville
47. _________ is the major role of the African Union.
A. Promotion of Pan Africanism B. Promotion of western civilisation
C. Extraction of resources D. Promotion of free trade
48. How many countries are members of the United Nations?
A. 55 B. 110 C. 193 D. 93
49. _________ is not an agent of the UN.
A. COMESA B. WORLD BANK C. UNESCO D. WFP
50. ___________ is a United Nation agency responsible for preservation of cultural heritage.
A. UNICEF B. UNESCO C. WHO D. WFP
54
Paper 2
Time: 1 hour 30 minutes
Section A [30 marks]
1. Identify one feature of an ideal marital relationship. [1]
2. Explain any one effect of marital disputes. [1]
3. What is conflict management? [1]
4. Explain any one possible ways of resolving conflicts in community. [1]
5. What is cultural practice? [1]
6. Identify two cultural practices of the Shona people. [1]
7. Define self-governance. [1]
8. When did Zimbabwe get independence? [1]
9. What led to Zimbabwe’s self-governance and independence? [1]
10. List any two features of self-governance. [2]
11. Suggest any two benefits of self-governance. [2]
12. When was the fast-track land reform programme conducted? [1]
13. Define a national school pledge. [1]
14. State any two values derived from the national school pledge. [2]
15. State the symbolism of the colours on the national flag. [2]
16. What is a national anthem? [1]
17. Explain the importance of the national pledge and national anthem. [1]
18. State any three regional and international organisations to which Zimbabwe is a
member. [1]
19. What does the acronym SADC mean? [1]
20. State any four nations which belong to SADC regional group besides Zimbabwe. [4]
21. What is the role of Zimbabwe in the SADC? [1]
22. When was the UN established? [1]
23. State the importance of belonging to a regional and international organisation. [1]
Section B [20 marks]

A candidate is expected to choose 4 out of 6 questions. Each question carries 5 marks.
1. (a) What is conflict management? [1]
(b) State one cause of conflicts at school. [1]
(c) Give an example of a conflict at school. [1]
(d) Identify any one person who solves conflicts at school. [1]
(e) State any one possible way of resolving conflicts in community. [1]
2. (a) What is a cultural practice? [1]
(b) Identify one cultural practice of the Venda people. [1]
(c) State any cultural practice associated with the Xangani people. [1]
(d) State any practice associated with the Nambya. [1]
(e) State one way of preserving cultural practices of indigenous people. [1]
55
Unit ELECTIONS
13
Unit Objectives
(a) analyse different forms of elections.
(b) explain the electoral processes.
Looking Back
In the previous grade, you learnt about the law-making process in Zimbabwe which include
setting up a motion, passing of a bill as well as acts of parliament. In this grade, you will
learn about the different forms of elections and the electoral process in Zimbabwe since they
are the key pillars which enable law-making process.
Key Words
Election –a ct of choosing a representative to lead a given post like that of a

president, senate, member of parliament and councillor.
Electoral process – the procedures that are done during conducting an election.
Elections
An election is an act of choosing a
representative to lead a given post like that
of a president, senate, member of parliament
and councillor. The elections in Zimbabwe
are run by Zimbabwe Electoral Commission.
It has the duty to conduct the electoral
processes efficiently and fairly. Those who
vote will be registered in a voter’s roll.
Different forms of elections
There are different forms of elections
which include presidential, senatorial, local
government and by-elections.
People waiting to vote
58
OWNERSHIP OF
Unit
14
PROPERTY
Unit Objectives
(a) name types of property ownership documents.
(b) evaluate types of property ownership.
(c) explain the importance of patent rights.
Looking Back
Property is one of the key assets that an individual has in society. Property ownership can
be individual or family. In this grade, you will learn on property ownership documents as well
as the importance of patent rights.
Key Words
Property – a possession.
Property ownership – lawful possession of assets.
Family property
A family property is a possession that is owned by a group of people related by blood. It is
usually attained through heirship. Family property include land, houses and businesses. In
this ownership, no single person has the lawful entitlement to the property. The property
belongs to the family as a whole and for a family property to be sold, there has to be
agreement amongst all family members.
Movable and immovable property
A house Cattle A car
62
Movable property refers to possession that can be moved from one point to the other.
This property include cars, furniture and electrical gadgets. On the other hand, immovable
property refers to possession that cannot be shifted or moved from point to the other. These
immovable properties include land, houses and business premises.
Activity 1
As individuals, draw immovable property that you know.
Exercise 1
1. What is a family property?

2. List any two examples of family property.
3. State any two examples of movable property.
4. Identify two immovable properties.
Types of property ownerships documents

Owning a property is proven by having relevant documents which enables one to claim
ownership of either an animal, music, books or even land. As such, there is need to have
documents which proves ownership of property to prevent abuse of property owned as well
as claim copyright from those using the property.
Property owned Document
Land Title deeds
Car Vehicle registration book
Books Copyright
Music Copyright
Livestock Animal registration book
Company Company registration book
Trade mark/Invention Patent right
Patent rights
A patent right is an exclusive right granted for an invention, which is a product or a process
that provides or offers a new technical solution to a problem. A patent right is a legal
document granted by the Patent Office for the protection of inventions that are new,
inventive and industrially applicable.
In Zimbabwe, patent rights are given by Zimbabwe Intellectual Property Office (ZIPO) or the
African Regional Intellectual Property Organisation (ARIPO). Patents can be registered for
inventions in the field of technology including improvements on prior inventions.
63
Legal resources centre: they support with legal services to widows and orphans facing
inheritance of an estate difficulty.
1. Wills
A will is a legal document which shows the testator’s wishes on how their estate will be
distributed after they die. A testator is a person who drafts the will. Any person who is above
the age of 16 (sixteen) can write a will unless at the time of making the will they are mentally
incapable. A will enables a person to control how their property will be distributed after they
die.
In Zimbabwe, the Wills Act [Chapter 6:06] regulates the writing of wills. A will can either
be oral meaning one can dictate how his or her estate should be shared. A formal will is in
written form and it has the following features:
• a will should be in writing.
• a will should be signed by the testator.
• a will should be attested to by two or more witnesses in the presence of the testator.
• a document that does not comply with these formalities may not be accepted as a will.
2. Heirship
Heirship can be defined as the condition of being an heir or a right to inheritance; heirdom.
This means that heirship deals with all those who are legally qualified to inherit or have
a share of the estate. An appointed executor by the Master of High Court ascertains the
correct beneficiaries of the estate. The heirs will be written in the will and if there is no will,
close dependents will assume heirship.
3. Property
Property is anything that a person or business has legal title over. Property can be either
tangible or intangible, and having legal title to it grants the owner certain enforceable rights.
Typical examples of a tangible property include real estate, also known as real property,
vehicles, furniture and equipment.
Property has some amount of monetary or potential value and is an asset. In Zimbabwe,
tangible property such as real estate, vehicles, as well as furniture, equipment and business
companies can be inherited upon the death of the owner by the spouse and children. They
assume the legal responsibility over it.
Activity 1
In groups, dramatise the inheritance facilitation process.
Exercise 1
1. What is inheritance?
2. Who handles inheritance issues in Zimbabwe?
3. State two institutions which facilitates inheritance in Zimbabwe.
4. State two features of a will.
67
• Inheritance is the practice of passing on property, titles, debts, rights, and obligations
upon the death of an individual.
• The law stipulates that the first heir is the spouse, followed by the children regardless
of gender.
• A will enables a person to control how their property will be distributed after they die.
• Property is anything that a person or business has legal title over.

1. __________ is an institution which deals with inheritance issues in Zimbabwe.
A. Zimbabwe Council of Chiefs B. Ministry of Education
C. Police D. Ministry of Legal and Parliamentary Affairs
2. A person who writes the will is called a __________.
A. lawyer B. writer C. testator D. drafter
3. Who can write a will?
A. Anyone above the age of 18.
B. Anyone above the age of 16.
C. Anyone who is able to write.
D. Anyone who is married.
4. An estate executor works with ___________ on inheritance issues.
A. lawyer B. strangers
C. Master of High Court D. High Court judge
5. ____________ is not an example of property that can be inherited.
A. Real estate B. Vehicles C. Equipment D. Degrees
1. What is inheritance?
2. Who handles inheritance issues in Zimbabwe?
3. State two institutions which facilitate inheritance in Zimbabwe.
4. State two features of a will.
5. What is heirship?
68
Importance of gender equity in indigenous society
Gender equity has always been valued in indigenous society. Every aspect of the indigenous
life has been punctuated by women participation in all aspects of life. Gender equity is
important in indigenous society because of the following:
• women act as spirit mediums, for example, Mbuya Nehanda is a prominent medium
who played a crucial role in the first Chimurenga.
• they also partake in ritual action. For example, they brew beer as well as officiate
during rituals in indigenous religion. They are so many rituals which cannot happen
without the presence women, for example, at rain asking ceremony. However, women
who are going through their menstrual cycle and those breast-feeding are considered
as evil and cannot fully participate in ritual action.
• they act as babakadzi. Meaning they can give advice to boys who are found in the
family.
• women as healers of physical and psychological illnesses offer health services to the
people.
• diviners who foretell the future. This made people to be aware of the future and make
necessary precautions to avert danger that may affect them.
• it reduced conflicts in society as mothers were valued for their role as mothers in
nurturing children.
• the provision of land to female to grow their farm produce enabled food security for
the family as well as empowering women to work for their own good and family. The
land owned by women is known as tseu.
Importance of gender equity in contemporary society
1. Ensuring women have leadership roles, are involved in decision-making, are available
as role models for other girls and women promotes equality in both private and public
spaces.
2. Improve quality of life and bring gender equality with equal amount of opportunities.
3. It builds stronger economies as resources are fully utilised by every human kind. Attracting
more girls and women to economic activities enhances the revenue base and increases
the market segment.
4. It is to make women independent in all aspects from thought, mind, decision and wealth
and to bring equality in society.
5. It removes stigma and discrimination associated with female sexuality.
6. The country can have a variety of human resources since women are also trained just like
men.
7. It provides opportunities for girls to understand and respect their bodies which in turn
helps them to deal with health issues.
Activity 2
In pairs, discuss the importance of gender equity.
71
FACTORS THAT INFLUENCE
Unit SITING AND DESIGNING FOR
19
SHELTER
Unit Objectives
(a) list factors that influence the siting and designing of shelter.
(b) explain factors that influence the siting and designing of shelter.
Looking Back
In the previous grade, you learnt on siting of shelter in the rural and urban areas. You looked
at the siting of the industries, residential areas, farming compounds and mining settlements.
In this grade, you will learn about the factors which influence the siting and designing of
shelter.
Key Words
Shelter – a place or structure where people get protection from the sun, rainfall and
wind.
Site – the place where shelter is constructed.
Factors influencing siting and designing of shelter

There are several types of shelters which
have been influence by site and design.
Site refers to the place where shelter is
constructed and designing refers to pattern
in which the house is constructed. There
are physical and economic factors to be
considered when siting and designing
shelter.
1. Weather influence siting and designing of
shelter. For example, weather conditions
such as rain, hot temperature and snowfall
determine the type of shelter required in
such areas. For example, the Tonga hut is A Tonga hut designed to survive floods or
wet conditions
81
influenced by wet conditions that is why it is built on stilts, the igloos were influenced by
cold weather and snow fall. The Ndebele hut is mainly constructed using grass because
Matabeleland region is known for being hot.
2. S
oil type: influence siting and designing of shelter. Areas with weak soils require a strong
foundation, quarry or stones are used on the foundation to make the shelter strong. The
soil type in desert areas lead people to use tents because the type of soil is weak and
cannot sustain the construction of brick or pole houses.
3. Availability of material: the availability of building material such poles, thatching grass
and rocks influence siting and designing of shelter. For example, the availability of stones
leads to the construction of houses made of stones while those who live near a forest where
timber is available use poles for constructing their shelter. The igloos are constructed with
ice blocks because they are readily available for the Eskimo.
4. Availability of water: is a factor which
influence the siting of shelter. Most
shelters are built in places which are near
water sources. Areas where there is water
scarcity has little or no shelter.
5.
Communication and road network:
shelter is also built in areas where there
is good communication and road network.
For example, rural shelter is more
concentrated near roads and where there
is good communication network.
6. Geographical terrain: influence the
design of a house. Low lying areas has People fetching water
shelter with strong and deep foundation
while those areas which are rocky has
shelter with shallow foundation.
7. Number of people in a family: influence the design of shelter. Windows will be wide and
rooms will be spacious when there are many people in the family.
8. By-laws: laws enacted by town authorities influence shelter design. For example, no
shelter is built without a ring beam especially in swampy areas.
Activity 1
In pairs, draw shelter with different designs.
Exercise 1
1. What is a site?
2. State three factors which influence the siting and designing of shelter.
3. Give two example of shelter that have been influenced by weather.
4. What material is used to build igloos?
82
PROMINENT PEOPLE INVOLVED
Unit IN VOLUNTARY WORK IN THE
21
PAST AND PRESENT
Unit Objectives
(a) identify prominent people involved in voluntary work.
Looking Back
In grade six, you learnt about provision of social services in Zimbabwe. Some of the social
services that you learnt include provision of food and shelter to the vulnerable members of
the society. In this grade, you will identify prominent people involved in voluntary work and
their roles in voluntary activities.
Key Word
Voluntary work – self-motivated activities which are done to assist others with no
monetary gains.
Prominent people – well-known people in doing voluntary work.
Prominent people involved in voluntary work

Voluntary work requires people who are self-
motivated to help others who are in needy.
This means that voluntary work requires
empathy as a core value. As such there
are some people in Zimbabwe and outside
Zimbabwe who volunteered to assist various
vulnerable groups in society like orphans,
people living with disability, war victims who
are injured as well as the poor.
1. Jairos Jiri
Jairos Jiri was born on 26 June 1921 in Jairos Jiri with the disabled at Jairos Jiri
Masvingo, Zimbabwe. He was educated Association
at Gokomere Mission where he developed
Christian principles of helping others.
88
assisting British soldiers with bandages and soap as well as treatment of soldiers who were
dying from infectious diseases like typhoid and cholera than from injuries incurred in battle.
She also established a laundry so that patients would have clean linens as well as a classroom
and library for intellectual stimulation and entertainment. She died on August 12 in 1910 at
her home in London.
Activity 1
Conduct an education tour to places which assist vulnerable members of the society.
Exercise 1
1. When was Jairos Jiri born?

2. State the role of Jairos Jiri in voluntary services.
3. State any three other people who were involved in voluntary services besides Jairos Jiri.
4. What is the importance of voluntary service?
• Voluntary work requires people who are self-motivated to help others who are in
needy.
• Jairos Jiri was born on 26 June 1921 in Masvingo, Zimbabwe.
• Nightingale was active in philanthropy, ministering to the ill and poor people in the
village neighbouring her family’s estate.

1. _________ is a prominent person involved in volunteerism in Zimbabwe.
A. Jairos Jiri B. Mother Theresa C. Desmond Tutu D. Florence Nightingale
2. Jairos Jiri assisted which vulnerable group in society?
A. Children B. Women C. Widows D. The Disabled
3. Matthew Rusike is known for assisting __________.
A. widows B. orphaned and vulnerable children
C. elderly D. the disabled
4. ___________ is an organisation registered by Matthew Rusike to assist vulnerable
children.
A. Children’s Home B. Matthew Rusike Children’s Home
C. African Children’s Home D. African Home
5. When did Matthew Rusike began to assist vulnerable children.
A. 1950 B. 1960 C. 1980 D. 2000
6. ______ is the original name for Mother Teresa.
A. Nun B. Agnes C. Florence D. Mary
7. Mother Teresa belonged to which religious affiliation?
A. Hinduism B. Judaism C. Islam D. Christianity
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Unit PARTICIPATING IN
VOLUNTARY WORK
23
Unit Objectives
(a) perform voluntary work in your locality.
Looking Back
Voluntary work is a mark of good citizenship which alleviates problems affecting vulnerable
members of the society. It can either be in material support, financial support or even
sweeping or caring for vulnerable members of society. In this unit, as learners we need to
participate in voluntary work that helps in assisting people in needy.
Key Words
Voluntary Work – work done for none monetary gains to help the vulnerable.
Voluntary work
In your community there are many vulnerable
groups that live at designated centres while
others live with you in your neighbourhood.
Some of these vulnerable groups that you
will meet and participate in voluntary work
include:
People living with HIV-AIDS (PLWHA):
these people need care and love. Visit them
and show them love by talking to them as
well as perform some voluntary work like
providing them with proper diet, clothes and
shelter.
People living with disabilities: these need People donating to an old people’s home
hearing aids, walking aids like clutches and
wheelchairs, special medication for albinos
and as well as other material support. Donate the little that you can to assist them.
96
Test 2
1. ______________ is a body which runs elections in Zimbabwe.
A. ZANU PF B. ZEC C. ZESN D. ZIFA.
2. The elections of president, senator and councillor are done after a period of _______.
A. three years B. six years C. five years D. ten years
3. The senate is made up of ________ elected members.
A. 60 B. 80 C. 62 D. 78
4. ______ is not a property ownership document.
A. Driver’s license B. Title deeds C. Copyright D. Patent right
5. ___________ is a document which shows ownership of an animal.
A. Title deeds B. Patent right
C. Intellectual property D. Animal branding
6. Ownership of literary works, artistic works, sound recordings and audio-visual works is
claimed through _______.
A. intellectual property B. title deeds
C. copyright D. patent right
7. __________ is an institution which deals with inheritance issues in Zimbabwe.
A. Zimbabwe Council of Chiefs B. Ministry of Education
C. Police D. Ministry of Legal and Parliamentary Affairs
8. A person who writes the will is called a __________.
A. lawyer B. writer C. testator D. drafter
9. Who can write a will?
A. Anyone above the age of 18 B. Anyone above the age of 16
C. Anyone who is able to write D. Anyone who is married
10. An estate executor works with ___________ on inheritance issues.
A. lawyer B. strangers
C. Master of High Court D. High Court judge
11. ___________ is a social construction of femaleness and maleness.
A. Gender equity B. Gender balance C. Gender D. Gender stereotyping
12. __________ is an institution which promote gender equity in Zimbabwe.
A. RBZ
B. Ministry of Primary and Secondary Education
C. Women’s Bank
D. ZINWA
13. ___________ is a law that governs equality of men and women in Zimbabwe.
A. Gender equity B. Gender policy C. Gender sensitive D. Gender balance
14. ________ is a model of gender equity in indigenous society.
A. Mbuya Nehanda B. Grace Mugabe
C. Oppah Muchinguri D.Auxillia Mnangagwa
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47. _________ is a law which governs the conduct of voluntary organisations.
A. Gender Act
B. Education Act
C. POSA
D. The Private and Voluntary Organisations Act
48. _______ is not a responsibility of voluntary organisations.
A. Conduct humanitarian work B. Protecting human rights work
C. Provision of legal aid D. Forming political organisations
49. ________ is a voluntary organisation which deals with vulnerable children.
A HelpAge Zimbabwe B. Jairos Jiri
C. FACT D. Matthew Rusike Children’s home
50. _______ is a challenge caused by voluntary organisations.
A. Increase of dependence syndrome B. Shortage of money
C. Increase in poverty D. Drought
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(d) Suggest one way of addressing gender equity. [1]
(e) State the importance of gender equity in indigenous society. [1]
4. (a) Define a consumer. [1]
(b) What are consumer rights? [1]
(c) State one reason why a consumer needs protection. [1]
(d) Suggest any one consumer right in Zimbabwe. [1]
(e) State the importance of consumer rights. [1]
5. (a) State one way of acquiring accommodation. [1]
(b) A person who rents a house is called_______. [1]
(c) Identify one title deed that are given when buying accommodation. [1]
(d) Who gives land for building accommodation in towns? [1]
(e) What is the advantage of acquiring accommodation? [1]
6. (a) What is a voluntary organisation? [1]
(b) State any one voluntary organisation in Zimbabwe. [1]
(c) Give one function of voluntary organisations in Zimbabwe. [1]
(d) State one challenge caused by voluntary organisations. [1]
(e) Suggest a solution to challenges caused by voluntary organisations. [1]
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2. Reserve Bank of Zimbabwe (RBZ)
This is an institution which keeps the foreign
currency and distribute it to areas that are
of national interest like energy, raw materials
required for the production of some goods
as well as buying important goods for the
country. The reserve bank also controls
the issuance of local currency to banks.
The Reserve Bank also creates and enacts
monetary policies.
It is the producer of Zimbabwe’s bank notes
and coins and it regulates the amount of
money in circulation. Reserve Bank of Zimbabwe
The Reserve Bank also looks after the country’s gold, as well as purchase and refine precious
minerals like diamonds, gold and silver through its subsidiary Fidelity Printers and Refinery.
The bank serves as an advisor to the government, providing the government with daily
banking services.
3. Zimbabwe National Water Authority (ZINWA)
The Authority was formed in 2000 because of the Water Act of 1998 to manage water
storage and distribution. The main mandate of the authority is to manage water for the state
and to ensure sustainable development and equitable distribution of the country’s water
resources to all Zimbabweans at an affordable price. Other key roles of ZINWA include;
• provision of water to the nation in a cost-effective manner.
• ensuring equitable accessibility and efficient use of water resources.
• minimising the impact of droughts and floods.
• construction of dams for water storage for future use.
• operate and maintain water works in order to provide water in bulk to local authorities
and reticulated water to consumers on behalf of local authorities who lack the capacity
to provide this service.
Activity 1
In pairs, discuss the role of ZINWA as national strategic institution.
Exercise 1
1. _________ is not a national strategic reserve institution.

A. ZETDC B. RBZ C. ZUPCO D. ZINWA
2. When was the Water Act enacted?
A. 2000 B. 1980 C. 1998 D. 2010
3. ZETDC means __________
A. Zimbabwe Electricity Transmission and Distribution Company
B. Zimbabwe Electricity Transmission and Destruction Company
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• National strategic reserve institutions refers to large organisations for the country set
up to do something for the people.
• The reserve bank also controls the issuance of local currency to banks.
• The National Parks and Wildlife Management Authority (NPWM) is responsible for
conserving Zimbabwe’s wildlife.

1. ___________ is not a national strategic reserve institution.
2. ___________ is not a role of RBZ.
A. Buying important goods for the country
B. Controlling the issuance of local currency to banks
C. Looking after the country’s gold
D. Printing foreign currency
3. ____________ is not the main function of ZINWA.
A. Provision of water to the nation in a cost-effective manner
B. Ensuring equitable accessibility and efficient use of water resources
C. Ensuring that there is enough rain
D. Construction of dams for water storage for future use
4. _____________ is responsible for storage and selling of cereals and oil seeds.
A. ZINWA B. GMB C. RBZ D. ZETDC
5. The National Parks and Wildlife Management Authority (NPWM) is responsible for
_____________.
A. selling wildlife
B. creating wildlife
C. conserving Zimbabwe’s wildlife and wilderness resources
D. giving food to wildlife
1. What are national strategic reserves?
2. State any three national strategic reserves in Zimbabwe.
3. What is the advantage of having national strategic reserves?
4. State one challenge faced by national strategic reserves.
108
Unit STORAGE AND
MARKETING OF GOODS
25
Unit Objectives
(a) examine various methods of storage and marketing.
(b) distinguish imports and exports.
Looking Back
Important resources which are of national value need to be stored in facilities that ensure
food security as well as availability of goods in the time of needy. This unit deals with methods
of storing and marketing of goods. The topic also looks at the differences between imports
and exports.
Key Words
Storage facility – a place for keeping things.

Marketing – ways by which goods are supplied, advertised and sold.
Imports – goods that are bought from other countries.
Exports – goods that are sold to other countries.
Storage of facilities
There are important storage facilities for various products. Storage is important in keeping
safe the product for future use. It can also be done for rebranding and packing.
Some of the storage facilities include silos,
warehouses, tanks and dams. It is important
to note that storage secures the supply of
goods even in the time of crises like drought
or diseases.
(a) Silos
Silo is term that is derived from the Greek
word Siros which means a pit for holding
grain. Therefore, a silo is a structure for
storing bulk materials especially grain, coal, Silos at GMB
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Activity 2
In pairs, discuss major imports and exports of Zimbabwe.
Exercise 2
1. What is marketing?
2. Give two examples of supermarkets.
3. Identify two features of a supermarket.
4. What is a departmental store?
5. Give two characteristics of a departmental store.
• Storage is important in keeping safe the product for future use.

• A silo is a structure for storing bulk materials.
• A wholesaler’s warehouse can be used for branding, grading of product according to
quality as well as repackaging.
• A departmental store may be described as a large retail organisation having a number
of departments in the same building under centralised control.

1. ___________ is not example of storage facility.
A. Silos B. Warehouses C. Supermarket D. Dams
2. _______ is a type of a silo.
A. Water silo B. Tower Silo C. Plastic silo D. Technogical silo
3. _________ is not a function of a warehouse.
A. Branding of product B. Grading of product
C. Repackaging of product D. Selling of product
4. __________ is a type of a warehouse used to store goods before payment of import
duties.
A. Manufacturers’ warehouse B. Wholesaler’s warehouse
C. Bonded warehouse D. Farm warehouse
5. A tank is used to store______.
A. cereals B. furniture C. fuel D. clothes
6. Fuel for the nations is stored by which company?
A. Total B. NOCZIM C. Engen D. Zuva petroleum
7. _______ is a dam which stores water for Harare.
A. Lake Kyle B. Tokwe Mukosi C. Mzingwane Dam D. Lake chivero
8. The storage of water in Lake Kariba is mainly for _________.
A. domestic use B. fishery C. leisure D. electricity generation
112
Unit INDIGENOUS AND CONTEMPORARY
WAYS OF PRESERVING FOOD
26
Unit Objectives
(a) discuss the indigenous and contemporary ways of preserving food.
(b) explain the importance of preserving food.
Looking Back
In grade six, you learnt how raw materials like maize, timber, milk and cotton are processed
into finished products. In this grade, you need to know about indigenous and contemporary
ways of preserving food. In the end, you will learn about the importance of preserving food.
Key Words
Preserving food – an action of maintaining all that is consumed in order to have a secure
and reliable source of food during off seasons.
Contemporary ways of preserving food

Preserving food is important for securing food during off-seasons as well as preventing
food from getting rotten. The modern ways of preserving food are salting, pickling, drying,
freezing, vacuum foods, and sterilising. Ways of preserving include the following:
1. Refrigeration and freezing: refrigerators are used to preserve food by reducing bacteria
and fungi through cold. The freezing of below -10° C in domestic freezers, allows food
preservation.
2. F
ood additives: additives are substances
that are added to food to maintain their
qualities, or to enhance or recover some
that have been lost during the process.
The additives are food preservatives
which hinder or prevent the development
of microorganisms. They can also serve
to give colour, flavour, texture, value and
prevent rusting of food.
Meat in a refrigerator
114
3. Sterilisation: refers to the treatment to which food is subjected and which results in the
elimination of all germs. It is a technique widely used in the dairy industry. One of the
processes of sterilisation of the most used milk is pasteurisation, which involves heating
it to about 80° C for 30 seconds. This sudden heating produces the death of 99.5% of the
germs contained in the milk.
4. Pasteurisation: the purpose of pasteurisation is to destroy the pathogens and thus
prevent the deterioration of the food. This thermal treatment must be followed by a
sudden cooling and pasteurised food generally kept cold (4°C). This technique, for
example, is widely used in milk, in dairy products, in fruit juices, beer, vinegar, honey.
5. Dehydration: it is one of the methods most used by man, since it consists of drying some
products such as grains, cereals, fruits and vegetables, exposing them to extreme heat,
in order to eliminate a large amount of moisture in them. This avoids the development of
bacteria and ensuring the conservation of vitamins in dehydrated products. Dehydration
can happen using an oven or direct sunlight.
6. Vacuum packaging: system consists of extracting the oxygen from the container that
contains the product in this way it prevents the oxidation and putrefaction of the food to
be preserved, prolonging its expiration date in more than 30 days and up to 1 year.
Activity 1
In pairs, demonstrate ways of preserving food.
Exercise 1
1. What is food preservation?

2. Why is it important to preserve food?
3. State two contemporary ways of preserving food.
4. Refrigeration reduces the accumulation of __________ and ________ through cold.
Indigenous ways of preserving food

There are indigenous ways of preserving food that have been used from long ago using the
indigenous knowledge systems. The main indigenous methods of preserving food are use of
air and sun drying, smoked coating, ash mixing, leaving with their covers after harvesting,
shading and freezing.
1. Drying
People collect indigenous leafy vegetables of nyevhe/rudhe, muvharadhongi and Muchacha
when they are available and plentiful, especially during high precipitation seasons. The
vegetables are then dried and used in winter, the time of scarcity, in contributing to household
food security.
115
HAZARDS AND DISASTERS
Unit IN THE TRANSPORT AND
29
COMMUNICATION INDUSTRY
Unit Objectives
(a) identify hazards and disasters in the transport and communication industry.
(b) analyse causes and effects of hazards and disasters in the transport and communication
industry.
Looking Back
In the previous grade, you learnt about transport and communication links with other
countries. However, there are a lot of hazards associated with the transport and
communication industry. In this grade, you identify and analyse causes and effects of
hazards and disasters in the transport and communication industry.
Key Words
Disaster – great misfortune causing harm to nature or humans.

Hazard – a risk which can cause harm.
Hazards and disasters in the transport and communication industry

Hazard means a risk or accident while a disaster is a great misfortune. Every day, people
are subjected to certain hazards and disasters while commuting to and from home, work,
school and other locations. These hazards exist on the roadways as well as through other
forms of transportation.
Hazards can be caused by natural factors,
human error and mechanical faults. Below
are some of the hazards and disasters in the
transport and communication industry.
Flood is a hazard that causes loss of life in
the transport and communication industry. It
can cause the sweeping away of transport
as well as destruction of bridges which result
in the loss of human life. Flooded area
124
1. ________ is not a cause of transport hazard.
A. Natural factors B. Human error C. Mechanical faults D. Money
2. Road carnage is largely caused by _________.
A. police B. aeroplanes which fly above
C. lack of education D. human error
3. ________ causes poor visibility causing transport hazard.
A. Lights B. Mist and fog C. Driving at night D. Mechanical fault
4. _________ is a hazard associated with trains.
A. Mass wasting B. Road accidents C. Derailment D. Shipwreck
5. _______ is the best way preventing hazards caused by mechanical fault.
A. Chasing away the driver
B. Retraining of drivers
C. Constant maintenance of all means of transport
D. Putting road blocks
6. __________ is an effect of transport hazards.
A. Trauma B. Enjoyment
C. Going to various places D. Buying fuel
7. What can be done to reduce loss of life due to transport hazards and disasters?
A. Banning of unfit transport
B. Increase speed limit of vehicles
C. Money should be given to transport operators.
D. Praying
127
Unit MANAGEMENT OF DISASTERS IN
THE TRANSPORT INDUSTRIES
30
Unit Objectives
(a) suggest ways of managing hazards and disasters in the transport and communication
industry.
Looking Back
Today’s society is affected by so many hazards which has affected even the transport
and communication industry. Therefore, there is need for disaster management skills and
measures to prevent further loss of life as well as destruction of infrastructure. In this unit,
we are going to explore ways of managing hazards and disasters in the transport and
communication industry.
Key Words
Disaster management – mitigatory measures to prevent and reduce the effects of

transport hazards and misfortunes.
Solutions to hazards and disasters

• Safety boards and other agencies should be put in place to analyse and investigate
accidents involving trains, planes and automobiles. Additionally, inspectors investigate
trucking incidences and other transportation issues like Vehicle Inspection Department
and National Traffic Safety Council of Zimbabwe.
• Training of paramedics who help disaster victims, fire fighters and health personnel
who deals with managing disaster victims.
• Funding of the fire brigade to ensure that there is no loss due to fire which erupts
because of transport hazards.
• Provision of cheap fire extinguishers to transport users.
• Offer psychological support to victims of disasters in the transport industry.
• Retraining of transport operators like drivers and pilots can help to reduces transport
disasters.
128
Unit HUMAN CAPITAL
DEVELOPMENT IN ZIMBABWE
31
Unit Objectives
(a) identify different career opportunities in Zimbabwe.
(b) examine different organisations involved in human capital development in Zimbabwe.
Looking Back
In the previous grade, you learnt about enterprise skills like farming, building, textile
technology, visual and performing arts as well as sports. In this grade, you will learn about
the career opportunities in Zimbabwe as well as different organisations which are involved
in human and capital development in Zimbabwe.
Key Words
Career – a job or profession in which one is trained to make a

living out of it.
Human capital development – the training and upgrading of skills which are needed by
the employer.
Career opportunities in Zimbabwe

A career is a job or profession in which one is trained to make a living out of it. Career spans
for the whole life.
There are so many career paths that can be taken in Zimbabwe. Some careers require
academic achievements while others require skills and talents. Thus these careers are
shaped and nurtured in different training institutions.
Entrepreneurship is a career opportunity in Zimbabwe where one can start in business
venture for the profit-making, creating self-employment and for others. Some of the career
opportunities derived from entrepreneurship include sole trading, carpentry and vending.
Primary industry: some of the careers in Zimbabwe are derived from the primary industry
which include fishing, farming and small scale mining. Thus one can be a fishermen, farmer
and miner.
131
Secondary industry: some career opportunities are derived from the secondary industry.
This implies that one can get employment from the manufacturing industries as drivers,
fitter and turner, boiler makers, tailors and technicians.
Tertiary industry: teaching, nursing, banking and insurance brokers are some career
opportunities that are found in Zimbabwe. These require specialised training in state
certified institutions.
Sporting career: today sports is a paying
and rewarding career. One can become a
professional player. For example, Khama
Billiat, Tatenda Taibu, Benjamin Locke,
Tatenda Garan’anga and Manyuchi are
some sport personalities earning a living
through sports.
Arts career is another career opportunity
in Zimbabwe. Art can either be performing
or visual. Therefore, there are career
opportunities in performing and visual arts. Zimbabwe Warriors squad of 2019
Some of the prominent people who have arts as their career are Aleck Macheso, Sabhuku
Vharazipi, Gringo and Matthias Mhere while Dominic Benhura is a visual artist.
Activity 1
Visit different work places and list career occupations in those work places.
Exercise 1
1. What is a career?
2. State one key feature of a career.
3. Give two examples of careers that can be pursued by people with talent and skills.
4. State one career that can be tapped from entrepreneurship.
5. State two careers that are derived from the tertiary industry.
Human capital development in Zimbabwe

Human capital development refers to the training and upgrading of skills which are
needed by employers. There are various institutions that are involved in human capital
development in Zimbabwe. These include;
• Vocational Training Centres (VTC) like Hubvumwe in Gutu and Kushinga Pikhelela
which trains human capital in motor mechanics, agricultural extension officers and
carpentry.
• Universities like University of Zimbabwe trains human capital in law, medicine and
engineering while the National University of Science Technology specialises in
technology as well as engineering.
132
Unit TOURISM
35
Unit Objectives
(a) identify tourist destinations in Zimbabwe, the SADC and other countries.
(b) explain the importance of tourism to Zimbabwe and other countries.
Looking Back
In the previous grades, you learnt on tourism in Zimbabwe where you identified major tourist
destinations and importance of tourism. In this grade, you will learn on tourist destinations
in Zimbabwe, the SADC and other countries. You will also learn about the importance of
tourism to Zimbabwe and other countries.
Key Words
Tourism – the practice of travelling for pleasure especially on holidays.

Tourist destination – places where people visit for pleasure especially during holidays.
Tourism in SADC and other countries

Tourism refers to the practice of travelling for pleasure especially on holidays. People who
visit places of interest for relocation and leisure are known as tourists. Tourism can be either
domestic, regional or international. Some of the tourist attraction centres include natural
features like mountains, cultural or historical sites as well as recreational sites.
1. Tourist destinations in Zimbabwe
In Zimbabwe, tourism is highly valued as there is a Ministry of Tourism as well as the
Zimbabwe Tourism Authority board which focuses on the promotion of domestic, regional
and international tourism. They have reduced tourism expenses, advertised and expanded
infrastructural development of various tourist centres in Zimbabwe.
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Tourist destination Attractions
Victoria Falls Scenery, game viewing, dancing, casino, cultural
activities
Hwange National Park Game Viewing
Nyanga Scenery, mountain climbing, fishing, casino
Kariba Dam Water sports, dam wall, fishing
Great Zimbabwe Historical site, cultural dances
Matopo Hills Scenery, game viewing
Mana Pools Fishing, game viewing, scenery
Chinhoyi Caves Scenery
Chimanimani Mountain climbing, scenery
Vumba Heights Mountain climbing, scenery
Matusadona National Park Scenery, game viewing
Gonarenzou National Park Game viewing
Khami Ruins Historical
Lake Kyle Water sport, scenery
It should be noted that Victoria Falls is the major tourist attraction centre in Zimbabwe that
is found along the Zambezi River. It has five different falls and is traditionally known as Mosi-
oa-Tunya which means the smoke that thunders. Great Zimbabwe is another major tourist
destination in Zimbabwe. It is found in Masvingo and it is a stone work that is magnificent
that reflect the indigenous people’s civilisation and historical background.
2. Tourist destinations in SADC
There are several tourist destinations in the
SADC which ranges from national parks,
mountains, beaches and lakes. Some of the
national parks include Serengeti National
Park of Tanzania, Fish River Canyon of
Namibia, Sossusvlei in Namibia, Mount
Kilimanjaro in Tanzania, Avenue of the
Baobabs in Madagascar, the Ngorongoro
Crater of Tanzania, the Kruger National Park
in South Africa as well as Okavango Delta in
Botswana.
Fish River Canyon of Namibia
146
ENVIRONMENTAL ISSUES:
Unit DESERTIFICATION CAUSES,
36
EFFECTS AND SOLUTIONS
Unit Objectives
(a) examine the causes and effects of desertification.
(b) suggest mitigatory measures to the problem of desertification.
Looking Back
In the previous grade, you learnt about disasters and disaster management. In this grade,
you will learn on environmental issues particularly desertification. You will learn the causes
of desertification, effects of desertification and solutions to desertification. This is important
because the environment has to be preserved for the benefit of the future generation.
Key Words
Environment – the surroundings which include land, water, forests and air.
Desertification – the change of productive land to a non-productive land.
Desertification
Desertification refers to the change of productive land to a non-productive land. It is a process
of land degradation in arid, semi-arid and sub-humid areas due to various factors including
climatic variations and human activities.
Causes of desertification
Desertification refers to the change of
productive land to a non-productive land. It
is caused by human factors like overgrazing,
deforestation, bad farming practices and
urbanisation. Other natural factors resulting
in desertification are climate change and
natural disasters. These causes include the
following:
Overgrazed land
150
1. Overgrazing: animal grazing is a huge problem for many areas that are starting to become
desert like. Large population of animals results in overgrazing which affects plant growth.
2. D
eforestation: the cutting down of trees for shelter, fuel and other purposes are contributing
to the problems related to desertification. Without the plants (especially the trees) around,
the rest of the living organisms in the ecosystem cannot survive.
3. Bad farming practices: some farmers have bad farming practices like stream bank
cultivation and continuous land tillage which result in soil exhaustion. This leads to the
washing away of the top soil and its nutrients resulting in desertification.
4. U
rbanisation: and other types of land development. The growth of many towns and
cities has led to the development of desertification as people destroy trees for clearing
land for building urban houses. Industries in urban areas also emit poisonous gases
or chemicals into the land. Urbanised areas have low plant population that grow, thus
causing desertification.
5. Climate change: climate change plays a huge role in desertification. This is evidenced
by global warming, occurrence of floods and persistent droughts which have resulted in
desertification.
6. E xtraction of resources: extraction of natural resources like natural gas, oil or minerals
result in the loss of soil of nutrients and this kills the plant life. This results in the turning of
land to become unproductive.
atural disasters: as a result of droughts, floods and tropical cyclones have damaged
7. N
land and resulted it in becoming unproductive. This is because the land surface with
nutrients is destroyed and vegetation is destroyed.
Activity 1
In groups, discuss the causes of desertification.
Exercise 1
1. Define environment.
2. State two things which affect the environment.
3. What is desertification?
4. List any three causes of desertification.
Effects of desertification
1. It has increased farming production costs: farming can only be done using special
technologies which are too costly.
2. Hunger: is an effect of desertification as human beings and animals are in short supply
of food. There is food scarcity.
3. Flooding: is a result of desertification because scanty plant life in an area makes flooding
more eminent. There is low infiltration and high surface run-off leading to flooding. This
even affects the water table.
151
POLLUTION: CAUSES,
Unit
EFFECTS AND SOLUTIONS
37
Unit Objectives
(a) define pollution.
(b) explain causes and effects of pollution.
(c) suggest mitigatory measures to control pollution.
Looking Back
In the previous unit, you learnt about desertification as an environmental problem. You should
know that pollution is also another problem affecting the environment today. As such, this
unit focuses on pollution as a global issue that is affecting the environment. You will learn
about the causes, effects and mitigatory measures to control pollution.
Key Words
Pollution – the change of outlook of the air, water and land due to contamination.
Pollution
Pollution refers to the destruction of something pure to become impure. In simple terms
pollution refers to the change of outlook of the air, water and land. As such, there are various
forms of pollution which include water pollution, air pollution, land pollution and noise
pollution.
1. Water
Water pollution occurs when harmful
substances like chemicals or microorganisms
contaminate a stream, river, lake, ocean,
aquifer, or other body of water, degrading
water quality and rendering it toxic to
humans or the environment.
Water pollution is largely caused by toxic
substances from farms, towns and factories
that are released into water sources and Water pollution
154
Test 3
1. _________ is not a national strategic reserve institution.
2. ______ is a subsidiary of RBZ responsible for purchasing and refining of precious minerals
like diamonds and gold.
A. Marange diamond mine
B. Fidelity Printers and Refinery
C. Shamva Gold Mine
D. CBZ
3. _______ is not the main function of ZINWA.
A. Provision of water to the nation in a cost-effective manner
B. Ensuring equitable accessibility and efficient use of water resources
C. Ensuring that there is enough rain
D. Construction of dams for water storage for future use
4. The National Parks and Wildlife Management Authority (NPWM) is responsible for
______.
A. selling wildlife
B. creating wildlife
C. conserving Zimbabwe’s wildlife and wilderness resources
D. giving food to wildlife
5. ___________ is not example of storage facility.
A. Silos B. Warehouses C. Supermarket D. Dams
6. _________ is not a function of a warehouse.
A. Branding of product
B. Grading of product
C. Repackaging of product
D. Selling of product
7. Fuel for the nations is stored by which company?
A. Total B. NOCZIM C. Engen D. Zuva petroleum
8. _______ is a dam which stores water for Bulawayo.
A. Lake Kyle
B. Tokwe Mukosi
C. Mzingwane Dam
D. Lake chivero
9. __________ is a feature of a supermarket.
A. Goods are sold at the counter
B. Prices are high
C. Credits are offered to the customer
D. Operates on self-service basis.
159
Paper 2
Section A [30 marks]
1. State two methods of storage. [2]
2. How is water stored for domestic and industrial use? [1]
3. State any two characteristics of a supermarket. [1]
4. Suggest one indigenous way of preserving meat? [1]
5. State any two hazards and disasters associated with transport and communication
industry. [2]
6. Identify two causes of hazards and disasters in the transport and communication
industry. [2]
7. State two effects of hazards and disasters in the transport and communication
industry. [2]
8. Suggest one way of preventing hazards and disasters in the transport and
communication industry. [1]
9. State two examples of self-employment. [2]
10. Give two causes of unemployment. [2]
11. Suggest one way of being self-reliant. [1]
12. State any three workers’ rights. [3]
13. State one occupational hazard. [1]
14. Suggest one solution to occupational hazards. [1]
15. State one responsibility at work. [1]
16. State one benefit of being involved in sports. [1]
17. What is desertification? [1]
18. List any two causes of desertification. [2]
19. State two effects of desertification. [2]
20. Suggests one solution to desertification. [1]
Section B [20 marks]

A candidate is expected to choose 4 out of 6 questions. Each question carries 5 marks.
1. (a) What are national strategic reserves? [1]
(b) State one national strategic reserve in Zimbabwe. [1]
(c) Using an example, outline one function of national strategic reserves. [1]
(d) What is the advantage of having national strategic reserves? [1]
(e) State one challenge faced by national strategic reserves. [1]
2. (a) What is food preservation? [1]
(b) State one contemporary way of preserving food. [1]
(c) Identify one indigenous way of preserving food. [1]
(d) State any advantage of using indigenous ways of preservation. [1]
(e) What is the importance of preserving food? [1]
163

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Updated Curriculum

Wilson Zivave Learner’s Book

TOPIC 2: CULTURAL HERITAGE .................................................................................. 26

TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE...................... 35

TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES.................................... 57

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM................................................... 87

TOPIC 8: TRANSPORT AND COMMUNICATION......................................................... 119

TOPIC 9: WORK AND LEISURE..................................................................................... 130

TOPIC 10: GLOBAL ISSUES........................................................................................... 149

Test 3........................................................................................................................................ 159

Characteristics of ideal marital relationship

A man chasing away his wife after a dispute

1. Educational and intellectual differences cause marital disputes. For example, if a

Perform a role play in groups on marital disputes.

1. What is a marital dispute?

Key points in this unit

• A marital relationship refers to a marriage relationship where a husband and wife or

Unit Revision Exercises

Conflict – a serious disagreement between two parties that can result in

Causes of conflicts at home, school and community

Conflict between children at home

Language Province Area of dominance

Chief – the clan leader of an indigenous society.

Indigenous leadership hierarchy in Zimbabwe

In groups, dramatise the role of the chief.

1. State the indigenous leadership hierarchy.

1. What is to instal a chief?

Key points in this unit

• The village head reports to headman.

Unit Revision Exercise

Major heritage sites in Zimbabwe

Healthy boy-girl relationship

Child-bearing – the process in which a pregnant mother gives birth.

Effects of child bearing

Key points in this unit

• Zimbabwe started to exercise self-governance in 1980 after a protracted liberation

Unit Revision Exercises

Land reform programme – the equitable redistribution of land by government.

The land reform programme

National anthem – a country’s ceremonial song of praise.

The national school pledge

In groups, recite the national pledge.

1. What is a national school pledge?

The national flag

Draw and colour the national flag.

1. State the colours on the Zimbabwe national flag.

International organisations – a grouping of international countries with an objective of

Regional and international organisations

1. COMESA means _________.

United Nations (UN)

In groups, identify the regional and international organisations to which Zimbabwe is a

1. When was the UN formed?

Key points in this unit

Unit Revision Exercise

Section B [20 marks]

Election –a ct of choosing a representative to lead a given post like that of a

A house Cattle A car

As individuals, draw immovable property that you know.

1. What is a family property?

Types of property ownerships documents

Conflict – a serious disagreement between two parties that can result in

International organisations – a grouping of international countries with an objective of

Election –a ct of choosing a representative to lead a given post like that of a

Disaster management – mitigatory measures to prevent and reduce the effects of

Career – a job or profession in which one is trained to make a